ABC Adult School WASC Report 2011 by Q Press

ADULT SCHOOL Learning for Life

Self Study Report For WASC Postsecondary Accreditation of ABC Adult School March 20-23, 2011

ABC Adult School 12254 Cuesta Drive Cerritos, CA 90703 www.abcadultschool.edu

Preface This is a pivotal year for ABC Adult School. We continue to strive for excellence while completing the rigorous new WASC standards during these fiscally trying times. As ABC Adult School celebrates its 50 th anniversary during the WASC self-study year, I look forward to implementing the schoolwide Student Learning Outcomes (SLOs) and the role they will play in furthering the mission of the ABC Adult School. As we look back to the report we received from the WASC visiting team in 2003, I am grateful to all those at ABC Adult School who created a strong learning community from which to support our mission and student learning. It was clear to me that the stakeholders: our students, faculty, and community members, were an integral part of the continued success of our school. Our combined work created the Action Plans that charted the course of the school for the last seven years. Our recent self-study began by reconceptualizing our school’s mission statement and our students learning needs. We start the report you are reading with the characteristics of our school and of the communities that we serve. The second chapter presents the changes and the accomplishments of our school during this process. Following our success with the last accreditation, we retooled our instructional programs using the 7 identified Action Steps. We differentiated the Expected Schoolwide Learning Results (ESLRs) and the SLOs to better support performancebased student learning outcomes. Blending rigorous staff development and conservative yet sound fiscal planning, ABC Adult School is at the forefront of the new WASC guidelines. The Schoolwide Action Plan explains the education structures that must meet the school mission statement and will integrate Student Learning Outcomes into our daily instruction. Our self-study process has profoundly improved our services. WASC accreditation is an ongoing process. This is the beginning of the next six years of accreditation, and I want the faculty, staff, and administration to play a part in our innovation, education, and transformation. With all of this progress, we continue our strong commitment to improve the quality of our students’ lives. The need for adult education is critical. When people think of the slogan “Learning for Life”, their first thought to be ABC Adult School. I appreciate the support of everyone who has worked on this accreditation process and look forward to the opportunity of sharing our success and growth with the WASC team. Pao-Ling Guo, Ed. D. Principal - ABC Adult School

WASC Visiting Committee Chair: Mr. Sylvester Lyon, Jr., J.D. Dean (Retired), San Diego Continuing Education

Members: Mrs. Betsy Grajeda Teacher (Retired), Laurel High (Continuation) School in Los Alamitos, CA Ms. Alla Kogan Director of Operations, Community Enhancement Services (CES) College Mr. Steve Niemeyer Principal, Grossmont Health Occupations Center/Santana Adult Center Ms. Carolyn Vang-Walker Assistant Director, Ventura Adult and Continuing Education

Table of Contents Preface Western Association of Schools and Colleges Visiting Committee Chapter 1

Institutional, Community & Student Characteristics

Chapter 2

Progress Report

Chapter 3

Ten Standards

Chapter 4

School Wide Action Plan

Glossary Appendices

ABC USD Organizational Chart

ABC Adult School Organizational Chart

Overview of all Faculty, Staff Administration

Student Round Table Members

Curriculum Based Focus Groups

Support Staff Focus Groups

School Community Team

Leadership Team

WASC Action Committee

Faculty/Staff Survey 2010-2011

Key Issues Survey

ABC Adult School Locations Map

ABC USD District Map

Cuesta Campus Map

Cabrillo Lane Campus Map

ABC Adult School SLOs Poster and Bookmark Sample

ABC Adult School Fact Sheet 2009-2010

Sample Skills Reports

Chapter

One

Institutional, Community & Student Characteristics

Chapter

One

Notes ?

Institutional, Community & Student Characteristic Institutional Characteristics Abc Unified School District ABC Adult School is a proud member of the ABC Unified School District. In 1965 Artesia, Bloomfield, and Carmenita School Districts unified and became known as ABC Unified School District. Cerritos is often mistaken as the â&#x20AC;&#x153;Câ&#x20AC;? in ABC Unified School District. Rather it is the former Carmenita School District that merged with the school districts of former neighboring cites Artesia and Bloomfield that eventually comprised the ABC Unified School District. The community served by ABC Unified School District includes the cities of Artesia, Cerritos, and Hawaiian Gardens, as well as portions of Lakewood, Long Beach, and Norwalk. Located in an attractive suburb on the southeast edge of Los Angeles County, the district is within easy driving distance of major Southern California attractions, Pacific Ocean beaches, airports, and universities, and within two hours of mountain resorts. The ethnically and economically diverse community is strongly supportive of ABC schools. (Please see District Map on the next page.) The ABC Unified School District is known throughout the State of California as a leader in educational planning and innovation. The District has received county, state, and national recognition for its counseling programs, bilingual education, science programs, staff development opportunities, high school programs, and other departments. Staff members have been selected to participate on state and national educational committees and have been invited to make presentations at national, state, and local conferences. Students have been recognized as National Merit scholars, academic decathlon winners, and participants in the Model United Nations program.

Chapter One Page 1

ABC USD District Map

207th

Cabrillo Jacob 2

214th

Fedde

Carson

Carmenita

Park 17 Beach Beach Gonsalves 28

Artesia

Marquardt

Stowers

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Marquardt

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Gradwell 23

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South

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221st Furgeson Elaine

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205th

183rd Droxford 22

8 Artesia Tetzlaff 29 HS

19 Willow

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Elaine

195th

Haskell

215th

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183rd

166th 32 Whitney

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178th

Tracy

Juarez

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166th 37 3 Cuesta 30 Cuesta 33 35 1, 34 Wittmann

Belshire

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167th

Grayland

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Notes ?

223rd 226th 19 r Hawaiian tne or Ball

Approximately 85 percent of graduating students go on to higher education. Ongoing partnerships with community colleges, regional occupational programs, state universities, and local businesses are an integral part of the District’s planning process for educational improvement. An atmosphere of participative management prevails with teachers, administrators, and the community working together to build strong, quality programs. Noteworthy programs include magnet schools, a guidance program for elementary students, crisis intervention teams at each of the high schools, a teen parent program, an extensive staff development program, a university prep school, and a comprehensive adult school. Strong support services have resulted in well-maintained schools, an innovative data processing department, and a self-funding food services operation. Programs for special education students, gifted and talented students, and limited or nonEnglish speaking students are offered, as well as a wide variety of independent study, vocational education, and Advanced Placement courses.

Chapter One Page 2

The Superintendent is Dr. Gary Smuts, and the Deputy Superintendent is Dr. Mary Sieu. ABC Unified School District includes nineteen elementary schools, five middle schools, three comprehensive high schools, a college prep 7-12 school, a continuation high school, infant/child centers, extended-day care, and an adult school. The District is governed by a seven member Board of Education. The diverse ethnicity of the community is reflected in the K-12 population, which includes American Indian/Alaskan Natives, Asians, AfricanAmericans, Filipinos, Hispanics, Pacific Islanders, and Caucasians.

Abc Adult School

Notes ?

The pre-cursor to what we now know as ABC Adult School was established in 1959, but ABC Adult School as a complete entity was established and began serving students in 1965, the same year ABC School District was unified. ABC Adult School is one of the state’s leading comprehensive adult schools. Located in Southeast Los Angeles County in the City of Cerritos the Adult School’s main campuses serve over 13,700 students per year in five major program areas.

The mission of the ABC Adult School is: To improve the quality of life by providing our diverse community with meaningful opportunities to fulfill personal, educational and workplace goals through life long learning. The main office and school site is headquartered at 12254 Cuesta Drive in the city of Cerritos, next door to the District’s continuation high school. The phone number of main office is (562) 926-6734. Our satellite campus, Cabrillo Lane Education Center (Cabrillo Lane), is located at 20122 Cabrillo Lane, Cerritos, CA 90703. Cabrillo Lane’s phone number is (562) 809-9011. Cabrillo Lane is shared with other district programs: Adult Transition, STEP & PATH, and Independent Study for Special Education students. Courses are also held throughout the community, in such locations as Gonsalves Elementary School, the Robert Lee Community Center, the Artesia Community Center, Helen Rosas Center in Hawaiian Gardens, and the Cerritos Senior Center. Some of these centers host many classes for our senior citizens and other adults. The school currently operates during a traditional school year format. Classes tend to begin near the beginning of September and end near the end of June. The school year is divided into Quarters, Trimesters and Semesters, depending on the program. ABC Adult School also typically offers a 4 - 6 week summer session depending on funding. This adds up to 177 instructional days during a regular, non-furloughed school year. In spite of recent changes in funding, 19 days of instruction were offered in the summer of 2010. As of the 2008-2009 school year, ABC Adult School was the 12th largest adult school in the state of California. The principal is Dr. PaoLing Guo and there are two assistant principals: Mr. Chuck Minear and Ms. Joyce Jessa. In addition, the school employs a full time job developer – Georgi Gastonguay. The California Commission on Teacher Credentialing certifies and licenses all teachers in ABC Adult School. The average number years of teaching experience amongst the certificated staff is 16. Our Adult School employs the following: full time teachers (35), part time teachers (69), full time administrative staff (3), other support staff (44).

Chapter One Page 3

Notes ?

ABC Adult School currently offers the following programs: Academics – This program offers courses for adults returning to finish their high school diploma, credit recovery for concurrent high school students, as well as preparation for and administration of the California High School Exit Exam (CAHSEE) and the General Education Development Test (GED). Academics students may take courses in traditional classrooms, directed labs, or independent study. The Cuesta Learning Center is open daily for self-paced instruction in a lab setting. Another lab operates on the Artesia High campus two afternoons a week. Direct instruction courses are offered weeknights, and an independent study option exists for students who need a homework-based method of study. Career Technical Education (CTEC) – This program includes courses designed to prepare students for Industry Certification and employment. Classes are organized into Career Paths. Students who finish a Career Path are issued a Vocational Diploma from the School District. To receive a Vocational Diploma, students must have a high school diploma or GED. Students are also qualified to sit for various Industry Certification Exams including IC3, MOS, Adobe, A+, Medical Assisting, Medical Billing and Coding, and Pharmacy Technician. Currently we offer career paths in: Medical Insurance Specialist, Medical Assistant, Pharmacy Technician, Office Clerk, Office Assistant, Administrative Assistant, Accounting Clerk, Web Design, Graphic Design, Computer Aided Drafting, IT Technician, and Movie Animation. CTEC courses are offered on a quarter and semester system.

Chapter One Page 4

Consumer Awareness – This program offers classes in Health and Fitness, Fine Arts, Home Economics and special programs especially designed for older adults. Consumer Awareness courses are offered on a trimester system. Consumer awareness courses include needle arts, fine arts, crafts, and cooking. In addition, older adults are offered courses in computer enrichment, guitar, ukulele, singing, piano, and music appreciation. Health and physical fitness courses for all adults are also included in Consumer Awareness. We offer courses in such areas as aerobics, power sculpting, walking, conditioning, yoga, tai chi, dancercise, cardio kickboxing, aqua-cardio, and aquatic exercise are also offered. Fitness classes specifically for senior citizens include aqua cardio fitness, chair aerobic exercise, individual workouts, and all levels of aerobics. Classes are offered at the Cerritos Senior Center, Artesia Community Center, Cerritos Park East pool, Pat Nixon Park, the Robert Lee Center Gym in Hawaiian Gardens, and district elementary and middle schools.

Parent Education classes require parent participation, range from parents accompanying their 1 year old toddler to parents attending class with their 5 year old preparing for kindergarten. Assessment is ongoing and immediate feedback is provided on a daily basis as teacher, parent and child communicate areas of strength and growth. The parent education classes teach the parent how to teach and guide their children through their first years of development. The Adult students of the program are a crucial part of the “village” in raising their children to also be life-long learners who are contributing members of society. Parent Participation Programs are located at several school sites. Nearly 500 district parents have been served with on going classroom instruction.

Notes ?

The Parent Leadership Academy (PLA), under the direction of ABC Adult School, helps to meet the needs of district parents and strengthen community outreach and support. PLA Staff includes Assistant Principal Joyce Jessa, TOSA Georgia Grissom, and Secretary Jan Hite. The Parent Leadership Academy has served over 500 parents per year through district-wide and on-site workshops. A total of twelve workshops are offered annually. The workshops address topics including: interventions for at-risk, struggling readers; test preparation and writing workshops for student success; and engaging gifted and talented students, internet safety for children, park recreation programs in the community, anti-gang related issues, and “steps toward kindergarten”. In order to better serve the community, many PLA workshops are presented in Korean and Chinese. Spanish translation is always provided. The ABC Unified School District, ABC Council PTA and the ABC Adult School hosts the annual Parent Leadership Conference (PLC) at the Sheraton Cerritos Hotel. This award winning conference, which offers a variety of workshops, hosts more than 350 parents, elected officials, and educators from ABC Unified Schools. Interpreters for Chinese, Korean and Spanish languages are available in an effort to serve the diverse ethnic communities. ESL – English as a Second Language operates on a trimester system with six instructional levels and offers literacy, beginning, intermediate, and advanced courses in English as well as citizenship classes to prepare students for the revised citizenship test. Other specialized skills classes are also offered, such as News Headlines, News for You, Daily News, Movie/ Idioms, Grammar, Pronunciation, Speaking and Introduction to Computers. The Language Media Center offers individualized teacher assisted learning to strengthen the listening, speaking, reading and writing skills of the students. Chapter One Page 5

Notes ?

ABC Adult School Students During the 2009-2010 school year, 13,713 unduplicated students (39,231 duplicated) attended ABC Adult School. The average student age is 48 years. Of all Adult School students, 42% are native English speakers; 21% are native Spanish speakers; 12% are native Korean speakers; 10% are native Chinese speakers; and nearly 5% are native Tagalog speakers. Other native languages identified include Vietnamese, Cambodian, Farsi, Lao, Hmong, and Russian. 10% listed â&#x20AC;&#x153;other languageâ&#x20AC;? as their primary language, which includes Japanese and indigenous languages of India, Pakistan, Africa, and other areas.

Students Native Languages

Of ABC Adult School students, 21% have had fewer than 12 years of schooling, with no diploma or GED certificate; 31% have a high school diploma or equivalent; while 44% have an A.A./A.S. degree or higher. Approximately 35% of students were educated outside of the United States. Regarding work force status, 32% of students are currently employed; 25% identified themselves as unemployed; another 26% as retired; and another 17% as not employed and not seeking work.

Students Work Force Status

Chapter One Page 6

The Adult School student body is evenly distributed across age ranges: 2% are under 18, and 21% are over 65. Between the years of 18-65, the student body population is very evenly distributed.

Notes ?

Students Age Groups

The primary goals of students enrolling in ABC Adult School are: to improve English skills, meet a personal goal, improve basic skill, earn a high school diploma or GED, and become gainfully employed. Many students enroll in more than one course and often in more than one program, either concurrently or sequentially. Many students enroll with a specific agenda; others find their goals expand as they master initial coursework. Students learn of our course offerings through our annual course catalog and quarterly schedules which are mailed to 70,000 area residents. Our newly updated website also gives up to the minute information and allows for on line registration. We also have a Twitter feed and Facebook page. However, â&#x20AC;&#x153;wordof-mouthâ&#x20AC;? is probably our most effective method of advertising. Many satisfied students tell family members and friends about their experiences at the adult school, which in turn brings more students to our programs.

Program

Students (number/percent)

English as a Second Language (ESL)

2,789 / 18%

Career & Technical and Education (CTEC)

3,375 / 22%

Health and Safety

2,832 / 18%

Home and Consumer Economics

2,161 / 14%

Adult Secondary Education

1,142 / 7 %

Older Adults

949 / 6%

Adults with Disabilities

390 / 2%

Parent Education Adult Basic Education

1,358 / 9% 674 / 4% Chapter One Page 7

Notes ?

Students Distribution per Program

Students Ethnicity

Students Native Languages <

Chapter One Page 8

COMMUNITY CHARACTERISTICS

Notes ?

ABC Adult School is located in Cerritos, CA and serves many neighboring communities. Our students reside predominantly in Cerritos and the surrounding communities which vary widely demographically and socio-economically. The top ten cities ABC Adult School students reside in are: Cerritos, Anaheim, Artesia, Bellflower, Buena Park, Cypress, Hawaiian Gardens, Lakewood, La Palma, and Long Beach. These cities are located in Southeast Los Angeles County and Northern Orange County.

California and Cerritos

Source of demographic information below is obtained from each city’s homepage and the US Census Bureau unless otherwise stated.

Cerritos Originally incorporated in 1956 as “Dairy Valley”, it has become an ethnically diverse, upper-middle class, educated community. In 1956 Dairy Valley was home to many dairies and poultry farms. In fact, Cows outnumbered residents 29-to-1. In the 1960’s, increasing land values and property taxes made dairy operations less profitable, and residential housing began to develop in earnest. In 1967, the community changed its name to Cerritos, after the original Spanish land grant Rancho Los Cerritos. By 1970, the city had grown considerably, and city leaders adopted a program of controlled development. The city is innovative: in 1978, it opened the nation’s first solar-heated city hall; in the 1980’s, the Cerritos Auto Square was developed; in 1993, the world-class Cerritos Center for the Performing Arts opened; and in 2002, the nation’s first titanium-clad structure, the Cerritos Library, debuted with 82,500 square feet of space in three floors of architecturally fluid design. Today Cerritos is a thriving commercial center with 50% of its land reserved for residents.

Chapter One Page 9

Notes ?

Of city residents, 65% have a library card, vs. a 20% national average median household income is $73,030. 84% of homes are owner occupied, and the average home in Cerritos now sells for over $500,000. The median age of residents is 39. More than 25% of residents speak English “less than very well.” According to the 2010 Cerritos Regional Chamber of Commerce Business Directory, the city’s population is 51,488. The race and ethnic origin is as follows: Hispanic (10.3%),White (24%), Black (6.7%), Asian (58.4%), Native American (.3%), Pacific Islander (.2%), Multi-racial (3.8%), other (3.7%).

Artesia Once a farm and dairy center, is now a multicultural community. “Little India” is now a thriving section of the downtown area. More than 25% of residents speak English “less than very well,” and 25% are non-U.S. citizens. One-third of adults over 25 do not have a high school diploma or GED. Artesia resides entirely within the ABC Unified School District boundaries. The median age of Artesians is 33.9. More than one-third of residents speak English “less than very well,” and one-fourth are not U.S. citizens. One-third of adults over 25 do not have a high school diploma or GED. The race and ethnic origin is as follows: Hispanic (38%), White (44%), Black (3.6%), Asian (27%), Native American and Pacific Islander (<1%), Multi-racial (5%).

Bellflower Derives its name from the “belle fleur”, a variety of apple which grew abundantly in the region. Bellflower was primarily settled by Dutch Dairy farmers, and was later incorporated in September 3, 1957. It is the 25th largest city in Los Angeles County, with a population of 77,110 median age is 29.7, spanning an area of 6.1 square miles and enjoying the average temperature of 74 degrees. The once thriving downtown area has declined since the emergence of regional shopping malls in the 1960’s and 70’s, but signs of new restaurant and retail life are emerging on Bellflower Boulevard. Kaiser Permanente Medical Group is a major employer. The city contains 27,000 households, 3,000 businesses and its own Unified School District. The race and ethnic origin is as follows: Hispanic (43.2%), White (46.1%)Black (13.1%), Asian (9.7%), Native American (0.9%), Other (25.1%).

Lakewood

Chapter One Page 10

Incorporated on April 16, 1954 with extensive development at the end of World War II. It has become predominantly a single-family community with 85 percent of its housing units being single-family detached structures, and about 65 percent being owner-occupied. Lakewood stretches over 9.5 square miles with a population of 78,097. The economic base of the city is primarily commercial/ retail. Almost 3,000 businesses are located in Lakewood.

The median age of residents is 34, and the median household income is $45,000. Recent home sales in Lakewood average $342,000. The race and ethnic origin is as follows: Hispanic (22.8%),White (62.7%), Black (7.3%), Asian (13.5%), Native American (1.6%), Pacific Islander (.6%), Multi-racial (5.2%), other (10.1%)

Notes ?

Hawaiian Gardens Incorporated on April 9, 1964, this small city (less that one square mile) has approximately 16,400 residents, and has steady and stable population growth. The Hawaiian Gardens Casino is now the city’s largest employer. Located in the ABC Unified School District, Hawaiian Gardens contains one junior high school, and two elementary schools. The median age is 25. One-third of residents over 25 have less than a ninth grade education; more than half do not have diplomas or GEDs. Nearly 45% of residents speak English “less than very well;” one-third are non-U.S. citizens. Of the city’s homes, 45% are owner-occupied; recent home sales average $204,000. The median household income is $34,500. The race and ethnic origin is as follows: Hispanic (73.5%), White (38.2%), Black (4.4%), Asian (8.8%), Native American (2.0%), Pacific Islander (0.7%), Multiracial (4.9%).

Long Beach The 38th largest city in the nation has a population of nearly 492,682 and is home to 28 zip codes. Long Beach has a total area of 65.9 square miles (50.4 square miles is land, 15.4 square miles is water). The Port of Long Beach, one of the world’s largest shipping ports, is key in the global trade marketplace with more than $100 billion worth of cargo moving through the port annually. Long Beach generates about $15 billion in annual trade-related wages. The top commercial businesses in Long Beach, based upon the number of employees, are: Boeing, Verizon, Gulfstream Aerospace, and The Bragg Companies (crane and heavy transport sales). Local hospitals are major employers. The major government and educational employers include: Long Beach Unified School District, City of Long Beach, California State University, Long Beach, Long Beach City College, United State Postal Service, and Long Beach Transit. Home values vary widely: some studio co-ops in North Long Beach sell for $100,000, while homes along the coast are valued well over $1,000,000. The median household income is $43,746

Chapter One Page 11

Notes ?

Buena Park Officially incorporated in 1953, it covers an area of 10.29 square miles. Similar to its neighboring cities, Buena Park first became known as a dairy center, and later for the well-known Knott’s Berry Farm. Buena Park’s population is over 83,385 residents, with a median age of 32, the median home value is $457,000, and the median household income is $50,336.

La Palma In 1955 LaPalma was home to 18 dairies. It was first incorporated as “Dairyland”. Ten years later in 1965 Dairyland changed its name to La Palma to honor Orange County’s Spanish heritage and the City’s main street, La Palma Ave. Today La Palma spans 1.8 square miles with a population of 16,162. Median household income is $54,364, and home values average $482,000.

Anaheim Founded by fifty German families in 1857, the city’s name reflects its roots: “Ana” is derived from the nearby Santa Ana River, and “heim” which means “home” in German. On January 1, 2010, the city population was about 353,643, making it the 10th most-populated city in California, and ranked 54th in the United States. Projections claim its population will surpass 400,000 by 2014 due to rapid development of the Anaheim Stadium/Honda Center area of the city, and Anaheim Hills. Anaheim is home to the world famous Disneyland, Angel Stadium of Anaheim, Honda Center and Anaheim Convention Center, the largest convention center on the West Coast. Disneyland is by far the city’s major employer, with 12,000 on its payroll. One-third of its residents speak English “less than very well” and more than 25% are non-U.S. citizens. The median household income is $59,644. The median age is 32.4, and the median home price is $576,300.

Cypress

Chapter One Page 12

The dairy theme continued into the incorporation of Cypress as “Dairy City” in 1956. The name was much like the neighboring cities of Dairy Valley in Cerritos and Dairyland in La Palma. In the 1960’s, the Los Alamitos Race Track was annexed and is still a major income producer. The racetrack now includes a golf course and the site comprises over 300 acres that are being redeveloped. Cypress College opened in 1966. The 800-acre Cypress Business Park is a thriving center for manufacturers, service companies, and retailers. Forest Lawn has a large cemetery and mortuary in Cypress, with bronze and marble statuary, and is the final resting place of Karen Carpenter and Eddie Cochran. Cypress maintains its own school district and community college.

The median age is 36.7, and the median household income is $50,981. The average home sells for $450,000; 69% of homes are owner-occupied. Today the population of Cypress is near 50,000.

Notes ?

Employment and Other Educational Facilities in Region: According to the Department of Labor, major employment sectors in the region include: Service Industries (Health Care, Education, Hotel & Food Services, Professional / Scientific / Technical) Wholesale and Retail Trade Government Manufacturing Transportation and Public Utilities Finance, Insurance, and Real Estate Construction The top employers in the vicinity are Boeing (Long Beach) with 17,850 employees, United Parcel Service (Cerritos) with 6,000 employees, Long Beach Memorial Medical Center (Long Beach) with 3,928 employees, ABC Unified School District (Cerritos) with 3,500 employees, Veteran’s Affairs Medical Center (Long Beach) with 2,278 employees, and AT&T Wireless (Cerritos) with 1,200 employees. According to the United States Department of Labor, Bureau of Labor Statistics (2008 and projected 2018), the occupations with the largest job growth include: Registered Nurses, Home Health Aides, Customer Service Representatives, Retail Sales, Office Clerks, Personal and Home Care Aides, Accountants and Auditors, Postsecondary Teachers, Construction Laborers, Management Analysts, Computer Software Engineers, and Medical and Teacher Assistants. The regional community colleges (Cerritos College, Cypress College Long Beach City College) and universities (California State University of Long Beach, Fullerton, Dominguez Hills, University of California Los Angeles, University of California Irvine, University Southern California, Biola University, DeVry University) are served by ABC Adult School and ABC Unified School District and offer university transfer coursework, certificated vocational programs, and Associate degrees in a wide variety of subjects and disciplines.

Chapter One Page 13

Notes ? Alondra

�

Artesia

Belshire

MALL

CHS

91 �

South St. 195th St.

Ely

Cabrillo Ln

Gridley

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AHS 207th

ADULT SCHOOL

Centralia Claretta

214th Carson

215th 12

226th

ABCUSD Central Offices . . . . . . . . . . . . . . 16700 Norwalk Blvd., Cerritos

Cuesta Adult Education Center . . . . . . 12254 Cuesta Dr., Cerritos

12. Hawaiian Gardens Public Safety Center/Library . . . . . . . . . . . . . . . . . . . . . 11940 Carson St., Hawaiian Gardens

Artesia Community Center. . . . . . . . . . . . . 18750 Clarkdale Ave., Artesia

13. Helen Rosas Center . . . . . . . . . . 22150 Wardham St., Hawaiian Gardens

Artesia High School . . . . . . . . . . . . . . . . . . . . . 12108 Del Amo, Lakewood

14. Kennedy Elementary . . . . . . . . . . . . . . . . . . .17500 Belshire Ave., Cerritos

Burbank Elementary. . . . . . . . . . . . . . . . . . . . 17701 Roseton Ave., Artesia

15. North Artesia Community Center . . . . . . . . . 11870 E. 169th St., Artesia

Cabrillo Lane Education Center. . . . 20122 Cabrillo Lane, Cerritos

16. Pat Nixon Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12340 South St., Cerritos

Cerritos Senior Center. . . . . . . . . . . . . . . . . . . . . 12340 South St., Cerritos

Cerritos Park East. . . . . . . . . . . . . . . . . . . . . . . . . 13234 166 St., Cerritos

17. Robert Lee Community Center . . . . . . . . . . 21815 Pioneer Blvd., Hawaiian Gardens

Clontarf Manor. . . . . . . . . . . . . . . . . . . . . . . . . . .18432 Gridley Rd., Cerritos

10. Damron Parent Education Center Chapter(Damron One PEC) . . . . . . . . . . . . . . . . . . . . . . . . . . 11111 Artesia Blvd., Cerritos

Page 14 11. Gonsalves Elementary. . . . . . . . . . . . . . . . . . . . . . 13650 Park St., Cerritos

18. Stowers Elementary . . . . . . . . . . . . . . . . . . . . . . 13350 Beach St., Cerritos 19. Tracy High School. . . . . . . . . . . . . . . . . . . . . . . . 12222 Cuesta Dr., Cerritos 20. Windsor Palms Care Center . . . . . . . . . . . . . 11900 Artesia Blvd., Artesia

CLASS LOCATIONS

223rd

Wardha

13 17

Learning for Life

221st

� NORTH Map not to Scale

Beach

(562) 926-6734

Town Center

183 St.

605 �

WHS

Mall

Park

Elaine

Roseton

Marquardt

GHS

Carmenita

Cuesta

Shoemaker

Yvette

Bloomfield

Norwalk

Pioneer

Studebaker 166th St

21. Willow Elementary . . . . . . . . . . . . . . . . . . . . 11733 E. 205th St., Lakewood

Chapter

Two

Progress Report

Chapter

Notes ?

