Compton Adult School WASC Report 2015 by Q Press

Compton Adult School 1104 East 148th Street, Compton, CA 90220

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES Postsecondary accreditation

SELF-STUDY REPORT

March 1-4, 2015 Compton Unified School District

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SELF-STUDY REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES for

COMPTON ADULT SCHOOL

COMPTON UNIFIED SCHOOL DISTRICT

1104 East 148th Street Compton, CA 90220 March 1-4, 2015

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Table of Contents Preface WASC Visiting Committee Members Self-Study Committee Members District Administration & CUSD Board of Trustees Chapter I. Institutional, Community, and Student Characteristics. . . . . . . . . . . . . 1 Chapter II. Progress Report on Past Recommendations . . . . . . . . . . . . . . . . . . 15 Chapter III. Self-Study Findings Based on the WASC Postsecondary Criteria Criterion 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Criterion 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Criterion 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Criterion 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Criterion 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Criterion 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Criterion 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Criterion 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Criterion 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Criterion 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Chapter IV. Revising the School Action Plan. . . . . . . . . . . . . . . . . . . . . . . . . 51 Career Pathway. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Technology (Digital Literacy). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Appendix Student Survey Classified Survey Classified Survey

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PREFACE Compton Adult School staff understands the value of the WASC self-study process, which has allowed us to engage in meaningful dialogue to improve our services to the adults in our community. Compton Adult School experienced drastic reductions in services due to state budget cuts in 2008, which negatively impacted much of the schoolsâ&#x20AC;&#x2122; progress made since the last full visit. However, the self-study process has allowed the school to move forward, rigorously evaluate our programs, and launch a self-improvement action plan. We are determined to maximize all available resources toward providing adults in our community with opportunities to improve. The self-study process was introduced to stakeholders by the administrator and the CAS Leadership Team in the fall of 2013. CAS leadership team members went to several WASC training sessions. Initial conversations centered on the benefits of the WASC process in spite of the challenges of reduced adult education funding. We assured participation of all stakeholders to expand the feedback loop by having a series of monthly meetings to collect, examine, and analyze data to identify program strengths and needs. Participants at these meetings included representatives from the faculty, staff, and community partners. â&#x20AC;Ś Our first task was to develop the WASC Leadership Team, identify Program/Focus Groups, and establish a time-line for planning. Secondly, we clarified the Mission Statement and School wide Learner Outcomes (SLOs), which were reviewed and revised and agreed upon by all stakeholders. Next, we completed a thorough assessment of student programs through the lens of our mission statement and SLOs. The official WASC Focus Groups were formulated using a process of the Committee of the Whole. Once the committee was established, assignments and responsibilities were determined. The administrator was responsible for overseeing all actions of the WASC Self-study. The focus of CAS and the Committee of the Whole was to and improve instruction through the use of data to reach the goals of the SLOs and Mission Statement. The process has endeavored to ensure that all voices will not only be heard, but will be required for on-going implementation of growth needs via the Schoolwide Action Plan

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WASC Visiting Committee Members Chair Dom Gagliardi Principal Escondido Adult School

Members Dori Campbell Instructor Murrieta Valley Adult School Timothy Pawlak President - Academic Senate SDCCD Continuing Education

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Self-Study Committee Members Leadership Team Christopher Calvin. . . . . . . . . . . . . . . . . . Dr. Melinda A. Connor. . . . . . . . . . . . . . . Wanetta Miles . . . . . . . . . . . . . . . . . . . . . Ebony Hamilton. . . . . . . . . . . . . . . . . . . . Maricela Leandro. . . . . . . . . . . . . . . . . . . Renee Bradshaw. . . . . . . . . . . . . . . . . . .

Principal Co-Chair WASC Self-Study Co-Chair WASC Self-Study Administrative Technician ESL Instructor EAC Advisor

Focus Groups CURRICULUM

INSTRUCTION

USE OF ASSESSMENT

STUDENT SUPPORT

Co-Chairpersons

Chairperson

Dr. Connor

Ms. Bradshaw

Ms. Miles

Ms. Leandro

Ms. Hamilton

Dr. Connor

COMMITTE OF THE WHOLE M. Arredondo

L Hernandez

D. Perkins

T. Ezumah

C. Woolfolk

S. Braden

P. Hill

P. Rogers

P. Hawthorne

P. Buchanan

D. Hughes

P. Sanchez

C. Moore

M. Chiappe

B. Jackson

J. Abate

E. Navarrette

L. Collier

L. Jackson

A. Strickland

D. Tresvant

I. Nwankwo

A. Piendo

L. Body

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COMPTON Unified School District Board of Trustees Micah Ali, President Satra D. Zurita, Vice President Charles Davis, Clerk Margie Garrett, Legislative Representative Skyy D. Fisher, Member Emma Sharif, Member Mae Thomas, Member

District Administration Darin Brawley, Superintendent Alejandro Alvarez, Chief Administrative Officer, Business and Administrative Services Abimbola Williams-Ajala, Ed.D., Assistant Superintendent, Educational Services Wayne Davis, Ed.D., Senior Director-Secondary Curriculum and Instruction JaMaiia Bond, Senior Director-Secondary Curriculum and Instruction Pamela Aurangzeb, Director of Curriculum and Instruction, ES Andrea Credille, Senior Director, Human Resources Ryan Whetstone, Director of ROP/Career Technical Education (CTE) Sonia Miller, Coordinator, Early Intervening Services

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Chapter

One

InstitutionAL, Community, and Student Characteristics

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Chapter

Notes

One

Characteristics Institutional, Community, and Student Characteristics

Institutional Characteristics Introduction Compton Adult School is a part of the Compton Unified School District (CUSD). The Board of Trustees approved its establishment in September 1963. The Compton Unified School District includes 22 Elementary Schools, 8 Middle Schools, 3 Comprehensive High Schools, a Continuation and a Community Day School with a student population of approximately 23,000 (Oct. 2013 CBEDS). The Compton Adult School (CAS) is located at 1104 E. 148th Street. It is the only adult school in the City of Compton. Classes are conducted days and evenings, Monday through Thursday. The Compton Adult Schoolâ&#x20AC;&#x2122;s website is cas-compton-ca.schoolloop. com. This website provides students and the community with up-to-date information regarding classes, including our Mission Statement and the School Learner Outcomes.

Chapter 1

The adult education program is committed to offering the residents of the Compton community a top-quality, broad-based program of instruction. For individuals to realize their potential, the Compton Adult School presents a framework that is relevant to the studentâ&#x20AC;&#x2122;s practical needs, which responds to a continuously changing environment which is facilitated by a committed, dedicated staff.

Page 1

Notes

Educational/training experiences for adults are offered in the following areas: High School Subjects/GED (leading to a high school diploma /equivalent); Adult Basic Education (Elementary Subjects, English-as-a-Second Language, EL Civics and Citizenship) preparation for jobs and or successful passage of the U.S. citizenship examination. Career Technical Education and Retraining (computer technology, allied health & industrial arts); with the goal of preparing students for entry level employment, etc. Education for Persons with Disabilities, and Older Adults. CAS has a well-qualified certificated staff consisting of 1 full time administrator, 1 part-time counselor/other support, and 14 teachers. The paraprofessional and other classified support staff consists of 6 clerical, 1 Instructional Assistant, 2 Plant Workers, and 3 Campus Security Aides. The K12 Special Needs Program has 2 teachers and 10 instructional aides. The two K12 Special Needs classes share the CAS campus, but are not officially a part of the CAS Programs. The ethnic/racial representation of the certificated staff is 52 % Black/African American, not of Hispanic origin, 44% Hispanic, 4% White. The ethnic/racial representation of the classified staff is 76% Black/African American, not of Hispanic origin, and 24% Hispanic. Combining the Certificated and Classified staffs of the school, there are 31 females and 9 males for a total of 40. All CAS teachers hold credentials authorizing them to teach in their assigned areas. A complete listing of teachers, credential authorizations and classes taught is included in our evidence file for review. All administrative, counseling and other certificated support staff also hold credentials authorizing the performance of their specific jobs.

