The curriculum was created by the school’s expert faculty, who hold master’s degrees in teaching
English as a Second Language, education, and curriculum and instruction. They have significant
experience developing specialized curriculum as well as an understanding of the schools’ unique
student population. The Center for Applied Linguistics (CAL), a non-profit group of nationally
respected scholars and educators in language, linguistics, education, measurement, and
evaluation, served as consultants to ensure the quality of the school’s curriculum. In December
2006, the curriculum was reviewed externally by Georgetown University’s Center for Language
Education and Development. This review followed curriculum standards published by Teachers
of English to Speakers of Other Languages (TESOL) for Adult ESL Programs. The external
review resulted in a validation report that found Carlos Rosario’s curriculum satisfactorily met
and, in some cases, exceeded, all curriculum standards. In addition, the curriculum has been
copyrighted.
The school’s comprehensive assessment program captures all aspects of student achievement.
Assessment includes norm-referenced and criterion-referenced testing; authentic and alternative
assessments measured, for example, by progress gleaned through evaluation of student portfolios;
and follow-up surveys that determine the extent to which students have met their goals. Students
receive ongoing feedback based on portfolio assessment, written and oral assignments, teacher
observation, and mid-semester as well as final conferences. In addition, the Family Literacy
Program conducts an annual survey of parents, teachers of children whose parents participate in
the program, and site principals who serve as collaborative partners.
With regard to the Workforce Program