Two

Progress Report Seven years have lapsed since the full accreditation review in 2003-04 for ABC Adult School. The resulting Action Plan has been fully implemented through the vision of the administrative leaders, committed staff, and a supportive District Office. To determine to what extent the Action Plan goals were met, Principal PaoLing Guo convened a WASC Planning Team (later known as the â&#x20AC;&#x153;Action Teamâ&#x20AC;?) comprised of Teacher on Special Assignment Jean Rose and Georgia Grissom, Teacher Kathy George, and Assistant Principals Joyce Jessa and Chuck Minear. The WASC Planning Team worked in collaboration with the School Community Team, whose members included all administrators, representatives, and teaching staff. To ensure an all inclusive process Program Committees were formed. The 2003-04 Self-Study process generated five recommendations to address: 1. Fully integrate ESLRs into the curriculum 2. Develop and implement a program of staff development; 3. Increase community support and involvement; 4. Enhance the relevance of assessment results; and 5. Develop a formal Resource Planning Process targeting food services, parking and restroom facilities. In addition, the school leadership decided to add two action items based on the visiting team recommendations. These included: 6. Improve counseling services for all students. 7. Fully align technology planning with school-wide curriculum. Support documents such as reports, surveys, agendas, minutes, purchase requisition, work orders and budgets assisted the committees in verifying the progress made by ABC Adult School.

Chapter Two Page 1

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Schoolwide Action Plan Progress Following the last WASC Review seven years ago, ABC Adult School staff carefully studied the recommendations and critical areas for follow-up of the visiting team’s recommendations and immediately began collaborative efforts to implement the chosen Action Plans. At the time of the self-study, five action plans had been selected and identified as priorities. However, based on the visiting team’s input, the adult school decided to incorporate two additional action plans: aligning technology planning with school-wide curriculum; and improving counseling services for all students. The Leadership Team, WASC self-study co-chairs, and focus group leaders were instrumental in providing the structure and guidance for the school community to gather data, develop plans and timelines, implement new programs, and evaluate progress since 2003-2004. The implementation of ABC Adult School’s action plans has been supported by school and district staff, students, and the wider community.

Goal 1: Fully integrate ESLRs into the curriculum To fully integrate the ESLRs into the curriculum, teachers embedded the ESLRs into their course curriculum. A campaign of posters, bookmarks, brochures, and website posting assisted the Leadership Team in disseminating the ESLRs. Department meetings were opportunities for job-a-like discussions of how to implement the ESLRs within departments. The cross section of Leadership Team members was able to share ESLR progress with other departments. Course outlines and syllabi serve as evidence that ESLRs (now SLOs) were indeed incorporated into the curriculum.

In the Career Technical Education Center (CTEC), the ESLRs (now SLOs) are posted in every room, and listed in course outlines. Teachers have implemented ESLRs in all assignments, projects, tests, and quizzes. Instructors have also revised the curriculum to align with ESLRs and are working on alignment with the newly adopted SLOs. Students are aware of the SLOs as teachers thoroughly explain and incorporate SLOs within the course syllabus. Identified course by course skills have been identified and listed on transcripts along with grades.

Home Economics, Older Adults, Health and Safety Programs printed posters, which were placed in all classrooms, listing the ESLRs/SLOs. We also created bookmarks which listed the ESLRs/SLOs and distributed them to all staff and students. Teachers were directed to incorporate the ESLRs/SLOs into their course outlines. With the guidance of Resource Teachers (now TOSAs), the course outlines were revised to ensure alignment with state standards and included the ESLRs/SLOs. Teachers completed TOPs Pro reports on each student, each semester. The ESL department has six levels of instruction that are aligned with California’s English as a Second Language Model Standards for Adult Chapter Two Page 2

Education Programs. Specialized skills classes are offered at each level as well as citizenship classes and a multi-level language media center. The course outlines for each of these classes have been revised and updated to integrate the ESLRs now SLOs into each level. Posters are in each classroom and bookmarks have been distributed that remind the students of the mission statement and SLOs. Teachers give each student a class syllabus at the beginning of each trimester that includes the mission statement and the SLOs, and the outcomes are incorporated daily into daily instruction.

Notes ?

The Academic department has reviewed its entire curricula and revised all coursework to meet state model standards. New textbooks and courses have been incorporated that follow state model standards and align with the schoolâ&#x20AC;&#x2122;s chosen ESLRs. Based on individual course outline goals, students are individually evaluated in the attainment of ESLR/SLOs in a variety of ways. Collectively, courses and programs use TOPs and ASAP data to measure ESLR/SLO attainment.

Goal 2: Develop and implement a program of staff development ABC Adult School provides ample, ongoing opportunities for teachers in all programs to participate in staff development. Individual staff members consult with resource teachers, who in turn consult with departmental assistant principals to encourage inservice opportunities. All staff members regularly receive GroupWise emails and flyers from the district office for job-related training opportunities.

The adult school holds an annual back-to-school, school-wide inservice that addresses the needs of staff and students in all departments. For more specific issues, departmental meetings are held for individual programs. For example, a full-day, school-wide inservice time in the fall 2005 was required of all status instructors and offered with pay to non-status teachers to re-work their curriculum to align with ESLRs. Another full day in 2006 was set aside for a school-wide inservice on ASAP attendance and student goal setting.

In CTEC, staff development is conducted on a weekly basis during the day, and once a month in the evening. New subjects and programs are introduced to teachers on staff development days. Teachers (by Career Path - Department) meet on a regular basis with their Assistant Principal and resource teacher/ TOSA to update and reassess classes or introduce new classes. Teachers are regularly informed of changes by our Principal and Leadership Team during staff development meetings. Teachers are more willing to support ideas generated by colleagues. Teachers in Home Economics, Older Adults, Health and Safety Programs were encouraged to attend regularly scheduled inservice meetings.

Chapter Two Page 3

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Topics on instruction, classroom management, student management, etc. were covered and the ESLRs were discussed and emphasized. Teachers were given opportunity to share classroom management, teaching strategies, and teaching tools at these meetings. Resources to aid instruction, such as OTAN and other internet resources were shared. Teachers were encouraged to attend conferences and workshops to further their professional development. Assistant Principals and TOSAs regularly inform staff of appropriate conferences as promoted via GroupWise emails (which are accessible by all teachers) and flyer dissemination. Administration has been generous in providing teachers opportunities to attend; furthermore, all departments actively seek to increase staff participation and encourage attendance. ESL holds monthly TNT (Teachers Networking with Teachers) meetings that focus on staff development and classroom technology. ESL currently has a staff technology mentor, Jenni Santamaria, to help support and update skills of the students and teachers. Career/Tech Ed teachers meet once a week for staff development. The Academic program holds a departmental inservice each semester, in addition to staff inservices with instructional technology providers. The Parent Education department holds annual curriculum review meetings and quarterly inservices for staff to share teaching strategies, resources, and materials. The District provides various staff development opportunities throughout the school year including training in new and emerging technologies. Budget cuts have caused staff development opportunities to diminish recently. Therefore this area has become a new action plan for the school.

Goal 3: Increase community support and involvement ESL classes at the Helen Rosas Center began as a working partnership with the California Childhood Development Program, Headstart, in Hawaiian Gardens. Through this partnership, ESL instructors conducted one class daily at the Helen Rosas Community Center in Hawaiian Gardens. One day a week, off campus ESL classes are held at the Cerritosâ&#x20AC;&#x2122; Senior Center to assist students in improving their English speaking, reading and writing skills. Each year the ESL department hosts an International Day on the ABC Adult School Cuesta Campus. The celebration included a stage presentation of the various cultures and ethnicities of our diverse student population. Students dressed in their native attire, perform traditional dances, and fill the day with music from countries throughout the world. All staff, students, family members and community are cordially invited.

For the past three years, the Parent Education program has presented Parent Leadership Academy (PLA) workshops for district parents. Partnering with the district, individual schools, and community organizations, the PLA offers comprehensive workshops for parents on topics relevant to the specific audience. Workshops offer participants childcare, interpreters as needed, and nutritious refreshments. Chapter Two Page 4

The adult school also sponsors parent education students’ attendance at the annual Parent Leadership Conference. The Parent Education department is building and maintaining partnerships with such organizations as the Hispanic Outreach Taskforce, the City of Hawaiian Gardens, the Chinese Cultural Association of Southern California, and Melissa’s Produce

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Home Economics, Older Adults, and Health and Safety Programs held Open House Days and Arts and Craft Fairs for the community. All students and community members were encouraged to set up tables to advertise and promote their products and services. Students set up a table to sell their home-made arts and craft items which they learned how to make in an ABC Adult School class. Health and Safety teachers gave demonstrations of various exercises such as strengthening, stretching and movement skills at these events. All attendees were encouraged to participate. Music was provided by the music teachers and students. The Open House Days and Arts and Craft Fairs helped promote classes as an example of student learning at our school. CTEC has responded to the needs of the community as demographics and employment trends change. The department has increased community support and involvement using the School’s Open House, the school website, Internship/ Externships, Advisory Committee, Leadership Committee, flyers and brochures, emails to students and businesses, Job Fair, Job Day, Advertisements, Facebook, Twitter, and presentations at board meetings. ABC Adult School has strengthened its partnership with Southeast Los Angeles County Workforce Investment Board (SELACO WIB). Two staff members are Chamber of Commerce Ambassadors. CTEC has partnered with Century 21 Astro to provide a new real estate principles course. The adult school is now allied with the CCN “Community Collaborative Network,” a group of non-profit organizations offering social services to local residents. The adult school is also establishing a partnership with “Working Wardrobes,” which provides free and low-cost business attire to needy low-income students. Each year, ABC Adult School sends out 12,000 flyers to advertise course offerings to every district elementary school parent. The Academic program has sponsored an Open House for High School counselors. Departments regularly host guest speakers from the community. CTEC hosts monthly JOB (Join Our Boss) Days at which Business, Industries and Agencies representatives share information regarding their function, service and structure. The types of jobs they represent and the hiring process are explained. These presentations educate our students and introduce a wider range of markets to consider in their job hunt. In addition, other outside speakers have offered presentations on workplace skills and consumer finance as well as information about purchasing, upgrading, maintaining, and troubleshooting personal computers. The Academic department relies on guest speakers from the school board, local and state government offices, and community colleges, particularly during commencement and student award ceremonies. In addition, the Academic department has developed an alliance with Cerritos College to improve outreach to adult diploma students who need help passing the CAHSEE in order to graduate. Chapter Two Page 5

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ESL classroom speakers have discussed such topics as citizenship, health care, and continuing education. Parent Education staff have developed excellent relationships with local professionals such as firefighters, dentists, doctors, musicians, and artists who help educate the program’s students and their children. ABC Adult School has actively participated in community career fairs such as the Veteran’s Expo and the Long Beach Press-Telegram Career Expo. In addition, CTEC holds on-site recruiting days with regional employers such as United Parcel Service, RIA (Registered Investment Advisors) Financial, and Verizon. Our job developer has held workshops with employer panels explaining employer expectations of desirable job skills such as resume preparation, interviewing, employee behaviors, and work ethics. CTEC has also held intensive three-day informational seminars for job seekers. Our Job Fairs have proven to be successful for both participating employers and students. ESL, Home Economics, and Older Adults programs have organized weekend field trips to a wide variety of cultural points of interest, such as Experience Arts at Los Angeles County Museum of Art (LACMA), the Cerritos Center for the Performing Arts, the Glendale Quilt Show, the Aquarium of the Pacific, the Getty Museum, the San Diego Museum of Art, the La Mirada Theatre for the Performing Arts, and the Flower Fields of Carlsbad in San Diego County. Increased globalization in the economic, political, and social arenas has led to greater interpersonal, cross-cultural contact. The adult school has continued its Japanese teacher exchange program. In response to student and community demand, the Study Abroad Program was presented and approved by the Board to take 40 students to China during spring break, 2006. The trip was overwhelmingly successful. Another 40 students traveled to Spain for a 10-day Cultural Studies program in partnership with Trafalgar Tours.

Goal 4: Enhance the relevance of assessment results The adult school gathers a wide variety of formal and informal assessment results of student progress. School-wide, assessment results have been used to modify, improve and strengthen both the curriculum and the instruction.

In ESL, students take a placement test in the Testing Center at the time of registration to determine their level (Beginning Literacy, Beginning Low, Beginning High, Intermediate Low, Intermediate High, or Advanced). The placement test consists of a cloze test (to determine the students’ written language ability) and an individual oral interview that is scored holistically by one of ESL’s two resource testing assistants. Students then take a CASAS (Comprehensive Adult School Assessment System) pretest (an e-test) for their level. After students are placed in their life skills level class, they choose appropriate specialized skills classes to meet their individual needs. Chapter Two Page 6

CASAS post-testing assessment occurs every six weeks on computers in our multi-level media center or our Testing Center. After each CASAS testing period, teachers are provided with the “Cumulative Competency Performance by Class” report. The data from this report is used by teachers to modify and direct class instruction.

Notes ?

ESL also has and additional assessment, the EL (English Language) Civics, which has enhanced the students’ understanding of civic matters. The students choose 3 different civics modules (Nutrition, Schools, Doctor Visits, Emergencies, Jobs, Drivers Training, U.S. Government, to name a few) during the year and study these topics for thirty hours before they are assessed. Each student is then given an individual oral assessment according tho their level. Often a written assessment is part of this exam. Each teacher in Home Economics, Older Adults, and Health and Safety Programs has instituted assessment skills, which have been added to ASAP (Automated Student Access Program). Teachers are required to assess each student toward the end of each term. The results of these assessments are used by the teachers to change and improve instruction and then utilized to improve future instruction. Students and staff work to set short and long-term goals according to individual learning needs, and are encouraged to review and readjust their goals on a regular basis. CTEC has enhanced the relevance and confirmed the usefulness of assessment results by updating all course outlines, implementing new classes (CS5 and Windows 7), updating the syllabi, reviewing assessment and test results, as well as Skills and TOPS reports generated in ASAP. Based on these assessments, curriculum is continually modified. Assessments are also used to promote students from one level to another. New course offerings in CTEC include Pharmacy Technician, Medical Assistant, Accounting Classes, Microsoft Office, Cloud Computing, IT Technician( A+ certification), IC3 prep classes, Adobe CS5 (Fireworks, Dreamweaver, Flash, Photoshop, Illustrator, and InDesign), Windows 7, MacIntosh OSX, After Effects, iLife, Office 2008 For MAC, Introduction to Medical Occupations, AutoCAD, and Digital Photography. CTEC is also an Authorized Testing Center for Microsoft Specialist (MOS), Adobe, and IC3. In response to community demands, CTEC is actively seeking to bring more industry standard testing to the Center such as “STARTA”. CTEC purchased 35 Apple Macintosh computers to train students on both PC and MAC platforms. In the Academic program, a variety of assessments ensure appropriate and accurate initial placement, and advancement of students. These assessments include online CASAS testing, the Gates-McGinitie reading tests, a WRAT-based math assessment, a computer-based New Century Education reading and math diagnostic battery, and coursework-based reviews and tests.

Chapter Two Page 7

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In Parent Education courses, students complete a self-evaluation form to identify how their children have grown socially, emotionally, and developmentally. The evaluation helps develop curriculum for teachers and helps parents understand the value of cross-cultural experiences. All programs now review TOPs data, skills by class, and individual student outcomes to improve coursework design. Individual and group assessments are conducted periodically in all programs and classrooms using a variety of methods. Courses are routinely modified to meet the needs of students, demographic trends, and workforce demands.

Goal 5: D evelop a formal resource planning process targeting food services, parking, and restroom facilities ABC Adult School has expanded its planning process to include all resources: financial, human, physical, and instructional. The planning process involves all personnel as well as students, and final budgets are direct outcomes of expressed needs identified by all stakeholders. Furthermore, resource allocations for all major object codes are established by reviewing historical expenditure patterns and projecting future needs based on enrollment and attendance patterns. These include but are not limited to: personnel and fringe benefits, books and supplies, services, and capital outlay.

The Leadership Team meets bimonthly and schedules regular reviews of school facilities in their agendas. School/Community meetings are scheduled monthly and Administrators, Resource Teachers (now TOSAs), student representatives, and Community members attend. All planning of future expenditures for improvements were discussed and voted on. Students and staff were surveyed regarding food services, parking, and restroom facilities. The results were discussed and prioritized in regular Leadership meetings. All teachers, student representatives, and community members were encouraged to attend these meetings and share their input. Resource planning is an inclusive, collaborative, on-going process at ABC Adult School. Three committees oversee the planning of school resources: the Leadership Team, the Administrative Staff Committee, and the Safety Committee. The schoolâ&#x20AC;&#x2122;s planning, prioritizing, and allocation of resources has been highly effective, as evidenced by projects completed in signage, restroom facilities, classroom carpeting, computer hardware and software purchases, parking lot paving, exterior and interior lighting, and database management. Resource planning is also addressed by departmental resource teachers (now TOSAs) in collaboration with instructors and paraprofessionals as they consider student needs. Evidence of involvement is reflected in agendas and minutes of meetings. The principal convenes a bi-monthly meeting to identify and prioritize needs. In addition, all adult school administrators have an open-door policy Chapter Two Page 8

whereby any employee may suggest ways to allocate school resources in order to meet student needs. For example, clerical and other classified staff suggested and collaborated in re-configuring the interior design of the main office to increase productivity and better serve students in reception areas. Other staff members investigated the concept of using a virtual server to make software access faster, more integrated, and more readily available to all staff and students at less cost than a physical dedicated server. At a Leadership Team meeting, these staff members discussed their findings with the entire group. As a result, the adult school purchased the $200,000 virtual server.

Notes ?

Food services at the three main sites were re-evaluated by a formal survey in Spring 2005. The results of the survey indicated that the vast majority of students remain satisfied with the food services provided. Since then, students and staff have been encouraged to provide ongoing input on food service satisfaction. To better identify and promote the adult school and its offerings, two new outdoor, computer-controlled LED-display marquees were installed at the Cuesta site. Parking facilities were formally evaluated by a facilities survey. The results indicated that parking was a major concern for staff and students at the Cuesta site. Since the survey, the Cuesta parking lot has expanded. The former unpaved overflow lot adjacent to the adult school was paved and became available to adult students in Fall 2009 resulting in additional paved and lighted parking spaces for adult school students. Modernization of all restroom facilities at the Cuesta campus was completed during Fall 2005. A new men’s restroom was completed shortly before the WASC visit in 2003. All restrooms have new tile, flooring, lighting, plumbing fixtures, and automatic-flush toilets. At the Cabrillo Lane site, the restrooms have been upgraded including new stalls in the women’s restroom. At the Fedde campus, all restrooms were modernized as part of the district’s modernization plan. As evidenced by resource planning notes, budget reports, and the school’s ample reserve, resources are planned for and expended carefully and equitably. All school facilities, programs, and departments are well-supported by ample budget allocations. However, in the past two years, ABC Adult School has experienced a budget reduction of over 50% due to state budget cuts and categorical flexibility. ABC Adult School has struggled like most Adult Education programs statewide to reallocate available funds to minimize direct student impact, despite the need for staff layoffs, and class reduction.

Chapter Two Page 9

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Goal 6: Improve counseling services for all students After the self-study of 2003, ABC Adult School restructured and better publicized its counseling schedule and course offerings. An academic advisor was available in the front office 10:00 a.m.-1:30 p.m., and a guidance administrator is available 5:30-9:30 p.m. Monday through Thursday. Counseling hours were posted online and in the school brochure.

In ESL, resource testing technicians provided placement counseling 8:00 a.m.2:00 p.m. at Cuesta; 8:00 a.m.-12 p.m. at Fedde; and 6-8 p.m. at Cuesta and Fedde. In CTEC, resource instructors and clerical staff provide coursework placement counseling 8 a.m.-8:30 p.m., and the job developer provided CTEC counseling from 9:30 a.m.-6:30 p.m. An Orientation Handbook Committee, made up of representatives from every department developed a comprehensive student handbook to inform students of adult school course offerings, programs, policies, procedures, and community resources.

Representatives of Academic, CTEC, and ESL departments have informally visited classrooms each semester to explain programs and counseling procedures. This procedure was improved by employing a regular, structured schedule that would best serve students without disrupting classes.

In 2003, ABC Adult School identified a need to improve career exploration offerings to students. At the time, the goal was modest: to develop an Internetbased job search and career information program through the EDD website. However, in lieu of a student-directed job search emphasis, ABC Adult School hired a full-time job developer. The job developerâ&#x20AC;&#x2122;s duties include developing relationships with community organizations and employers; securing employment opportunities for students and graduates; and providing career education and counseling to job-seeking students. Since 2008, with the drastic reduction of funds, more creative ways of providing academic counseling services were needed. An 18 hour a week TOSA was hired to help fill in the gaps left by counseling budget cuts. A part-time evening administrator was also added and the fulltime Program Administrator also assumed some of the counseling duties. With the closure of the Fedde site, ESL moved all its counseling services to the Cuesta campus and TOSAs were hired in each department to provide counseling support. Paraprofessionals and certificated staff are vital components of counseling and advising students in parent education, home economics, older adults, adult with disabilities, and health and safety courses. In addition, students enrolling in health and safety courses are required to complete a thorough health survey to assess abilities and screen for potential difficulties. Individual Parent Education teachers identify and refer studentsâ&#x20AC;&#x2122; pre-K children with special innovative needs to district services and specialists. Chapter Two Page 10

Recognizing the damage recent budget cuts have had on our counseling services, the school is revisiting this goal in our current action steps.

Goal 7: F ully align technology planning with school-wide curriculum

Notes ?

All classrooms at Cuesta and Cabrillo Lane used were outfitted with a computer with internet access, and a projector. Teachers were encouraged to use these tools to instruct students and broaden curriculum. Off-site teachers were given access to portable items, such as laptops, projectors, sound systems, and many items needed for Health and Safety classes.

The ESL Department is one of the largest programs at the ABC Adult School and a wide variety of classes are offered to meet the needs of the diverse student population. A technology planning committee has been meeting three times a year since 2003 as part of the WIA Title 231 grant requirements. Teachers are surveyed at the beginning of each school year to determine their needs. All classrooms have internet access for instructional purposes and for online daily attendance. All classrooms have a LCD projector, a Smart Board, a document reader, a printer, and a new monitor. An additional classroom at both the Cuesta campus and Cabrillo Lane campus has twenty computers to suppliment student learning. Interactive software for all levels of ESL has been purchased for the Language Media Center and can be accessed by the classroom teacher to use as supplementary teaching material. ESL classes use inquiry-based learning via teacher-led Internet sessions using SmartBoards and LCD projectors. In the ESL lab, students use computers with interactive software, CD-ROMs, videos, DVDs, tape recorders, and Language Master card readers. ESL Classrooms on the Cuesta and Cabrillo Lane sites were cabled and have intranet and Internet connectivity. Over 200 student computers were installed in Cuesta and Cabrillo Lane ESL classrooms.

CTEC provides online network computers for each classroom, video projectors, general open-entry labs, on site certification training and testing for IC3, Microsoft MOS and Adobe certifications. SynchronEyes instructional management software was added to all CTEC computers. New portable Public Address systems were purchased for classes with large enrollments (e.g. health and safety classes). Many of the instructors work in the industries for which they teach, thus bringing â&#x20AC;&#x153;state of the artâ&#x20AC;? industry trends into the curriculum. The department also holds an annual advisory committee meeting to solicit the input of local industry. On an annual, departmental basis, ABC Adult School conducts a technological needs assessment. Resource teachers identify needs based on staff and student needs, then meet with an assistant principal and the principal to prioritize and discuss ways to meet the identified needs. The ESL department has a tech committee that submits an annual technology plan to the State. Adult school staff has continued to attend regional technology conferences and conventions to stay apprised of new developments and products. Staff members have annually attended the CUE (Computer-Using Educators) Conference, the Tech Ed Conference, and the Virtual Server Seminar. Chapter Two Page 11

Notes ?

In many programs and courses, the adult school has integrated information and communication technology into the curriculum. CTEC courses are fully integrated with state-of-the-art computer-based technology. The academic department uses investigational multimedia (DVDs, CD-ROMs, and software) to enhance coursework. For example, in both biological and physical science courses, students interact with simulated experiments while completing investigational worksheets. In addition, ABE students use a fully customized, interactive, multisensory, computer-assisted literacy program to develop and improve language arts skills. The adult school has invested in an upgrade to this program and subscribes to annual tech support to ensure its continued success. Parent education teachers at the Gahr site have computer and wireless Internet access. Students are now able to register online for adult school classes. All teaching staff now use computers either at work or at home to access the schoolâ&#x20AC;&#x2122;s ASAP web-based attendance, record-keeping, reporting, and database program. Laptop computers are available for checkout by all teachers. Finally, with the new features of ASAP, teachers in every department are better able to set student goals, generate reports, and monitor progress toward student goals. It has been our goal to employ technology as much as possible to help offset the negative impact of budget cuts. Automating our registration and record keeping processes has been our greatest success to this end.

Other Significant Developments and Ongoing Improvement The school-wide action plan was immediately addressed after the 2003 WASC visit. Persons deemed responsible for each individual action plan began meeting with stakeholders to gather pertinent information, discuss findings, set specific goals, develop priorities, and take necessary actions. ABC Adult School began to take all action steps according to schedule, and addressing each one remains an ongoing process. School-wide, ESLRs have been publicized and incorporated into curriculum. Staff development in every department has become integral to each program, as evidenced by conference and inservice attendance and participation, release time provisions, and budgetary expenditures. Community outreach and partnerships have been made, modified, and continue to be expanded. Student assessments have been broadened and refined, results have been made more readily available to staff and students, and outcomes are better used to improve curricula. Formal resource planning that solicits the input of all school personnel has resulted in a balanced budget that has provided updated instructional materials and software, improved facilities, and adequate staffing to meet the needs of adult school students. In the Home Economics, Health and Safety, Adults with Disabilities, and Older Adults programs, steady gains have been made each year in ADA as these programs improve their response to community needs as area demographics change. Progress report forms have been developed with 0-5 skill levels Chapter Two Page 12

to be used in all classes. Instructors now receive copies of data outcomes to review and interpret individual and class progress. These are shared with students and classes as appropriate. Students with notable achievements are recognized in a special annual ceremony which honors adult learners. Since the WASC full visit, Health and Safety students participated in the â&#x20AC;&#x153;Race Across Americaâ&#x20AC;? program. By riding stationary bicycles, running on treadmills, and/or rowing on a machine to accumulate miles, students advanced as they reached one hundred, one thousand, or 3,507 miles (the distance from Los Angeles to New York). Participants received towels, t-shirts, and certificates. Instructors found that this program and the reward system improved student motivation in achieving their fitness goals. The adult school has offered many new courses to meet community demand: Chinese Feng Shui principles, Glass Fusing, Concerts for Music Lovers, Dance Aerobics, Pilates, and Nia (a mindbody wellness and lifestyle practice promoting safe cardiovascular fitness using expressive movements).

Notes ?

The Career/Tech Ed department steadily increased its ADA each year since the WASC full visit until the reduction of the number of sections due to budget cuts. CTEC has responded to the needs of the community as demographics and employment trends change. New course offerings include Real Estate Principles, Microsoft Office, Multimedia, Solidworks, Adobe CS5 (Fireworks, Dreamweaver, Flash, Photoshop, Illustrator), and evening Illustrator and Web Page Design sections. E-Bay Buying and Selling, Vista, Windows 7, MacIntosh OS X, After Effects, iLife, and Final Cut Pro. Medical Terminology and Billing and Coding courses have been expanded to 18 week classes in the day program. The Medical Terminology course now includes Anatomy, and a certification test preparation course has been added to assist students completing the Medical Billing and Coding courses Medical Assisting, which includes 120 hour externship and Pharmacy Tech, which also includes internship has also been added. At the Fedde campus, CTEC offered a Computer Introduction and a Word XP course immediately following an ESL course, conducted in Spanish. The class provided students with free on-site child care. Unfortunately, recent budget cuts forced us to close the campus and cancel that class. The CTEC Accounting program has been completely revised to help students seeking entry level positions. Programs have been carefully analyzed and revamped to guarantee access to all students pursuing a CTEC Diploma. Classes are now offered at specific times and in a specific sequence to better enable students to earn certificates and complete a full sequence in a year or less. The two CTEC department resource teachers were significant agents of change. They increased departmental accountability (especially in the area of student assessment) and arranged time during school for teachers to meet, plan and develop common goals. The addition of a full-time job developer has also greatly expanded opportunities for CTEC students. Technology planning has resulted in several improvements. All classrooms now have ceiling-mounted projectors and large, flat-screen monitors. Chapter Two Page 13

Notes ?