History of the Institution Compton Adult School has a rich history. In June of 1963, the Board of Trustees of the Compton Union High School District authorized the establishment of the Compton Adult School. The school opened in September of 1963 at Compton Senior High School.

Page 2

Chapter 1

In the second year of the Adult School Program, the program expanded. Classes were held four nights per week at Compton Senior High School, two nights at Dominguez High School and two nights at Centennial High School. A part time counselor and a part time clerk typist were added to the staff at each of the school sites. July 1965, began the third year of operations with the Adult School’s first summer school program at Compton Senior High School. A full time clerk typist was added to handle the required bookkeeping. An Adult School office was established at Compton Senior High School. In September, all three Senior High School campuses continued to serve as sites for Adult Classes. In addition, the Adult Basic Education Program under Title III of the Elementary and Secondary Education Act was added to the Adult Program. Classes scheduled to be held at the Dominguez campus were canceled due to lack of attendance.

Notes

During the 1967-68 school years, the Adult Center was moved to 515 East Compton Boulevard. At the new site, the very successful Upholstery Program began. In 196869 a community coordinated Saturday classes in Upholstery and Data Processing were added to the Adult School Program. In the ensuing years, 1969-2011, the Compton Adult School continued to grow and expand its services. This growth necessitated the addition to the staff of a full time Assistant Principal, a full time Head Counselor, as well as many new programs such as: automobile repair, nursing assistant, civil servant preparation high school diploma/GED, English as a Second Language. During this period, two Coordinators were added to administer the Edward G. Chester Adult Center and the Center for Exceptional Adults. The Center for Exceptional Adults provides classes for persons with disabilities. The program has a curriculum with written course descriptions and objectives consistent with the needs and abilities of its students. In 2011 the state of California experienced a severe fiscal crisis that significantly impacted Compton Adult School. The Compton Adult School was closed in June 2011 and was reopened September 2011 as a direct result of this fiscal crisis. However, limited funding and resources resulted in the following significant changes: 1) Decrease in classified, instructional and administrative; approximately 60 2) Class closures; were approximately 30 3) Site closures; approximately 20. In June 2013, the Compton Adult School was again closed resulting in lay-offs of all faculty and staff. However, the school re-opened within weeks as a result of community support, faculty and staff determination and willingness of the Board of Trustees. A new administrator and 12 instructors led the work of continuing to offer High School Diploma/ GED, ESL, and Citizenship opportunities for adult learners in the Compton community. In spite of the tremendous upheaval, the Compton Adult School staff continued to fulfill its mission by providing high quality learning experience for all students. The staff has taken on added duties/responsibilities. Compton Adult School is woven into the fabric of the Compton Unified School District and its surrounding communities. Our mission statement and course offerings have evolved over time to meet the changing academic, career, and social needs of the students we serve. The primary focus on student achievement remains our core commitment.

Chapter 1 Page 3

Notes

Mission Statement & the Schoolwide Learner Outcomes Through meetings and discussions, teachers, classified staff, district personnel and community members developed the Mission Statement and Schoolwide Learner Outcomes (SLOs) for the Compton Adult School.

Mission Statement: "The mission of the Compton Adult School is to provide quality education and service to our diverse community, and assist students in becoming lifelong learners and productive members of our global society."

Schoolwide Learner Outcomes (SLOs)

Page 4

Chapter 1

Students will be able to: Manage the multiple forms of the evolving technology of the 21st Century Continually pursue educational and career technical training opportunities in the high-tech global economy as lifelong learners. Make wise, educated and informed decisions Utilize a wide range of communication skills Collaborate and share knowledge to achieve common goals in diverse situations Use all literacies learned to be productive citizens

The City of Compton, located south of downtown Los Angeles, was incorporated in May, 1888. Compton was the 7th city to be incorporated in Los Angeles County. The city’s boundaries originally included 2,250 acres. The city is known as the “Hub City” due to its geographic centrality in Los Angeles County. Today, Compton is a working class suburb with a large light industrial center for business services, including transportation and distribution, technology, financial services, and textile manufacturing. The city does have a significantly high unemployment rate. The estimated household income for 2012 was $41.060. The estimated education levels are as follows:

Notes

Community Characteristics

High or higher 64.3% Bachelor’s degree or higher 8.3% Graduate or professional degrees 2% Compton is a multi-ethnic community with the following demographics:

City of Compton Demographics from the 2010 United States Census (%): Compton Demographics

2010

African Americans

32.9%

Hispanic

65.0%

Pacific Islander

0.7%

White Non-Hispanic

0.8%

*City of Compton Demographics from the 2010 U.S. Census

96,455

97,156

Page 5

2013

Chapter 1

Total Population

2010

Notes

City of Compton Unemployment Rate (%):

Student Characteristics Student Learning Data The Compton Adult School offers classes in 5 different programs: These programs are: Adult Basic Education/Adult Secondary Education English as a Second Language Career Technical Education Adults with Disabilities

Student Total Enrollment by Program

Page 6

Chapter 1

Program

2011-12

2012-13

2013-14

High School Diploma

221

446

592

GED

148

ESL

120

209

197

Citizenship

Adults W/Disabilities

Computer Applications

Certified Nursing Assist/HHA

139

Medical Billing

Older Adults

102

107

Concurrent

728

1206

1307

ABE TOTAL COUNT *Class not offered

Compton Adult School and the City of Compton are Proportionately Close in Demographics.

Ethnicity

2010-11 2011-12 2012-13 2013-14

Notes

Student Ethnicity

City of Compton 2010 Census

African American

46.5%

42.9%

39.5%

38.8%

32.9%

Hispanic

50.1%

53.2%

55.5%

57%

65.0%

White

.01%

1.0%

0.1%

0.8%

American Indian/Alaskan Native

Asian

Filipino

Pacific Islander

0.7%

Other

.01%

Total

3,843

680

1,106

1,146

96,455

Based on the statistics, a large number of African-Americans attend CAS. Moreover, the Hispanic population has increased exponentially.

Comparison Chart of Male and Female Students (2011 - 2013) 2011-12

2012-13

2013-14

Male

51%

43%

40%

Female

49%

57%

60%

Chapter 1 Page 7

Notes

Student Labor Force Status % Labor Force Status

2011-12

2012-13

2013-14

Employed

19.21%

18.77%

17.52%

Unemployed

40.07%

48.18%

59.98%

Not Employed/Seeking Work

17.57%

14.29%

10.90%

Retired

9.85%

8.26%

7.13%

2011-12

2012-13

2013-14

Improve Basic Skills

49.43%

43.42%

52.34%

Improve English Skills

22.66%

24.79%

23.83%

U.S. citizenship

10.02%

1.40%

4.38%

Get a Job

0.82%

9.66%

3.97%

H.S. Diploma/GED

15.44%

20.59%

25.76%

Retain a Job

0.33%

0.84%

0.92%

Work-based project

0.33%

0.42%

0.10%

Family Goal

1.31%

0.98%

0.20%

Enter College or Training

0.16%

0.42%

0.51%

13.46%

11.90%

9.37%

Students Primary Attainable Goals %

Page 8

Chapter 1

Primary Attainable Goal

Personal Goal

2011-12

2012-13

2013-14

49%

57%

60%

Notes

High School Diplomas Earned

CAHSEE Results California High School Exit Exams are administered throughout the year, following state and district mandates. Below are the last three years results. As a community service the Compton Adult School allows people that are not currently enrolled in our program to participate or challenge the CAHSEE exam at our site. This chart reflects the scores.

2011-2012 CAHSEE Results Month

Attempted

Passed

October 2011

March 2012

May 2012

Total

2012-2013 CAHSEE Results Month October 2012

Attempted

Passed

Testing materials lost by scoring agency.

March 2013

May 2013

Total

2013-2014 CAHSEE Results Month

Passed

July 2013 @PDC

October

November @ PDC

Total

Chapter 1

Attempted

Page 9

Notes

CNA State Board Testing Results Written

Skills

2012-2013

90.3%

60.2%

2013-2014

91.1%

62.29%

The CNA program saw growth over a two year period. The program was closed and reopened in November 2012 and the results have remained consistent.

