ESL Health students listen closely during a CPR and Choking workshop refinement and development. In addition, the school has integrated standards developed by Equipped for the Future (EFF) as well as the U.S. Department of Labor’s Secretary’s Commission on Achieving Necessary Skills (SCANS). The ESL curriculum correlates with the CASAS Life Skill Competencies and encompasses Adult Basic Education (ABE) performance-based objectives in English language acquisition. The school’s curriculum was developed by faculty members and academic administrators with advanced degrees, significant experience developing specialized curricula, and an understanding of the school’s unique student population. The Center for Applied Linguistics (CAL) served as quality control consultants. The Carlos Rosario copyrighted curriculum has been validated by Georgetown University’s Center for Language Education and Development. The Carlos Rosario career training curricula are developed based on community need as well as projected industry growth and demand in the Washington, DC region. Additionally, the school’s corporate advisory committees provide critical industry-related guidance for career training curricula. New citizens proudly wave their flags with teacher Carol Wolchok Overall, the curriculum encompasses: •The world of work •Health and wellness •Consumer education •Parenting and family skills •The rights and responsibilities of citizens •Multicultural awareness and appreciation •Participation in the democratic process (through the Student Government Association) Implementation of the curriculum and the instructional approach are based on prevailing theories of second language acquisition, underpinned by current research. Learner-driven instruction such as role-plays and practice simulations, “peer review” sessions, dialogue journals, portfolios, computerassisted learning, field trips, and other best practices form the foundation of Carlos Rosario’s approach to working with adult immigrants. Emphasis is placed on developing higher-order thinking skills, meta-cognitive learning strategies, life skills, and technological competence. The effectiveness of school curriculum delivery is measured in several ways including norm-referenced and criterion-referenced testing, authentic and alternative assessments, and follow-up surveys. ANNUAL REPORT SY 2010-2011 _13 Students receive ongoing feedback based on portfolio assessment, written and oral assignments, teacher observation, and mid-semester as well as final conferences. As 89.55% of our students were LEP/NEP during the 2010-11 school year, no additional special provisions were needed. Key Mission-Related Programs The following pages include descriptions of key mission-related programs. They are organized as follows: Academic Programs, Workforce Programs, and Supportive Services.