The new technology plan mandates replacing every computer after three years. The installation of a Virtual Server has had a huge impact on how the allocation of classes and use rooms. The Virtual Server allows us to move classroom locations more easily without having to manually reinstall many software programs one machine at a time. The entire CTEC program calendar was expanded into August to provide for program students who had been previously denied benefits (such as unemployment) when they are out of school for more than two weeks. In the Academic department, all coursework has been re-aligned with ESLRs and state model standards. The ABE program meets the instructional and assessment standards of the California Model Program Standards for Adult Basic Education. All English courses are now fully comprehensive, including literature, vocabulary, grammar/usage, and composition components. Novels and plays from the district literature list are used in lab, structured, and independent study high school diploma classes. Computer-assisted and multimedia instructional components are now incorporated into nearly every Academic course. These include videos and DVDs, multisensory software applications, simulated science experiments, and unabridged audiotaped literature selections and novels. Parenting and Psychology A and B were developed and implemented as new electives. The World History course has also been completely revised with new textbooks, multimedia, and supplementary materials. The Academic department has expanded its course offerings to better serve students and to anticipate new district graduation requirements for the Class of 2010. The Art Appreciation course assessments have been completely revised and aligned with course objectives. The Academic department status teachers toured the Johnson NASA Space Center in Houston during the COABE 2005 conference, and obtained many materials to incorporate into the Earth Science curriculum. The ADA generated by the Academic department has varied based on economic trends and new State requirements. Since the new diploma requirements mandate a ten-credit Algebra course and mastery of the CAHSEE, the amount of ADA generated has declined. The graduating Class of 2006 was the first required to pass the CAHSEE. Since that time, two Academic teachers have worked in partnership with Cerritos College to evaluate CAHSEE test preparation materials and better prepare diploma candidates for this exam. Before state budget cuts, counseling services had been expanded to meet the needs of both morning and evening Academic students, informing students of all available and appropriate options to assist in their personal goal setting. The Parent Education department has experienced a modest increase in generated ADA each year since the full WASC visit. The Parent Leadership Academy (PLA) under the direction of ABC Adult School is now in its second year and was developed to serve the needs of district parents and broaden community outreach and support. PLA Staff includes Assistant Principal Joyce Jessa, TOSA Georgia Grissom, and Secretary Jan Hite. The Parent Leadership Academy has

Chapter Two Page 14

serviced over 500 parents per year through district-wide and on-site workshops; a total of twelve workshops are offered annually. The Parent Education department also offers a Parent Participation Program at several school sites: Gahr High, Burbank Elementary, Stowers Elementary, Gonsalves Elementary, and Cabrillo Lane. This program has served over 450 district parents each year. The Parent Education department has recently initiated a stronger marketing strategy to improve outreach to the targeted area parent population. A workshop calendar was created, printed on high-quality glossy cardstock, and mailed to all ABCUSD households. New posters have been created and displayed at every school site and monthly flyers have been distributed listing upcoming workshop topics. While Parent Ed courses focus primarily on toddler and pre-school aged children and the parent, PLA workshops address a range of topics for school-aged children and adolescents. These topics address a wide spectrum of parental concerns: interventions for â&#x20AC;&#x153;at-riskâ&#x20AC;? students, struggling readers; test preparation and writing workshops for student success; and engaging gifted and talented students. Internet safety for children, park recreation programs in the community, and anti-gang related issues are also covered. The program offerings in Parent Education have proven to be successful based on attendance, participation levels, and feedback from evaluation forms.

Notes ?

Chapter Two Page 15

Chapter

Three

ten standards

Chapter

Notes ?

Three

Ten Standards Standard 1: Institutional Mission, Purpose, and Objectives Criterion 1: ABC Adult School has a statement of mission that defines its broad educational purposes, its intended student population, and its commitment to achieving student learning. The adopted mission statement is as follows: The mission of the ABC Adult School is to improve the quality of life by providing our diverse community with meaningful opportunities to fulfill personal, educational, and workplace goals through life long learning. The purpose is further defined by the Leadership Team, School Community, and Student Round Table in our adopted Student Learning Outcomes (SLOs), which define the basis of the educational program for every student. The adopted SLOs prepare students to be self-directed life long learners who acquire knowledge and skills appropriate to their life stage, set and achieve personal, educational, and/ or vocational goals and seek continuing educational and/or vocational training opportunities. The SLOs also prepare students to be effective communicators who demonstrate appropriate listening, speaking, reading, writing, creative, and/or computational skills; apply communication skills to real-life situations at home, in the community, and at work. In so doing students ability to understand and be understood by others will improve.

Chapter Three Page 1

Notes ?

In addition, the SLOs prepare ABC Adult School Students to be critical thinkers and problem-solvers who exercise their powers of judgment, conception, and inference to solve problems and create projects, seek to understand and solve problems at school, work, home, and in the community; and apply acquired knowledge to real-life settings.

Criterion 2: ABC Adult School establishes student learning programs and services aligned with its purposes, its mission, and its student population. ABC Adult School respects the diversity of its community, and is thus committed to support studentsâ&#x20AC;&#x2122; personal, educational and workplace goals through its curriculum. Course outlines and class offerings reflect our student mission statement and the SLOs with respect to our changing and diverse student population. Every course offered is filtered through the mission and student learning objectives. The mission and SLOs are included in every course outline.

Criterion 3: The mission statement is approved by the governing board and published. The mission statement and SLOs were developed through a collaborative effort by administrators, faculty, students, and community members using the existing mission statement as the basis for discussion and revision to ensure that it accurately reflects the beliefs of the ABC Adult School and the community. ABC Adult School staff and students, as well as community members, were invited to participate in the self-study in preparation for the accreditation review. A series of meetings began in September 2009 and concluded in September 2010. Four groups were established to review and revise the existing mission statement and SLOs. The groups consisted of the Leadership Team, School Community, Student Round Table, and Curriculum based Focus Groups. These groups considered all ideas submitted for the mission statement and the SLOs, discussing, defining and refining them, and then voted for the final selections. Posters and bookmarks stating the mission statement and the SLOs were distributed to all sites. All students became aware of the goals of ABC Adult School through discussions and the posters, and learned how the curriculum was integrated.

Chapter Three Page 2

Brochures, flyers, and promotional materials were produced to enhance media coverage to students and the community. The school web page is regularly reviewed and revised to give community members and students the current list of courses, prices, and general information to help them determine their goals and

meet their objectives. Students and the public may access the ABC Adult School web page via www.abcadultschool.edu.

Notes ?

Criterion 4: Using ABC Adult Schoolâ&#x20AC;&#x2122;s governance and decisionmaking processes, ABC Adult School reviews its mission statement on a regular basis and revises it as necessary. The Leadership Team meets bi-monthly to review the findings of the School Community, Curriculum based Focus Groups, and Student Round Table meetings, and revises accreditation materials as needed. Each department schedules its own staff meetings. ESL meets twice monthly: once for staff development, and once for a general departmental meeting. CTEC has incorporated weekly staff meetings into the class schedule. Classified staff members meet regularly with the principal. Each department holds semi annual in-service meetings, which include, but are not limited to, staff development, future trends, and curriculum revisions. Agendas and minutes are prepared and distributed. Consumer Awareness Programs (Home Economics, Older Adults, Health & Safety and Parent Education) hold meetings once every trimester. Students completed several in-depth surveys as part of the self-study. The Student Round Table meetings provided an opportunity for open-ended suggestions and remarks. Overall the responses were very positive. Teachers, community members, staff and administration used the various forums discussed above to regularly review, give input and vote on the mission statement with the Leadership team making the final decision on wording and implementation.

Criterion 5: ABC Adult Schoolâ&#x20AC;&#x2122;s mission is central to institutional planning and decision making. ABC Adult School adopts policies which conform to the Mission Statement and the chosen SLOs. ABC Adult School complies with state and federal guidelines. All adult education courses are approved by the California Department of Education and are consistent with State, academic, and industry standards and guidelines. Implementation of these policies is the responsibility of the principal, assistant principals, and TOSAs (Teachers on Special Assignment). The principal and the assistant principals meet weekly. Administrators and TOSAs monitor classes to ensure that the policies are being implemented. TOSAs and ongoing assessment are identified school strengths. Chapter Three Page 3

Notes ?

The TOSAs, under the supervision of the assistant principals, work with instructors to purchase books and equipment, coordinate and improve curriculum, advise students regarding career paths, provide certification testing, student testing and placement, ongoing student assessment, and mentoring.

Areas of Strength and Key Issues to be Addressed Areas of Strength Revised Mission Statement and SLOs were complete after successful collaboration between certificated and non certificated employees as well as students and community members. Posters and book marks promoting the Mission and SLOs were made available to teachers and students. Teachers introduced the Mission and SLOs in their classes.

Key Issues to be Addressed The Mission and SLOs need to be revisited often by all stakeholders to make sure they reflect the current practices of ABC Adult School. All decisions made from the classroom to the administrative level should be linked to the Mission and SLOs consistently across ABC Adult School. Many of the adults we serve desperately need livable wage job skills in addition to the high number who need ESL and other cultural assistance. With the loss of ADA, vocational schools now have to operate as fee based organizations, dependent on monies from local agencies and other resources. Our mission must be to continue to provide these services while faced with the daunting task of vastly reduced resources. Future funding for Adult School in California is uncertain. The existing draft of the CDE’s Strategic Plan recommends funding four core programs: CTEC, ESL, ABE, and HS Diploma/GED. ABC Adult School must think proactively to transition the very popular Consumer Awareness Programs from state funding to fee based.

Chapter Three Page 4

Standard 2: Organizational Structure

Notes ?

ABC Adult School recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of ABC Adult School. The organizational structure and roles of governance are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.

Criterion 1: ABC Adult School recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, learn and improve. Using a system of checks and balances, ABC Adult School has established procedures to assure the highest ethical standards. The schoolâ&#x20AC;&#x2122;s goals reflect its commitment to excellence as defined by the Student Learning Outcomes (SLOs) that have been adopted by the governing board. ABC Adult School strives for a collaborative and approachable leadership style. Ethical standards are adhered to in such areas as the collection of fees, test administration, accurate publicity, fair and equitable grading, and the Budget Committee. The School Community team consists of the principal, assistant principals, TOSAs, selected classified staff, community members, and student representatives. They meet monthly to ensure a flow of information and to generate ideas that will ensure student achievement of the SLOs. Staff members have been empowered to implement the policies, mission statement, and the SLOs. The leadership team encourages commitment, participation, and shared accountability by the instructional staff to insure the achievement of student learning. Previously, the school had a schoolwide advisory committee. The focus of the School Community Team is to enhance student achievement and improve or develop programs and classes that meet the expressed needs of the community and strategic future planning. Seeing that the major purpose of the School Community Team is to plan for future needs and trends, students are also encouraged to attend monthly Student Round Table meetings. During both Student Round Table and School Community meetings, students, teachers, staff and community members voice concerns and suggest improvements seen as necessary to ABC Adult School. Throughout these meetings, leadership development is promoted. In an effort to broaden the membership of the school-wide advisory committee, the School Leadership Team has replaced the advisory committee. The school Leadership team includes representatives from all departments and the neighboring community. The focus of the school leadership team will be to enhance student achievement, and improve or develop programs and classes that meet the expressed needs of the community and strategic future planning.

Chapter Three Page 5

Notes ?

The Leadership Team meets bi-monthly to share, plan, and review the needs of the adult school, and to consider suggestions made by the School Community Team and Student Round Table. This ensures a collaborative effort between faculty, staff, and administration and to consider suggestions made by the School Community and Student Round Table Committees. The adult school leadership team strongly subscribes to the belief that what is taking place today in terms of state economic conditions, learning environments, retention rates, quality customer service, and effective budget management significantly impacts the future well being of the school. In its planning efforts, the adult school leadership team makes the best possible decisions regarding allocation of resources based on adult educational trends coupled with state economic trends that impact the level of adult education funding. Sound planning for current and future needs is also contingent on open communication among all staff members, students, and the schoolâ&#x20AC;&#x2122;s leadership team. Administrators and TOSAs maintain open-door policies to facilitate communication among all staff members. In addition, students and the community are encouraged to drop in to share their ideas and concerns. Regular staff meetings include discussion and review of school performance, evaluation, and planning for improvements. Staff input is gathered throughout the year in relation to these areas.

Criterion 2: ABC Adult School establishes and implements a written policy providing for faculty, staff, administrator, and student participation in the decision-making processes. The policy specifies the manner in which individuals bring forward ideas for their constituencies and work together on appropriate policy, planning and special-purpose bodies. Faculty and administrators have a substantive and clearly defined role in institutional governance and exercise a substantial voice in institutional policies, planning, and budget that relate to their areas of responsibility and expertise. Students and staff also have established mechanisms or organization for providing input into institutional decisions. ABC Adult Schoolâ&#x20AC;&#x2122;s policies and procedures describe the roles for each group in governance, including planning and budget development by the School Community Team, the Student Round Table Team, and the Leadership Team and the Budget Committee. As the 12th largest comprehensive adult school in the state, ABC Adult School operates as a large educational institute, with autonomous departments subject to their own policies and processes. Most daily decisions are made on the departmental level. This is known as Department-based decision making. At ABC Adult School, students and teachers Chapter Three Page 6

in each department identify specific, and determine issues to be addressed. Departments are then able to form a solid understanding of the problem and implement decisions and policies to address the problem.

Notes ?

Department-based decision making creates a simple and effective way to implement the schoolâ&#x20AC;&#x2122;s policy. Department-based decision making reduces complexity and helps clarify any solution the school will ultimately choose. It has enormous power and has been routinely used to resolve various issues. This process entails budget development, distribution of resources, and policy development. The following procedures form the basis for our decision making process.

ABC Adult School Department Decision Tree: Identify objective/Frame concerns

Conduct preliminary survey of options

Identify implicated values

Assess importance of decision

Budget department time and energy

Determine decision making strategy

Identify options

Evaluate options

Make timely decisions within allotted budget The following committees form the base of the School-wide decision making process: Curriculum Based Focus Groups, Student Round Table Forum, School Community Team, CTEC Advisory Committee, Leadership Team, and School-wide Safety Committee. Chapter Three Page 7

Notes ?

Criterion 3: ABC Adult School relies on faculty, a curriculum committee, and administrators for recommendations about students learning programs and services. The School Community Team consists of the principal, assistant principals, TOSAs, selected classified staff, community members, and student representatives. They meet monthly to ensure a flow of information and to generate ideas that will ensure student achievement of the SLOs. The School Leadership Team includes representatives from all departments and the neighboring community. The focus of the school leadership team is to enhance student achievement, and to improve or develop programs and classes that meet the expressed needs of the community. The leadership team encourages commitment, participation, and shared accountability by the instructional staff for the achievement of student learning. The meetings of the Curricular based Focus Groups which consists of administrators, TOSAs and teaching staff are held regularly to plan, assess, and improve curriculum and general classroom policies and procedures to improve Student Learning Outcomes.

Criterion 4: Through established governance structures, processes, and practices, the governing board, administrators, faculty, staff and students work together for the good of ABC Adult School. These processes facilitate discussion of ideas and effective communication among ABC Adult Schoolâ&#x20AC;&#x2122;s constituencies. ABC Adult School operates under the authority granted to the Board of Education by the State Education Code in conformance with policies and procedures developed by the California Department of Education, Adult Education Office. It adopts policies that are consistent with the school purpose and supports the achievement of the SLOs for the school. The Board of Education recognizes that a major factor contributing to the success of public education is the informed and knowledgeable support of community members, students, and employees. Public involvement is perceived as vital to the creation and maintenance of an atmosphere of mutual trust and understanding. The Board of Education monitors written reports related to budgets, grants, financial expenditures, graduation statistics, student achievement data, and accountability statistics.

Chapter Three Page 8

The written policies on governance procedures specify appropriate roles for all staff and students in order to collaborate on the improvement of ABC Adult School. This is evidenced by the board policy book, board minutes, notices of board meetings, agenda and minutes, ABC district mission statement, bargaining unit contracts for certificated and classified employees, memorandums of understanding, ABC Adult School organization chart, newspaper stories, graduation program, newsletter, agendas from district principal and management meetings, and procedures for grants such as EL Civics, WIA/231, and 132 (Carl Perkins).

Notes ?

ABC Adult School holds regularly scheduled meetings to discuss needs and ideas for improvement, and to prioritize and determine such needs and improvements. These meetings are attended by the School Community Team, the Student Round Table Committee, the Leadership Team, and Departmental Teams.

Criterion 5: ABC Adult School advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with ACS WASC standards, policies and guidelines, and Commission requirements for public disclosure, self-study, as well as other reports, team visit, and prior approval of substantive changes. ABC Adult School moves expeditiously to respond to recommendations made by the Commission. Following the last WASC Midterm Review four years ago, ABC Adult School staff carefully studied the recommendations and critical areas for follow-up of the visiting team and immediately began a series of collaborative efforts to fulfill the chosen Action Plans. At the time of the self-study, five action plans had been selected and identified as priorities. However, based on the visiting teamâ&#x20AC;&#x2122;s input, the adult school decided to incorporate two additional action plans: aligning technology planning with school-wide curriculum; and improving counseling services for all students. The Leadership Team, WASC self-study co-chairs, and focus group leaders were instrumental in providing the structure and guidance for the school community to gather data, develop plans and timelines, implement new programs, and evaluate progress from the time the school received a six-year accreditation term. The implementation of ABC Adult Schoolâ&#x20AC;&#x2122;s Action Plans has been supported by school and district staff, students, and the wider community. For a detailed description of the responses to recommendations made by the Commission, please refer to Chapter Two, the Progress Report. This report details steps and procedures taken to respond to recommendations made by the Commission.

Chapter Three Page 9

Notes ?

Traditionally ABC Adult School has had excellent relationships with external agencies. Many of the relationships are coordinated through our Job Developer, Georgie Gastonguy. These external agencies include:

Employment Development Department (EDD): This is a State program which provides Unemployment Insurance. Students are required to attend a minimum number of 20 hours weekly in vocational programs only. Providers must be California State approved training vendors (i-train.com). Trade Adjustment Assistance (TAA) provides training funds to assist the American workers who lost their jobs as a result of increased imports, or shift in production to foreign countries. It is a federal program administered by the U.S. Department of Labor (DOL).

Workforce Investment Board (WIB) WIB administers the Workforce Investment Act (WIA) which is a Federal program administered by the Department of Labor. The participating One Stop Career Centers which have been created across the country. Training Centers must be listed on i-Train and provide vocational Career Path enrollment. WIA agencies that contract students to ABC Adult include: SELACO WIB, SASSFA WIB, Long Beach Career Transition Center, Hub Cities WorkSource, North Orange County One-Stop, L.A. Urban League WorkSource, and Community Youth Corps.

Department of Rehabilitation This is a State Program which provides training to persons with disabilities. The Vocational Career Path enrollment is a short-term certificated skills upgrade. Rehabilitation offices that contract students to ABC Adult include Norwalk and Long Beach.

Greater Avenues to Independence (GAIN) GAIN administers CalWorks, which is a State Program that provides temporary financial assistance and employment focused services to low-income participants who have minor-aged children. GAIN provides employment-related services to CalWorks participants to help them find employment, including enrollment in Career Path vocational training. The GAIN offices which refer students to ABC Adult include: Bell, Region 6, and Dominguez Hills.

General Relief Opportunities for Work (GROW) GROW administers General Relief (GR) which is a General County-funded program that provides temporary cash aid to indigent adults and certain sponsored legal immigrant families who are ineligible for federal or State programs. GROW provides employment-related services to GR participants to help them find employment, including vocational skills training. The GROW office that refers students to ABC Adult is located in Rancho Dominguez, California. Chapter Three Page 10

Criterion 6: The role of leadership and ABC Adult School’s governance and decision-making organization, structures and processes are regularly evaluated to ensure their integrity and effectiveness. ABC Adult School widely communicates the results of these evaluations and uses them as the basis for improvement.

Notes ?

Effective management of resources is the desired result of constant monitoring and adjusting by the school’s leadership team. ABC Adult School’s common purpose is succinctly stated in its newly revised mission statement: The mission of the ABC Adult School is to improve the quality of life by providing our diverse community with meaningful opportunities to fulfill personal, educational, and workplace goals through lifelong learning. Our self-study of school resources clearly demonstrates that the school has sufficient resources to sustain program operations and is efficiently and effectively utilizing its resources to support the school’s purpose, SLOs, and mission. On the staff survey, 85% of those polled reported that the school’s leadership effectively guides the work of the school; 90% reported that school standards are adhered to and generally understood; 93% said administrators were available to discuss issues and concerns; and 95% felt that there is a cooperative and supportive relationship between students and staff.

Staff Survey Results 85% 90% 93% 95%

Reported that the school’s leadership effectively guides the work of the school Reported that school standards are adhered to and generally understood Said administrators were available to discuss issues and concerns Felt that there is a cooperative and supportive relationship between students and staff

Using the the responses of “good” or “excellent” as benchmarks, results of the school-wide student survey indicate that: 91% of students understand their learning objectives; 89% of students marked feel their evaluations are fair and help monitor their learning.

Staff Survey Results 91%

Students understand their learning objectives

89%

Students feel their evaluations are fair and help monitor their learning

Chapter Three Page 11

Notes ?

Student survey results reveal the existence of a positive instructional program. Of students polled, 92% found teachers open to suggestions from students; 98% rated instructors’ teaching skills as excellent or good; 90% of students said their instructors use different teaching methods to keep class interesting by marking “good or excellent.”

Student Survey Results 92%

Students found teachers open to suggestions from students

98%

Students rated instructors’ teaching skills as excellent or good

90%

Students said their instructors use different teaching methods to keep class interesting

Student survey results show a generally positive response to the school environment: 96% feel the school is a safe and pleasant place to be; 94% feel the school’s overall appearance is pleasing; 95% feel the interior of the classrooms is pleasant and well maintained; and 98% feel the teachers and staff treat students with respect.

Student Survey Results 96%

Students feel the school is a safe and pleasant place to be

94%

Students feel the school’s overall appearance is pleasing

95% 98%

Students feel the interior of the classrooms is pleasant and well maintained Students feel the teachers and staff treat students with respect

After reviewing course outlines, lesson plans, student work, classroom sessions, student focus groups, and staff survey results, the leadership team concluded that ABC Adult School courses are based on a challenging and coherent curriculum that reflects model standards and is relevant to student needs.

Chapter Three Page 12

Areas of Strength and Key Issues to be Addressed

Notes ?

Areas of Strength Administrators have an open door policy and are easily accessible. Onsite administrator at the Cabrillo Lane Campus. Our team of TOSA’s is very strong and offer excellent support to our teachers and students. The current structure: Curriculum (Subject area) teams to School/Community Teams to Leadership Team to Administrative Team, allows for shared decision making where appropriate. Stakeholders have various avenues to make their concerns known. ABC Adult School has a vast array of in house experts in various areas of curriculum and facilities management and solicits their input to craft policy and procedures in multiple ways. ABC Adult Schools continue to build partnerships with outside agencies and work in collaboration with these agencies.

Key Issues to be Addressed School policies are located in various documents and offices throughout the school. Consolidating these policies and procedures in one place would lead to greater consistency throughout the organization. Review of the policy book should take place at least every fiscal year. Learn to better leverage our outside agency partnerships and rely on the advice and expertise of our advisory committee. Solicit more involvement at School Community meetings from staff, outside agencies and students.

Chapter Three Page 13

Notes ?

Standard 3: Evaluation and Planning ABC Adult School demonstrates a conscious effort to produce and support student learning, measures that learning, evaluates how well learning is occurring, and plans for changes to improve student learning. ABC Adult School also organizes its key processes and allocates its resources to effectively support student learning. ABC Adult School demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. ABC Adult School uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

Criterion 1: ABC Adult School maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes. The professional staff uses research-based knowledge about teaching and learning to provide students with an optimal opportunity for growth. Instructional methods listed in all course outlines correspond to course objectives and SLOs. Two TOSAs in the ESL Department are certified Staff Development Institute trainers. The Outreach and Technical Assistance Network (OTAN) is an invaluable resource for links to research-based instructional and technical innovations relevant to teaching and learning for adults Teachers may complete individualized staff development programs to refine existing instructional techniques and develop a variety of new skills. The ESL resource center is also a rich source of professional and instructional materials that are research-based and support the ESL curriculum. Participation in professional organizations is another source for professional growth. A California Council for Adult Education chapter was organized at ABC Adult School, with more than 40 members. Administrators encourage staff to attend CCAE conferences and participate at the local and state level of the organization. Staff members regularly participate in the CASAS National Institute, GED workshops, CATESOL conferences, ACSA conferences, and local and regional staff development events. Ongoing partnerships with community colleges, regional occupational programs, state universities, and local businesses are an integral part of the Districtâ&#x20AC;&#x2122;s planning process for educational improvement. An atmosphere of participative management prevails with teachers, administrators, and the community working together to build strong, quality programs.

Chapter Three Page 14

Notes ?

Criterion 2: ABC Adult School sets goals to improve its effectiveness consistent with its stated purposes. ABC Adult School articulates its goals and states the objectives derived from them in measurable terms to the degree that they are achieved can be determined and widely discussed. ABC Adult Schoolal members understand these goals and work collaboratively toward their achievement. The Mission Statement reflects the beliefs and philosophy of ABC Adult School. To ensure student achievement of the SLOs, the School Leadership Team meets bi-monthly to ensure a steady flow of information. The team consists of the principal, the assistant principals, the TOSAs, and selected classified staff. Staff members have been empowered to implement the policies, mission statement, and the SLOs. Since implementing the TopsPro accountability program, staff members have become more aware of student goals and achievement. CASAS testing in the ESL department and the Adult Basic Education program tracks student progress. Standardized testing, course-specific worksheets and reviews, and the California High School Exit Exam (CASHEE) are administered in the High School Diploma program. The Career Technical Education Center (CTEC) program prepares students for a variety of certification tests for hardware and software applications, and is an official testing site for many of these programs. The school web site is regularly reviewed and revised to provide community members and students with the current list of courses, prices, and general information to help determine goals and meet objectives. Chapter Three Page 15

Notes ?

Posters of Statement of Purpose and SLOs are visible at each location, and in many classrooms, as reminders of the beliefs and philosophy of the school. Departmental flyers and schedules of classes, in addition to the brochure, help students select appropriate courses as they register for each session. The professional staff at ABC Adult School uses research-based knowledge about teaching and learning. Teachers employ a variety of strategies and incorporate a variety of learning experiences to actively engage students in high levels of learning, consistent with the schoolâ&#x20AC;&#x2122;s Mission Statement and SLOs. Each year a school wide calendar of meetings, deadlines, and events is created and distributed to all staff members.

Criterion 3: ABC Adult School assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning resource allocation, implementation and re-evaluation. Evaluation is based on analysis of both quantitative and qualitative data. Full time status teachers are evaluated triennially, using the Stull Bill evaluation process. They are required to set and meet goals and objectives and determine their professional growth goals. The evaluations provide instructors with the guidance they need to ensure teacher competency and continued quality in the classrooms. Each department holds semiannual in-service meetings, which include, but are not limited to, staff development, future trends, and curriculum revisions. Agendas and minutes are prepared and distributed. Each course outline contains competency statements, learning objectives (SLOs), suggested methods and materials, and evaluation procedures. Assessment is an integral part of the adult education process. On-going assessment takes place in all program areas. Teacher and student use of assessment is frequent and integrated into the teaching/learning process. Instructors understand the importance of monitoring student progress and use a variety of assessment strategies to gauge student progress and the effectiveness of the curriculum on an on-going basis. Teachers determine the most appropriate form of assessment to allow for the differences in student needs, learning styles, and ability levels. Students are assessed at regular intervals through paper/pencil tests, standardized tests, teacher-made tests, computerized tests, oral exams and interactions, role-playing, instructor observations, peer evaluations, performancebased simulations and/or completed projects. Teachers monitor the learning process to assess levels of student performance and achievement, and adjust the nature of instruction accordingly. Chapter Three Page 16

Assessment results indicate student progress toward SLOs. Students receive prompt feedback and follow-up on projects, performances, and discussions. This feedback helps students become aware of their progress toward the attainment of SLOs. Student work samples demonstrate understanding and application of knowledge and attainment of objectives and skills.