GED Pass Rates 2012-13

2013-14

Number of Students Taking Exam

248

Number of Students Passed Exam

161

Page 10

Chapter 1

CAS resumed offering the GED in January 2013. As a result there was an increase of students taking the exam due to the change of the format from paper/pencil to computer.

The Adult School uses the Comprehensive Adult Student Assessment System (CASAS) for assessing adult basic reading, math, listening, writing, and speaking skills. The CASAS is used to help all students enrolled in adult literacy education, GED preparation, or English as a Second Language discover their proper skill placement level and identify what skill areas need strengthening. CASAS tests assess a studentâ&#x20AC;&#x2122;s skill levels needed for success in the workplace, community, and family and establishes measurable goals and learning outcomes. CASA is the Compton Adult Schoolâ&#x20AC;&#x2122;s primary tool for integrating assessment, instruction, and curriculum in the ESL and basic education programs.

Notes

Comprehensive Adult Student Assessment System (CASAS)

CASAS TESTING LEVEL COMPLETIONS BY PROGRAM (ABE, ASE, AND ESL) Tested Student Records Dated between 07/01/2012 and 06/30/2013

Tested Student Records Dated between 07/01/2013 and 06/30/2014

Chapter 1 Page 11

Notes

California WIA Title II Learners – Federal Table 4 – National Reporting System Educational Functioning Level Completion Rates

WIA Title II Grant Payments Points (2011 – 2014) Title II of the Workforce investment Act of 1998, The Adult Education and Family Literacy Act, provides funds for the establishment of adult education and family literacy programs that: Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; Assists adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children, and

Page 12

Chapter 1

Assist adults in the completion of a secondary education.

Year

Qualified # of Enrollees

Total Payment Points

Percentage

2011/2012

339

175

51.62%

2012/2013

397

224

56.42%

2013/2014

367

245

66.76%

This is the total distribution of payments points for 2012-2014. The Adult School’s payment points are based on the results of the CASAS test which is part of the WIA El Civics grant. Due to the lower number of enrollees in the past two years, the total payment points have also decreased. Recruitment and retention of students will increase overall payment points.

In the 2013/14 school year CAS earned more payment points than in the previous year with less enrollees.

Notes

Strengths: There was an increase in WIA payment points due to improved assessment procedures and data collection.

Key Issues ESL Student Level Pathway CNA Skills State Board Low Passage Lack of relationship with available CTE classes

Chapter 1 Page 13

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Chapter

Two

Progress Report on Past Recommendations

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Chapter

Notes

TWo

Progress Report Progress Report on Past Recommendations

SIGNIFICANT DEVELOPMENTS The major goals of the CAS 2008 school-wide action plan were: To ensure that all staff are able to participate in professional development opportunities to increase their professional potential. Continue integration of technology in all programs. Identify and implement new classes. Work with CUSD and community agencies to resolve inherent long term facility problems, i.e. electrical and telephone inadequacies.

Chapter 2

Since the 2008 WASC Accreditation Visit, the Compton Adult School has experienced significant changes in key areas. Primarily, adult education’s entrance into the Categorical Flexibility-Tier III with a reduction in state funding negatively impacted the program to a great degree. The budget crisis in California has taken its toll on the Compton Adult School. Since the last visit in 2008, many classes have been eliminated which has resulted in significant decrease in enrollment. The program reductions also resulted in approximately 70% reduction in instructional staff. As a result, many of the recommendations outlined in the 2008 Visiting Committee Report, as well as the subsequent Third-Year Progress Report, have been minimally addressed. Due to reduced funding, the school’s focus shifted from growth of course offerings and student enrollment to one of protecting core classes and those that supported the district’s goals. The Adult School continues to provide a quality educational program by making adjustments in spite of the tremendous reduction in program services.

Page 15

Notes

The major goals of the CAS 2008 school-wide action plan were: To ensure that all staff are able to participate in professional development opportunities to increase their professional potential. Continue integration of technology in all programs. Identify and implement new classes. Work with CUSD and community agencies to resolve inherent long term facility problems, i.e. electrical and telephone inadequacies. Another significant development is the recent state legislation (AB86) which has opened the door to rethink and redesign programs to improve adult education by establishing adult schools and community colleges regional consortiums. Consequently, Compton, Lynwood, and Paramount Adult Schools have established a consortium with El Camino College/Compton Center to deliver adult education in the following areas: 1) Elementary and secondary basic skills, including classes required for a high school diploma or high school equivalency certificate. 2) Classes and courses for immigrants eligible for educational services in citizenship and English as a second language, and workforce preparation classes in basic skills. 3) Education programs for adults with disabilities. 4) Short-term career technical education programs with high employment potential. 5) Programs for apprentices. School staff and consortium team are currently developing a Regional Comprehensive Plan to address the requirements of AB86.

Progress on Specific Recommendations: During the mid-term visit the staff was commended by the visitation committee for making significant progress in light of grave financial challenges. Since the last visit the following areas have been addressed: Staff continues to participate in online workshops, regional workshops, and site training hosted by staff leaders/experts. Staff has also received training on how to engage in professional learning communities (PLC). Teachers participate in PLC collaborations.

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Chapter 2

Desktop computers were purchased (Spring 2014) for some teachers and classified staff in an ongoing effort to fulfill the commitment to integrate technology into all programs. Again, the fiscal crisis severely hindered our efforts to add additional classes. We are pleased that we were able to expand our CTE programs. These programs include: àà Truck Driving Training àà Security Officer Training àà CNA Also, we offered Adult Basic Skills (ABE) classes beginning September, 2014. In summary, overall components of the Action Plan have been minimally addressed due to lack of funding. The fiscal crisis also negatively impacted our plan to address our long term facilities problems.

Chapter

Three

SELF - STUDY FINDINGS BASED ON THE WASC POSTSECONDARY CRITERIA

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Chapter

Notes

Three

Self-Study Findings SELF-STUDY FINDINGS BASED ON THE WASC POSTSECONDARY CRITERIA

Â&#x152;

CRITERION 1: Institutional Mission and Schoolwide Learner Outcomes

Criterion: The school demonstrates a strong commitment to its mission, emphasizing student achievement. The school communicates its mission internally and externally. Schoolwide Learner Outcomes (SLOs) are developed and reviewed annually to ensure that they are current and relevant.

Indicator 1.1

Mission Statement of the Compton Adult School

Page 17

The mission of the Compton Adult School is to provide quality education and service to our diverse community, and assist students in becoming lifelong learners and productive members of our global society.

Chapter 3

The school has a statement of mission that describes its broad educational purpose, its intended student population, and its commitment to high levels of student learning.

Notes

The current Mission Statement is the outcome of revisions made to the previous one after extensive discussions between administration, leadership team, and staff. It was concluded that the previous Mission Statement needed to be updated to communicate the school’s fundamental goals and mission. Continued discussions and brainstorming led to a list of points most critical for the Adult School’s community, such as becoming job ready, entering higher education, and acquiring 21st century skills. In updating the Mission Statement, the goal to improve student achievement in all programs was the most critical component. Leadership studied and reviewed current research-based best practices and discussed the importance of incorporating 21st century skills in all courses. After numerous discussions looking at past and current student learning data, community and school demographics, and educational research and best practices, the CAS Leadership concluded that the ultimate goal as an institution is to empower its community members with the knowledge, skills, and cultural awareness necessary to participate effectively as responsible citizens in not just the local but the global community. These decisions were based on student data.

Indicator 1.2 The mission statement is approved by the governing body, published internally and externally, and regularly reviewed and revised to connect to current student learning needs. The Compton Adult School Mission Statement is consistent with the Compton Unified School District Mission Statement as approved by the Board of Trustees. The initial draft of the Mission Statement was presented at the following meetings and via email correspondences during the Fall of 2013 to get feedback and approval from as many stakeholders as possible: Leadership meetings Department meetings Email to all staff members Community Stakeholders Meetings

Page 18

Chapter 3

CAS website The work of revisions to the Mission Statement was the product of a collaborative effort led by the Leadership Team that involved all stakeholders. After feedback and approval from as many stakeholders as possible, the Leadership officially adopted the revised Mission Statement. The Mission Statement is posted in the classrooms, on brochures, and on the school website. The Mission Statement is a foundation and reference at all meetings as discussions and decisions are made to promote student learning in all classrooms. Student achievement and addressing the needs of the Adult School and its community are the highest priorities in all decisions. Official review and revisions to the Mission Statement will continue annually at Leadership, department, and stakeholder meetings to maintain relevancy and effectiveness. The Mission Statement is printed and posted in all classrooms, offices, and common areas. Additionally, the community can view the CAS Mission Statement in the Student Handbook and the Adult School website.

