Update on State Initiatives

TISESL: Taking on the Challenges of Implementation

by Barbara Tondre-El Zorkani, Texas LEARNS

Are you finally able to turn your attention to addressing the work-related needs of your adult learners? If you are already doing so, is there a missing component needed to enhance your program offerings? Could TISESL be an appropriate response? For those unfamiliar with the Texas Industry Specific English as a Second Language (TISESL) curricula and past legislative mandates, the following paragraph provides a brief history:

The TISESL curricula are an adult education response to legislation requiring the development of demand-driven workplace literacy and basic skills curricula for adult learners. The three curricula are designed to introduce English language learners to the following industry sectors:

• Sales and Customer Service
• Healthcare Professions
• Manufacturing

What are the advantages to using TISESL? The curricula are modular in format and “bundle” skills together in thematic contexts that include English language learning, work related math, technology, and employability skills.

In addition to the three industry-related curricula, there is a stand alone Employability component that practitioners are finding applicable in ABE (Adult Basic Education) as well as ESL (English as a Second Language) classrooms.

Who has access to TISESL? All state and federally-funded adult education programs in Texas have access to the copyrighted materials. Entities collaborating with local adult education programs may access the curricula without applying for separate licenses. Licenses are also being extended to local workforce development networks and community-based literacy organizations. Those seeking separate licenses, including private, other for-profit, and out-of-state organizations must make the request to copyrights@ tea.state.tx.us. Community and faith-based organizations may apply directly to Texas LEARNS at laguirre@hcde-texas.org. Authorized license holders then request secure electronic versions of TISESL materials from Harriet Vardiman Smith at the Texas Center for the Advancement of Literacy & Learning (TCALL) hsmith@tamu.edu.

Something New: Employability Website. The employability web page is available for use in the classroom in conjunction with the Employability component of TISESL. The web page is password protected and can only be accessed by a registered user. In order to obtain a login ID, the instructor must contact Laura Aguirre atlaguirre@hcde-texas.org..

How does a provider prepare for delivery? Due to the sheer volume of the curricula, implementation of TISESL can seem a daunting task, which is why GREAT Centers offer TISESL training as a prerequisite to delivery. Providers may contact regional GREAT Centers to arrange for professional development.

Once a provider has identified a community’s need for workforce-related instruction, there is the matter of deciding which curriculum to deliver and how to adapt it to local need. Rural and urban programs may have to employ different tactics to get new programs off the ground. Knowing one’s community needs is the place to start. Knowing one’s stakeholders and the importance of their support is another critical factor. Following are brief accounts of how two local programs have used TISESL to address the needs of adult learners.

How are programs implementing TISESL? Approaches to implementation are as varied as are community needs and the capacity of local programs. Victoria College has taken a unique approach to TISESL implementation. Attending to the immediate needs of learners while trying to build a base of support is a balancing act. For Victoria College, embracing the motto, “think big but start small,” seems to work.

Knowing that it would take time to recruit sufficient numbers of students willing and able to commit to 200 hours of instruction (the estimated time needed to deliver a full curriculum), Victoria College has started with parts of the TISESL curriculum to meet the needs of three students in Cuero, Texas. Instructor Sandi English, who is also Patient Education Coordinator at the Parkside Family Clinic in Cuero where the class is held, has already witnessed student success.

Part of the TISESL healthcare curriculum is being used with incumbent workers at a local nursing and rehabilitation center to assist individuals employed in housekeeping to qualify for the Certified Nursing Assistants (CNA) program offered by the center (the dropout rate among CNA training participants is currently 60% to 80%). One student has begun asking questions (in English) of the center staff as she has become more familiar with the healthcare vocabulary. She has demonstrated a genuine interest in the residents and their care – so much so that Center staff encouraged her to enroll in CNA training concurrently with TISESL instruction; when she becomes certified, the Center will hire her. She continues to meet with the TISESL instructor on an as-needed basis. The comprehensiveness of the TISESL materials makes it possible for the instructor to follow and support the student as she progresses through the CNA training and prepares for the state certification exam.

Another student who has joined TISESL instruction was a certified nursing assistant in a hospital in Mexico but needs certification here, plus improved English language proficiency. A third student working in a day care center was required to take a CPR class in English. This whetted her appetite for the health care industry.

The instructor finds the TISESL materials well constructed and on target for adult learners interested in exploring career opportunities in healthcare. “The information holds their interest, can be delivered in manageable chunks, and generates lots of questions from the learners. Because classes are held at the Parkside Clinic, students have the opportunity to interact with staff at the nurses’ station. Interest in the class is growing, and students are now being offered opportunities to shadow clinic staff on Saturdays.”

These are first steps for learners who can commit to entry level employment opportunities, with the option of eventually continuing their education toward family-supporting careers. As interest builds in the community, Victoria College plans to expand its use of the TISESL healthcare curriculum to include more math, technology, and employability. Demonstrating to local industry (healthcare providers, CNA providers, and workforce development) that Adult Education has something valuable to offer is a goal. As interest grows, so grows the investment local stakeholders are willing to make (funds, support to duplicate materials, greater access to a continuum of postsecondary education and training).

Another step in the right direction: the coordinator of Allied Health Continuing Education at the college has had an opportunity to look at the TISESL curriculum. She is excited about the employability section and hopes to hire an instructor (with both an adult education and nursing background) to integrate the employability activities into a CNA night course being offered by the college. This may eventually lead to the development of a new bridge or I-BEST like model the local workforce center could support with stimulus funds. Victoria College has taken some exciting first steps in meeting the work-related needs of adult learners. Stacey Weaver is Director of Adult Education at Victoria College.