Notes ?

Evaluation is based on analysis of the following quantitative and qualitative data: OPAC, SAM, Certiprep, Odyssey, Transcript evaluations, the Gates-McGinitie test, course unit and final exams, teacher-created tests, quizzes and worksheets, CASAS benchmark results, English as a Second Language Civics individualized student interview and written assessment. Both quantitative and qualitative data are analyzed using departmental meeting minutes, student work samples, state high school exit exam results, enrollment and attendance data, Parent Education questionnaires, certificates of completion, student portfolios, A+ Certification, Vocational High School Diplomas, Microsoft Office Specialist Certification, IC3, Quickbooks, and Adobe Certification. The self-study process revealed a need to align assessment results with curricular and instructional changes; to use assessment results to guide the allocation of resources; and to report informal and formal assessment results with staff and the community. Thus through staff surveys, assessment results, TOPsPro data, authentic assessments, and model standards our TOSAs, Administrators, and Systems Analyst have reported formal and informal assessment results on the ABC Adult School website for staff and community access.

Criterion 4: ABC Adult School provides evidence that the planning process is broad-based, offers opportunities for input by appropriate stakeholders, allocated necessary resources, and leads to improvement of institutional effectiveness. In an effort to broaden the membership of the school/community committee, the School Community team has replaced the advisory committee. The School Community team includes representatives from all departments, students, and the neighboring community. The focus of the school Community team will be to enhance student achievement, and improve or develop programs and classes that meet the expressed needs of the community and strategic future planning. In order to ensure that the Mission Statement and SLOs were appropriate to all programs and students, measurable, and would authentically form the foundation of the school improvement process, ABC Adult School began involving all stakeholders in the selection process in September 2009. All stakeholders were encouraged to make suggestions and recommendations and to actively participate in presenting their viewpoints on ways to improve the school and its programs. In ESL, the broad involvement by stakeholders entails polling students and discussions in EL Civics classes.

Chapter Three Page 17

Notes ?

Our Faculty/Staff Survey indicates that 80% of faculty/staff agree with the need for a student advisory group, thus indicating the need for student involvement in planning by students

Criterion 5: ABC Adult School uses documented assessment results to communicate matter of quality assurance to appropriate stakeholders. The self-study process revealed a need to align assessment results with curricular and instructional changes; to use assessment results to guide the allocation of resources; and to report informal and formal assessment results with staff and the community. Therefore through staff surveys, assessment results, TOPsPro data, EL Civics, CASAS, authentic assessments, and model standards our TOSAs, Administrators, TOSAs, Systems Analyst have reported formal and informal assessment results on ABC Adult School website for staff and community access.

Criterion 6: ABC Adult School assures the effectiveness of its ongoing planning and resource allocation processes by systematically reviewing and modifying, as appropriate, all parts of the cycle, including institutional and other research effort. ABC Adult School utilizes the powerful software decision making tool, Power Budget. This is an accurate and timely resource allocation tool that provides needed data to develop â&#x20AC;&#x153;estimated actualsâ&#x20AC;?. Power Budget determines current balances, year-end balances, and carryovers. With this timely information, the adult school is able to accurately estimate current balances and develop future budgets and resource allocation plans. Also, through student assessment, administrators and TOSAs, TOPsPro data, industry standards, and model standards, our administrators and TOSAs have re-aligned assessment results with curricular and instructional design thereby assuring the effectiveness of ongoing planning.

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Criterion 7: ABC Adult School assesses its evaluation mechanisms through a systematic review of their effectiveness in improving instructional programs, students support services, and other learning support services.

Notes ?

Since implementing the TOPs accountability program, staff members have become much more aware of student goals and achievement. CASAS testing in the ESL department and the Adult Basic Education program tracks student progress. Standardized testing, course-specific worksheets and reviews, and the California High School Exit Exam (CASHEE) are administered in the High School Diploma program. The Vocational program prepares students for a variety of certification tests for hardware and software applications, and is a testing site for some of these programs. ESL teachers analyze test results so as to improve upon classroom instruction. Results of the school-wide student survey indicate that: 97% believe their classes are helping them become better critical thinkers and problem solvers; 93% feel their classes are helping them become better communicators; and 96% feel their evaluations are fair and help monitor their learning as indicated by marking good or excellent on the survey. These results indicate that the schoolâ&#x20AC;&#x2122;s energies are successfully focused on the SLOs.

Student Survey Results 97% 93% 96%

Students believe their classes are helping them become better critical thinkers and problem solvers. Students feel classes are helping them become better communicators. Students feel their evaluations are fair and help monitor their learning.

The leadership team encourages commitment, participation, and shared accountability by the instructional staff for the achievement of student learning. Both student and staff surveys indicated that 95-98% of all students feel that the Cuesta and Cabrillo Lane learning environments are safe, clean and well maintained. As evidenced by the student survey, high enrollment and strong attendance, the Cabrillo Lane site is successfully meeting the educational needs of the adult population in the south and central areas of the district.

Student and Staff Survey Results 95-98%

Students and staff feel that the Cuesta learning environment is safe, clean and well maintained

Chapter Three Page 19

Notes ?

Areas of Strength and Key Issues to be Addressed Areas of Strength Regular evaluation of student progress through: a) Various Promotion Activities: ABE, High School, ESL, CTEC b) Career Paths c) Review of student data Departmental TOSAs to help teacher’s evaluate student data Computerized record keeping and analysis Regular stakeholder meetings to assure dissemination of data and information

Key Issues to be Addressed Student data evaluation needs to be standardized across departments where possible or reasonable so effective school wide decision-making can take place. Dialog about student learning needs to take place in a more regular fashion. School wide goals could be better articulated and implemented. Systematic evaluations of program effectiveness need to be better defined and agreed upon steps of improvement implanted. Planning input from our advisory committee needs to be better collected.

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Standard 4: Educational Programs

Notes ?

ABC Adult School offers high-quality education programs in recognized and emerging fields of study that culminate in identified student outcomes leading to certificates, licensure, or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by ABC Adult School.

Criterion 1: ABC Adult School demonstrates that all educational programs, regardless of location or means of delivery, address and meet the mission of ABC Adult School and uphold its integrity. The strong enrollment and attendance rates at the Cuesta and Cabrillo Lane sites reveal that ABC Adult School is successfully meeting the educational needs of the adult population in all parts of the community. ABC Adult School offers classes at 31 sites throughout the district. The instructional sites include two main campuses and 29 satellite sites. The main campuses are Cuesta and Cabrillo Lane, and they are strategically situated to meet the unique learning needs of the neighborhoods in which they are located. The schoolâ&#x20AC;&#x2122;s satellite sites are conveniently located at elementary schools, middle schools, convalescent hospitals, senior centers, city recreational centers, and other locations throughout the district. At most locations and classrooms, posters of our Mission Statement and SLOs are visible reminders of the beliefs and philosophy of the school. The high standards evident at both main sites are also evident at various locations and in course outlines, syllabi, teachers, access to technology and educational resources. Student surveys and roundtables as well as regular skills assessment verify the consistency of Adult School programs throughout the system.

Criterion 2: ABC Adult School identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy if its communities. ABC Adult School relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes. Course outlines, syllabi, credentialed teachers, and textbooks reflect the diversity of our student body and promote a respect for cultural differences. Enrolling and retaining sufficient numbers of students to reach CAP in a highly competitive environment is strong evidence that the school is effectively achieving its educational purposes and meeting the expressed needs of the community.

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Notes ?

English as a Second Language is one of the largest of ABC Adult School’s programs. The ESL Department prepares students to communicate accurately and appropriately in our society. The ESL curriculum is aligned with the California Department of Education Model Standards, and encompasses all seven recommended levels. All levels are life skills based and incorporate SCANS competencies. The GAIN/CalWorks program provides remedial academic and vocational education services to eligible students receiving public assistance. The program’s main focus is to increase employability and prepare students for jobs. The ABE program assists adults in remediating literacy and basic math skills, mastering the skills needed to pursue further academic study, assist with their children’s education, become confident consumers, and/or prepare for the world of work. Students who test below an 8.0 grade level on the Gates McGinitie test and/or below 236 on CASAS tests are encouraged to improve their reading skills using the computerized, research based New Century program before attempting other course work. With the Independent Study Lab and the Learning Lab, students can get a program customized to their needs and can take it off campus. In our Learning Lab, we’ve implemented Odyssey, a customizable, personalized computer-based program for meeting high school graduation requirements. The Career Technical Education department has responded to the needs of the community as demographics and employment needs change. New course offerings include Pharmacy Technician, Medical Assistant, Accounting classes, Microsoft office, Cloud Computing, IT Technician (A+ certification), IC3 prep classes, Adobe CS5 (Fireworks, Dreamweaver, Flash, Photoshop, Illustrator, and InDesign), Windows 7, Macintosh OSX, After Effects, iLife, Office 2008 for Mac, Introduction to Medical Occupations, AutoCad, Digital Photography. CTEC is an Authorized Testing Center for Microsoft Specialist, Adobe, and IC3. CTEC is working to offer more industry standard testing like STARTA and A+. To meet community demands, CTEC recently purchased 35 Macintosh computers. Home Economics, Older Adults and Health & Safety programs offer a wide and interesting variety of classes, from arts, crafts, exercise, and music. The large number of returning students each year attests to the programs’ exemplary teachers and the need for these classes. These programs currently offer 123 sections, serving 4,526 students in locations throughout district. These programs provide opportunities for personal growth, community involvement, skills development, and healthy development. The Parent Education classes provide many opportunities for parents to fulfill personal and family goals on a daily basis. These classes, which require parent participation, range from parents accompanying their 1 year old toddler to parents attending class with their 5 year old preparing for kindergarten. Assessment and immediate feedback is ongoing to ensure student learning outcomes. Teacher, parent and child communicate areas of strength and growth on a daily basis. The parent education classes empower the parent to teach and guide their children and advance their parenting skills with the child’s growth and development.

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Annual Parent Education Class evaluations of the teachers and classes help ensure program improvement. Suggestions have included field trips to Tanaka Farms, Pretend City, children’s plays, other playgrounds, recycling, striving for a “green” classroom and home-life, raising awareness of health issues, and making donations to local food banks. The parents in the Parent Education classes are life-long learners. They are a crucial part of the “village” in raising their children to also become life-long learners who are contributing members of society.

Notes ?

ABC Adult School has a wide range of partnerships with community agencies to provide a support system for students. The following agencies host adult school classes throughout the district: Artesia Community Center, North Artesia Community Center, Cerritos Park East Swim Center, Robert Lee Community Center, Helen Rosas Center, Cabrillo Lane Education Center, Clontarf Manor, Artesia Christian Home, as well as elementary, middle and high schools. Evaluation of the effectiveness of our courses is based on the analysis of the following quantitative and qualitative data: OPAC, Certiprep, SAM, Odyssey, Transcript evaluations, the Gates-McGinitie test, course unit and final exams, teacher created tests, quizzes and worksheets, CASAS test results, CASAS benchmark results, Student work samples, California High School Exit Exam data, enrollment and attendance data, Parent Education questionnaire, certificates of completion, student portfolios, A+ Certification, Vocational and High School Diplomas, EL Civics testing, and Adobe and Microsoft Office Specialist Certification, Pharmacy Tech Licensure and Medical Assisting National Certification.

Criterion 3: ABC Adult School utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students. Course outlines and textbooks reflect the diversity of our student body and promote a respect for cultural differences. A wide variety of course offerings, classroom materials, technology, and teaching methods support students with a multitude of learning styles. To further help address current and future needs of students, students are invited to participate in planning committees. Teachers present instruction in a way that is immediately applicable, using supplemental materials and various teaching techniques. Teaching strategies are monitored during teacher evaluations (Stull). The professional staff uses researchbased knowledge about teaching and learning to provide students with an optimal opportunity for growth. Curriculum is organized logically, and is motivational, relevant, and challenging. Instructional methods, procedures, and strategies are designed to encourage students of all ability levels and preferred learning styles to actively participate in class activities. Instructional methods listed in all course outlines correspond to course objectives and SLOs. Evidenced in the 2010 surveys, 96% of students said their instructors use different teaching methods to keep class interesting. Chapter Three Page 23

Notes ?

The ESL department developed a technology plan as part of the EL Civics grant. EL Civics provides specific objectives with attached pre-approved assessments. The department now has an online computer in every classroom that enables teachers to take advantage of new technologies. They can conduct research online, make PowerPoint presentations, and assist students with class assignments. Each ESL class also has a newly installed Smart Board, video library LCD software document reader and projector that enhances visibility of text, worksheets, and engages students in interactive lessons allowing immediate feedback from both instructor and peers. The CASAS benchmarks, which exceed state goals, allow the department to facilitate student learning. ESL classes have availability to videos and many computerized software programs are also available in the Learning Lab. The Outreach and Technical Assistance Network (OTAN) is an invaluable resource for links to research-based instructional and technical innovations relevant to teaching and learning for adults. The resource center is also a rich source of professional and instructional materials that are research-based and support the ESL curriculum. An extensive resource and media center provides access to a wide variety of materials. All ESL students have access to this lab where they can use instructional software, videos, and tapes. This program provides pronunciation and conversation practice, vocabulary development, grammar skills, keyboarding, and citizenship preparation. VESL transition classes are for those students entering CTEC. The Independent Study Program and the Adult Learning Center allows teachers to tailor a program customized to individual students’ needs and some may be taken off campus. In our Learning Lab, Odyssey, a customizable personalized computer-based program for high school and meeting high school graduating requirements has been implemented. Both offer open entry enrollment. The Career Technical Education Department offers Microsoft, Adobe and A+ certification programs which provide students the skills required for employment by business and industry. Students completing the Microsoft Office application courses are prepared for the Microsoft Office Specialist certification exams that are given on campus. The newest certification, IC3, is a series of three tests given to students who have completed basic hardware and software applications. These certifications are required for many positions requiring computer technology. Training also is offered in various medical occupations. Medical Assisting, Medical Billing and Coding and Pharmacy Technician prepare students to sit for national certification exams as well as apply for state licensure. Students taking web design classes and graphic design will be trained to pass the Adobe Certification for Flash, Dreamweaver, and Photoshop and become Adobe Certified Associate. In 2008 CTEC added a new Medical Career Path “Medical Assistant Clinical” to meet the demand of our community and the suggestions of the Advisory Committee that took place that year. The path consists of three modules.

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Each module is a nine week course. We offer a morning and afternoon session and both of them are full and this success leads us to add a new session. What made the program very successful is the externship with Kaiser and other facilities. The majority of our students pass the National Exam with high scores.

Notes ?

In 2009, after the huge success of the “Medical Assistant” program, CTEC met the demand of the community again by offering the “Pharmacy Technician” career path. We started with one morning session to study and evaluate the program. The demand for this career was impressively high that within a year we offered an afternoon session and both sessions were full with a waiting list. After completing all three modules and the externship hours, students will receive a vocational diploma and shall be eligible to apply for state registration and licensure with California State Board of Pharmacy. CTEC established a strong Medical career paths by offering Medical Careers; Pharmacy Technician, Medical Assistant, and Medical Insurance Specialist. Our curriculum is aligned with Industry Standard Certification. Parent Education classes closely resemble a lab environment where socialization, appropriate classroom behavior, collaboration, networking, gross and fine motor skills, parent/child bonding, organizational skills, patience, manners, arts, songs, poems, dances, cultural diversity, phonics for pre-reading, and academic preparation are explored and developed between parent, child and peers. In Parent Education, Non-English speakers and parents from other countries learn about American culture (holidays, traditions, food, mannerisms, etc.) as well as gain the opportunity to improve their English conversation skills as they interact with their children and adult classmates. The adult non-English speaking parent is being equipped to teach their own child English phonics, letters, numbers, and vocabulary. The advantage in the Parent Education environment allows both child and parent to learn grammar skills with the enjoyable assistance of music, pretend play, and peers at both the child and adults age level. Home Economics, Older Adults and Health & Safety programs rely heavily on demonstration as a method of instruction. Most classrooms have been equipped with the technology necessary for projecting teacher demonstrations on the large screen. Repetition and practice helps students to master skills. More and more of our classes rely on network connectivity to deliver instruction and foster collaboration. The internal network is robust but external connectivity is lacking. The district is working hard to keep up with the demand for external connectivity.

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Notes ?

Criterion 4: ABC Adult School identifies student learning outcomes for courses, programs, certificates, licensure exams, and other completion indicators; assesses student achievement of those outcomes; and uses assessment results to make improvements. Assessment results indicate student progress toward SLOs. Students also receive feedback and follow-up on projects, performances, and discussions. This feedback helps students become aware of their progress toward the attainment of SLOs. Student work samples demonstrate understanding and application of knowledge and attainment of objectives and skills. Periodic staff meetings help ensure staff comprehension, clarity, and articulation of the Student Learning Outcomes (SLOs). The meeting agenda also includes discussion and review of school performance, evaluation, and planning for improvements. Staff surveys are administered manually and electronically throughout the year in relation to these areas. Administrators, TOSAs, and teachers use assessment results to design curriculum and instruction thus assuring the effectiveness of ongoing planning. Evaluation of the effectiveness of our courses is based on the analysis of the following quantitative and qualitative data: OPAC, Certiprep, SAM, Odyssey, Transcript evaluations, the Gates-McGinitie test, course unit and final exams, teacher created tests, quizzes and worksheets, CASAS test results, CASAS benchmark results, Student work samples, California High School Exit Exam data, enrollment and attendance data, Parent Education questionnaire, certificates of completion, student portfolios, A+ Certification, Vocational and High School Diplomas, EL Civics testing, and Adobe and Microsoft Office Specialist Certification, Pharmacy Tech Licensure and Medical Assisting National Certification.

Criterion 5: ABC Adult School assures the quality and improvement of all instructional courses and programs offered including continuing and community education, short-term training courses and programs, and contract or other special programs, regardless of type of credit awarded, delivery mode, or location. The courses within each career path cover the skills currently required by business and industry. Students train to re-enter the work force with new skills or upgrade skills required by their employer. ABC Adult School is constantly improving our quality instruction and courses. Some of our students are coming to us to learn one skill and many are short-term, but many of our students have long-range goals. They want to learn English, Chapter Three Page 26

get their high school or technical diploma, and gain computer certification. All of our courses meet our high standards, with current course outlines and syllabi, taught by certificated, competent, knowledgeable instructors.

Notes ?

The adopted SLOs prepare students to seek continuing educational and/or vocational training opportunities. Ongoing partnerships with community colleges, regional occupational programs, state universities, and local businesses are an integral part of the Districtâ&#x20AC;&#x2122;s planning process for educational improvement. Cerritos College, Cypress College, and Long Beach City College are the regional community colleges in the area served by ABC Adult School. They offer university transfer coursework, certificated vocational programs, and Associate degrees in a wide variety of subjects and disciplines. Since the last WASC accreditation, the Computer Training Center has partnered with Long Beach Community College and CISCO Corporation to provide a CISCO-sponsored Local Networking Academy. Cerritos Community Collegeâ&#x20AC;&#x2122;s Re-Entry Program has conducted on campus presentations for adult school students. Unfortunately this program was a victim of budget cutbacks. ABC Adult School has a memorandum of understanding with the SELACO One-Stop that encompasses ABC Unified School District, other adult schools, and Cerritos Community College. The Adult School is in the process of establishing a more direct relationship in which SELACO will refer students needing shortterm vocational training, ESL and/or high-school diploma classes. Career Technical Programs include Career and Occupational Training and Medical Occupations classes. Teachers, under the supervision of the program administrator and coached by the TOSA, develop curriculum. Keyboarding, Data Entry and Computer Essentials classes are recommended as prerequisites for all career paths. All courses are nine or eighteen weeks in duration. The criterion for Career Technical programs and courses are tied directly to industry standards certifications. Students earn Vocational Diplomas by completing a series of sequenced classes, defined by prerequisites, within a career path. Career paths include Office Assistant, Administrative Assistant, Accounting Clerk, Web Design, Graphic Design, Movie Animation, IT Technician, A+ Certification, Medical Insurance Specialist, Medical Assistant (including a Phlebotomy certification), Pharmacy Technician, Computer-Aided Drafting. The Vocational Diploma program is open to all students who have a high school diploma or GED. All others receive a Certificate of Proficiency upon completion of the required courses. The Vocational Diploma program prepares students for a variety of careers the require hardware and software skills. Industry Certifications is available also for some career paths. The Vocational Diploma program is open to all students who have a high school diploma or GED. All others receive a Certificate of Proficiency upon completion of the required courses. The Vocational Diploma program prepares students for a variety of careers that require hardware and/or software skills. Chapter Three Page 27

Notes ?

Our students’ ability to pass industry standard certification is our objective and an ongoing assessment of the vocational program. Since each of our career paths are tied directly to industry, the criterion set by those industry panels guide the quality of the program in CTEC. Parent Education classes have equipped parents to become proactive participants in their child’s elementary education and the surrounding community. These classes introduce parents to the familiarity of a school setting, teachers, and being introduced to the K-12 educational system. These classes also serve as “civic education” teaching parents and children to become proactive and respectful American citizens and caring human beings as they contribute to the various community charities. Former adult students have gone on to become educators, para-educators, participants at the elementary school, board members, and representatives to various community organizations. ESL student evaluations, e-testings, and EL Civics testing within the ESL department help ensure high quality teaching for ESL students and the ability for students to interact in their second language effectively in the community. ABCUSD has a strong commitment to meeting the community, health and personal needs of our adults. While other districts have closed their Home Economics, Older Adults and Health & Safety programs, ABC Adult School is providing a wide range of classes in these areas.

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Areas of Strength and Key Issues to be Addressed

Notes ?

Areas of Strength ABC Adult School offers a wide range of certificates, licensure and other indicators of program completion. CTEC offers 13 Career Paths to meet the demand of industries and the community. CTEC ties all career paths to industry standard and National Certification. Multi-level classes are offered. Students can work at their own pace. ABC Adult School offers a wide range of classes in Home Economics, Older Adults and Health & Safety. ABC Adult School’s ability to maintain current industry certification and trends during budget cuts. High retention rate. Students have access to a wide variety of teaching modalities.

Key Issues to be Addressed Industry certification needs to be inserted into as many programs as possible within ABC Adult School Increase involvement with Local Businesses and Governmental Organizations including cultivation of opportunities for presentations at such places as Chamber of Commerce, Local Businesses, and City Halls. Increase intensive marketing opportunities. Increase opportunities for student involvement in curriculum and program design. Odyssey Computer Program needs additional academic courses to bring it into alignment with course offered at the high school level. Revise the Odyssey testing procedure for increased accountability. External network connectivity issues need to be addressed. We are not keeping up with the demands.

Chapter Three Page 29

Notes ?

Standard 5: Program, Student, and Institutional Outcomes The Standard: ABC Adult School uses established procedures to design, identify student learning outcomes for, approve, administer, deliver, and evaluate courses and programs. ABC Adult School recognizes the central role of its faculty for establishing quality and improving courses, programs, and student learning outcomes.

Criterion 1: ABC Adult School has established policies and institutional processes to guide the development and evaluation of courses and programs. These procedures lead to the assessment of quality and improvement. In September 2009, ABC Adult School involved all stakeholders in order to ensure the SLOs were appropriate to all programs and students, were assessable, and would authentically form the foundation of the school improvement process. All stakeholders are encouraged to make suggestions and recommendations and to actively participate in presenting their viewpoints in regards to improving the school and its programs. ABC Adult School complies with state and federal guidelines. The school operates under the authority granted to the Board of Education by the State Education Code in conformance with policies and procedures developed by the California Department of Education, Adult Education Office. ABC Adult School adopts policies which conform to the Mission Statement and the chosen SLOs. The written policies on governance procedures specify appropriate roles of all staff and students in order to collaborate on the improvement of ABC Adult School. This is evidenced by the board policy book, board minutes, notices of board meetings, agenda and minutes, ABC district mission statement, bargaining unit contracts for certificated and classified employees, memorandums of understanding, ABC Adult School organizational chart, newspaper stories, graduation program, agendas from district principal and management meetings, grants: EL Civics, WIA/231, and 132 (Carl Perkins). Implementation of these policies is the responsibility of the principal, assistant principals, and TOSAs. Administrators and TOSAs monitor classes to ensure policies are implemented.

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Criterion 2: ABC Adult School relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, programs, and certificates. ABC Adult School regularly assesses student progress toward achieving those outcomes.

Notes ?

Teachers monitor the learning process to assess levels of student performance and achievement, adjust the nature of instruction accordingly, and transfer students to appropriate level of learning. Assessment results indicate students are progressing toward SLOs. Since implementing the TOPs accountability program and skills requirements, staff members have become much more aware of student goals and achievement. CASAS testing in the ESL department and the Adult Basic Education program tracks student progress. Students embarking on Career Pathways are interviewed to determine their skill level, identify pre requisites, and are advised in regards to career path and class sequences. The Career Technical Education Department has a Vocational Diploma program that offers an added incentive to students on a career path. Certificates of completion or participation are given for each course offered. Industry Certification and/or licensure is offered in the following areas: A+, Microsoft Office, IC3, Adobe Products, Medical Assisting, Medical Billing and Coding, Pharmacy Technician, Quickbooks, as well as Vocational Diplomas in each of our Career Pathways. Those enrolled in GED preparation are evaluated upon enrollment and complete a course of study based on identified needs. ABC Adult School evaluates the effectiveness of its courses based on the analysis of the following quantitative and qualitative data: Certiprep, SAM, OPAC, Odyssey, Transcript evaluations, the Gates-McGinitie test, course unit and final exams, TOPs reports, teacher created tests, quizzes and worksheets, CASAS test results, State Model Curriculum Standards, Department meeting minutes, CASAS benchmark results, Student work samples, Cailfornia High School Exit Exam (CASHEE), enrollment and attendance data, Parent Education questionnaire, certificates of completion, student portfolios, A+ Certification, Vocational Diplomas, Microsoft Office Specialist Certification, and various industry certifications and examinations and licensures. Many of our instructors work in the industries for which they teach, thus bringing state of the art industry trends into the schoolâ&#x20AC;&#x2122;s instruction. CTEC also holds an annual advisory committee meeting to solicit the input of local industry into the curriculum.

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Notes ?

Criterion 3: High-level instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs. ABC Adult School courses are designed to ensure that students enrolled in a planned program gain mastery of the basic skills essential to fulfill a variety of academic, vocational, and/or personal goals. Students can achieve the SLOs through the successful completion of any course of study offered. The curriculum is designed to meet the needs and goals of a highly diverse student body with differing levels of education, from no formal schooling to post graduate study. Cultural background, employment status, and fluency in English language are taken into consideration when placing students in classes and programs. The school operates on quarter, trimester and semester calendars to best meet the individual needs of the various programs. After reviewing course outlines, lesson plans, student work, classroom sessions, student focus groups, and staff survey results, the ABC Adult School leadership concluded that ABC Adult School courses are based on a challenging and coherent curriculum that reflects model standards and is relevant to student needs. Course outline masters are kept in the adult school office. Changes are made in collaboration with instructors, TOSAs, and administrators. CTEC studies local industry trends to determine the appropriateness of each career path. The ABC Unified School District Board of Education approves all courses. Courses, offered for apportionment, are approved by the California Department of Education. Teachers, under the supervision of administrators, have written course outlines. These courses incorporate subject area model standards, as well as SCANS competencies, and reflect the best current professional practice. Each course outline contains competency statements, learning objectives, suggested methods and materials, and evaluation procedures.