The institution’s mission statement is central to institutional planning and decisionmaking activities.

Notes

Indicator 1.3

The Mission Statement and SLOs are central to the school's institutional planning and decision-making activities. They are at the forefront of the decision-making process and a constant reference when faced with making decisions on: Curriculum changes/adjustments Course offerings Course materials and textbooks Classroom management Professional development Fiscal planning Decisions on professional development, course offerings, purchase of new equipment, and/or materials are based on the best interest of students. After the 2008 WASC visit, staff moved quickly to address each section of the Schoolwide Action Plan to work on the steps that would lead to goal accomplishment and evaluate their progress toward meeting the school’s Mission Statement and Schoolwide Learner Outcomes (SLOs). However, in 2009, when Adult Education funding was placed into Tier III flexibility and its future became a critical issue, a significant shift in priorities made some aspects of the Action Plan obsolete. Since that time, the CAS has focused on maintaining its core programs and expanding its CTE program through business partnerships. (Truck Driving Training and Security Officer Training) The current WASC Self-Study process has served to re-ignite staff and faculty to reevaluate the school’s Mission Statement and Student Learner Outcomes and how we best utilize our data to improve our programs and to increase student achievement. The revised Action Plan reflects the collaboration and determination displayed by the staff and faculty.

Chapter 3 Page 19

Notes

Indicator 1.4 The institution establishes Schoolwide Learner Outcomes that identify the broad, global goals for all students based on current and future student learning needs.

School wide Learner Outcomes Students will be able to: Manage the multiple forms of the evolving technology of the 21st Century Continually pursue educational and career technical training opportunities in this hi-tech global economy as lifelong learners Make wise, educated and informed decisions Utilize a wide range of communication skills Collaborate and share knowledge to achieve common goals in diverse situations Use all literacies learned to be productive citizens

After the process of revising and approving the Mission Statement, the CAS staff met to discuss and establish the current Schoolwide Learner Outcomes. In order to establish the current SLOs, CAS staff reflected on and discussed the Mission Statement, looked at relevant data on past and current students. With representatives from all departments, CAS staff established the above SLOs. After multiple revisions the proposed SLOs were presented to stakeholders for feedback and approval. Discussion topics that led to the creation of the current SLOs centered on the following: Past and current student learning needs Future student learning needs Required skills in the workforce Required skills for higher education Effective skills for success in any classroom or employment 21st century skills Digital literacy Student characteristics/demographics

Page 20

Chapter 3

Future direction of the Adult School Teachers in all departments are in discussions on how to effectively disaggregate student data to drive instruction. Furthermore, the SLOs are integrated into the lesson planning process. Lesson planning involves incorporating technology of the 21st century, the concept of lifelong learning, informed decision making, and a wide range of communication and collaboration skills to prepare students to be productive citizens in the 21st century global society. The efficacy of the SLOs are measured by interpreting CASAS assessment results, teacher generated tests, classroom observations and student surveys.

The school demonstrates the incorporation of current research-based ideas into learning programs to ensure that the institutionâ&#x20AC;&#x2122;s overarching goals (SLOs) are current and relevant.

Notes

Indicator 1.5

The CAS SLOs are based on synthesized research of 21st century skills needed to function as productive members of communities. These include the ability to access and utilize multiple types of technology and communication. It is an integral component of all classes to promote student persistence and achievement. The PLC process systematically supports instructorsâ&#x20AC;&#x2122; effectiveness in identifying and responding to studentsâ&#x20AC;&#x2122; needs and fuels continuous improvement. Presentations of strategies and techniques from using the PLC process is regularly shared in Leadership and department meetings by the administration and teachers from all departments. Student learning needs are determined through data analysis school wide and by departments. CASAS learning gains, GED results, TOPSPro information, CAHSEE results, demographics, high school diplomas earned, and student attendance are collected and analyzed to ensure student learning gains are current and relevant. Course specific data are distributed directly to teachers each session to help in lesson planning and differentiated instruction. The SLOs are based on 21st century skills necessary for employment and higher education. A yearly review of the community profile, student learning data and current research-based findings, the SLOs will be reviewed for continued relevancy and updated as needed.

Indicator 1.6 The school has a process in place to regularly review the courses and programs offered so that the needs of the community are met.

Chapter 3

Administration, teachers, and other staff members review the courses and programs offered per session. Attendance records are evaluated for each department. Input on attendance trends from the counseling office as well as input from the Leadership Team is considered in order to evaluate course and program offerings. Courses and programs offered are evaluated and reviewed through past and current enrollment/ completion data, student survey results, and demands to determine future offerings. The Adult School also reviews and determines course offerings based on community needs. District Leadership emphasizes its goal for all programs to support each other and its students. State of California job projection data is also used to determine and plan future course offerings.

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Notes

Strengths: Strong Leadership Team Weekly professional learning community collaboration CAS staff commitment to serving the adults in our community

Key Issues: Need more stakeholder (student/community members) representation

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Need more collaboration with the business community which includes internships and professional mentoring opportunities for students

ď&#x201A;? Notes

CRITERION 2: Organizational Infrastructure and School Leadership

Criterion: The institution utilizes the contributions of leadership throughout the organization to provide for continuous improvement. The organizational structure and roles of governance are clearly defined and designed to facilitate decisions that support student learning and improve institutional effectiveness. The governing body enables the administrator/director to implement policy and lead the institution effectively.

Indicator 2.1 The school has clearly defined roles of governance that provide for ethical and effective leadership and results in ongoing improvement of the school. The Compton Adult School operates under the authority of the Board of Trustees of the Compton Unified School District. This entity derives its authority from and operates under the California Education Code, its own rules and regulations, and the expressed will of the electorate. The Board of Trustees has the authority to make rules and regulations, formulate policies, and monitor results to ensure the smooth operations of the school district. The governing body is strictly held accountable to board policies which spell out divisions of responsibility between board members and administrators who oversee the day to day operations of the school district within the budget limitations. It meets twice monthly throughout the calendar year. Board policies, meeting videotapes, meeting dates, agendas, and minutes are posted on the Compton Unified School Districtâ&#x20AC;&#x2122;s website. Community members are welcomed to make presentations to the Board during a designated time at each meeting.

Chapter 3

The Compton Adult School (CAS) complies with the California Education Code and state laws. The CAS is under the auspices of Compton Unified School District, a local education agency with an elected Board of Trustees, a superintendent and executive cabinet. The Board of trustees is composed of seven (7) elected members and one (1) student member. The Board of Trustees has the power to make rules and regulations, formulate and set policies, make personnel decisions, and monitor results to ensure that all programs within the school districtâ&#x20AC;&#x2122;s authority are appropriately and successfully providing education services to the community.

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Notes

Indicator 2.2 The leadership of the school creates a positive learning environment in a collegial and collaborative atmosphere that provides the foundation for school improvement and high levels of achievement for students. Compton Adult School has experienced a significant and at times challenging succession of leadership changes since the last WASC visit. At the time of the last visit, the Director of CAS had held the position for over 20 years. However, subsequent to the WASC SelfStudy in 2008 four different administrators/directors have been at the helm of CAS. As each of the four leaders brought a different vision to the position, the faculty and staff have worked hard to cooperate with each new leader and maintain a consistent quality of our educational programs.

Indicator 2.3 The school’s governance, decision-making structure, and organizational processes are regularly evaluated to ensure their integrity and effectiveness. CAS has been drastically reduced in programs and staff which have impacted how we evaluate our organizational processes and decision-making structures. As the school’s most substantial stakeholders, students provide feedback regarding class offerings, distribution of school resources, and other matters of importance to the Adult School through student surveys, interaction with administration, faculty, and staff. The counseling office staff has an opportunity to spend one-on-one time with students during class registration and if the student participates in the academic planning process. Students have the chance to give valuable feedback about the CAS programs and courses. The counseling office staff shares this information with the administration, and faculty.