The Seguin ISD adult education program serves Comal, Guadalupe and Kendall Counties in Central Texas. Located between Austin and San Antonio, the program serves communities including New Braunfels, Seguin, Blanco, Fredericksburg, and surrounding rural areas. Melissa Nitu is Director of Adult Education for Seguin ISD. Involved in the initial development and piloting of the TISESL manufacturing and healthcare curricula since 2006, the program didn’t stop with the pilot but has implemented the final products as well, partnering with local businesses and industries in the area.

The recent economic downturn, however, called for a change in program delivery. Former learners were suddenly working two jobs to make ends meet. As a result, both daytime and evening class enrollments dropped. With manufacturing no longer a strong area partner, the program administrator and instructional staff made the decision to switch gears. They would continue with implementation of the healthcare curriculum, drop manufacturing, and add customer sales and service in response to area industry needs.

The addition of an orientation session for English language learners introduces students to the two curricula which, because of the small numbers of students enrolled program-wide, are offered in multi-level ESL classes. Although a student may not be considering career opportunities in the fields of healthcare or sales and service, staff “sell” the classes, explaining that
the content will nevertheless address many of their English language needs. Plans also call for the stand alone employability component to eventually be incorporated into ABE/ASE classes.

During recent discussions and review of the curricular materials, program staff shared what they have found to be both challenges and benefits to implementing TISESL. The following include staff observations as well as some tips for implementation.

Advantages to offering TISESL instruction

• Goals and expected outcomes are specific and clear.
• Instruction prepares learners to consider life choices and career path opportunities.
• Lessons are well organized, flexible, and easy to supplement; instructors’ manuals provide excellent direction.
• Lessons are a balanced mix of ESL, grammar, math, employability, and life skills.
• The employability stand alone component can be incorporated into ESL, ABE, and ASE instruction.
• Curricula respond to content standards and state mandates.
• While the curricula were originally intended for use with beginning level ESL learners, much of the material is suitable for use with intermediate level learners and higher.

Challenges to successful implementation

• Student materials vary in level of difficulty; instructor must adapt.
• Curricula are not a natural fit for multi-level classes but can be adapted.
• Instructors must become familiar with industry sectors.
• Students (and instructors) initially resist what is new and different.
• Scenarios are great - more needed.
• Curricula acknowledges Texas’ large Spanish-speaking student populations but can be used with a variety of language speakers.
• Some ESL instructors lack familiarity with principles of second language learning.

Tips for programs considering TISESL implementation

• Instruction needs to be a minimum of two hours per class.
• Teacher preparation is an absolute must; materials can otherwise be overwhelming.
• Marketing is required; know your community’s industry needs and educational requirements for employment.
• Use assessment data to determine student readiness for material.
• Afford instructors opportunities to become familiar with local industry sectors.
• Select instructors with a background in second language instruction and a willingness to adapt.
• TISESL doesn’t prepare students to go directly into the job market although students are better prepared to address their employment needs; ideally, TISESL is a prequel to postsecondary occupational training opportunities.
• There is no substitute for up front preparation; quality instructional delivery takes time.
• Access to technology makes for successful delivery of the curricula but should not prevent a program from implementation.
• Think big but start small; select a curricula suited to your students’ and community’s needs.

Student successes of all kinds. Success is a tricky term to define. But student success usually spells opportunities. Over the past two years, Seguin ISD has seen students move on to career opportunities made possible by their improved language proficiency. Just a few examples:

One student had been trying to get hired at a nearby nursing home as a certified nursing assistant. Her language skills were a barrier. After being enrolled in the adult education program’s TISESL healthcare instruction, she inquired about employment again. Her English language skills had improved, but the employer wanted to know more about the TISESL curriculum and her class attendance. The instructor gladly wrote a requested letter about the student’s educational efforts, and the student was hired.

Another student lost his job and was having trouble finding employment because of his limited language skills. He enrolled in the TISESL healthcare instruction for three months and attended class for twenty hours per week. His employment interests were not in the field of healthcare, but his commitment to improving his language skills secured him a higher paying job in Colorado.

A third student was a lawyer in her country but could not get a job in a law office here because of her limited English language skills. She enrolled in the TISESL program and attended regularly for two years. A recent job fair sponsored by the local workforce development network landed her a job as a legal assistant with a local law firm.

Abilene ISD offered the stand alone Employability component at its Alta Vista Adult Education Center in Abilene for twelve hours per week for a total of 66 hours. Merri Lynn Rideout is the Adult Education Director for Abilene ISD. As a center for refugee resettlement, Abilene has attracted adult learners with language backgrounds in French, Swahili, Spanish, Cambodian, and Thai.

The curriculum was offered to intermediate level ESL students whose greatest challenge was mastering the job-related vocabulary. Students found the level of language used in the materials difficult, so the instructor frequently interpreted the language and provided simpler meanings of concepts. Because of the learners’ difficulty in comprehending the materials, the learning pace was slowed and the class completed only half of the course work during the allotted time.

In spite of the challenges, students’ evaluations of instruction were positive. One success story from the instructor: “This morning I learned that one of my students obtained a job in maintenance at Abilene Christian University. He said this accomplishment was due to the employability class. He had learned to fill out a job application correctly. Before, he had no idea that he was making lots of mistakes. The student was told by the employer that he had done a great job with the application."