Criterion 4: ABC Adult School uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students. ABC Adult School faculty and staff are highly qualified for their assigned responsibilities. All administrators and instructional staff hold current Adult Designated Subjects/Professional Services and/or K- 12 credentials that authorize them to perform in their assigned areas. Teachers present instruction that is immediately applicable, using supplemental materials and varied teaching techniques. Teachers are aware of the diverse needs and learning styles of students. Chapter Three Page 32

To assure transfer of knowledge and content, teachers not only provide information, but also model, guide, check for understanding, allow independent/ group interaction, facilitate Jigsaw reading, administer unit tests, incorporate TPR (total physical responses), provide immediate feedback from instructor and peers, and encourage presentations. Instructional methods, procedures, and strategies are designed to encourage students of all ability levels and preferred learning styles to actively participate in class activities so as to demonstrate knowledge and application of lesson content.

Notes ?

In EL Civics, fifteen teachers use Smart boards, interactive software, document readers, and scanners in conjunction with their computers and ceiling mounted projectors. The individualized staff development with a mentor has allowed teachers to increase their understanding of technology that can be used for planning “level appropriate” lessons for their students. The professional staff uses research-based knowledge about teaching and learning to provide students with an optimal opportunity for growth. Curriculum is organized logically, and is motivational, relevant, and challenging. Instructional methods listed in all course outlines correspond to course objectives and SLOs. Teachers are able to assess students’ comprehension, mastery, depth of understanding, and thus incorporate any needed improvements in lesson planning. Designated Subjects credentials are issued by the California State Commission on Teacher Credentialing after the completion of required university level courses. Academic and ESL teachers have a minimum of a bachelor’s degree to be eligible for an Adult Designated Subject credential or basic credential. Many of the ESL staff members hold a Master’s Degree and/or TESL Certificate. Vocational teachers must have worked in their field for a minimum of five years in order to qualify for a Designated Subjects credential. Those credentialed after 1996 must complete professional growth requirements in order to renew their credential. Teachers attend conferences, staff meetings, in-services, and workshops to further their professional development. This ensures that all instructors are qualified to teach in their designated area. Student survey results reflect a positive instructional program. Of students polled, 98% found their classes challenging and informative; 98% rated instructors’ teaching skills as excellent or good; and 90% of students said their instructors use different teaching methods to keep class interesting.

Student Survey Results 98%

Students found their classes challenging and informative.

98%

Students rated instructors’ teaching skills as excellent or good.

90%

Students said their instructors use different teaching methods to keep class interesting.

ABC Adult School continues to increase curriculum delivery through technology. This increase has only been limited by available bandwidth.

Chapter Three Page 33

Notes ?

Criterion 5: ABC Adult School evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans. With the TOPs accountability program, SAM, OPAC, Certiprep, Odyssey, and NCE staff members are aware of student goals and achievement. CASAS testing in the ESL department and the Adult Basic Education program tracks student progress. Standardized testing, course-specific worksheets and reviews, and a district-developed exit exam are administered in the High School Diploma program. The Vocational program prepares students for a variety of certification tests for hardware and software applications, and is a testing site for some of these programs. The professional staff at ABC Adult School uses research based knowledge about teaching and learning. Regular staff meetings help ensure staff comprehension, clarity, and articulation of the SLOs. The meeting agenda also includes discussion and review of school performance, evaluation, and planning for improvements. Staff surveys are administered throughout the year in relation to these areas. The surveys are administered either manually or electronically. After reviewing course outlines, lesson plans, student work, classroom sessions, student round table input and staff survey results, the Leadership Team concluded that ABC Adult School courses are based on a challenging and coherent curriculum that reflects model standards and is relevant to student needs. Course outline masters are kept in the adult school office. Revisions to course outlines, as needed, are directed by the program administrator and TOSAs. Changes are made in collaboration with instructors, TOSAs, and administrators to ensure achievement of learning outcomes, currency, and future needs and plans.

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Areas of Strength and Key Issues to be Addressed

Notes ?

Areas of Strength CTEC instructors have industry related experience and many are industry certified. Continually evolving assessment tools. Committed to growth and progress of students’ learning. Utilizes multiple resources to ensure student achievement. Delivery of curriculum through technology continues to increase.

Key Issues to be Addressed Increase training and conferences for teachers. Closer evaluation/observation for part-time teachers. Increase internship/externship opportunities for students. Improve communication between teachers and administrators regarding new books and course changes in order to update course outlines on a regular basis. Increase the use of electronic surveys to effectively ensure student outcomes. Discuss survey results at meetings. Electronic delivery of curriculum is hindered by bandwidth limitations.

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Notes ?

Standard 6: Student Support Services The Standard: ABC Adult School recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and strengthen a supportive learning environment. The entire student pathway through ABC Adult Schoolal experience is characterized by a concern for student access, progress, learning, and success. ABC Adult School systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.

Criterion 1: ABC Adult School assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and promote achievement of the mission of ABC Adult School. Day and evening classes are offered at our two main sites and various satellite locations, in order to offer the community many choices. Instructional staff and administrators collaborate on class times and locations. Teachers are evaluated regularly to ensure quality of instruction. One way our student-driven classes are measured is by student reenrollment. Student satisfaction is evidenced by full classes and waiting lists. Also, the school has adopted an â&#x20AC;&#x153;interestâ&#x20AC;? class list procedure to help develop new classes.

Criterion 2: ABC Adult School provides a catalog for its constituencies with precise, accurate, and current information concerning the following: A complete catalog and list of course offerings is available at abcadultschool. edu. as a PDF file as well as with direct links for class registration. Brochures are mailed out to publicize each session. They are also available in all of the Adult School offices. 80,000 brochures are distributed to publicize each session. Any mistakes later discovered in the printed version are immediately corrected in the on line version. The school also communicates its class and program offerings to its students and community through newspaper articles, the districtâ&#x20AC;&#x2122;s broadcast channel, website, and board meetings, Parent Leadership Academy conferences and workshops, class announcements from instructor, e-mails from school or instructor through Web Attendance system, and web links through certiport.com.

Chapter Three Page 36

Criterion 3: ABC Adult School provides information on the locations or publications where other policies may be found.

Notes ?

ABC Adult School’s catalog is current and is updated and published every quarter. The brochure/catalog is complete, clear and easy to understand. The catalog is reviewed by multiple staff members for accuracy before it is finalized. An interactive version catalog is published online for easy access at abcadultschool. edu. Copies of the catalog are available in the main office, ESL office, the Career Technical Education Center office, and at the Cabrillo Lane office. Copies are mailed to the community and flyers are sent with Elementary students to take home to their parents. Changes made after the brochure is printed are made immediately on the website. Our policies are placed in the all main offices, classrooms, teachers’ handbooks, class schedule catalog, website, and printed on the back of all CTEC class schedules. Classroom rules and policies are posted in the classroom. They are also included in each classroom syllabus, and explained to students by teachers at the beginning of each session. Student complaints/grievances are recorded and maintained by administrators.

Criterion 4: ABC Adult School researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. Staff members meet regularly to discuss the needs of students, re-assess curriculum, learn new technology, and discuss departmental procedures. Student suggestions are collected and discussed during staff meetings to ensure students’ needs are met. ABC Adult School has an open-door policy, to provide students and community members the chance to address any issues and concerns they might have. Surveys are published on the school website. All stakeholders are encouraged to answer the surveys. Survey input is shared at the School Community and Leadership team meetings. ABC Adult School is on Facebook and is accessible to all students and faculty to share ideas and post suggestions.

Chapter Three Page 37

Notes ?

Criterion 5: ABC Adult School designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function. CTEC regularly evaluates and revises its Career Paths to meet industry demand. The TOSA at CTEC is a Microsoft Master Instructor and Adobe Certified Associate, aware of the requirements needed for industry certification, and stays in contact with industry leaders to update job standards in several areas. She is trained to counsel students in career paths. The student counselor has the appropriate credentials and training. ABC Adult School’s Job Developer comes from SELACO where she worked training and counseling students. ESL students are guided by staff to complete desired goals. Basic counseling is done upon enrollment, where student goals are recorded in ASAP. Teachers then have access to this information. Evaluation is done every trimester using the TopsPro system. Every six weeks, students are tested for progress. This data is used to help the students to progress. Administrators provide academic counseling. This year, a TOSA has been added to enhance the counseling provided. In addition, a former adult school counselor, now retired, provides counseling services two nights each week. Despite budget cuts, ABC adult school has been able to maintain basic academic counseling services.

Criterion 6: ABC Adult School maintains student records permanently, securely, and confidentially with provision for secure backup of all files, regardless of the form in which those files are maintained. ABC Adult School publishes and follows established policies for release of student records. Student records such as grades, skills, certificated issued and attedance are kept on the “ASAP” Databases. ESL and ABE test records are also kept on TOPsPro database. They are accessible by staff, given an access code or password to the database. Different levels of security are set and monitored by our technician and administrators. Back-ups of the databases are performed on a regular basis. Student records are released upon a student’s request. All records are kept confidentially and only released to the student with a written/ signed authorization.

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Criterion 7: ABC Adult School evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. ABC Adult School uses the results of these evaluations as the basis for improvement.

Notes ?

A student survey was generated and placed on our website. Results will be used to improve student-learning outcomes. Student evaluation is completed regularly and results are used to write and improve curriculum and course outlines.

Areas of Strength and Key Issues to be Addressed Areas of Strength The brochure is very accurate, timely, and widely distributed. The website has been redesigned for direct registration and is updated in a timely manner. ASAP system is secure. Teachers and staff are frequently cautioned to not share their passwords. Faculty and staff have access to only the student information necessary to do their jobs. Passwords are changed frequently. Schedules are released every trimester or quarter to facilitate registration. Students are contacted by email or Facebook to remind them of important events. Grades and Skills are completed. A new flyer is created every quarter for CTEC classes and mailed to all Elementary schools thru district mail. Students Performance information and grades are easy to access by teachers and office staff. A variety of advertisement modalities are utilized.

Chapter Three Page 39

Notes ?

Key Issues to be Addressed Increase student awareness of school’s services. Refine job assistance services. More ASAP training for teachers and office staff to take advantage of all of the capabilities available in the system. As budget funds become available, counseling services and hours need to be expanded.

Chapter Three Page 40

Standard 7: Human Resources

Notes ?

The Standard: ABC Adult School employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, to ensure institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, ABC Adult School demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.

Criterion 1: ABC Adult School assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services. All ABC Adult School administrators and instructional staff hold current Adult Designated Subjects/Professional Services and/or K-12 credentials that authorize them to perform in their assigned areas. Academic and ESL teachers have a minimum of a bachelorâ&#x20AC;&#x2122;s degree. Many of the ESL staff members hold a Masterâ&#x20AC;&#x2122;s Degree and/or a TESL Certificate. Classified staff must meet the districtâ&#x20AC;&#x2122;s requirements for qualifications, including standard written and oral tests. They must pass a state mandated test that covers basic academic skills.

Criterion 2: Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of ABC Adult School. All staff members in ABC Adult School are highly qualified. Certificated staff members are fully credentialed and classified staff members have passed rigorous pre-employment tests and interview panels in order to gain employment. Certificated status staff must go through a panel interview process, which includes other faculty members and representatives from classified and administrative staff. Effectiveness of instruction is judged through credentialing, through the written employment application, and through the panel interview. Our process is dictated and overseen by the State of California and the Board of Education. Chapter Three Page 41

Notes ?

Criterion 3: ABC Adult School assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. ABC Adult School establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented. Full time status teachers are evaluated triennially, using the Stull Bill evaluation process. Teachers are required to set and meet goals and objectives and determine their professional growth goals. The evaluations provide instructors with the guidance they need to ensure teacher competency and continued quality in the classrooms. Part time instructors are evaluated on an â&#x20AC;&#x153;as neededâ&#x20AC;? basis. Evaluations are based on the state framework, standards, and guidelines. Classified staff must meet the districtâ&#x20AC;&#x2122;s requirements for qualifications, including standard writing and oral tests. All are high school graduates. Paraeducators meet guidelines set by the district to be eligible for employment. They must pass a state mandated test that covers basic academic skills. Paraeducators and classified staff are evaluated biannually.

Criterion 4: Faculty and others directly responsible for student progress toward achieving stated student-learning outcomes maintain as a component of their evaluation, effectiveness in producing those learning outcomes. Teachers follow National Standards for Teaching Professionals when evaluating students. Courses and curriculum are written to follow Model Standards set by the State of California. CTEC instructors also use industry standards and most have industry experience. Teachers in the Home Economics, Older Adults, and Health and Safety programs prepared a set of student learning outcomes, or skills for each class. These skills are used to write curricula and are used to assess each student at the end of each session. ESL teachers teach specific skills that enhance the quality of student lives. Through departmental meetings, TNTs, CASAS, EL Civics, teachers individualized tests and quizzes, both written and oral, student progress is evaluated. Teachers have shifted focus from model standards to better prepare ESL students to be active, productive and employable community members. Chapter Three Page 42

Curriculum is constantly changed to better serve student needs, based on needs assessment, teacher observations, and student feedback. With use of new media, including Smartboards, document cameras, computers, and new more interactive software, teachers can tailor lessons to better serve student interests and needs. Departmental meetings and TNTs are focused on ways and means to improve student learning outcomes by improving teaching techniques and course curriculum.

Notes ?

Student assessments in all departments are used to change and improve curriculum and Course Outlines.

Criterion 5: ABC Adult School upholds a written code of professional ethics for all of its personnel. ABC Adult School operates under the authority granted to the Board of Education by the State Education Code in conformance with policies and procedures developed by the California Department of Education, Adult Education Office. All school employees abide by the code of ethics set by these groups and are given the districtâ&#x20AC;&#x2122;s guidelines annually.

Criterion 6: ABC Adult School maintains a sufficient number of qualified faculty. ABC Adult School has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support ABC Adult Schoolâ&#x20AC;&#x2122;s mission and purposes. ABC Adult School offers a large number of classes, with qualified. Instructors are able to set class size limits for their own classroom and if needed, a paraeducator may be provided. Although the recent budget cuts have forced a consolidation of courses, we have learned to offer those with the highest demand and quality to our community. District standards, California State standards, and the California Education Code are followed in determining numbers of staff to support classes.

Chapter Three Page 43

Notes ?

Criterion 7: ABC Adult School systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered. All personnel policies are approved by the board of trustees, and are available for public review and comment. Equitable treatment of employees is ensured by our board policies. All personnel files are confidential and shall be available only to the employee, persons authorized by the employee and those authorized by the Superintendant or designee. Personnel records shall be made available to the employee at reasonable intervals and at reasonable times.

Criterion 8: ABC Adult School provides all personnel with appropriate opportunities for continued professional development, consistent with ABC Adult Schoolal mission and based on identified teaching and learning needs. ABC Adult School plans professional development activities to meet the needs of its personnel. ABC Adult School systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement. The professional staff uses research-based knowledge about teaching and learning to provide students with an optimal opportunity for growth. Teachers and staff are encouraged to attend conferences and workshops. The Outreach and Technical Assistance Network (OTAN) is an invaluable resource for links to research-based instructional and technical innovations relevant to teaching and learning for adults. Participation in professional organizations is another way to promote professional growth. A CCAE chapter organized at ABC Adult School has a current membership of more than forty. Staff is encouraged to attend CCAE conferences and participate at local and state level of the organization. Staff members regularly participate in the CASAS National Institute, the Innovate Program Symposium, GED workshops, CATESOL Conferences, ACSA conferences, TechEd conferences, CUE, and local and regional staff development events. School-wide and other mandatory staff development is scheduled regularly, depending on the program needs.

Chapter Three Page 44

Staff development is a large component and requirement of the EL Civics Technology Plan. For the past five years, EL Civics funds have supported the development of a technology infrastructure. Last year funding was made available for personalized training for ESL teachers that matched their level and understanding of technology. The 2010-2011 staff development survey indicated that this was a very successful model that teachers wanted to continue.

Notes ?

ESL Teachers are no longer at the stage where they can meaningfully learn in a whole group setting unless the material is new to everyone. The training needs to be one-on-one and targeted to each teacherâ&#x20AC;&#x2122;s specific need. The technology mentor will work individually with teachers during class time and/or outside of their instructional hours. Teachers also found it very helpful to work on technology lessons with peers outside of class time and on occasion there were peer observations where teachers could observe technology lessons being taught. CTEC holds weekly staff development meetings covering a variety of subjects. Training is often conducted by teachers and staff, utilizing on site expertise. Several free on-line courses are offered in order for teachers to further their professional development.

Criterion 9: Human resource planning is integrated with institutional planning. ABC Adult School systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement. The budget appropriation for certificated and classified personnel begins with a complete review of staffing needs by departmental assistant principals and TOSAs. Based on historical patterns of enrollment and attendance by program areas and availability of classrooms, assistant principals in collaboration with TOSAs, develop master schedules by department. After departmental master schedules are finalized, assistant principals make certificated and classified staffing recommendations to the principal. Effective management of resources is the outcome of constant monitoring by the schoolâ&#x20AC;&#x2122;s leadership team.

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Notes ?

Areas of Strength and Key Issues to be Addressed Areas of Strength Re-assessment of classes and curriculum. Technology in ESL Department. In-house training, staff development meetings and peer coaching Effective hiring strategies. Department master schedules keep all staff informed of upcoming meetings, reports, TOPs, and CASAS testing due dates. Several opportunities for teachers and staff to further professional development. One on one training is available on site for teachers and staff.

Key Issues to be Addressed More time allocated to teacher training and conferences. Free time for teacher to be able to attend school wide meetings. More teachers involvement in school wide decision-making. More communication to teachers and staff of all available resources. Annually review available trainings and resources. Focus training on identified areas in need of improvement. Policies and procedures need to be in a format that is readily accessible to all employees.

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Standard 8: Learning Resources

Notes ?

The Standard: Learning resources for students are sufficient to support ABC Adult Schoolâ&#x20AC;&#x2122;s educational programs and other activities in whatever format and wherever they are offered. Such services include library services and collections appropriate to the size and scope of ABC Adult School, its courses and programs. There are tutoring programs, learning centers, computer laboratories, and learning technology development and training. ABC Adult School provides access and training to students so that learning resources may be used effectively and efficiently. ABC Adult School systematically assesses these resources using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the resources.

Criterion 1: ABC Adult School supports the quality of its instructional programs by providing library, technology, and other learning resources that are sufficient in quantity, currency, and variety to facilitate educational offerings. ABC Adult School offers a variety of individualized learning options to meet the needs of our diverse population. Teachers present instruction that is immediately applicable, using supplemental materials. To assess the effectiveness of our resources, professional staff uses research-based knowledge about teaching and learning to provide students with an optimal opportunity for growth. A wide variety of course offerings, classroom materials, technology, and teaching methods are incorporated into the instruction to support students with a variety of learning styles. The ESL department developed a technology plan as part of the EL Civics grant. The department now has an online computer in every classroom that enables teachers to take advantage of new technologies. They can conduct research online, make PowerPoint presentations, assist students with class assignments, and have access to software programs and videos from the Learning Center Lab. Each ESL class also has a newly installed Smart Board that enhances visibility of text, worksheets, and engages students in interactive lessons allowing immediate feedback from both instructor and peers. ESLâ&#x20AC;&#x2122;s Distance Learning and the Academic departmentâ&#x20AC;&#x2122;s Independent Study meet the needs of students who are homebound or who cannot attend regularly due to work or family obligations. Students complete most of their assignments at home, and meet periodically with their teacher for tutoring, progress reviews, and assessments.

Chapter Three Page 47

Notes ?

The Outreach and Technical Assistance Network (OTAN) is an excellent resource for links to research-based instructional and technical innovations relevant to teaching and learning for adults. The resource center is also a rich source of professional and instructional materials that are research-based and support the ESL curriculum. An extensive resource and media center provides access to a wide variety of materials. All ESL students have access to this lab where they can use instructional software, videos, and tapes. This program provides pronunciation and conversation practice, vocabulary development, grammar skills, and keyboarding. The Adult Learning Center offers open-entry, open-exit high school and GEDprep courses with individualized, self-paced instruction and 1:1 tutoring on an asneeded basis. Computer assisted educational software programs and instructional videos and DVDs supplement textbook assignments. The Independent Study Program offers academic courses where students do all their work at home and come once a week for testing and homework review. CTEC provides online network computers for each classroom, video projectors, general open-entry labs, on site certification training and testing for IC3, Microsoft MOS and Adobe certifications. The CTEC center is equipped with 350 computers, which 32 of them are MAC and the rest are PC. The MAC lab is used to teach “Movie Production” using “Final Cut Pro” the leading software in the movie animation industry. All computers are connected to the internet and have Microsoft Office suite 2007 that will be updated to 2010 by September, Adobe CS5 for “Web and Graphic Design”, Quickbooks, MediSoft for Medical Billing and Coding Classes, “OPAC”, “SAM”, and Certiprep testing software to help assist teachers testing and evaluating students. All testing software at CTEC is industry standard testing software that Agencies use to test candidates. OPAC testing is used to test students on Keyboarding and Data Entry. The Synchroneyes instructional management software is installed on every single CTEC computer at Cuesta and Cabrillo Lane. This software allows teachers to control all computers in the classroom. Teachers can lock students computers when lecturing or demonstrating a new skill or procedures. Teachers can also monitor what students are working on and be able to help them. All teachers have laptops with software installed on them to help them learn new programs and stay up to date with the new technology. Overhead projectors are mounted in every single room; State-of-the-art computers with Internet connectivity, testing software programs (Certiport, SAM, OPAC) were also purchased to help students who would like to become Microsoft or Adobe certified. Digital and video cameras were acquired to support the learning process for Movie production, Digital photography, and Graphic Design classes. The Pharmacy Technician lab is furnished with equipment and materials needed to meet the demand of this industry. The “Medical Assistant Program” class is also well equipped with all machines, equipment, and supplies needed to ensure the high quality of the program. The Medical Assistant Program is so successful that Kaiser Permanente employed 30 of our students.

Chapter Three Page 48

Most of our classes are structured; teachers use lectures, demonstration, hands-on, and books to ensure the quality of the instructions. The center also offers the Office Skills Lab that is open/entry with individualized and self-paced instruction, and tutoring on an as-needed basis. Students can join the lab when their schedule permits; the lab is open from 8:00 am to 4:40 pm Monday thru Thursday.

Notes ?

Our IT Technician Program is so popular that we have two rooms dedicated to IT Technician classes. This department is dedicated to computer repair, A+ Certification, Ethical Hacking, Networking, Cloud Computing. Students are taught how to repair PC and MAC computers and well trained to repair both systems when they complete Technician II requirements. At the CTEC office we have computers dedicated to the Microsoft and Adobe industry standardized testing. CTEC also has a job center that is located at the CTEC main office, the job center is open from 8:00 am to 4:00 pm to assist students with their resume and job search. Classrooms are outfitted in similar manner at the Cabrillo Lane Site and care is taken at off campus sites to insure equipment and learning materials are appropriate for the class being taught.

Criterion 2: ABC Adult School provides ongoing instruction for users of library, technology, and other learning resources so that students are able to develop skills in information competency. Each course outline contains competency statements, learning objectives, suggested methods and materials, and evaluation procedures. To help ensure information competency, students are supported with various learning resources within and beyond the classroom. The Adult Learning Center Lab offers open-entry, open-exit basic skills, high school, and GED-prep courses with individualized, self-paced instruction and 1:1 tutoring on an as-needed basis. Computer assisted educational software programs and instructional videos and DVDs supplement textbook assignments. Students attend as their schedules permit. The lab is open Monday through Thursday from 9:00 am to 8:00 pm, and from 10:00 am to 2:00 pm on Fridays. All campus locations, students, and programs are supported with learning resources. ESL Classrooms on the Cuesta and Cabrillo Lane sites were cabled and have intranet and Internet connectivity. Over 200 student computers were installed in Cuesta and Cabrillo Lane ESL classrooms. ESL students receive an orientation booklet and are trained to use the computers to further their learning.

Chapter Three Page 49

Notes ?

State-of-the-art classroom computers with Internet connectivity were added to the Academic Learning Center at the Cuesta Site. New computerassisted instructional software (New Century Education, Learning 2000, Contemporary GED Preparation, and Odyssey High School Credit Recovery software) was added to the Learning Center network in 2003 and 2010. New Century Education and Contemporary GED Preparation packages have GED preparation modules. Synchroneyes instructional management software was added to all CTEC computers. New portable Public Address systems were purchased for classes with large enrollments (e.g. health and safety classes). Independent Study Program offers GED Distance Learning DVDs and study material. A Spanish GED study course is also available. The ESL Distance Learning hours are Monday - Thursday from 9:00 a.m. 8:00 p.m. and Fridays form 9:00 a.m. to 2:00 p.m. CTEC Resource Centers operates Monday through Thursday from 8:00 am 9:00 pm and on Fridays from 8:00 am to 12:00 noon. The CTEC center is equipped with 350 computers, which 32 of them are MAC and the rest are PC. The MAC lab is used to teach “Movie Production” using “Final Cut Pro” the leading software in the movie animation industry. All computers are connected to the internet and have Microsoft Office suite 2007 that will be updated to 2010 by September, Adobe CS5 for “Web and Graphic Design”, Quickbooks, MediSoft for Medical Billing and Coding Classes, “OPAC”, “SAM”, and Certiprep testing software to help assist teachers testing and evaluating students. All testing software at CTEC is industry standard testing software that Agencies use to test candidates. Also The OPAC testing is used to test students on Keyboarding and Data Entry. The Pharmacy Technician lab is furnished with equipment and materials needed to meet the demand of this industry. The “Medical Assistant Program” class is also well equipped with all machines, equipment, and supplies needed to ensure the high quality of the program. The Medical Assistant Program is so successful that Kaiser Permanente employed 30 of our students. Most of our classes are structured; teachers use lectures, demonstration, handson, and books to ensure the quality of the instructions. The center also offers the Office Skills Lab that is open/entry with individualized and self-paced instruction, and tutoring on an as-needed basis. Students can join the lab when their schedule permits; the lab is open from 8:00 am to 4:40 pm Monday thru Thursday. Our IT Technician Program is so popular that we have two rooms dedicated to IT Technician classes. This department is dedicated to computer repair, A+ Certification, Ethical Hacking, Networking, Cloud Computing. Students are taught how to repair PC and MAC computers and well trained to repair both systems when they complete Technician II requirements.

Chapter Three Page 50

At the CTEC office we have computers dedicated to the Microsoft and Adobe industry standardized testing. CTEC also has a job center that is located at the CTEC main office, the job center is open from 8:00 am to 4:00 pm to assist students with their resume and job search.

Notes ?

The Learning Lab operates from Monday through Thursday 8:00 a.m. – 8:00 p.m., and Friday from 8:00 a.m. – 1:00 p.m.

Areas of Strength and Key Issues to be Addressed Areas of Strength Open entry/open exit programs Programs for students with varying learning requirements such as the Adult Learning Lab, Independent Study, Distance learning, and structured classes. State-of-the-art computers. Internet connectivity on every computer. New up-to-date software programs and software labs Learning objectives and course outline for every course. Flexible hours to meet the students needs. Excellent customer service. Online registration. Strong academic programs, CAHSEE, and GED preparation courses.

Key Issues to be Addressed Enhance Internet connection to be able to offer classes that are in demand (Google apps and Social Networking). Establish a CTEC resource center. Provide bilingual certificated Staff for Spanish GED preparation course. Increase training of all staff in use of installed office, lab and departmental software.

Chapter Three Page 51

Notes ?

Standard 9: Financial Resources The Standard: Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. ABC Adult School plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.

Criterion 1: ABC Adult School relies upon its mission and goals as the foundation for financial planning. Financial planning is integrated with and supports all institutional planning. Adult School financial planning is directly based upon its mission statement and is committed to supporting its staff and students and protecting its programs to meet the student learning outcomes. The base year for adult school funding that was used to determine the budget for 2008-13 was the 2007-08 reported ADA. This was then reduced by approximately 15.4 percent for 2008-09, and by another 4.9 percent in 2009-10. The ABC Unified School District Budget Reduction Plan was passed by the ABC School Board on March 10, 2009. This plan included an additional reduction of 10% in adult Education funding, based on Categorical Flexibility provided to all Districts. In light of these reductions, ABC Adult School experienced a shortfall of about $2,041,719 for 2008-09 year and $1,749,427 deficit for 2009-10. Therefore we have had to reduce our expenses to ensure continued operation. With this drastic reduction, we have to assume that in the future the number of part time/ limited term people employed by ABC Adult School will require changes.