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Student surveys which are done at the beginning and end of each 9 week session measure students’ attitudes regarding class procedures, academic content, career technical education content, and instructional support. CAS considers student survey data as critical feedback for guiding teaching and learning practices. At Leadership, faculty, and department meetings, faculty and staff analyze various sources of data such as CASAS benchmarks, TOPSPro information, CAHSEE results, and student attendance to make effective decisions. During staff meetings the staff provides input into the decision-making process with the final decision made by the Principal or, when required the Compton Unified School District.

The school has an established infrastructure of policies and procedures that provides stability and consistency for all institutional programs, activities, and events.

Notes

Indicator 2.4

Compton Adult School operates under the philosophy, policy and processes set forth by the Board of Trustees. The Board has outlined its philosophy and policy regarding public and employee input into the districts decision-making processes on the district web page.

Strengths: Defined and established organizational structure at both district and site levels that support student learning CUSD policies and procedures are listed on the website, www.compton.k12.ca.us Strong involvement by key CAS staff and faculty on Leadership Team Open door policy of current administration that allows faculty and staff to provide critical program input

Key Issues: Updating of CAS Faculty Handbook and previously established practices is needed. New teacher orientation will be needed as the CAS enrollment grows as anticipated.

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 Notes

CRITERION 3: Faculty and Staff

Criterion: The institution employs qualified personnel to support student learning programs and services to ensure institutional effectiveness. Personnel are treated equitably, evaluated regularly, and provided opportunities for professional development that impact student learning.

Indicator 3.1 The school employs personnel who are qualified by appropriate education, training, and experience in line with its school mission and SLOs. The Commission on Teacher Credentialing establishes and enforces standards for teacher credentialing. The District screens teaching/administrative applicants for proper credentials and education. To further determine qualifications potential faculty members are interviewed by the current CAS Administrator. Classified staff is expected to meet the District’s merit requirements for their respective positions. During the interview process, the school’s Mission Statement and SLO’s are included in the discussion and questions asked.

Indicator 3.2 The school’s hiring process is marked by clear communication regarding job descriptions, expected job skills, and procedures for the selection of personnel. Hiring at CAS is facilitated through the District Human Resources (HR) department under the direction of the Board of Trustees and District Administration and aligned with contractual agreements with the certificated and classified bargaining units. The District has a clearly articulated set of procedures that must be followed in the selection of personnel. Human Resources provide administrative support throughout the hiring process.

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Notes

Indicator 3.3 The institution develops personnel policies and procedures that are clearly communicated to all employees. During new employee orientation the site Administrator outlines school policies and procedures. Any changes in policies and procedures are communicated via memorandum and staff meetings.

Indicator 3.4 The school assures the effectiveness of its faculty and staff members by evaluating all personnel systematically. The Compton Adult School follows the CUSDâ&#x20AC;&#x2122;s employee review policy. All faculty and staff are reviewed and evaluated annually, with formal written performance reviews by the Administrator. Informal evaluations are performed by classroom observations, student feedback, and meetings with the Administrator.

Indicator 3.5 Faculty members take ownership of student progress toward achieving stated Schoolwide Learner Outcomes. Our faculty incorporates in their daily lesson plans and classroom objectives the SLOs. This practice is to ensure that learning outcomes are achieved. Monthly Faculty/Staff and weekly Professional Learning Committees meetings focused on the revisions of the Mission Statement and SLOs. Surveys, discussions and comments were memorialized and analyzed as a consistent part of the meetings. The Leadership Team finalized the revisions with unanimous approval of the faculty and staff. Consequently, there is more attention on student learning relevant to the SLOs.

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Indicator 3.6 The school provides all personnel with appropriate opportunities for professional development. Since the last official WASC visit we have become a much smaller organization. The administrative technician participates in CASAS training, and provides in-service on how to test students and use the test results to direct instruction and student learning. Additional professional development is available for faculty through CalPro and OTANs.

The school regularly evaluates all non-teaching support staff members and provides direction and support for improvement of their skills.

Notes

Indicator 3.7

Non-teaching personnel are evaluated on an annual basis. Evaluation criteria are clear and written copies are provided to the staff member being evaluated.

Strengths: Rigorous hiring processes are in place for both certificated and classified staff CAS supports professional development in so far as the budget permits

Key Issues: Lack of funding for additional teaching staff. Explore ways to increase available funding for conference attendance. Explore the use of webinars for certificated and classified staff professional development

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ď&#x201A;? Notes

CRITERION 4: Curriculum

Criterion: The school demonstrates a conscious effort to support student learning through the development of a challenging, coherent, and relevant curriculum that allows all students the opportunity to reach Schoolwide Learner Outcomes (SLOs). The schoolâ&#x20AC;&#x2122;s curriculum reveals its mission and SLOs and connects directly to current student learning needs. The school pursues current, research-based curriculum development information to keep its programs relevant and effective.

Indicator 4.1 The school has a documented curricular map that outlines courses of study necessary to reach stated outcomes, licensure requirements, or certificate expectations. The Compton Adult School offers various courses in an effort to meet the demands of its diverse community needs and interests. Courses and Curriculum are supported by the schools philosophy, goals and objectives. Compton Adult School courses are designed to offer program options that are relevant and responsive to a changing environment. The curriculum of courses, adheres to the current standards of the state, federal and/ or district. Curriculum and course information is maintained in the administration office and is available for review.

Indicator 4.2 The school regularly reviews curriculum in order to ensure that the content taught in the classrooms is accurate and relevant.

Chapter 3

The Compton Adult School is currently in the process of reviewing and updating its curriculum. Through various professional development activities, the administration and staff work together in the selection of instructional materials. Staff participates in professional development activities that discuss current research based, standard based and instructional content that may be used in the classroom. Information from workshops and in-services assist staff in staying current to various curriculum and learning strategies that may be effective in the classroom.

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Notes

Indicator 4.3 Students have access to texts, learning materials, and information resources that are sufficient to meet the course learning objectives. Each classroom has textbooks, learning materials and information resources needed to meet the course learning objectives. If the budget permits, materials are updated and purchased as needed. Wi-Fi and the computer lab are available to students as an additional resource to assist with course work. Additional resources are available as needed such as local libraries, community colleges, Tri-City Consortium and WorkSource Center.

Strengths: Qualified Certificated Teachers Longevity of Staff Professional Learning Communities Program Flexibility

Key Issues: Create and develop procedures that strengthen community partnerships and schoolwide collaborations that establish pathways leading to the workplace and higher education. Budget Restraints

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Integration of technology

ď&#x201A;? Notes

CRITERION 5: Instructional Program

Criterion: The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allow them to address the varied learning styles of students in their classrooms.

Indicator 5.1 The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses. Compton Adult School (CAS) staff members use research based knowledge (obtained from various recognized resources) in developing and delivering educational/training programs, which are organized, motivational, relevant and challenging. Student centered classrooms and clearly defined Schoolwide Learner Outcomes (SLOs) are the strength of CAS. Staff realizes that a clear standard for what students learn during each course drives the success of student achievement. The Compton Adult School uses research based knowledge used in the delivery of its programs such as: CASAS assessment, student surveys, data from our local Workforce Investment Board (WIB), and data from our consortium. All courses are approved by the California Department of Education and meet District requirements. Teachers in all departments follow the curricular guides for their specific courses. Adaptions of curriculum are made when needed to meet the diverse needs of the Adult School population and programs.

Chapter 3

In an effort to remain current, Compton Adult School faculty participates in staff development provided by the District and the Adult School. OTAN also provides a wide range of topics on adult learning, available online. In addition to on and offcampus training and professional development, teachers regularly collaborate with colleagues by sharing, effective instructional strategies in staff meetings, Leadership meetings and trainings provided by colleagues. Some of the Professional Development that the Compton Adult School staff has participated in are: PLC development and implementation, CASAS Assessment training and Data Driven Instruction.

