A Two-Year Development Plan

English as a Second Language Department

Prepared by: Roseo Torres Caburian, Jr.
Presented to Dr. Liceria Lorenzo

Parents Involved in Language Learning and Assets Reinforcement (P.I.L.L.A.R.)

Garland ISD - BE/ESL , Texas, U.S.A.
Objective: This program endeavors to help parents become effective leaders of family advancement in the Garland ISD Community.
Approval: Mr. Gonzales (School Principal) and Dr. Mullins (District Parent Engagement Director)
Sponsor: Dr. Pat Mullins
Facilitator: Roseo T. Caburian, Jr. (Chair, South Garland High School ESL Department)
Learning is not attained by chance. It must be sought for with ardor and attended to with diligence. ~Abigail Adams

PILLAR (Parents Involved in Language Learning and Assets Reinforcement) is made up of classes given at night, from 6 pm to 8 pm to adults
who are parents and/or guardians of the students in the district. After a long day of work, these adults still bring in their vibrant energy in order
to seek learning particularly in English. This program they are not only given the opportunity to acquire a second language, but they are also
taught the Developmental Assets that they can cultivate and share with their own children when they go home. The administrators, teachers,
students, and parents involved in this program are passionate individuals seeking learning for both students as well as their parents.
This program is funded by the Family Engagement Department of the district as it fulfills its commitment to connect with the parents of the
children that the district is serving, thereby enriching the partnership that seeks students learning attained by ardor and diligence.
The Curriculum
(Rosetta Stone, Basic English, and 40 Developmental Assets)
Parents/Adults attend three different classes during the two-hour period. Each class is allotted forty minutes of class time and has
been designed by the facilitator and teachers to suit the needs of the students. The following are the classes and their descriptions:

Rosetta Stone Class

The Rosetta Stone is a computer-based program that uses a method that simulates language immersion. This program helps the
learners by letting them hear words and associate them with pictures. Learners are presented with a combination of pictures, audio and text
in English. There is also a section to help learners improve pronunciation by recording their voice and compare it to the native speakers
version. They also have the option to improve their writing skills.
The class uses Level 1 of the program with focus on the following skills: speaking/listening, speaking, listening, reading and writing.
Learners get to decide their learning pace as well as a skill/s that they want to improve. The facilitator provides help or suggestions
depending on how well or how comfortable they are with how their learning is going. The program remembers the learners weaknesses and
the areas where they struggled and flags them so they can improve targeted skills. A progress chart is provided so they can take note and
plan on their learning.

40 Developmental Assets Class

Developmental Assets are factors that are critical for people's successful growth and development (Benson, 1997). This part of the
night class for adults identifies 40 Assets or building blocks they should have and help their children cultivate to become more healthy,
responsible, and caring. This program deems that it is imperative for adults/parents and school personnel to join hands in helping young
people to shape their behavior through the 40 Assets. It is believed that the more assets young people learn from and experience with adults,
the more they engage in positive conduct, such as volunteering and succeeding in school. Hence, the sessions in this segment of the class
aims to bring awareness among adults on how to become a more positive influence in the lives of the young ones around them.
The 40 assets sessions follow the I-Time Curriculum in fourteen 40-minute sessions. It is envisioned that participants will be able to
build individual and group strength while acquiring the target language - English. True to the essence of the whole Night Class Program, this
segment focuses on Basic Interpersonal Communication Skills (BICS) via team-building activities, education in communication and social
competencies, and energizers in a variety of topics about self, family, and community.
Basic English Class
The Basic English Class familiarizes students with the basic grammar, survival vocabulary, and language they need to obtain

necessities, make requests, and understand instructions. The curriculum consists of 20 lessons, all of which incorporate listening, speaking,
reading, and writing. As building a strong foundation is essential to a students subsequent progress, the lessons begin with close studentteacher interaction, and later allow for monitored paired or independent student activities.
In addition to presenting attainable goals for beginners, the guide bridges the gap between students daily life and classroom
material. When students associate English with their personal experiences, they retain more vocabulary and grammar. Consequently, each
lesson is organized around a theme, such as Activities in the Classroom, In Case of Emergency, or What Happened Last Weekend? This,
along with the numerous speaking, writing, and reading opportunities in each lesson, ensures that each student interacts with both lesson
content and with his or her peers and teacher, resulting in effective lessons that promote acquisition within a limited time frame.
Schedule of Activities
Activity

Date

I. Initial Planning
A. Making of Schedule
B. Hiring of Teachers
C. Review of Curriculum

August 16, 2012

September 13, 2012
October 2, 2012

II. Communication with Site

Principals
A. South Garland High School
B. Bussey Middle School

November 6, 2012
November 13, 2012

III. Recruitment Procedure

A. Dissemination of
Information to
Parents who want to enroll
B. Sign-up

December to January 2013

Human
Resources/Material
Resources

Budget

Dr. Mullins and Mr. Mr.

Caburian
1. Books
2. Technology
3. Other Instructional
Materials

Output

Rehashed program for

parents of GISD
$ 2,000
$ 2,500
$ 1,000

Better coordination among

various offices regarding
the parent engagement
PILLAR program

via e-mail, flyers, social

network

Campus Secretaries

$ 100

Better recruitment of
parents of students from
participating campuses

C. Testing for placement

III. Start of PILLAR Night

Classes

February 5, 2013

Diagnostic Test

$100 per set

More accurate sectioning

of parents based on
linguistic needs

March 5 to December 19
Tuesdays and Fridays on
both locations

Teachers, Program
Facilitator, and Student
Volunteers

84 meetings x $30
per teacher =
$2,500

Improved linguistic
competence of ESL
parents, better
involvement in campus
activities, and better
support to the educational
endeavor of their children

$2,500 x 3
teachers =
$7,500
IV. Finals

December 17, 2013

Copy of Final Exam

$100 per set

Increased rate of linguistic

competence as compared
with score of initial testing

V. Graduation

December 19, 2013

Teachers, Student
Volunteers, Facilitator and
Campus Administrators
Director of Parent
Engagement
District Superintendent

Refreshment for
100 graduates
plus 50 guests x
$25 = $3,750

Improved positive identity

which will be seen through
their testimonies in the
videotaped interviews

VI. Evaluation

January 7, 2014

Facilitator

Objective assessment of
the program

Needs:
Computer Lab
Three Classrooms
PILLAR facilitator to ensure the program runs smoothly on both campuses
o In-charge of training teachers on the curriculum, test-construction, testing, grouping parents, building security, coordinating with
administrators or designee, opening classrooms, greeting parents and classroom instructors & guests, collecting and securing
money (if applicable), closing classrooms, end-of-program testing, graduation, reporting to Dr. Pat Mullins etc.
Three teachers per campus duly trained by Pat and Roseo on the 40 assets and the PILLAR curriculum

Attendance kept and reported every week

o students must attend 80 % of the class to graduate
Classes for the children of the parents from campuses are optional
o funds will be arranged with campus administrators
Dates that will work best per campus
Hours that will work best per campus (preferably 6-8 PM)