Budget Drops Operation budget dropped

35%

Instructional hours dropped

15%

Because of the state-wide fiscal crisis, Adult Schoolâ&#x20AC;&#x2122;s budget committee decided to first identify administrative areas where expenses could be reduced. Our approaches included: Â&#x192;Â&#x192; Disseminate budget information early and seek input from our staff. We sought input into School-wide and department-wide strategic priorities in December, 2008.

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Identifying cost reductions and savings in all programs and administrative budgets. While the School took a 30% shortfall, we sought ways of achieving a 30% administrative/operation cost savings and only 15% reduction in staffing for 2009-10. ABC Adult School did not lay off any permanent employee or any status teacher.

Notes ?

Recognizing that the current downturn may be of sustained duration, we must look for both one-time and more durable interventions, including broadening/ increasing our student material fees and lessen our instructional hours, which included a shortened 4-week, 6.5 hours a day summer session in 2009 and fee based classes for summer session in 2010. Reviewing and potentially delaying proposed capital projects until funding sources are clearly defined.

Criterion 2: Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements. The recent state budget crisis has had a major impact on ABC Adult School. The challenges are enormous as we look ahead into the future. However, ABC Adult School remains committed to providing Life Long Learning support to our community. In order for ABC Adult School to plan for the future, it is necessary for us to make some very difficult decisions during this very trying time. Our approaches include the following: Identify cost reductions and savings in all programs Reduce expenses for overhead cost, conferences, overtime, equipment purchases, rental fees and other goods and services by 40%. Consolidate and ultimately restructure costs for all Adult School programs. Recognizing that the current downturn may be of sustained duration and that we must look for both one-time and more durable interventions, ABC Adult School took direct actions to both reduce the expenses and increase the fees. We brought a request for fee increases to the Board for approval in June 2009 and May 2010. (Please see attached Board items) We also have revised our budget substantially: 2007-08: $10,602,977 2009-10: $7,752,262 2010-11: $6,976,616 Financial decisions that have the greatest impact on the school are reviewed and approved by the Budget Committee, the School Community Team, and the Leadership Team. Chapter Three Page 53

Notes ?

Criterion 3: To assure the financial integrity of ABC Adult School and responsible use of financial resources, the financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision-making. While ABC Adult School is financially stable, we are not immune from the impact of the global economic recession and the state budget cuts. The School is committed to supporting its Mission and fulfilling the Student Learning Outcomes. However, the tight financial times have forced Adult School to identify administrative areas where expenses can be reduced. In order for ABC Adult School to assure the financial integrity and responsible use of financial resources, a Budget Committee was formed. ABC Adult School made all attempts possible to include staff input for budget planning. In February 2010, a budget committee was formed to help with another reduction of $500,000 for school year 2010-11. The committee included: ESL instructors, secretary, and administrators: Rebecca Sim, Rebecca Caudillo, Jean Rose, Jane Quest, Jody Kirkwood, Vanessa Campos, Eugenia Tao (Student Rep). Academics instructor: Myra Clarke. CTEC instructors, secretary, and administrator: Chuck Minear, Rachelle Schulz, Gene Avila, Esther Nyguen, Georgi Gastonguay, Margaret Carter (subbed by Jan Hite), Brian Harmon (Student Rep), David Camarillo, Frank McGrath (Part time instructors) Home Economics, Older Adults, Health and Safety instructors, secretary and administrator: Joyce Jessa, Georgia Grissom, Evelyn DeVries, Deana Colvin. Principal: Dr. Pao-Ling Guo. Our planning included: Disseminate budget information and seek input from our staff. Monthly Leadership Team meetings which focused on budget and school finance were held on January 29 and February 26, 2009. A Parent Education Budget meeting was held on Jan. 27, 2009 by Ms. Noz; English as a Second Language, Adults With Disabilities, and Academics budget meetings were held on Feb. 5, 2009 by Dr. Caudillo; a Career Technical Education Center, Home Economics, Older Adults ,and Health & Safety budget meeting was held by Mr. Minear and Ms. Jessa on Feb. 6, 2009, and the Administrative team also hosted a breakfast meeting on Feb. 6, 2009 at 7:00 a.m. for classified staff. School-wide and department-wide strategic priorities were considered while continuing to protect our core commitments, including program excellence and student achievement;

Chapter Three Page 54

A Budget Committee was formed and met monthly in 2010 to draft a list of recommendations. Please see evidence box for the recommendations.

Notes ?

Identifying cost reductions, savings and efficiencies in all programs and administrative budgets. While the school took a 30% shortfall, the administration strategized ways of lessening that reduction to 15% for 200910 and 2010-11; Recognizing that the current downturn may be of sustained duration and that we must look for both one-time and more durable interventions, including broadening our student material fees and lessen our instructional hours. Adult School presented its strategic budgetary plans to the Board on the following dates for approval: October 7, 2008: New Team, New Directions June 2009: Fee Increase May 2010: Fee Increase July 2010: CTEC October, 2010: Parent Education In addition, representatives of our student body presented reports to the board twice during the school year. Reviewing and potentially delaying proposed capital projects until funding sources are clearly defined. See Standard X. Curtailing external hiring, eliminating vacant positions, and making internal reassignments. Hiring high quality instructors will continue, though at a SLOswer pace than in previous years. The School is undertaking an intensive process of examining, consolidating and ultimately restructuring Administrators, TOSAs, Building Leaders, and paraeducators’ support for all programs. All programs are required to reduce expenses for conferences, overtime, equipment purchases and other goods and services. ABC Adult School has a fulltime accountant on staff and we are subject to independent district-wide audits. Budget reports are available at all team meetings.

Chapter Three Page 55

Notes ?

Criterion 4: ABC Adult School practices effective oversight of finances, including management of financial aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets. ABC Unified School District Fiscal Department provides a comprehensive range of financial services to support ABC Adult School. The department is skilled and experienced in providing financial management support to adult school and is committed to providing a quality service, responsive to the ever changing financial needs in Adult Education. An effective financial management process is an essential component to enable ABC Adult School to meet its mission, educational aims, target goals, and student services. ABC Adult School participated in the California Categorical Program Monitoring review and received an “A+” review in 2003 and an overall great review in 2007. The State Controller’s office requires CPAs and public accountants to perform audits of K-12 local educational agencies to determine that there is effective control over proper accounting as well as to report on financial and compliance audits. The state Controller’s intent is to promote accountability over public education funding by establishing these types of audits of school districts. ABC Unified School District and the Board of Trustees provide the direct oversight of finances and approve all contractual agreements. For the past 10 years, an independent auditor has performed an annual audit of ABC Adult School with no major findings. ABC Adult School employs a full-time accountant.

Criterion 5: ABC Adult School regularly evaluates its financial management processes, and the results of the evaluation are used to improve financial management systems. ABC Adult School receives monthly Trial Balance report for the Adult Education Fund. The administrative team encourages a whole-school approach to effective resource allocation and management. The leadership team works with each department and its key stakeholders to ensure the use of resources is continually reviewed, challenged and improved in order to meet its mission statement and the student learning outcomes. ABC Adult School constantly looks to its previous practices and seeks better ways to achieve the desired results for the most economical, efficient and effective way to run the adult school.

Chapter Three Page 56

Criterion 6: ABC Adult School systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement.

Notes ?

ABC Adult School has its own accountant to monitor day-to-day financial processes and operations. She supports the administrative team to develop strategies and adopt approaches both for minor and major expenditures, thus reducing costs through good practices.. Evaluating the effectiveness of financial management and resource allocation is a complex process. ABC Adult School has established a systematic way to evaluate the financial resources and use the results of the evaluation for improvement. Monthly budget report is studied and all the purchase orders are evaluated to see that they reflect educational outputs and outcomes for students. By considering input from staff, outputs and outcomes from our students, we have built a greater understanding of how to meet both CPM requirements and individual student needs.

Areas of Strength and Key Issues to be Addressed Areas of Strength Full-time accountant on staff/on site allowing close budget monitoring. Provide budget information to all staff.

Key Issues to be Addressed More faculty involvement in the budget process. Explore creative ways of increasing school operating funds including, the acquisition of more grants and funding from local and private agencies. Establish more fee-based classes.

Chapter Three Page 57

Notes ?

Standard 10: Physical Resources The Standard: Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.

Criterion 1: ABC Adult School provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery. The ABC Adult School is a clean and safe environment conducive to learning. An excellent custodial and maintenance team keeps the campus clean and safe for students and staff. Both day and evening classes have a Student Intervention Assistant (SIA) at the Cuesta and Cabrillo Lane campuses. SIAs are equipped with two-way radios to assure fast response times. Each classroom has a telephone for emergency use. A public address system facilitates school-wide announcements. The school is in compliance with OSHA laws for health and safety, and provides access to students in wheelchairs to all classrooms and facilities. Instructors provide a school environment that reflects the mission statement, ensuring that all students receive a broad-based, high-quality program of instruction.

Criterion 2: ABC Adult School plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services. ABC Adult School has an ongoing improvement program, as budget allows. The administrative staff, the School-wide Community team, and the Leadership team meet regularly to plan and review the issues and staff concerns of each department as well as school-wide needs. Through careful scheduling, classes are planned to maximize the use of each site and classroom. Courses are added or deleted, depending upon student and community needs.

Chapter Three Page 58

Criterion 3: ABC Adult School assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment.

Notes ?

The school is in compliance with OSHA laws for health and safety, and provides access to students in wheelchairs to all classrooms and facilities. A conscientious effort is made to ensure that all sites are free from outside influences. Campuses are all smoke and drug free, providing a safe and healthy environment for students and staff. In the case of programs that are held in off-site facilities, that facility maintains its own security and maintenance staff, and must agree to provide equal access to students and school representatives. A Memorandum of Understanding is also created, which includes a non-discrimination clause.

Criterion 4: To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, ABC Adult School plans and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account. ABC Unified School District has developed its long range strategic plans for effective resource and facility management plan. The District has completed in a $137 million modernization project to refurbish all twenty-nine schools except Adult School. Major construction for all 29 schools was completed by December of 2003. With the District support, ABC Adult School was able to use 2.5 million dollars from its reserve to start its modernizations in 2008. ABC Adult School has two main campuses. The modernization varied according to the needs of the site but generally included improvements to heating and ventilation systems, roofs, walls, floors, technology upgrades, as well as classrooms and administrative offices, and asphalt work. Much of the modernization budget was designated for the Cabrillo Lane site as it has not been updated for the last 25 years. What students at Cuesta and Cabrillo Lane see is fresh paint, new parking lots, new floor covering, as well as new and exciting playground equipment. Both sites look fresh, clean, and well maintained. Technology is an important component to modernization. All classrooms at Adult School are now connected to the Internet and there are phones in every classroom. The phones increase security and safety and improve communication.

Chapter Three Page 59

Notes ?

The School-wide safety committee evaluates needs and partners with the Maintenance, Operation, and Transportation department to provide an on-going variety of facility services to meet our studentsâ&#x20AC;&#x2122; needs.

Criterion 5: Physical resource planning is integrated with institutional planning. ABC Adult School systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement. The ABC Adult School is known throughout the community as a leader in Adult Education and for the educational planning and innovation. Ongoing partnerships with high schools, community agencies, regional occupational program, and local businesses are an integral part of the schoolâ&#x20AC;&#x2122;s physical planning process for educational improvement. An atmosphere of participative management prevails with teachers, administrators, and the community working together to build strong, quality programs. The ABC Unified School District is governed by a seven member Board of Education and includes nineteen elementary schools, five middle schools, three comprehensive high schools, a college prep 7-12 school, a continuation high school, infant/children centers, extended-day care, and adult school. The diverse ethnicity of the community is reflected in the K-Adult population which is American Indian/Alaskan Native, Asian, African American, Filipino, Hispanic, Pacific Islander, Portuguese, and White. The District systematically assesses the effective use of physical resources for all 30 schools. Each program is provided with financial support in a number of ways depending on program needs. The department based financial decision making process is communicated through periodic departmental meetings and School Community meetings.

Chapter Three Page 60

Areas of Strength and Key Issues to be Addressed

Notes ?

Areas of Strength Campus is well maintained. Security is available at all times. School is in compliance with OSHA laws. Accommodating students with disabilities. Student lounge is well maintained.

Key Issues to be Addressed Improve the student lounge at Cuesta and Cabrillo Lane (bigger room). Add a cafeteria and Child Care at Cuesta. Improvement of ventilation system and roofs at Cuesta (CTEC).

Chapter Three Page 61

Chapter

Four

school wide action plan

Chapter

Notes ?

Four

SCHOOL WIDE ACTION PLAN introduction

Following is each goal and a statement of the area for improvement, rationale for the area based on self-study findings and visiting team recommendations, ways of assessing progress, specific steps toward achieving completion of the plan, a timeline, persons responsible, resources needed, and the means to monitor and report progress to constituents.

Chapter Four Page 1

Notes ?

Action Plan #1: Enhance Counseling Services to All Students and Improve Student Persistence ABC Adult Schoolâ&#x20AC;&#x2122;s action plan goal is to enhance counseling services to all students and improve student persistence. After the 2003 visit, ABC Adult School added two action plans to address points made by the visiting committee. One of those was to enhance our counseling services. In response, the Adult School employed two counselors by the end of 2003. The day time counselor was available four hours a day, five days per week, and the evening counselor was available four hours, Monday through Thursday. The two counselors visited students in the classroom, provided transcripts in native language when needed, counseled students in both academic and vocational areas, and proactively monitored studentsâ&#x20AC;&#x2122; attendance. With budget cuts in 2008 and the retirement of a counselor, one counseling position was eliminated. Though the Assistant Principal assumed the counseling duties, she was also required to maintain her administrative responsibilities. Hence a solitary counseling position no longer existed. In 2009, with the onset of more budget cuts, the second part time counseling position was eliminated. In 2010, the referred to Assistant Principal retired, and more budget cuts took place. A TOSA was then hired to fulfill the counseling duties, in addition to GED responsibilities, while providing academic teacher support. This TOSA serves 18 hours a week. A retired administrator was brought in 2 nights a week to also help with counseling duties. 1. Two counselors: one day time counselor, one evening counselor.

2003

2. Budget cuts resulted in one Assistant Principal assuming counseling duties.

2008

3. Additional budget cuts. Part time counselor eliminated.

2009

4. Assistant Principal retires, position not refilled.

2010

5. TOSA fulfills counseling duties at 18 hours per week. Retired administrator counsels 2 nights per week.

2010

6. PLAN: Hire fulltime or part time counselor to focus primarily on counseling students.

Chapter Four Page 2

We have noticed that the current counseling hours are not sufficient, and that counseling is done reactively and not proactively. Our goal for our first action plan is to improve student persistence by expanding counseling services. ABC Adult Schoolâ&#x20AC;&#x2122;s plan is to hire a counselor either fulltime or part time allowing primary duties to focus on counseling services, and administrative duties to be secondary.

Action Plan #1:

Enhance Counseling Services to All Students and Improve Student Persistence Rationale:

The self-study process revealed a need to assist and support students. Counseling services needed to be increased.

SLOs Addressed:

All

Assessment

Timeline

Persons Responsible

Report of Progress

Action Steps

Resource

Discuss with human resources hiring procedures for counseling position.

District Office Personnel

Principal

Summer 2011

Principal

Principal shares results with Leadership Team.

Define job duties of new position.

Administrators

Summer 2011

Administrators

Leadership Team

Defined job duties

Hire counseling position (explore alternatives including retired administrators or existing personnel.)

District Office Personnel

Successful hiring

Fall 2011

Administrators

Updated counseling schedule

Reallocate funds to cover costs.

School budget

Fall 2011

Administrators

School Budget

Administrators

Leadership Team Budget Committee

Develop plan for proactive counseling services to all students.

New counselor TOSAs Administrators

Successful student placement

Spring 2012 â&#x20AC;&#x201C; ongoing

Counselor

Counseling plan

Administrators

Chapter Four Page 3

Notes ?

Action Plan #2: Improve the Current Programs of Staff Development ABC Adult School’s second action plan goal is to improve staff development for all employees through the increased training of office, lab and departmental software. In previous years, teacher and staff were able to attend multiple conferences within a year’s time. Since budget cuts in 2008, conference attendance has been greatly reduced. Standard 9 identified the need to come up with creative solutions to providing staff development in the era of budget cuts. As funding allows, our goal is to increase in-house experts, utilize on-line resources for training, and obtain training funds from grants and special funds in order to improve staff development and allocate more time for teacher and staff training and conferences. 1. Attending conferences was affordable within school’s budget.

2003

2. Budget cuts reduced conference attendance.

2008

3. Budget cuts reduced release time.

2009

4. Instructional schedules were adjusted to allow some staff development time.

2009

5. PLAN: Increase in-house experts, utilize on-line resources, and obtain funds from grants and special funds.

Chapter Four Page 4

Action Plan #2:

Develop and implement a program of staff development Rationale:

The self-study process revealed a need to assist and support staff members in improving knowledge of effective teaching and learning methodologies.

SLOs Addressed:

All

Action Steps

Resource

Assessment

Timeline

Persons Report of Responsible Progress

Provide opportunities for teachers from all programs to give input for inservice and other staff development opportunities.

Department surveys/needs assessments

Inservice evaluations

Spring 2011 – ongoing

Administrators

Develop a schoolwide staff development plan which addresses the needs of all programs.

Administrators

Staff

Fall 2011 – ongoing

Administrators

Determine creative ways to allow for increased staff development opportunities within the existing schedule.

TOSAs

Evaluations

Administrators

Teaching staff

Budget

Summer 2011 – ongoing

Compile and disseminate information about conferences and web sites which address specific teaching areas.

TOSAs

Evaluations

Administrators

Teaching staff

Budget

Spring 2011 – ongoing

Provide release time for instructors and TOSAs for curriculum development.

Instructional staff

Fall 2011 ongoing

Administrators

Provide staff development opportunities that increase the technological proficiency of staff members.

Staff

TOSAs

Summary of needs assessments and evaluations

TOSAs

Grants Adult School Budget

Administrators

TOSAs

Administrators

Computer Training Center

Course outlines Lesson plans

Evaluations

Agendas

Copies of information sent

Course outlines Lesson plans

Fall 2011 – ongoing

Administrators

Agendas

TOSAs

District Office Outside resources

Chapter Four Page 5

Notes ?

Action Plan #3: Consolidate School’s Policies and Procedures into one Centralized Document ABC Adult School’s third action plan goal is to consolidate the school’s policies and procedures into one centralized document. It has been a common school practice to allow each department to compose its own policy and procedures handbook. School policies are located in various documents and offices throughout the school. With funds dwindling, we need to find ways to streamline procedures and more efficiently utilize resources. As funding allows, it is our goal to develop one centralized policy document and for that document to be reviewed by staff annually. Consolidating these policies and procedures in one place would lead to greater consistency throughout the organization. 1. Departmental policies are in various locations throughout the school in various documents.

2. Consolidating policies and procedures would lead to great consistency.

3. Annual review of policies will be scheduled.

Chapter Four Page 6

Action Plan #3:

Consolidate school’s policies and procedures into one centralized document. Rationale:

The self-study process revealed a need to consolidate the school’s policies and procedures into one centralized document so as to lead to greater consistency throughout the organization.

SLOs Addressed:

Action Steps

All

Resource

Form a committee with representation from each department.

TOSAs

Organize existing policies from each department.

Assessment

Timeline

Persons Responsible Administrators

Report of Progress

Committee roster

Spring 2012

Existing departmental policy documents

Committee

Spring 2012 – Fall 2012

Committee

Collection of documents

Committee reviews, organizes, and prioritizes policies. Creates document.

Existing departmental policy documents

Committee

Fall 2012

Committee

Policy document

Review of policy document.

Committee

Staff feedback

TOSAs

Leadership Team

Spring 2013 – annually

Committee

Committee roster

Policy Document updates

Chapter Four Page 7

Notes ?

Action Plan #4: Enhance Internet Connection for High Demand Classes ABC Adult Schoolâ&#x20AC;&#x2122;s fourth action plan goal is to enhance internet connectivity allowing us to offer classes that are high in demand (Google apps and Social Networking). Utilizing technology more efficiently is vital in leveraging available funding. Almost all of current and emerging technology resources involve interaction with the Internet. Our speed and bandwidth are not adequate to meet the increasing demand. Currently, ABC Adult School has 2 T-1 lines at Cuesta and 1 T-1 line at Cabrillo Lane. Our goal is to ultimately add high-speed fiber optic to both campuses. In the meantime, the Adult School will, in 2011, add 3 T-1 lines at Cuesta and 1 T-1 line at Cabrillo Lane. We will also subscribe to individual DSL lines for classes with particularly high bandwidth needs as a stop gap. Using in house experts from the district office, we will first add fiber backbone to the district office using E-Rate and other funding mechanisms and then to the Adult School campuses. 1. DSL lines were added to bring connectivity to the school.

2003

2. T-1 line was added to the Cuesta Site.

2005

3. T-1 line was added to the Cabrillo Lane Site.

2007

4. On site server and fiber lines added/upgraded.

5. Upgrade existing supplementary DSL lines at Cuesta site.

2010

6. 3 T-1 lines added to Cuesta site for a total of 4.

2011

7. 1 T-1 line added to Cabrillo Lane for a total of 2.

2011

8. PLAN: Install high speed fiber optic lines to Cuesta and Cabrillo Lane

Chapter Four Page 8

2009-2010

Action Plan #4:

Enhance Internet Connectivity Rationale:

The self-study process revealed a need to assist and support student learning through enhanced internet connectivity.

SLOs Addressed:

All

Persons Responsible

Report of Progress

Fall 2010 – Spring 2011

Network Analyst

Teacher feedback and bandwidth test

Summer 2011 – Fall 2011

Network Analyst

Installation logs

Fall 2011 – Spring 2012

Network Analyst

Installation logs

Budgetary funding

Fall 2013

Administrators

Budget

Successful testing of connections

Summer 2014

Network Analyst

Installation logs

Successful testing of connections

Spring 2015

Network Analyst

Installation logs

Teacher feedback

Fall 2014 – ongoing

Network Analyst

Teacher feedback

Action Steps

Resource

Assessment

Timeline

Upgrade existing supplementary DSL lines.

Network Analyst

Installation logs

Add three T-1 lines to Cuesta site.

District Office

Network Analyst

Administrator

Budget

Leadership Team

Add one T-1 line to Cabrillo Lane site.

District Office

Network Analyst

Administrator

Budget

Leadership Team

Obtain funding.

District Office (E-Rate, Grants) School Budget Grants

Install high speed fiber optic line at Cuesta site.

District Office

Install high speed fiber optic line at site Cabrillo Lane.

District Office

Monitor connectivity issues and adjust bandwidth capacity as needed.

Network Analyst

Verizon

Chapter Four Page 9

Glossary

Glossary ABE

Adult Basic Education- generally includes Primary School education (grades K-8)

ACSA

Association of California School Administrators

ADA

Average Daily Attendance - money earned from the State of California when students attend class.

ADA

Americans with Disabilities Act - Federal act that protects the rights of the disabled

ASAP

Administrative Software Applications Program

CAHSEE

California High School Exit Exam

CARL PERKINS

a grant for technical education students

CASAS

Comprehensive Adult Student Assessment Systems, used to assess adult basic skills.

CATESOL

California Teachers of English to Speakers of Other Languages - provides professional development for teachers of English language learners

CBET

Community Based English Tutoring

CCAE

California Council for Adult Education

CCN

Community Collaborative Network-group of nonprofit organizations offering social services to local residents

CDE

California Department of Education

COABE

Commission on Adult Basic Education-advances national and international adult education literacy opportunities

CTEC

Career Technical Education - Classes that directly relate to obtaining employment

Notes ?

Chapter Five Page 1

Notes ?

CUE

Computer-Using Educators, Inc. - a non-profit agency that advances student achievement through technology

EDD

California Employment Development Department, State agency tasked with employment and unemployment

EL CIVICS

English language civics instruction to ensure that students understand the rights and responsibilities of being a citizen

ELMO

Document Camera

ESL

English as a Second Language

GAIN

Greater Avenues to Independence, a state program for low-income participants

GATES-MCGINITIE

tests to measure reading achievement

GED

General Educational Development Test (Passing is equivalent to high school graduation)

GROW

General Relief for Work, a county-funded program to provide resources to indigent adults

IC3

Internet and Computing Core Certification

LANGUAGE MASTER

speaking dictionary to help learn English

MOS

Microsoft Office Specialist

PLC

Parent Leadership Conference - held annually, provides workshops and education for parents

PLA

Parent Leadership Academy - helps meet needs of parents and strengthen community outreach and support

OPAC

Office Proficiency Assessment and Certification

OSHA

Occupational Safety and Health Administration

OTAN

the Outreach and Technical Assistance Network, a resource for links to information relevant to teaching adults

SAFETY COMMITTEE SAM Chapter Five Page 2

Statewide Administrative Manual-manual for statewide policies, procedures, and regulations.

SCANS

Secretaryâ&#x20AC;&#x2122;s Commission on Achieving Necessary Skills-a list of skills that high-performance workplaces require and that high-performance schools should produce

SELACO

Southeast Los Angeles County Workforce Investment Board- fosters private-public partnerships to meet the needs of area residents and employers

SIA

Student Intervention Assistant-security officer on campus

SMARTBOARDS

interactive whiteboards

STEP & PATH

Steps to Encourage Peace, Pointing Adolescents Toward Health

STULL

California State legislature bill, used to evaluate all certificated personnel

SYNCHRONEYES

a program that connects the teacherâ&#x20AC;&#x2122;s computer to all other computers in the classroom

TESL CERTIFICATE

a certificate to teach English

TNT

Teachers Networking with Teachers-held by ESL department, focus on staff development and classroom technology

TOPSPRO

computerized education

TOSA

Teacher on Special Assignment - has replaced Resource Teachers

WASC

Western Association of Schools and Colleges - The official accrediting body for California

WIA

funds Workforce Investment Boards

WIB

Workforce Investment Board-fosters private - public partnerships to meet the needs of area residents and employers

database

system

designed

Notes ?

for

Chapter Five Page 3

Appendix

Self Study Report ABC Unified School District Board of Education

ForPresident: WASC Postsecondary Accreditation Vice President: of ABC Adult School Clerk: Maynard Law

Armin Reyes

Olympia Chen

Members: Kang MarchJames 20-23, Mark Pulido 2011 Celia Spitzer Sophia Tse

Superintendent: Dr. Gary Smuts

ABC Adult School 12254 Cuesta Drive Cerritos, CA 90703 www.abcadultschool.edu

Appendix Page 1

Maynard Law, President of the Board, was elected to the ABC Board in 2007. Maynard is a retired Special Education Teacher as well as a retired public administrator. Maynard has been a resident of Cerritos for 34 years, with both of his sons educated in ABC. He has extensive involvement in the school district and the community. He has served the community on various ABC School District advisory committees, coached more than 40 youth sports teams, volunteered as a scout leader, as a member of the Friends of Cerritos Center for the Performing Arts, as President of the Cerritos Optimist Club, and as Chairman of the City of Cerritos Parks and Recreation Commission. He feels honored to continue the leadership excellence that is the cornerstone of the ABC District. He believes that continuing strong partnerships among parents, teachers, administrators, employee groups, and the school board is a priority. He believes that a primary role of a board member is to ensure that every student has the resources to achieve academic success. Mr. Law is the liaison to the Legislative/Policy Board Advisory Committee. Armin Reyes, Vice President of the Board, is in his third term as a member of the ABC School Board and was first elected in November, 1999. Armin brings both experience and education in negotiations and conflict management to his service with the Board. He originally moved to Cerritos because of the excellent schools in the District and wants to make sure that the quality of education remains high. Armin has three small children, and two of them are ABC students.