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Notes

Indicator 5.2 The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students. The Adult School faculty members select delivery strategies and methodologies based on the assessed and perceived needs of their students. SLOs are integrated into instruction to ensure learners are meeting their academic and vocational goals. Teachers use the most effective strategies for their particular course and student population. Methodologies are adjusted throughout the lesson based on the needs of their students. The following teaching strategies and methodologies can be observed in the classrooms: whole group instruction/lecture, small group instruction and participation, independent/ individual study, technology-based instruction, hands-on demonstrations, formative and summative assessments, student self-evaluations to meet personal goals, teacher observation and on-going student feedback.

Indicator 5.3 The school is actively engaged in integrating new technology into the instructional program of the school. The Compton Adult School Leadership Team serves as the Technology Committee. The committee is comprised of teachers representing every department. The committee meets to discuss goals and objectives for technology acquisition and training. The ESL and High School /Adult Basic Education department currently uses computer programs to supplement classroom instruction. A wide variety of courses are available through the CTE department which allows students the opportunity to learn important technology skills. Revolution K12 has been used to prepare students to challenge and pass the CAHSEE.

Areas of Strength Administration supports and promotes professional development. Collaboration among teachers and departments on effective teaching methods and strategies exists.

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Instruction adapted to SLOs, student population and programs.

Key Issues Need for new technology schoolwide Computer based programs schoolwide Increase professional development opportunities both on and off campus

ď&#x201A;&#x2018; Notes

CRITERION 6: Use of Assessment

Criterion: The instructional staff uses established assessment procedures to design, administer, deliver, and evaluate courses, programs, and student learning levels. The school recognizes the central role of its faculty for improving courses and programs through the assessment instruments and practices used in the school. Assessment is used to measure student progress, to modify learning approaches, and to carry out institutional planning and ongoing school improvement.

Indicator 6.1 Clear learning outcomes are developed for each course so that success can be measured and students who are struggling can be identified and helped. Compton Adult School has course outlines for every course offered. Learning outcomes and course competencies are clearly stated in each outline. In the academic programs such as ABE, ASE, and ESL core competencies and specific learning outcomes are developed using the California Department of Education Standards. Teachers use their observations, teacher made tests and student portfolios as tools for student assessment. Courses are regularly evaluated by how well students perform on standardized testing, CASAS assessments, EL Civics assessments, and how many students are promoted from one level to the next. CTE Programs at CAS are evaluated in the following ways: attendance, formative assessments, state board passage rates, certifications, and job placement. Therefore, courses in Career Technical Education (CTE) are regularly evaluated and restructured when industry standards change. In addition to analyzing scores that are low; identification of students who are struggling are made by personal observation, examination of student work, and interaction with student. The ASE, ABE, CTE, ESL programs are reviewed on an ongoing basis by the administration and faculty. Students are provided with intervention through supplemental materials and computer based programs.

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Notes

Indicator 6.2 The school gathers learning data from multiple sources, disaggregates and analyzes the results, draws conclusions, and makes recommendations for change based on assessment results. Administration and faculty discuss pertinent learning data at Leadership Team, faculty, and Professional Learning Community meetings. Relevant data such as enrollment attendance, completion rates and test data are analyzed and disaggregated to formalize a plan for program/course improvement and increase student achievement. Teachers in ESL and Academic programs conduct standardized testing four to five times a year and are provided test results to share with students. ASE Programs at CAS are evaluated in the following ways: attendance, formative assessments, CAHSEE passage rates, and job placement. Teachers often revise their lesson plans based on test data and student performance. CASAS data is used for placement of students in classes, as well as a tool to analyze progress. Analysis of the placement testing outcomes for the High School Diploma Program and the CNA courses has resulted in the implementation of Adult Basic Education courses to better serve the needs of the students.

Indicator 6.3 Student learning data analysis is used to make institutional changes that enables students to reach educational goals and achieve academic success.

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The learning levels and assessment results of students are a priority. Analysis of the placement testing outcomes for the High School Diploma Program and the CNA courses has resulted in the implementation of Adult Basic Education courses (reading comprehension and math) to improve learning and accomplishment levels of the students. A variety of assessments are used to make institutional changes that enable students to reach educational goals and achieve academic success: CASAS intake assessments for placement, exit assessments based on exit criteria, CAHSEE, CASAS assessment for learning gains, skill assessments in computer classes, performance assessments in CNA classes.

Assessment results are reported regularly to all stakeholders so that accountability can be maintained and that student learning remains the focus of the school.

Notes

Indicator 6.4

At Compton Adult School, our WIA II grant funding requires us to report information to the state and federal government on a quarterly basis. Our annual performance (along with all state WIA II funded agencies across California) is reported statewide and available on the stateâ&#x20AC;&#x2122;s CASAS Data Portal. Our performance data is shared with Board members, students and the general public at board meetings, committee meetings, consortium meetings, coffee with the principal and in classroom settings. Stakeholders may access the CAS performance data and compare it against the average performance statewide. Teachers are given studentsâ&#x20AC;&#x2122; assessment scores at the time of entry into the class. Administrators provide any reports that faculty or the community request.

Indicator 6.5 The school relies on assessment results for institutional planning, Action Plan revision, and resource allocation.

The Administrator reviews and discusses data (learning and test data in addition to attendance) with faculty/staff in various meetings to formalize decisions on institutional planning, revision of plans and the allocation of resources. Presently, we meet on a quarterly basis with The Community Advisory Committee. Due to the lack of funding, discussions with The Advisory Committee involve the development of partnerships with local businesses and community organizations. Institutional plans and budget allocations are presented to the district administration, and the Board of Trustees for final decisions.

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Notes

Strengths: Variety of assessments used: CASAS intake assessments for placement, exit assessments based on exit criteria, CAHSEE, CASAS assessment for learning gains, skill assessments in computer classes, performance assessments in CNA classes

Key Issues Implement a process to collect and analyze data that will lead to data driven instruction and collaboration to increase student achievement. (PLCs) Lack of funding has resulted in the inability to provide current technology for our programs. The use of a modern and more useful data platform that can be used to further drive instruction, monitor student progress, and aid in career pathways for students.

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More counselors available to aid students in career pathways and to meet regularly with students to set short and long term academic and career goals.

ď&#x201A;&#x2019; Notes

CRITERION 7: Student Support Services

Criterion: The school recruits and admits students who are able to benefit from its programs. Student support services address the identified needs of students and create 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 school systematically assesses student support services using Schoolwide Learner Outcomes, faculty, staff, and student input and other appropriate measures in order to improve the effectiveness of these services.

Indicator 7.1 The school provides sufficient student support services that enhance the learning environment and encourage the achievement of Schoolwide Learner Outcomes. Counseling and guidance services are available to all students Monday through Thursday from 8:00 a.m. to 8:30 p.m. Appointments are available upon request if a student or potential student is unable to visit the center during the above hours. Student Support Services provides orientation to introduce and acquaint students with program requirements and expectations, and it also provides answers to questions they may have. Support services also include recreation campus wide. For example, several students with disabilities have been encouraged to train and participate in the Special Olympics. This summer we have students participating in the Special Olympics World Games.

Indicator 7.2

CAS is establishing a system/mechanism for career pathways that includes providing resource materials that lead to financial aid, career technical education, community colleges and universities.

Chapter 3

The school designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success in the transition to further education or employment opportunities.

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Notes

Indicator 7.3 The school provides support for all students from the recruitment and admissions phase to the successful completion of the school program of choice. The school addresses marketing, community awareness, recruitment of new students by collaboration with its community partners, electronic marquee, posting banners, websites and distributing flyers throughout the community. The school provides students with information on school policies and procedures that clarifies expectations that impact them by distributing rules and guidelines at the time of registration. At CAS students are given counseling regarding the completion of their program and successfully meeting their goals by counselors, teachers and support staff. Student achievement is our priority.

Indicator 7.4 The school regularly evaluates student needs in order to provide support services that increase the likelihood of success for all students. CAS addresses the needs of its students by interviews, surveys, transcripts, and CASAS Assessments. The school researches and identifies the needs of its student population and provides appropriate services and programs to address those needs. Furthermore, students are given referrals to our local Workforce Investment Board, Community College, member schools in our consortium, Department of Social Services, Department of Rehabilitation, and The Regional Center. Additionally, the school offers co-curricular programs that meet the needs of its students by having Holiday Drives, informational assemblies, and end of the year functions. The Adults with Disabilities program participates in the Special Olympics and other activities.

