Access the Results Explorer and work with your discipline faculty to analyze your course level outcomes data and identify specific actions to take to improve student learning.

1. If your assessment results were particularly strong (e.g. met the 70% achievement level) why do you think students may have scored highly (e.g. the way the content is taught, the type of skill that is taught). Describe any strengths that could be applied to improve other CSLOs in your discipline or department.

Your analysis of the Race/Ethnicity and Gender disaggregated data should include comments on the following:

2. Why are some groups consistently not performing well over time?

3. Reflect on curriculum and instruction that may have impacted these results and discuss strategies to close equity gaps. Describe any conclusions drawn from faculty discussions.

1. If your assessment results were particularly strong (e.g. met the 70% achievement level) why do you think students

may have scored highly (e.g. the way the content is taught, the type of skill that is taught). Describe any strengths that could be applied to improve other CSLOs in your discipline or department.

Describe 2 - 3 actions that you will take to improve student learning

How will you implement these goals and what is your timeline for implementation?

• Do a general review of the SLOs by level to show the progression. This will help teachers know where students are coming from and where they are going.

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• Race markers aren't working. How do we account for Haitians, Africans, or Black Brazilians?

• For our NC classes we're not supposed to drop students. However, we're still asked to assess students at the end of the semester.

What information would be helpful?

    8 week classes ESL 10 classes can help determine which ss would benefit from a low-literacy class (Level 5).  

   8 week classes enable new students to enroll in classes.  

   This model can also “set the tone” for the semester and student success. For examples, the first 8 week course can be focused on establishing study habits, getting Ss familiar with canvas and campus resources and asses which students would be better suited for ESL 5 or ESL 10 in the second 8 week course.  

Re: Listening: It requires very good audio. Audio for speech intelligibility is actually a more critical application than music; the loss of one consonant here or there can render an entire passage unintelligible to a second language learner, whereas in music we can "fill in the blanks" based on music's repetitive -and thus predictable - nature.