Olympia Chen, Clerk of the Board, was first elected to the ABC School Board in 1997. She also served as the Board President in 2000, 2004, and 2009. Olympia was a high school teacher and has been a resident of Cerritos for 25 years. She has extensive involvement in the school district and the community. She volunteered in her children's schools, including serving as secretary of Carmenita PTA and Cerritos High School PTSA. Olympia is a board member for the Greater Long Beach Chapter of the American Red Cross as well as the Community Family Guidance Center. She is a member of Womenâ&#x20AC;&#x2122;s Club of Artesia Cerritos and a life time member of Friends of Cerritos Library. Olympia enjoys most "Read Aloud" events at the schools. Olympia feels it is critical to continue a partnership between teachers, other staff and the administration in the ABC Unified School District. "This will allow us to focus on quality education for all students." Olympia is the liaison to the Finance and Audit Committee. Celia Spitzer, Member of the Board, was first to the ABC Board in 1999 and to her third term in 2007. She has been a resident of Cerritos since 1971. Celia worked as a systems engineer for IBM after graduating from UC Berkeley with a Bachelor's Degree in mathematics. Both of her children attended ABC schools from kindergarten through high school. Celia is proud of the many accomplishments of our district, its students and its employees. Many of our schools have received state and national recognition for academic performance. ABC has received national recognition for its excellent relationship with district employees with everyone working together to promote student achievement. All of this is being accomplished with a balanced budget that focuses on the needs of all students. Celia thoroughly enjoys serving on the Board and is proud of how well our schools and the communities they serve are working together.

Appendix Page 2

James Kang, Member of the Board, was elected to the ABC School Board in 2009. He graduated from Korea University with a Bachelor’s Degree in Business Administration and a MBA Degree in Marketing, then worked as a systems analyst for the Los Angeles County Data Processing Department for three years, before spending thirty years as a real estate businessman. During his business career, he continued post graduate study at Cerritos College and CSULA. He and his family have been residents of Cerritos since 1977. His three children graduated from Cerritos Elementary and Whitney High School. His first son graduated from UC Berkeley and became a medical doctor, and his second son graduated from Yale University and became a lawyer. His daughter graduated from UCLA and works as a pharmacist. He honors and thanks all the teachers who gave a great education to his children. As he became involved in his children’s activities, James Kang was a founding leader of the Whitney High Korean Parent group. He also served as a Chairperson of the Whitney Foundation for Educational Excellence. He served as a member of the ABCUSD Strategic Planning Committee and the Student Achievement Committee. He is now involved in supporting youth activities such as middle school track meets, essay contests, and oratorical contests. James Kang supports students who would like to go into a professional trade as well further academic study. He encourages all ABC students to do their very best during their stay with ABCUSD. Mark Pulido, Member of the Board, is serving his third term on the ABC School Board. He was elected without opposition in 2001 – a first in district history. He was reelected with the top number of votes in 2005 and 2009. Mark served as Board President in 2007-2008. He is the liaison to the ABC Head Start/State Preschool program. Mark has been a Cerritos resident for 38 years. He and his wife Gloria are proud alumni of ABC schools. Mark attended Wittmann Elementary and Gloria attended Burbank Elementary. They both graduated from Whitney High with honors. Now, they are raising their daughter and son here in ABC. Mark works for the California Legislature as the district chief of staff for Senator Alan Lowenthal. Prior to that, he worked for the California Assembly Speaker, City of Long Beach and U.S. Department of Justice. Mark has volunteered in the community for more than 25 years. He coached Pee Wee soccer, served as a PTSA day camp counselor, founded Club Kaibigan – a student cultural organization, served on the board of the Whitney Foundation and helped establish the Whitney Alumni Association. Mark earned his Bachelor of Arts in History and Asian American Studies from UCLA, where he was elected Student Body President. He also earned his Master of Public Policy from The University of Chicago, as a Woodrow Wilson Fellow. Mark is very grateful for the world-class education he received in ABC and feels very honored to give back to his hometown community working hard to ensure the best education possible for all ABC students. Sophia Tse, Member of the Board, was elected to the ABC Board in 2007. Sophia Tse is a pediatric nurse practitioner and part-time university instructor. Sophia has been a resident of Cerritos for 24 years. All three of her children attended ABC schools. Sophia has been involved in her children’s schools as PTSA board member at Carmenita MS and Whitney HS, chairwoman at Whitney HS Chinese PTSA and volunteer nurse practitioner for Cerritos HS soccer teams. She has served in the community through the following organizations: Chairwoman and Board Member of the Southern California Chinese Culture Association; coach, team mom, and first aid provider for City of Cerritos soccer teams; participant in the March of Dimes Program for premature Infants; and community instructor for basic life support and parenting classes. Mrs. Tse is a Southeast ROP board member representing ABC. Mrs. Tse is the liaison to the Closing the Achievement Gap Board Advisory Committee. She believes that educational instruction should develop all aspects of the student, including the physical, intellectual, social, and psychological aspects, in order to create a well-rounded individual. She strongly feels that success in a student’s education can only occur through strong parental involvement and participation.

Appendix Page 3

Appendix Page 4

Coordinator Child Devel. Artesia Child. Ctr Leslie Fagan

Coordinator Child Development Kathy Myers

Program Specialist Stacia Abe Kathy Dadourian

Head of Health Services Penny Goforth

Coordinator Ext. Day Care/ After School Christine Balbuena

Coordinator School/Comm. Partnerships Ann Griffo

Supervisors Special Education Karen Somosi Patsy Jaimes

Director Pupil Support Servs (vacant)

High School & Adult School Principals

Prog. Specialist BTSA Stacey Hamagiwa (.4 FTE)

Prog. Specialist Language Arts TBD

Coordinator Magnet TBD

Coordinator FLAP Susan Wu

Supervisor Facilities & Maint. Robbie Kay

Supervisor Grounds/Bldg John Eddy

Supervisor Transportation Sue Highland

Supervisor Purchasing Virginia Lewis

Prog. Specialist Science Paul Killian (.4 FTE) Supervisor Warehouse Gerald Creager

Director, Maint. Oper, Trans, and Facilities Chit Bao

Coordinator Safe Schools Terri VillaMcDowell

Coordinator Child, Welfare & Attendance Bill Hundley

Supervisor Child, Welfare & Attendance Tim Catlin

Elementary & Middle School Principals

Director of Schools Cheryl Bodger

Supervisors Operations Jennifer Machado (vacant)

Supervisor Payroll/Fringe Benefits Rosa Ella Kerns Supervisor Accounting (vacant)

Manager Nutrition Services Maureen Conklin

2010-11 School Year

Director Fiscal Services Priscilla Thantrong

Chief Financial Officer Support Services Toan Nguyen

Director Purchasing/Risk Management Joshie Cox

Assistant Superintendent Human Resources Carol Hansen

DEPUTY SUPERINTENDENT Mary Sieu

Supervisor Acad. Services Debi Gonsalves

Director Human Resources Susan Hixson

Program Specialist Info & Tech David Franklin

Supervisor Graphics Chris Whelen

Prog. Specialist Assessment- Title I Steve Harris (.5 FTE)

Prog. Specialist Migrant Ed/ Interventions Maria Macias

Manager Information & Technology (vacant)

Director Information & Technology Colin Sprigg

Prog. Specialist Lang. Assessment/ ELL Carla DeHerrera

Director Child Devel./ Special Programs Mike McCoy

Assistant Superintendent Academic Services Valencia Mayfield

SUPERINTENDENT Gary Smuts

BOARD OF EDUCATION

ABC UNIFIED SCHOOL DISTRICT FUNCTIONAL ORGANIZATION CHART

Appendix Page 5

Adults W/Disabilities

Annie Prajak, Testing Tech.-25056 Vanessa Campos, Testing Tech-25089 Kerri Murray, Network Analyst II-25104

Accountability

Maria Vizcarra, II - ext. 25100 Mercedes Fattorini, III - ext. 25013

Emergency Procedures School Safety

Mercedes Fattorini, III - ext. 25013

Community Education Fee Based Classes

Luis Alfaro - Custodian Jorge Rodriquez - Custodian Lynn Vera - School Maintenance Rynol Weston - SIA George Salcedo - Evening SIA

Cuesta Plant Maintenance and Security

Jan Hite, II - ext. 25203

Public Relations/Marketing

Jody Kirkwood, ESL - ext. 25040 Jean Rose, ESL - ext. 25047

Teachers on Special Assignment

Winnie Wong, Account Tech. - ext. 25012

Budget

(562) 926-6734

Extension 25175 25100 25109 25023

School-wide Technology Plan

Maritza Rodriguez - ext. 25020

Academic Advisor

Kerri Murray, Network Analyst II - ext. 25104 Charles Williams, Network Tech. - ext. 25045

School Websites/Technical Support

Georgi Gastonguay - ext. 25177

Job Development

Rachelle Schulz - CTEC - ext. 25107 Maritza Rodriguez - ext. 25020

Teachers on Special Assignment

Secretaries Deana Colvin, II - CTEC Maria Vizcarra, II - CTEC Irene Hernandez, II - CTEC Krista Stenzel, II - Academics

Career & Technical Education, Academics & WASC Duty Night - Monday - 1:00 - 9:30 pm

Assistant Principal

Charles Minear - ext. 25024

Mercedes Fattorini, Sec. III - ext. 25013 Maria Tehrani, Senior Clerk Typist ESL - ext. 25015

Duty Night -Tuesday 1:00-9:30 pm (John Richards-Thursday)

ESL, Accountability, Budget, Marketing & Fee Based

Dr. Pao-Ling Guo - ext. 25011

Principal

Extension 25203 25202 25201 25212

Organizational Chart Revised 9/3-jj

Georgia Grissom - 25221 Jan Hite, Sec. - 25203

Parent Leadership Conference Parent Leadership Academy

Matias Marquez, Custodian Frank Burton, Custodian Laura Rodriguez, Custodian Arnold Navarro, SIA Jason Seely - Evening SIA

Cabrillo Lane Site Maintenance and Security

Georgia Grissom, Parent Ed - 25221 Diane Jhun, HOH- 25222 Kathy George, HOH - 25223 Rosa Lamoureux, HOH- 25224

Teachers on Special Assignment

Secretaries Jan Hite, II -PE/Marketing AnaMari Carvalho, II-HOH Delores DeWolfe, II-HOH Bonnie Young, I-HOH/PE

Cabrillo Lane Site Aministrator Health/Safety, Older Adults, Home Economics, Parent Education Duty Night - Wednesday - 1:00 - 9:30 pm

Assistant Principal

Joyce Jessa - ext. 25204

EFFECTIVE September 1, 2010

Administrative Organizational Chart - 2010 - 2011 School Year

ABC Adult School

Appendix Page 6

Parent Education - Instructor

CTEC

HOH - Instructor

CTEC

HOH - Instructor

Parent Education - Instructor

CTEC - Paraeducator

CTEC

HOH - Instructor

CTEC

Parent Education - Instructor

CTEC - Paraeducator

HOH - Instructor

CTEC

Academics - Instructor

HOH - Instructor

CTEC

HOH - Instructor

CTEC

HOH - Instructor

CTEC

Home Economics - Instructor

CTEC

Armendariz, Lorena

Armiento, Carmen

Avila, Gene

Bao, Chit

Brookler, Julie

Caliz, Concepcion

Camarillo, David

Canova, Victor

Cervantes, Carolyn

Cham, Nancy

Chavez, Linda

Chen, James

Clancy, Daniel

Clark, Myra

Close, Barbara

Collie-Corzine, Royanne

Courtois, Hector

Deichler, Darlene

Dennis, Karen

Devries, Evelyn

Dorn, Cindy

Doshay, Mona

Echols, Elaine

Elias, Lynda

Program or Position

Aasness, Janet

Name

Clear Vocational Education Teaching Credential

X Clear Vocational Education Teaching Credential

X Preliminary Designated Subjects Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential-ARTS Preliminary Vocational TC4H Teaching Credential

Clear Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential-MUSIC Clear General Elementary Teaching Credential

Clear Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential-ARTS

Focus Groups

Admin

Preliminary Vocational TC4H Teaching Credential

Staff

Clear Designated Subjects Adult Education Teaching Credential

Preliminary Designated Subjects Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential UPHY Clear Vocational Education Teaching Credential

Faculty

Preliminary Vocational Education Teaching Credential

Life Standard Elementary Teaching Credential

Designated Subjects Adult Education Teaching Credential

Clear Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Designated Subjects Adult Education Teaching Credential

Clear Multiple Subject Teaching Credential

Credential

Overview of All Faculty, Staff Administration WASC Action Team

School Community Leadership Team Team

Appendix Page 7

HOH - Instructor

Assistant Principal

HOH - Instructor

ESL - Instructor

HOH - Instructor

CTEC

Jackson, Michael

Jessa, Joyce

Jang, Lily

Jhun, Mi Sook (Diane)

Johnson, Vicki

Johnston, Kathy

Judy, Laurie

Jung, Flora

Kandalaft, Rachelle

Hernandez, Joseph

HOH - Instructor

ESL - Instructor

Gutierrez, Eric

Huntsman, Sandy

Academics

Guo, Pao-Ling

HOH - Instructor

Principal

Grissom, Georgia

Huang, Jiau

Parent Education TOSA, CTEC

CTEC

Gim, Brian

Parent Education - Instructor

Home Economics - TOSA

George, Kathy

Houng, John

Job Developer

Gastonguay, Georgi

Hom, Nancy

HOH - Instructor

Fiedler, Rae

Parent Education - Instructor

CTEC

Fidel, Stephanie

HOH - Instructor

Secretary III

Fattorini, Mercedes

Hernandez, Terridawn

HOH - Instructor

Faisy, Don

Hillstead, Lori

CTEC

Program or Position

El-Soudani, Nabawia

Name

Preliminary Designated Subjects Vocational Education Teaching Credential

X Clear Vocational Education Teaching Credential

X Preliminary Designated Subjects Vocational Education Teaching Credential

Clear Adult Education Teaching Credential - Foreign Language

X X

Clear Adult Education Teaching Credential - English

Focus Groups

Clear Adult Education Teaching Credential - English

Admin

Staff

Clear Designated Subjects Adult Education Teaching Credential

Tier 1 Administrative Credential

Life Standard Designated Subjects Business Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Preliminary Vocational TC4H Teaching Credential

Life Multiple Subject Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Clear Multiple Subject Teaching Credential - CLAD

Clear Single Subject Teaching Credential

Clear Adult Education Teaching CredentialEng/Biological Science

Tier 1&2 Administrative Credential

Clear Vocational Education Teaching Credential

Clear Secondary Single Subject Credential

Clear Designated Subjects Adult Education Teaching Credential

Clear Secondary Single Subject Credential

Life Standard Designated Subjects Business Education Teaching Credential

Faculty

Preliminary Vocational TC4H Teaching Credential

Credential

WASC Action Team

School Community Leadership Team Team

Appendix Page 8

Academics

Parent Education - Instructor

ESL - Paraeducator

Nakayama, Sueko

Ngo, Grace

Parent Education - Instructor

Milne, Barbara

Musick, Summer

CTEC - Paraeducator

Medrano, Silva

Assistant Principal

CTEC - Instructor

McGarth, Frank

Network Analyst

HOH - Instructor

McCormick, Susan

Minear, Chuck

ESL - Instructor

Marseille, Robert

Murray, Kerri

CTEC - Instructor

Mares, Lorena

ESL - Instructor

Locnikar, Joanne

HOH - Paraeducator

HOH - Instructor

Liu, Cheng Lio

Madueno, Maggie

ESL - Instructor

Levitt, Susanna

HOH - Instructor

CTEC

Legaspi, Dan

MacDuff, Jennifer

HOH - Instructor

Lebron, Yvonne

CTEC

HOH - Instructor

Lamoureux, Rosa

Lubrino, Teresita

Parent Education - Instructor

Lakin, Sandra

ESL - Paraeducator

ESL - Instructor

Kucera, Joyce

Lou, Kimberly

ESL - Instructor

Kirkwood, Marta

HOH - Instructor

ESL - Instructor, TOSA

Kirkwood, Jody

Lorusso, Virginia

HOH - Instructor

Program or Position

Kane, JoDee

Name

Life Standard Elementary Teaching Credential

Clear Single Subject Teaching Credential

Tier 1 Administrative Credential

Life Standard Elementary Teaching Credential

X X

Life Standard Designated Subjects Business Education Teaching Credential Preliminary Vocational Education Teaching Credential

Clear Adult Education Teaching Credential - ABE

Preliminary Adult Education Teaching Credential

Clear Designated Subjects Adult Vocational Education Teaching Credential

Preliminary Vocational Education Teaching Credential

Life Standard Designated Subjects Business Education Teaching Credential

Life Multiple Subject Teaching Credendtial

Designated Subjects Adult Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential-ARTS

Clear Designated Subjects Adult Vocational Education Teaching Credential

Clear Adult Education Teaching Credential - English

Clear Designated Subjects Adult Education Teaching Credential-Home Economics

Life Standard Elementary Teaching Credential

Clear General Elementary Teaching Credential

Focus Groups X

Admin

Life General Elementary Teaching Credential

Staff

Faculty

Clear Designated Subjects Adult Education Teaching Credential

Credential

WASC Action Team

School Community Leadership Team Team

Appendix Page 9

ESL - Instructor

HOH - Instructor

ESL - Instructor

CTEC - Instructor

HOH - Instructor

Rose, Jean

Russon, Stacy

Saavedra, David

Santamaria, Jenni

Schafer, Olga

Schierbrel, Steve

Shepherd, Jessie

Academics

Rodriguez, Maritza

Rose, Margaret

Academics

Roberts, Nadine

Ramirez, Adriana

CTEC - Instructor

Academics - Paraeducator

Quest, Jane

Academics

ESL - Instructor

Praiakuinabode, Annie

Roberto, Patricia

Testing Assistant

Poirier, Brady

Rico, Lisa

CTEC

Perez, Angie

HOH - Instructor

ESL - Paraeducator

Pawlisz, Nancy

Richards, Mirta

Academics

Park, Charlene

HOH - Instructor

Paredes, Velia

Reynolds, Cathy

ESL - Instructor

Oliveira, Christine

HOH - Instructor

ESL - Instructor

Normoyle, Henry

CTEC

Nguyen, Hanh

Ramos, Lola

Parent Education Paraeducator

Ramirez, Olga

CTEC

Program or Position

Nguyen, Esther

Name

Preliminary Designated Subjects TC4H Teaching Credential

Designated Subjects Adult Education Teaching Credential

Preliminary Vocational TC4H Teaching Credential

Clear Adult Education Teaching Credential - English

Focus Groups

Admin

Staff

Clear Designated Subjects Adult Education Teaching Credential-ARTS Clear Adult Education Teaching Credential-ESL

Life General Elementary Teaching Credential

Clear Adult Education Teaching Credential - ESL

Clear Designated Subjects Adult Education Teaching Credential

Clear Single Subject Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Clear Single Subject Teaching Credential

Life Standard Designated Subjects Business Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Designated Subjects Adult Education Teaching Credential

Preliminary Vocational TC4H Teaching Credential

Standard Secondary Teaching Credential Clear

Preliminary Vocational TC4H Teaching Credential

X X

Preliminary Designated Subjects Vocational Education Teaching Credential

Faculty

Clear Adult Eduction Teaching Credential -ABE

Clear Adult Eduction Teaching Credential -ESL

Clear Vocational Education Teaching Credential

Credential

WASC Action Team

School Community Leadership Team Team

Appendix Page 10

Academics - Paraeducator

HOH - Instructor

Vasquez, Oscar

Wang, Ming-Hua

ESL - Paraeducator

Academics

Uyeda, Sharon

HOH - Paraeducator

HOH - Instructor

Tyler, Beverly

Zhu, Chongli

ESL - Paraeducator

Torres, Jeane

Yun, ChinKoo

CTEC

Tober, Carol

HOH - Instructor

CTEC

Takhar, Kanwaljit

Accountant

HOH - Instructor

Tabon, Todd

Yao, Linda

ESL - Instructor

Suero, Mona

Wong, Winnie

HOH - Instructor

Skube, Margaret

Academics, ESL - Instructor

ESL - Instructor

Wilson, David

ESL - Paraeducator

Sim, Rebecca

Program or Position

Shui, Bing

Name

Clear Designated Subjects Adult Education Teaching Credential

Clear Adult Education Teaching Credential - English, Clear Designated Subjects Adult Eductaion Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential-SS & FL

Clear Designated Subjects Adult Education Teaching Credential

Preliminary Designated Subjects Vocational Education Teaching Credential

Preliminary Vocational Education Teaching Credential

Clear Vocational Education Teaching Credential

Clear Designated Subjects Adult Education Teaching Credential

Clear Adult Education Teaching Credential - English

Focus Groups X

Admin

Clear Designated Subjects Adult Education Teaching Credential

Staff

Faculty

Clear Adult Education Teaching Credential - English

Credential

WASC Action Team

School Community Leadership Team Team

Student Round Table Members Liviel Jimenez

Margarita Lodi

Sergio Ramos

Anal Frausto

Susan Lance

Enrique Arteaga

Shirley Bennett

Hong fang Wang

Ofelia Barrera

Roberto Varreso

Nome Mhahd

Efrain Medina

Marsha Khan

Pamela Clung

Luis Vasquez

Arthur Ibarra

Nayely Castillo

Jane Lee

Bernadette Holt

Kazl Kim

Mija Kang

Gina Johnson

Sandra Thomas

Elsa Santos

Marlene Espuivel

Lola Suarez

Yvonne Jung

Maria Alegne

Dvid Camela

Leticio Lonor

Jocelyn Allegra

Nicole Del Villar

Alessandra Arreola

Raquel Belmonte

Mi Sook Kang

Che Eun Chung

Jastiva Johnson

Adam Elgabry

Joyce Park

Weili Wang

Demofila Garcia

Julia Yoon

Jessenia Romero

Oscar Martinez

Lee Boga

Sugy Egla

Roohi Khan

Leticia Larios

Jeanette Willis

Lin Kim

Angela Luna

Diane Maduaguil

Oscar Olvera

Elsa Molina

Kathrin Lau

Grace Ko

Marlene Westrick

Fendy D Alessandra

Woo Soon Lee

Diane Zenda

Student Round Table Meeting 2010-2011 School Year Meetings are typically held monthly at the Cuesta and Cabrillo Lane campuses and alternate between morning and evening. September 15, 2010 - AM – Cuesta, Cabrillo Lane October 13, 2010 - PM – Cuesta, Cabrillo Lane November 10, 2010 - AM – Cuesta, Cabrillo Lane December 8, 2010 - PM – Cuesta, Cabrillo Lane January 12, 2011 - AM – Cuesta, Cabrillo Lane February 9, 2011 - PM – Cuesta, Cabrillo Lane March 9, 2011 - AM – Cuesta, Cabrillo Lane April 6, 2011 - PM – Cuesta, Cabrillo Lane May 11, 2011 - AM – Cuesta, Cabrillo Lane June 1, 2011 - PM – Cuesta, Cabrillo Lane Appendix Page 11

Curriculum Based Focus Group Consumer Awareness Aasness, Janet

Jackson, Michael

Reynolds, Cathy

Armiento, Carmen

Jang, Lily

Richards, Mirta

Bao, Chit

Jhun, Mi Sook

Russom, Stacy

Brookler, Julie

Jung, Flora

Shepherd, Jessie

Canova, Victor

Kane, JoDee

Skube, Margaret

Cham, Nancy

Lakin, Sandra

Tabon, Todd

Chen, James

Lamoureux, Rosa

Tyler, Beverly

Close, Barbara

Lebron, Yvonne

Wang, Ming-Hua

Cosato, Amy

Liu, Cheng Lio

Yao, Linda

Courtois, Hector

Lorusso, Virginia

Devries, Evelyn

MacDuff, Jennifer

Yun, ChinKoo Paraeducator

Doshay, Mona

Faisy, Don

Madueno, Maggie Paraeducator

Fiedler, Rae

McCormick, Susan

George, Kathy

Milne, Barbara

Hernandez, Terridawn H

Nakayama, Sueko

Hillstead, Lori

Hom, Nancy

Nguyen, Hahn Paraeducator

Huang, Jiau

Park, Charlene

S - Status

Huntsman, Sandy

Ramos, Lola

H - Hourly

Consumer Awareness Curriculum Based Focus Group Meetings Meetings are typically held quarterly. This group is broad and spread out, so many issues are also dealt with via email and small informal meetings which include our Parent Leadership Academy meetings. February 10, 2011 March 1, 2011 March 10, 2011 March 24, 2011 May 19, 2011 May 31, 2011 June 3, 2011

September 8, 2010 September 23, 2010 October 21, 2010 November 23, 2010 November 30, 2010 December 3, 2010 December 16, 2010 January 13, 2011

Appendix Page 12

Curriculum Based Focus Group Academics Clarke, Myra

Pawlisz, Nancy

Rodriguez, Maritza H Uyeda, Sharon

Wilson, David

Musick, Summer

Gutierrez, Eric

Rico, Lisa

Roberts, Nadine

Vasquez, Oscar

Paraeducator

Ramirez, Adriana

Paraeducator

S - Status H - Hourly

Academics Curriculum Based Focus Group Meetings Meetings are typically held monthly. September 8, 2010 October 10, 2010 November 18, 2010 December 9, 2010 January 27, 2011 February 24, 2011

March 24, 2011 April 28, 2011 May 26, 2011 June 9, 2011

Appendix Page 13

Curriculum Based Focus Group Career Technical Education Armendariz, Lorena

Nguyen, Esther

Avila, Gene

Normoyle, Henry

Camarillo, David

Poirier, Brady

Cervantes, Carolyn

Ramirez, Olga

Clancy, Daniel

Roberto, Patricia

Collie-Corzine, Royanne

Schafer, Olga

Deichler, Darlene

Schiebrel, Steve

Dennis, Karen

Takhar, Kanwaljit

Dorn, Cindy

Tober, Carol

Echols, Elaine

Caliz, Concepcion

Paraeducator

Elias, Lynda

El-Soudani, Nabawia

Fidel, Stephanie

Gim, Brian

Grissom, Georgia

Houng, John

Kandalaft, Rachelle

Legaspi, Dan

Lubrino, Teresita

S - Status

McGartth, Frank

H - Hourly

Career Technical Education Curriculum Based Focus Group Meetings Meetings are typically held weekly. This group has worked meetings into their weekly teaching schedule. May 6, 13, 20, 27 - 2011 June 3, 10, 17 - 2011

September 8, 9, 17, 24 - 2010 October 1, 8, 15, 29 - 2010 November 5, 19 - 2010 December 3, 10, 17 - 2010 January 7, 14, 21, 28 - 2011 February 4, 11, 18, 25 - 2011 March 4, 11, 18, 25 - 2011 April 1, 8, 29 - 2011 Appendix Page 14

Curriculum Based Focus Group ESL Hernandez, Joseph

Saavedra, David

Johnson, Vicki

Santamaria, Jenni

Johnston, Kathy

Suero, Mona

Judy, Laurie

Wilson, David

Kirkwood, Marta

Ngo, Grace

Paraeducator

Sim, Rebecca

Perez, Angie

Paraeducator

Kucera, Joyce

Zhu, Chongli

Paraeducator

Levitt, Susanna

Shui, Bing

Paraeducator

Locnikar, Joanne

Lou, Kimberly

Paraeducator

Marseille, Robert

Torres, Jeane

Paraeducator

Oliveira, Chrstine

Paredes, Velia

Quest, Jane

Rose, Jean

S - Status

Rose, Margaret

H - Hourly

ESL Curriculum Based Focus Group Meetings Meetings are typically held monthly. Meetings are held at Cuesta and Cabrillo Lane campuses. February 4, 2011 – with CTEC February 10, 2011 – Cabrillo Lane February 24, 2011 March 3, 2011 – Cuesta March 17, 2011 – Cabrillo Lane March 24, 2011 April 7, 2011 – Cuesta April 14, 2011 – Cabrillo Lane April 28, 2011 May 5, 2011 – Cuesta May 19, 2011 – Cabrillo Lane May 26, 2011 June 2, 2011 – Cuesta June 16, 2011

September 8, 2010 September 9, 2010 September 16, 2010 – Cuesta September 23, 2010 – Cabrillo Lane October 7, 2010 – Cuesta October 14, 2010 – Cabrillo Lane November 4, 2010 – Cuesta November 5, 2010 – with CTEC November 18, 2010 – Cabrillo Lane December 2, 2010 – Cuesta December 16, 2010 – Cabrillo Lane January 6, 2011 – Cuesta January 13, 2011 – Cabrillo Lane January 27, 2011 February 3, 2011 – Cuesta Appendix Page 15