Indicator 7.5

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The school maintains student records permanently, securely, and confidentially with provision for secure backup of all files.

The school publishes and follows established policies for release of student records. Verification of attendance is provided upon student request. There are institutional policies in place that govern the maintenance and security of student records by having select staff members with access to student records.

Strong and dedicated staff.

Notes

Strengths: Key Issues: Create and develop procedures that strengthen community partnership and schoolwide collaborations that establish pathways leading to the workplace and higher education

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Notes

ď&#x201A;&#x201C;

CRITERION 8: Resource Management

Criterion: Financial resources are sufficient to support student learning programs and services. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The 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.

Indicator 8.1 The school has sufficient resources to offer its current educational courses and programs. Due to the fiscal constraints of the state educational budget, the school trimmed course offerings and support services in 2011. However, the district continues to set aside $800,000 of the adult education state apportionment to support the needs of the adult learners in the Compton and surrounding community. These funds, along with the federal Perkins and Workforce Investment Act (WIA) grants and the institution of modest student fees, have allowed the Adult School to continue to provide educational services within the budget. The budget planning process begins with an evaluation of the resources currently available and those required to accomplish the schoolâ&#x20AC;&#x2122;s mission and learner outcomes. The budget is broken down by programs, so resource allocations are evident and adjustments can be made when shifts of focus occur. In addition to school wide goals, enrollment and attendance data is reviewed to determine whether course offerings and staffing need to be altered to meet the varied needs of its students and community. Revenue for 2011 through 2014 are shown below: 2011-2012

2012-2013

2013-2014

Adult Education State Apportionment

$3,777,532

275,471

122,306

52,097

3,106

31,175

2,693

59,553

54,741

32,804

WIA 231 ABE/ESL/ESL Citizenship/EL Civics Voc. Prog. Adult (Perkins) Local Income

Total Income

$4,115,662 $3,985,754 $3,865,126

* Note: State Apportionment was allocated $3,777,532. However, the District elected to transfer only $800,000 in FY11-12 through FY13-14 due to Tier III flexibility.

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Funding Sources

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Notes

Indicator 8.2 The school operates with financial integrity and transparency and has a management system in place with appropriate control mechanisms to ensure sound financial practices are followed.

The Board of Education must approve all budgets prior to the release of funds for use by any site or program. The Superintendent, with the support of Budgeting, oversees the annual budget along with required projections for certification with the Los Angeles County Office of Education. All site budgets are monitored on a regular basis. The district has a history of operating in a fiscally conservative manner and has, to date, been consistently certified as able to meet obligations each year. Audits have rarely indicated the need for minor adjustments in fiscal practice or policies, and those adjustments are addressed and communicated to each site in a timely manner. When corrections are needed, the principal is notified immediately through email of necessary changes. Budgeting Department, when necessary, addresses Principals during operational meetings. Support to clarify issues and assist with changes is available by numerous district office staff members. The district budget is regularly presented to site administrators, and they in turn, share them with their staff members. At the Adult School, general budget concerns and decisions are shared in Leadership and staff meetings. With Tier III flexibility, the Adult School is guaranteed a level of funding year-to-year. Adopted budgets are honored, and the school is currently in a â&#x20AC;&#x153;status quoâ&#x20AC;? agreement with the district that allows them to provide the same level of service to the community that was provided during the 2011-12 school year. The Adult School is covered through an insurance policy maintained by the district. All claims are filed through the Risk Management office. The Principal of the Compton Adult School is responsible for the immediate oversight of its complete budget, grants, funded programs, and contractual relationships with support in all areas provided by the district Budgeting department. Budgeting is responsible for all institutional investments and assets.

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Indicator 8.3 Institutional planning reflects a realistic assessment of current financial resources and looks forward in long-range strategic planning. Compton Adult School is a part of Tri City Adult Education Consortium. The consortium was constituted to address the financial needs of adult education in California by Assembly Bill 86. Institutional planning reflects a realistic assessment of current financial resources and looks forward in long-range strategic planning.

Notes

District budget reports are developed and reported regularly to the Board of Education. The Board formally adopts all budgets prior to funds being released for use by the sites. Budgeting maintains a formal process of budget review for each site individually, and presents district budget reports quarterly to all principals during regular district leadership meetings. Short-term budget priorities and program goals are determined by the Leadership Team, and individual teachers to meet student needs. Long-term goals are addressed through the multi-year school action plan and an evaluation of attendance trends and community needs. With those priorities in mind, the Principal meets with budgeting consistently to review program requirements and financial resources. The annual Adult School budget includes the coverage of costs associated with retirement and health benefits, facilities maintenance, utilities and other issues not directly associated with the classroom. The school also pays annual direct and indirect costs to the district for usage of rooms, maintenance, insurance and various program support personnel.

Indicator 8.4 The institution provides facilities that are clean, safe, and well-maintained in order to provide for an effective learning environment. The Compton Adult School staff recognizes the impact that a clean, safe and supportive environment has on student achievement, and that fact is reviewed in staff meetings. Most changes in facilities are motivated by changes in the curriculum or program offerings that are reviewed each semester. The Adult School operates classes at other locations within the Compton Community. The main campus, Edward G. Chester Adult Center is a former elementary school site, which was converted into an adult education site in 1974. The Edward G. Chester Adult Center houses an auditorium, cafeteria, assessment center, office facilities, classrooms, an area for eating, parking and an athletic field. This site is viewed as a community learning environment and is easily accessible by the public. While the facilities are adequately-maintained, basic upgrades such as building repair and painting, roofing, plumbing, electrical, flooring replacement, landscaping upgrades, interior and exterior lighting, window replacement and fencing will need to be addressed in the near future.

The Adult School is also supported by the district in areas of security, technology, and facilities maintenance.

Chapter 3

Safety and comfort are important to adult school students, and those concerns are an area of focus for the staff. The school employs three security assistants. One full-time and one part-time custodian maintain the campus and assist students and teachers with individual needs.

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Notes

Strengths: The school is well supported by the district and remains fully funded in terms of state and federal dollars. There are clear and defined policies for the development, monitoring and sharing of budgets and relevant issues. Budgets are designed with a level of flexibility in case of unforeseen needs. Sites are easily accessible to the community

Key Issues: Facilities will need refurbishing in the near future.

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Students need additional access to professional tools and current technology

 Notes

CRITERION 9: Community Connection

Criterion: The school seeks to enhance its educational effectiveness by developing close partnerships and relationships with community members. Connections within the community provide students with expanded learning experiences, including additional educational or vocational opportunities.

Indicator 9.1 Efforts are made by the school to connect to community leaders, businesses, and organizations that can enhance the learning opportunities for students. The Compton Adult School provides a multi-facet program for all students. This program has relationships with many agencies and has established meaningful, reciprocal relationships with civic, governmental and community based agencies and organizations in Compton and its surrounding communities. Partner services include student referral, case management/financial assistance, training/intern sites, classroom space, student support programs, and specific program approval and oversight. Partnerships and/or vendor agreements have been established with the following agencies/organizations. Compton Unified School District schools Work Source American Red Cross Willowbrook Senior Citizens Center South Central Los Angeles Regional Center California Special Olympics El Camino College, Compton Center and other community colleges Paramount Adult School Lynwood Adult School California State University, Long Beach Avalon Villa Care Center Employed Security Service Center

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These community based agencies, organizations, businesses and individuals are an integral part of the Compton Adult School curricular and co-curricular programs. The partnerships that exit with the partner agencies enhance the total Compton Adult School program, therefore benefiting all students who attend and participate in various programs.

Chapter 3

America Truck Driving School

Notes

Indicator 9.2 The school has outlets for students in community service or internship opportunities that are connected to student programs that will enhance their learning experiences in line with the school’s mission. Compton Adult School has service and internship opportunities for our Adults with Disabilities (AWD) and Certified Nursing Assistant students. Our partnership with district school sites allow our AWD students to be trained and work at school sites in varied positions. AWD students also serve as participants, coaches and peer mentors during the Special Olympics games and events. Certified Nursing students are assigned to local partners for skills training our students participate in community activities performing blood pressure and other health checks. All students are encouraged to be active in their community and develop a philosophy of volunteerism.

