Burbank Adult School - ESL Online Program
Submitted By: Yanira Chavez
CAEP Staff/Partner
Website: https://basw.burbankusd.org/
Type of Practice: Equity
Program Area(s): ESL / EL Civics / Citizenship
Region: Los Angeles Basin
Consortia Involved: Los Angeles Regional Adult Education Consortium
The Program of Practice
Many adult learners in the Burbank Adult School service area face significant barriers to in-person English language instruction, including work schedules, childcare responsibilities, transportation challenges, and limited access to consistent educational opportunities. These barriers disproportionately affect immigrant and working adult populations, resulting in inconsistent attendance, slow language acquisition, and limited transition to workforce and postsecondary pathways.
The Response
Burbank Adult School BAS developed and implemented a comprehensive ESL Online Learning Model designed to provide flexible, accessible, and standards-aligned English language instruction. The program integrates synchronous live instruction with asynchronous learning opportunities, allowing students to engage in coursework around their personal schedules.
Key components of the response include:
• Structured daily live instruction via video conferencing platforms
• Asynchronous assignments using Canvas
• Digital literacy support embedded into ESL instruction
• Ongoing professional development for instructors in online pedagogy
• Student onboarding and orientation focused on technology skills and expectations
This blended online approach ensures that students receive consistent, high-quality instruction while accommodating real-life constraints.
The Unique Features of the Program
The program emphasizes a balanced approach that combines flexibility with structure, allowing students to participate in live classes while also completing self-paced assignments that foster both engagement and independence. Digital literacy is seamlessly integrated into instruction, equipping students with essential technology skills for workforce and educational advancement. Teachers rely on LMS analytics and ongoing assessments to guide data-driven instruction, enabling them to monitor progress and adjust teaching in real time. Student success is further supported through dedicated onboarding, technical assistance, and virtual office hours, all of which help improve persistence. The program’s design is scalable, making it possible to expand across levels and courses while maintaining consistent quality. Additionally, ongoing collaboration through professional learning communities (PLCs) supports continuous improvement in online teaching practices.
The Outcome
The primary outcome was the successful establishment and initial implementation of an online ESL program that expanded access and improved student participation. This effort was supported by key actions and measurable results, including the purchase of student laptops to enable online learning and the launch of two Level 2 ESL classes with an initial enrollment of 27 students. Of these, 17 students met the 12-hour attendance threshold to qualify as WIOA participants, and 11 remain on track to complete the course despite one class being suspended. Additional supporting data shows strong student interest in continued online offerings, effective program awareness through targeted marketing, and the use of instructional platforms such as Canvas and Ellii. In the second half of the cycle, outcomes further improved with the establishment of two thriving evening classes: a Level 2 class that retained 11 of 17 students and a Level 3 class that retained 10 of 14 students—demonstrating higher retention rates than in-person classes. Continued success will be measured through CASAS post-test participation, while qualitative feedback highlights increased accessibility, flexibility, and student engagement, particularly for those facing barriers such as work schedules, childcare, and transportation challenges.