(Linked to IVC Goals: 1, 3, 7; and District Goals 1, 3, 2)

Rationale:  There will be a steady increase in the Asian, Hispanic and Persian populations at IVC; IVC will see an increase in educationally and environmentally disadvantaged students with or without limited English skills. It is expected that students will take longer to complete their certificates and degrees and will incur a larger debt burden.  IVC may require additional Basic Skills curriculum as an answer to the increasing needs for remediation among college students and scrutiny from the State Chancellor's Office on the number and percentage of successful degree recipients and transfers to 4-year colleges.

Strategy A: Review and redesign the ESL program to ensure that the curriculum, course sequence, and services are aligned with the needs of students in this path. (Lead Persons: Dan Rivas, ESL Faculty)

Strategy B: Explore the establishment of an ESL lab. (Lead Persons: Dan Rivas, ESL Faculty)

Strategy C: Visit ESL centers at other colleges in the State to establish benchmarks. (Lead Persons: Dan Rivas, ESL Faculty)

Strategy D: Develop a course similar to Writing 180 to ESL students conferencing. (Lead Persons: Dan Rivas, ESL Faculty)

Strategy E: Train faculty to provide appropriate conferencing. (Lead Persons: Dan Rivas, ESL Faculty)

Strategy F: Research and purchase writing, grammar, vocabulary and listening/speaking skills software to meet the needs of students enrolled in the ESL lab. (Lead Persons: Dan Rivas, ESL Faculty)

Outcome: Develop an ESL program with enhanced student support strategies that maximizes the opportunities for non-English speakers to complete the ESL sequence of courses and successfully enroll in college level English courses.