Support Staff Focus Group Winnie Wong, Accountant

Lynn Vera, School Maintenance

Nicole Ayala, Clerk

Bonnie Young, Secretary I

Stephanie Hanna, Clerk

Krista Stenzel, Secretary II

Sandy Wu, Clerk

Ana Mari Carvalho, Secretary II

Frank Burton, Custodian at Cabrillo Lane

Jan Hite, Secretary II

Matias Marquez, Custodian at Cabrillo Lane

Deana Colvin, Secretary II

Laura Rodriguez, Custodian at Cabrillo Lane

Irene Hernandez, Secretary II

Luis Alfaro, Custodian at Cuesta

Maria Vizcarra, Secretary II

Jorge Rodriguez, Custodian at Cuesta

Mercedes Fattorini, Secretary III

Kerri Murray, IT

Maria Tehrani, Senior Typist

Charles Williams, IT

Arnold Navarro, SIA at Cabrillo Lane Site

Georgi Gastonguay, Job Developer

Jason Seely, SIA at Cabrillo Lane Site

Vanessa Campos, Resource Testing Assistant

George Salcedo, SIA at Cuesta Site

Mutita Prajak, Resource Testing Assistant

Rynol Weston, SIA at Cuesta Site

Support Staff Focus Group Meetings Meetings are typically held monthly. September 1, 2010 September 2, 2010 October 15, 2010 January 28, 2011 February 25, 2011 March 25, 2011 April 29, 2011 May 20, 2011 June 10, 2011

Appendix Page 16

School community team Algarme, Maria

CTEC - Student

Clarke, Myra

Academics - Instructor

Doshay, Mona

Home Economics - Instructor

Fattorini, Mercedes

Secretary III

Gastonguay, Georgi

Job Developer

Guo, Pao-Ling

Administration

Hernandez, Terridawn

Parent Ed. - Instructor

Jessa, Joyce

Administration

Jhun, Diane

Health & Safety - TOSA

Kirkwood, Jody

ESL - TOSA

Kresl, Jodie

Community Member - WIB Training Coordinator

Lamoureux, Rosa

Home Economics - TOSA

Liaw, Doreen

ESL - Student

McCarthy, Shirley

Community Member - Business Owner

Marshall, Lynell

Retired School Administrator, Student

Minear, Chuck

Administration

Murray, Kerri

Network Analyst

Nishi, Marian

Health & Safety - Student

Prajakvinaibode, Annie

Testing Assistant

Richards, Mirta

Home Economics - Instructor

Rodriguez, Maritza

Academics - TOSA

Rose, Jean

ESL - TOSA

Schulz (Kandalaft), Rachelle

CTEC - TOSA

Tao, Eugenia

ESL - Student

Wong, Winnie

Accountant

School Community Team Meetings Meetings are typically held monthly. This group is a mixture of school and community members. They advise the Leadership team. September 22, 2010 October 20, 2010 November 10, 2010 December 15, 2010

January 12, 2011 February 16, 2011 March 9, 2011 April 13, 2011 Appendix Page 17

May 18, 2011 June 8, 2011

Leadership team George, Kathy

Home Economics - TOSA

Grissom, Georgia

Parent Education - TOSA

Guo, Pao-Ling

Administration

Jessa, Joyce

Administration

Jhun, Diane

Health & Safety - TOSA

Kirkwood, Jody

ESL - TOSA

Lamoureux, Rosa

Home Economics - TOSA

Minear, Chuck

Administration

Murray, Kerri

Network Analyst

Rodriguez, Maritza

Academics - TOSA

Rose, Jean

ESL - TOSA

Schulz (Kandalaft), Rachelle

CTEC - TOSA

Wong, Winnie

Accountant

Leadership Team Meetings Meetings are typically Bi-monthly. September 24, 2010 October 8, 15, 2010 November 19, 2010 December 3, 2010 January 7, 21, 2011

February 11, 25, 2011 March 11, 25, 2011 April 8, 29, 2011 May 13, 27, 2011 June 3, 10, 2011

Appendix Page 18

WASC Action TEAM George, Kathy

Home Economics - TOSA

Guo, Pao-Ling

Administration

Hernandez, Terridawn

WASC Coordinator/Parent Ed. Teacher

Jessa, Joyce

Administration

Jhun, Diane

Health & Safety - TOSA

Kirkwood, Jody

ESL - TOSA

Minear, Chuck

WASC Coordinator/Administrator

Rose, Jean

ESL - TOSA

Schulz (Kandalaft), Rachelle

CTEC - TOSA

Wong, Winnie

Accountant

WASC Action Team Meetings Meetings are typically held weekly or on an as needed basis as deadlines approached. September 10, 2010 - LACOE October 20, 27, 2010 November 3, 10, 17, 24, 2010 December 1, 8, 15, 2010 January 12, 19, 2011

Appendix Page 19

Zoomerang | Teacher Survey 2010: Results Overview

1/19/11 9:27 AM

Teacher Survey 2010 Results Overview Date: 1/19/2011 9:26 AM PST Responses: Completes | Partials Filter: No filter applied

I am:

Certificated

80%

Classified

20%

123

100%

Yes

104

85%

15%

123

100%

Yes

117

95%

123

100%

Yes

111

90%

10%

123

100%

Yes

119

97%

123

100%

Yes

80%

20%

116

100%

80%

Total

Do you feel the school's leadership effectively guides the work of the school?

Total

Is there a cooperative and supportive relationship between staff and students?

Total

Are school standards adhered to and generally understood?

Total

Do you feel safe at ABC Adult School?

Total

Is it important to have a student advisory group?

Total

Are registration procedures convenient and effective?

Yes No Total

20%

118

100%

Appendix Page 1 of 7 Page 20

Are administrators available to discuss your issues and concerns?

http://app.zoomerang.com/Report/PrintResultsPage.aspx

Page 1 of 6

Yes

80%

20%

116

100%

Yes

80%

20%

118

100%

Total

Are registration procedures convenient and effective?

Total

Are administrators available Zoomerang | Teacher Survey 2010: Results Overviewto

discuss your issues and concerns?

1/19/11 9:27 AM

112 112

Yes Yes No No Total Total

9. 9. No No

Total Total

7% 7% 100% 100%

100 100

84% 84%

19 19

16% 16%

119 119

100% 100%

Do Do you you think think the the recently recently adopted adopted SLO's SLO's (student (student learning learning outcomes) outcomes) are are appropriate? appropriate? 111 111

Yes Yes No No Total Total

11. 11.

8 8 120 120

Do Do you you feel feel aa part part of of aa team team in in your your department? department?

Yes Yes

10. 10.

93% 93%

94% 94%

7 7

6% 6%

118 118

100% 100%

94 94

78% 78%

Do Do you you receive receive adequate adequate support support to to improve improve your your skills skills and and knowledge? knowledge?

Yes Yes

26 26

22% 22%

120 120

100% 100%

Yes Yes

91 91

78% 78%

22%

116

100%

109

95%

No No Total Total

12. 12.

Is Is student student work work displayed displayed in in your your classrooms classrooms or or the the ones ones you you visit/work visit/work in? in?

http://app.zoomerang.com/Report/PrintResultsPage.aspx

13.

Total

Page 2 of 8

Are students adequately recognized and rewarded for good work?

Yes

115

100%

Yes

54%

46%

103

100%

No Total

14.

Does ABC Adult School provide peer-counseling opportunities?

Total

15.

Appendix Page 21

Have you counseled students in your program? (you may choose more than one response)

For class selection/program planning For vocational

Page 2 of 7

84%

Yes

109

No Total

14.

115

100%

54%

Does ABC Adult School provide peer-counseling opportunities?

Yes No Total

15.

95%

46%

103

100%

Have you counseled students in your program? (you may choose more than one response)

For class selection/program planning

84%

For vocational planning and preparation

56%

For personal or family issues and concerns

For college college or or For training planning planning training and preparation preparation and

44% 44%

For health health and and For wellness issues issues wellness

42% 42%

For financial financial aid aid For planning planning

10 10

10% 10%

Zoomerang | Teacher Survey 2010: Results Overview

16. 16.

58%

1/19/11 9:27 AM

Have you you referred referred students students in in your your program program to to other other staff/departments? staff/departments? (you Have (you may may choose choose more more than than one one response) response)

For class class For selection/program selection/program planning planning

89 89

82% 82%

For vocational vocational For planning and and planning preparation preparation

64 64

59% 59%

For personal personal or or For family issues and concerns

27%

For college or training planning and preparation

36%

For health and wellness issues

22%

For financial aid planning

14%

Yes

59%

41%

100

100%

Yes

72%

28%

100

100%

http://app.zoomerang.com/Report/PrintResultsPage.aspx

17.

Page 3 of 8

Are educational counseling services adequate?

Total

18.

Is ABC Adult School well connected to other schools in the district?

Total

19. Yes

Appendix Page 22

Does your program have alliances or interaction with regional employers, colleges, or outside agencies?

Page 3 of 7

No Total

67%

33%

101

100%

Yes Yes

59 59

59% 59%

No No

41 41

41% 41%

100 100

100% 100%

Yes Yes

72 72

72% 72%

No No

28 28

28% 28%

100 100

100% 100%

Total Total

18. 18.

Is ABC ABC Adult Adult School School well well connected connected to to other other schools schools in in the the district? district? Is

Total Total

19. 19.

Does your your program program have have alliances alliances or or interaction interaction with with regional regional employers, employers, colleges, colleges, or or outside outside agencies? agencies? Does

Yes Yes

68 68

67% 67%

No No

33 33

33% 33%

101 101

100% 100%

Yes Yes

66 66

60% 60%

No No

44 44

40% 40%

110 110

100% 100%

Total Total

20. 20.

Do you you ever ever refer refer students students to to other other community community agencies agencies for for support support services? services? Do

Total Total

21. 21.

Do Do you you refer refer students students to to the the Career Career Center Center and and our our Job Job Developer? Developer?

Yes Yes

77 77

No No

32 32

29% 29%

109

100%

Zoomerang | Teacher Survey 2010: Results Overview

Total

http://app.zoomerang.com/Report/PrintResultsPage.aspx

22.

71% 71%

1/19/11 9:07 AM

Page 3 of 6

Is there a support system in place to assist students with post-adult school training and career planning?

http://app.zoomerang.com/Report/PrintResultsPage.aspx

Page 4 of 8

Yes

68%

32%

100%

Total

23.

Is there a support system in place to assist students with college preparation and college placement?

Yes

45%

55%

100%

Total

24.

Choose the items in your classroom (office) needing improvement (you may choose more than one):

Carpet/flooring

24%

Storage

22%

Lighting

24%

11%

Walls/paint

20%

Furniture

28%

Computers

21%

Projector/Overhead

14%

Air/Heating

53%

102

90%

10%

113

100%

Chalkboards/Whiteboards

25. Yes

Appendix Page 23

Do you have adequate materials to meet the needs of all your students?

Page 4 of 7

No Total

Storage

22%

Lighting

24%

11%

Walls/paint

20%

Furniture

28%

Computers

21%

Projector/Overhead

14%

Air/Heating

53%

Yes

102

90%

Chalkboards/Whiteboards

25.

Do you have adequate materials to meet the needs of all your students?

Zoomerang | Teacher Survey 2010: Results Overview

10 Responses

26. 27.

Total

113

Total

10% 1/19/11 9:07 AM

100%

Are the well maintained at yourprovide work site? Does therestrooms school exterior and landscaping a pleasant, welcoming environment?

Yes Yes

78 83

86% 92%

No No

13 7

14% 8%

91 90

100% 100%

Total Total

27. 28.

Doesteachers the school and landscaping provide a pleasant, welcoming environment? Are andexterior staff involved in decisions regarding resource allocations?

Yes Yes

83 62

92% 74%

No No

7 22

8% 26%

90 84

100% 100%

Yes Yes

62 86

74% 96%

100%

24%

Total Total

28. 29.

Are school teachers and staff involved in decisions resource allocations? Are facilities safe, functional, and wellregarding maintained?

http://app.zoomerang.com/Report/PrintResultsPage.aspx

Page 4 of 6

Total

30.

I need BETTER access to: (You can choose more than one response.)

Computers Printers

12%

Audio Visual Equipment

Scanners

17%

Digital Photography

Overhead Projectors

12%

Multimedia

24%

Internet

57%

31.

Are you comfortable with your level of expertise regarding the technology used in your program?

Yes

88%

12%

100%

Appendix Page 24 http://app.zoomerang.com/Report/PrintResultsPage.aspx

Page 5 of 7

Total

Page 6 of 8

Printers

12%

Audio Visual Equipment

Scanners

17%

Digital Photography

Overhead Projectors

12%

Multimedia

24%

Internet

57%

31.

Are you comfortable with your level of expertise regarding the technology used in your program?

Yes

Zoomerang | Teacher Survey 2010: Results Overview

32. 32.

Total

88% 12% 1/19/11 9:07 AM

100%

Could Could certain certain technology technology enhance enhance your your program program but but you you currently currently do do have have access access to to it? it? 14 14

Yes Yes No No Total Total

22% 22%

50 50

78% 78%

64 64

100% 100%

59 59

68% 68%

14 14 Responses Responses

33. 33.

Are Are ABC ABC Adult Adult School School programs programs effectively effectively marketed? marketed?

Yes Yes No No Total Total

28 28

32% 32%

87 87

100% 100%

Teachers, please answer the following questions. If you are not a teacher you may skip to the end of the survey and Teachers, please answer the following questions. If you are not a teacher you may skip to the end of the survey and submit your answers. submit your answers.

35. 35.

If you use textbooks, are they up-to-date and conductive to student learning? If you use textbooks, are they up-to-date and conductive to student learning?

Yes Yes

56 56

98% 98%

No No

1 1

2% 2%

57 57

100% 100%

Total Total

http://app.zoomerang.com/Report/PrintResultsPage.aspx Are course outlines adequate, up-to-date

36.

Page 5 of 6

and appropriate?

Yes

100%

Total

37.

Are course outlines adequate, up-to-date and appropriate?

Yes No Total

38.

100%

Do you use a variety of teaching methods?

http://app.zoomerang.com/Report/PrintResultsPage.aspx

Appendix Page 25

Page 6 of 7

Page 7 of 8

36.

Are course outlines adequate, up-to-date and appropriate?

Yes Yes No No

37. 37.

Total Total

74 74 0 0 74 74

100% 100% 0% 0% 100% 100%

Total Total

69 69 0 0 69 69

100% 100% 0% 0% 100% 100%

75 75

99% 99%

Are course outlines adequate, up-to-date and appropriate? Are course outlines adequate, up-to-date and appropriate?

Yes Yes No No

38. 38.

Do you use a variety of teaching methods? Do you use a variety of teaching methods?

Yes Yes

1 1

1% 1%

76 76

100% 100%

Yes Yes

65 65

87% 87%

No No

10 10

13% 13%

75 75

100% 100%

No No Total Total

39. 39.

Do you use group activities in your classroom? Do you use group activities in your classroom?

Total Total

Zoomerang | Teacher Survey 2010: Open Ended Report: Question 34

40. 40.

1/19/11 9:09 AM

Do Do you you invite invite any any community community representatives/speakers representatives/speakers to to your your classroom? classroom?

Yes Yes

Teacher Survey 2010 No No Results Overview

Total Total

24 24

33% 33%

49 49

67% 67%

73 73

100% 100%

Date: 1/19/2011 9:09 AM PST Responses: Completes | Partials Filter: No filter applied &&Services || About Us || Support/Help || Zoomerang Products Services else About Uswould Support/Help Zoomerang Forums 34. IsProducts there anything you like to add? ©© 2011 2011 Copyright Copyright MarketTools MarketTools Inc. Inc. All All Rights Rights Reserved. Reserved. || Privacy Privacy Policy Policy | Terms Of Use

Response

2 3

Too many people are paid to just warm a chair.

The unanswered question were left that way because I had no didn't know the information asked for.

Would be extremely advantageous to have a team of grant writers to sustain/fund our various programs we are losing in these times of economical challenges.

CTC has never had such low enrollment numbers, especially in this period of high unemployment. In the past, recessions and high unemployment have resulted in large enrollment numbers! Poor marketing, poor planning!!!

none

The Internet filtering is far more excessive than it should be(too many false positives).

Using Deep Freeze is effective in maintaining good system management for our computers. However, it is restricting functionality of many programs used in my class.

Adult Education is a very vital service for our communities.

It would be nice to have small television studio set up equipt with a professional video camera, lighting, monitors, professional microphones, head phones, and a green screen, but I know that's a lot to wish for. It would be great for those who want vocational training for the film and television industries.

13 14

http://app.zoomerang.com/Report/PrintResultsPage.aspx http://app.zoomerang.com/Report/PrintResultsPage.aspx MODULES are confusing to students. Students

prefer exact names of software

Page Page 66 of of 66

Many of the questions cannot be answered with a simple yes/no response. An opportunity to rank services on a 1-5 scale may be useful

Appendix Page 26

Zoomerang | WASC Key Issues to Be Addressed Survey: Results Overview

2/2/11 11:16 AM

WASC Key Issues to Be Addressed Survey Results Overview

Date: 2/2/2011 11:16 AM PST Responses: Completes Filter: No filter applied

Each Standard below is the criteria WASC will use for our upcoming evaluation. In our writing and meetings, we have identified several possible areas for improvement under each one. Please rank the areas under each criterion below. ONE being the MOST important area to address. The leadership team will evaluate your responses and choose the most pressing issues to address in the upcoming WASC report. If you need help, please talk to your TOSA or contact Chuck.

Standard I: The institution that is designed for adult students, demonstrates strong commitment to a mission that emphasizes achievement of student learning in vocational and avocational endeavors, and to communicating the mission internally and externally. The institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and reevaluation to verify and improve the effectiveness by which the mission is accomplished.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

The Mission and SLOâ&#x20AC;&#x2122;s need to be revisited often by all stake holders to make sure they reflect the current practices of ABC Adult School. All decisions made from the classroom to the administrative level should be linked to the Mission and SLOs. Many of the adults we serve desperately need livable wage job skills in addition to the high number who need ESL and other cultural assistance. With the loss of ADA, vocational schools now have to operate as fee based organizations, dependent on monies from local agencies and other resources. Our mission must be to continue to provide these services while faced with the daunting task of vastly reduced resources. Future funding for Adult School in California is uncertain. The existing draft of the CDEâ&#x20AC;&#x2122;s Strategic Plan recommends funding four core programs: CTEC, ESL, ABE, and HS Diploma/GED. ABC Adult School must think proactively to transition the very popular Consumer Awareness Programs from state funding to fee based.

8 10%

9 11%

32 41%

30 38%

6 8%

18 23%

31 39%

24 30%

45 54%

24 29%

8 10%

7 8%

36 39%

33 35%

10 11%

14 15%

Appendix

Standard II: The institution recognizes and utilizes the contributions of leadership throughout the organization for Page 27 structure and roles of governance are designed to continuous improvement of the institution. The organizational facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.

Top number is the count of

39%

HS Diploma/GED. ABC Adult School must think proactively to transition the very popular Consumer Awareness Programs from state funding to fee based.

35%

11%

15%

Standard II: The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. The organizational structure and roles of governance are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, Zoomerang | WASC Keyacknowledging Issues to Be Addressed Results Overview while the Survey: designated responsibilities of the governing board and the chief administrator. 2/2/11 11:16 AM

Top Top number number is is the the count count of of respondents respondents selecting selecting the the option. option. Bottom % is percent Bottom % is percent of of the the total total respondents selecting the option. respondents selecting the option.

1 1

2 2

School School policies policies are are located located in in various various documents documents and and offices offices throughout throughout the the school. school. Consolidating Consolidating these these policies policies and and procedures procedures in in one one place place would would lead lead to to greater greater consistency consistency throughout throughout the the organization. organization. Review Review of of the the policy book should take policy book should take place place at at least least every every fiscal fiscal year. year. Learn Learn to to better better leverage leverage our our outside outside agency agency partnerships partnerships and and rely rely on on the the advice advice and expertise expertise of of our our advisory advisory committee. committee. Solicit Solicit more more involvement involvement at School School Community Community meetings from from staff, staff, outside outside agencies and and students. students.

3. 3.

30 30 38% 38%

19 19 24% 24%

30 30 38% 38%

24 24 29%

34 34 41%

25 25 30% 30%

36 39%

21 21 23% 23%

Standard learning, measures measures Standard III: III: The institution demonstrates a conscious effort to produce and support student learning, that student learning. learning. The The that learning, learning, evaluates how well learning is occurring, and plans for changes to improve student institution student learning. learning. institution also also organizes its key processes and allocates its resources to effectively support student The student learning learning The institution institution demonstrates its effectiveness by providing 1) evidence of the achievement of student outcomes and systematic systematic outcomes and and 2) evidence of institution and program performance. The institution uses ongoing and evaluation evaluation and and planning to refine its key processes and improve student learning.

Top Top number number is is the the count count of of respondents respondents selecting selecting the the option. option. Bottom Bottom % % is is percent percent of of the the total total respondents respondents selecting selecting the the option. option.

Student Student data data evaluation evaluation needs needs to to be be standardized standardized across across departments departments where 30 where possible possible or or reasonable 37% reasonable so so effective effective school school wide wide decisiondecisionmaking can take place. http://app.zoomerang.com/Report/PrintResultsPage.aspx Dialog about student learning 19 needs to take place 26% in a more regular fashion. School wide goals 6 could be better articulated and 8% implemented. Systematic evaluations of program effectiveness need 20 to be better 25% defined and agreed upon steps of improvement implanted. Planning input from our advisory 12 committee needs to 13% be better collected.

5 5

10 12%

9 11%

12 15%

19 26%

10 14%

19 26%

20 20 25% 25%

6 8%

18 23%

27 35%

16 21%

11 14%

18 22%

17 21%

14 18%

11 14%

17 19%

18 20%

16 18%

27 30%

Page 2 of 7

Appendix

3 3

Standard iV: The institution offers high-quality educational programs in recognized and emerging fields of study Pageto 28 that culminate in identified student outcomes leading certificates, licensure, or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by the institution.

Top number is the

upon steps of improvement implanted. Planning input from our advisory committee needs to be better collected.

12 13%

17 19%

18 20%

27 30%

Standard iV: The institution offers high-quality educational programs in recognized and emerging fields of study that culminate in identified student outcomes leading to certificates, licensure, or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by the institution.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Industry certification needs to be inserted into as 31 17 many programs 41% 22% as possible within ABC Adult School Increase involvement with Local Businesses and Governmental Organizations including cultivation of 20 26 opportunities for 26% 34% presentations at such places as Chamber of Commerce, Local Businesses, and City Halls. Zoomerang | WASC Key Issues to Be Addressed Survey: Results Overview Increase intensive 17 16 marketing 22% 21% opportunities. http://app.zoomerang.com/Report/PrintResultsPage.aspx Increase opportunities for student 6 8 involvement in 8% 10% curriculum and program design. Odyssey Computer Program needs additional academic 4 8 courses to bring 6% 11% it into alignment with course offered at the high school level. Revise the Odyssey testing 10 5 procedure for 12% 6% increased accountability.

16 18%

16 21%

7 9%

1 1%

4 5%

15 19%

4 5%

7 9%

5 6%

20 26%

13 17%

3 4%

2/2/11 11:16 AM

7 9% Page 3 of 7

14 18%

27 34%

14 18%

11 14%

9 13%

13 19%

26 37%

10 14%

6 7%

9 11%

17 21%

34 42%

Standard V: The institution uses established procedures to design, identify student learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving courses, programs, and student learning outcomes.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Increase training and conferences for teachers. Closer evaluation/observation for part-time teachers. Increase internship/externship opportunities for

35 47% 3 4% 14 19%

13 17%

15 20%

8 11%

4 5%

25%

15 21%

14 19%

22 31%

16 22%

14 19%

17 24%

11 15%

Appendix 18 29 Page

high school level. Revise the Odyssey testing procedure for increased accountability.

10 12%

5 6%

6 7%

9 11%

17 21%

34 42%

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Increase training and 35 conferences for 47% teachers. Closer evaluation/observation 3 for part-time 4% teachers. Increase internship/externship 14 opportunities for 19% students. Improve communication between teachers and administrators 20 regarding new books 26% and course changes in order to update course outlines on a regular basis. Increase the use of electronic surveys to effectively ensure 11 student outcomes. 13% Discuss survey results Zoomerang | WASC Key Issues to Be Addressed Survey: Results Overview at meetings

13 17%

15 20%

8 11%

4 5%

18 25%

15 21%

14 19%

22 31%

16 22%

14 19%

17 24%

11 15%

13 17%

22 29%

8 11%

18 21%

21 24%

15 17%

22 25% 2/2/11 11:16 AM

Standard VI: The institution recruits and admits diverse students who are able to benefit from its programs, Page 4 of 7 consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.

http://app.zoomerang.com/Report/PrintResultsPage.aspx

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Increase student awareness of schoolâ&#x20AC;&#x2122;s services.

26 35%

21 28%

17 23%

11 15%

Refine job assistance services.

19 24%

26 33%

19 24%

14 18%

19 23%

13 16%

21 26%

29 35%

25 29%

22 26%

20 23%

19 22%

More ASAP training for teachers and office staff to take advantage of all of the capabilities available in the system. As budget funds become available, counseling services and hours will be expanded.

Standard VII: The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, to ensure institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

More time allocated to

Appendix Page3 30

to take advantage of all of the capabilities available in the system. As budget funds become available, counseling services and hours will be expanded.

23%

16%

26%

35%

25 29%

22 26%

20 23%

19 22%

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

More time allocated to 19 14 teacher training 24% 18% and conferences. Free time for teacher to be 5 16 able to attend 7% 22% school wide meetings. More teachers involvement in 17 13 school wide 22% 17% decision-making. More communication to teachers and 22 14 staff of all 27% 17% available resources Zoomerang | WASC Key Issues to Be Addressed Survey: Results Overview Annually review available 5 10 6% trainings and 13% resources Focus training 22 on identified 16 areas in need of 25% 18% improvement

10 13%

13 17%

12 15%

10 13%

8 11%

10 14%

13 18%

22 30%

20 26%

13 17%

12 15%

3 4%

18 22%

16 19%

6 7%

7 8% 2/2/11 11:16 AM

9 12%

17 22%

20 26%

16 21% 21%

17 19%

5 6%

12 14%

16 16 18% 18%

Standard VIII: Learning resources for students are sufficient to support the institution's educational educational programs programs and other activities in whatever format and wherever they are offered. Such services include library library services services and and collections appropriate to the size and scope of the institution, its courses and programs. There are are tutoring tutoring programs, learning centers, computer laboratories, and learning technology development and training. training. The The institution provides access and training to students so that learning resources may be used effectively effectively and and efficiently. The institution systematically assesses these resources using student learning outcomes, outcomes, faculty faculty input, input, and other appropriate measures in order to improve the effectiveness of the resources.

Top number is the count of respondents selecting the option. 1 Bottom % is percent of the http://app.zoomerang.com/Report/PrintResultsPage.aspx total respondents selecting the option.

Page 4 of 5

Enhance Internet connection to be able to offer classes that are in demand (Google apps and Social Networking).

35 47%

18 24%

7 9%

15 20%

Establish a CTEC resource center.

8 11%

23 33%

33 47%

6 9%

9 12%

15 19%

19 24%

35 45%

36 42%

18 21%

15 18%

16 19%

Provide bilingual certificated Staff for Spanish GED preparation course. Increase training of all staff in use of installed office, lab and departmental software.

Appendix 9.

Standard IX: Financial resources are sufficient toPage support 31 student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.

certificated Staff for Spanish GED preparation course. Increase training of all staff in use of installed office, lab and departmental software.

9 12%

15 19%

19 24%

35 45%

36 42%

18 21%

15 18%

16 19%

Standard IX: Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

More faculty involvement in the budget process.

20 25%

34 43%

25 32%

Explore creative ways of increasing school operating funds including, the acquisition of more grants and funding from local and private agencies.

56 65%

20 23%

10 12%

Establish more fee-based classes.

16 18%

29 33%

42 48%

Zoomerang | WASC Key Issues to Be Addressed Survey: Results Overview

2/2/11 11:16 AM

http://app.zoomerang.com/Report/PrintResultsPage.aspx

10.

Page 6 of 7 Standard X: Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Improve the student lounge at Cuesta and Cabrillo Lane (bigger room).

14 19%

27 36%

33 45%

Add a cafeteria and Child Care at Cuesta.

27 34%

30 38%

22 28%

Improvement of ventilation system and roofs at Cuesta (CTEC).

43 53%

19 23%

Appendix Page 32