Rider 82 Curriculum
2007 Pilot Report Findings
Dr. Lesley Tomaszewski and Genny Reid
February 27, 2008
Discussion
The purpose of this pilot was to gather information from administrators, teachers, and students as to the effectiveness of the industry-related curricula on the acquisition of basic skills within a work context (English, math, technology, and employability).
To do this, the TCALL research staff developed various evaluation instruments and interview questions. The data from this research project includes:
- 80 teacher lesson evaluations
- 6 teacher overall evaluations
- 1159 student lesson evaluations
- 19 conference calls with 7 teachers
- 5 conference calls with 5 administrators
- 5 conference calls with 26 students
With the quantitative and qualitative findings from this study, the TCALL research staff was able to answer the following questions which were part of EPCC’s program evaluation (Appendix M)
1. What industry-related English skills can student perform as a result of participating in the pilot testing of the 200 hour ESL for Sales and Service curriculum for Texas adult English language learners?
Over 65% of the students at the two Sales and Service pilot sites responded that they agreed or strongly agreed that the lessons in the Sales and Service curriculum had helped them to:
- Learn about the Sales and Service industry (66%)
- Learn math (80%)
- Learn pre-employment skills (68%)
- Read English (83%)
- Learn technology (81%)
- Understand English (82%)
- Write English (87%)
When asked about surprises occurring in the classroom, the Sales and Service pilot sites teachers discussed what the student had learned from the curriculum:
There has been vocabulary recognition in the target vocabulary and understanding of the content materials.
I was concerned about being able to teach the phonics but that is going well. And I was surprised they were able to do the math. We did rounding today and they are like this is simple.
2. What industry-related English skills can student perform as a result of participating in the pilot testing of the 200 hour ESL for Manufacturing curriculum for Texas adult English language learners?
Over 90% of the students at the one Manufacturing pilot site responded that they agreed or strongly agreed that the lessons in the Manufacturing curriculum had helped them to:
- Learn about the Manufacturing industry (100%)
- Learn math (100%)
- Learn pre-employment skills (100%)
- Read English (98%)
- Learn technology (98%)
- Understand English (100%)
- Write English (94%)
When asked about surprises occurring in the classroom, the Manufacturing teacher discussed what the student had learned from the curriculum:
I have to tell you a comment I got from one of the students. I was doing a math thing and the student said “I like this math” this is better than the other math. Doing the math where using invoice numbers instead of alphabetically. While not intrinsic to the particular lesson, it is an important skill to manufacturing world, business world or like that.
3. What industry-related English skills can students perform as a result of participating in the pilot testing of the 200 hour ESL for Healthcare curriculum for Texas adult English language learners?
Over 80% of the students at the two Healthcare pilot sites responded that they agreed or strongly agreed that the lessons in the Healthcare curriculum had helped them to:
- Learn about the Healthcare industry (87%)
- Learn math (80%)
- Learn pre-employment skills (68%)
- Read English (90%)
- Learn technology (88%)
- Understand English (88%)
- Write English (91%)
When asked about surprises occurring in the classroom, the Healthcare teachers discussed what the student had learned from the curriculum:
I think that it is surprise at how well they do at the math. They are enjoying the math sections. It was a surprise to me, because I thought it might be a hurdle. They enjoy helping each there so if one doesn’t understand they can by helped. I did not know they were as advanced as they are.
There has been vocabulary recognition in the target vocabulary and understanding of the content materials.
4. What are the results of the feedback obtained for students and teachers on the pilot testing of the multi-level extension activities of industry-related curricula?
As mentioned in the qualitative section of this report, most of the students felt the lessons were at an appropriate level for them to understand. About 25% of the students thought the lessons were too basic. Reasons for this included their previous work experience and educational backgrounds. Most of the teachers thought both the lessons and the orientation manual were written at too high a level for students to understand.
5. What oral language fluency skills can students demonstrate as a result of participating in the pilot testing for Sales and Service for Texas adult ESL learners?
78% of the students piloting the Sales and Service responded on the lesson surveys that they agreed or strongly agreed that the lessons had helped them with their English speaking skills. When asked, ‘How has your English changed since you began this program?’, the students responded that:
I can understand and speak different words. I am speaking better, I am understanding more, and I practice more, sometimes.
I understand more, I make more talk. I am reading more, I think it is very good. My English because before this program I understand a little bit. Right now I understand more.
I think I learn more English now. I learn more vocabulary. I learn vocabulary of stores and service.
6. What oral language fluency skills can students demonstrate as a result of participating in the pilot testing for fluency for Manufacturing for Texas adult ESL learners?
96% of the students piloting the Manufacturing curriculum responded on the lesson surveys that they agreed or strongly agreed that the lessons had helped them with their English speaking skills. When asked, ‘How has your English changed since you began this program?’, the students responded that:
The English changed a lot, because when I started the program I would read and write, but not speak.
Since starting the program, I understand everything when somebody speak to me. I am starting to talk more. The program is very good for us. Find a good job. This program has helped me to speak more and when go looking for jobs, before someone would go with me when filling out applications, now I can do it by myself. The program has helped me a lot.
Right now I know my English has changed because when I go to the store I can ask question and where someone questions me I can answer them. At my doctor’s appointment, I can ask a lot of questions, I can fill out the forms –I know it is easy, but months ago it was hard. The program is so good.
This program helped me with understanding how to work machines in manufacturing and speak English for communication with people.
7. What oral language fluency skills can students demonstrate as a result of participating in the pilot testing for fluency for Healthcare for Texas adult ESL learners?
87% of the students piloting the Healthcare curriculum responded on the lesson surveys that they agreed or strongly agreed that the lessons had helped them with their English speaking skills. When asked, ‘How has your English changed since you began this program?’, the students responded that:
My English has improved. Some words were difficult to understand but when we try to figure out the meaning we learn more than just one word.
I feel it is improving, in all the ways because I practice a lot of English because I practice the vocabulary. Also to make my work. I think I need to improve my English to take more programs because it is important to learn more English.
It has improved quite a lot. I don’t stutter as much, there are words that I can say without second guessing myself. I understand what people are telling me know. I feel more confident speaking, I need more practice, but that will come along. But I have noticed that it has improved quite a lot since starting this program.
I think I improve my English a lot, I only have 7 months in the US. When I came I speak almost nothing. Now I can speak a little bit more. I think it is good for me and I can understand more about the English language. I think that it is good for me that it is helping my development in English. This course is helping me with development, it is improving every day.
8. Using the Rider 82 Industry-related curricula, can students in NRS levels 2 and 3 learn English and obtain background knowledge on each industry cluster?
After analyzing the data collected from the five pilot sites, and by answering seven of the Rider 82 program evaluation questions, the TCALL Research Staff answer is ‘yes’. Students in NRS levels 2 and 3 can learn English and obtain background knowledge on certain industries by participating in the Rider 82 Industry-specific curricula.