Indicator 9.3 The school informs its community regarding its mission, its programs and learning opportunities, recognizing the benefits that community support can bring. The Compton Adult School website, brochures, marquee and flyers are used to communicate its programs and learning opportunities. School brochures are sent out several times yearly to residents in the area we serve. Marketing materials and class schedules are placed at District sites and public and private locations throughout the community. Furthermore, CAS is marketed on the local radio stations as well as our local publications. Compton Adult School programs are developed based on the needs and goals of its community.

StrengthS: Community Partners Reasonable pricing

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Diverse student body

Key Issues Improved marketing Increase community partnerships

ď&#x201A;&#x2022; Notes

CRITERION 10: Action Plan for Continuing Improvement

Criterion: The school uses the self-study process to identify key issues that are inserted into a Schoolwide Action Plan that governs school improvement activities and events. The Schoolwide Action Plan is used regularly, reviewed annually, and monitored consistently by the governing body to ensure ongoing school improvement.

Indicator 10.1 The school has created an Action Plan that reflects the efforts of all stakeholders to plan for future growth and improvement. The current WASC self-study process has served to inspire staff and faculty to re-evaluate the Schoolwide Action Plan. The Action Plan was developed by the Leadership Team using input gathered from all stakeholder groups. The Action Plan focuses on creating and developing procedures that strengthen community partnerships and Schoolwide collaborations that establish pathways leading to the workplace and higher education, the lack of funding that has resulted in the inability to provide current technology for our programs and the implementation of a process to collect and analyze data that will lead to data driven instruction to increase student achievement.

Indicator 10.2 As a result of the accreditation process, the school has identified key issues (short- and long-term) that will impact student learning and increase the achievement levels of students.

Chapter 3

Identifying the key issues for the CAS Self-Study took about eighteen months. Through the Self-Study process our programs were evaluated for effectiveness at meeting student learning needs. During the development of the Self-Study, staff and stakeholders worked together to review the WASC Self-Study Criterion and discuss to what degree CAS meets its expectations or standards. The members of the Leadership Team with input from the stakeholders prioritized the key issues for the Schoolwide Action Plan.

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Notes

Indicator 10.3 The school has procedures in place to implement the Action Plan with the support of stakeholders. The School Action Plan specifies who will be responsible for achieving each key issue. The Leadership Team and other stakeholders will participant in and support the continual implementation of the Action Plan. CAS being part of the Compton Unified School District will receive additional support from the district administration and governing board.

Indicator 10.4 The school has a definitive plan for how the Action Plan is to be monitored to maintain accountability, as well as to report progress to all stakeholders. The Leadership Team regularly meets to monitor the plan. Stakeholders are informed of the progress both formally and informally; including reports to the District and the Board of Trustees. Additionally, progress is communicated electronically via our website, emails and electronic bulletin board. Feedback is readily given and taken into serious consideration by the Administration and the Leadership Team.

Indicator 10.5 The Schoolwide Action Plan is used for institutional planning, resource allocation, and the evaluation of existing programs. The Action Plan is the basis for growth at CAS. It informs and guides school improvement efforts. Resources are allocated consistent with key issues determined by the Action Plan. The implementation of the Action Plan has direct impact on our student learner outcomes.

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Chapter 3

Strengths: Schoolwide Action Plan is the result of all staff and stakeholders input starting in July 2013 and is ongoing

Key Issues Budget reductions detract from achieving the goal of school improvement

Chapter

Four

Revising the School Action Plan

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Chapter

Notes

Four

School Action Plan Revising The School Action Plan

The new School Action Plan outlined in this chapter is the culmination of the hard work, input, and vision of the staff/stakeholders of Compton Adult School. In it are the key issues that we as a school must address. The three major issues that will be addressed are Career Pathways, Technology and Data Analysis.

Strengths: Strong Leadership Team CAS staff commitment to serving the adults in our community Defined and established organizational structure at both district and site levels that support student learning CUSD policies and procedures listed on the website www.compton.k12.ca.us Open door policy of administration that allows faculty and staff to provide critical program input. School-wide Learner Outcomes are sufficiently broad to apply to meet the needs of the communities we serve. Qualified Certificated Teachers Longevity of Staff Program Flexibility Collaboration among teachers and departments on effective teaching methods.

Chapter 4

CAS supports professional development as the budget permits.

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Notes

Instruction adapted to SLOs, student population and programs. Variety of assessments used. The use of data to drive instruction. The school is financially supported by the district. There are defined policies for the development and monitoring of budgets and relevant issues. Sites are easily accessible to the community. Reasonable pricing Diverse student body Schoolwide Action Plan is the result of all staff and stakeholders input starting in July 2013 and ongoing.

Key Issues: Collaboration with the business community New teacher orientation. Updating of CAS Staff/Faculty Handbook. Increase available funding for conference attendance. Budget Constraints Development of new courses Enhancement of existing courses Integration of technology Professional Development beyond school site Stronger Marketing Additional faculty to assure that students continue to achieve academic success The use of a modern and more useful data platform that can be used to further drive instruction, monitor student progress, and aid in career pathways for students. Additional counselors available to aid students in career pathways. Facilities maintenance and upgrades.

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Chapter 4

Increase community partnerships

Chapter 4

3. C reate and implement systems to support students in choosing a curricular pathway that meets their academic and career goals.

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Principal Counselor Leadership Team

2. P rovide professional development on pathways to all staff. Principal Counselor Leadership Team Student Representative

Principal Counselor Leadership Team

Person(s) Responsible

1. C reate and publish curricular pathways.

Steps to Address Key Issue

July 2014 – June 2015

Timeline

Planning Time Materials Professional Development

Planning Time Materials

Planning Time Reprographics

Resources Needed

resources and support to reach academic and employment opportunities.

Student and staff surveys Pathway Planning worksheets Reports to Leadership and published in “Board Updates”

Staff Surveys Agendas and minutes of Professional Development

Published pathway guide Distribution of guide to students, staff, district high schools Reports to Leadership and School Board Student surveys.

Methods to Assess, Monitor, and Report Progress

Rationale: Strengthening schoolwide collaborations and establishing pathways will impact student achievement by providing targeted

leading to the workplace and higher education.

Key Issue: Create and develop procedures that strengthen community partnerships and schoolwide collaborations that establish pathways

SCHOOL ACTION PLAN: CAREER PATHWAY

7. C reate and develop a Supported Employment Program for adult students with disabilities

Chapter 4

Principal Leadership Team

6. I nstitute collaborative meetings to discuss curricular goals and objectives and share effective strategies.

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Principal Leadership Team Teachers

5. D evelop a schoolwide plan for resources, lesson plan, student work, and tutorials.

Principal Counselor Job Developer Job Coach Teachers Department of Rehab Regional Center

Teachers Job Developer/Counselor

Person(s) Responsible

4. C reate a system for students for students to gain exposure to experience multiple curricular paths.

Steps to Address Key Issue

Development time Professional Development District tech support

July 2014 – June 2015

Marketing Materials Adult School calendar Student surveys Reports to Leadership

Professional development Report to Leadership Staff Surveys Development time Partner Surveys Business support

Beginning January 2015 Implementation January 2016

Planning/Meeting time

M eeting agendas and minutes Reports to Leadership

R eports to leadership team Staff surveys on use and effectiveness Employer/Partner survey

Methods to Assess, Monitor, and Report Progress

September 2013 – June 2015

Implementation September 2015

P lanning time Instructional time In-house presenters Outside presenters Marketing materials

Resources Needed

Beginning June 2015

Timeline

Chapter 4

Principal Leadership Team Counselor Teachers Support Staff

9. S tatus report at bi-annual Action Plan review.

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Principal Leadership Team Counselor Teachers Partners Job Developer

Person(s) Responsible

8. C reate and develop new CTE programs that will meet the training and job development skills needed for employment in various fields.

Steps to Address Key Issue

M eeting agendas and minutes

Meeting time

January 2015 June 2015 January 2016 June 2016 January 2017 June 2017

Student and staff surveys Marketing materials Reports to leadership Amount of people being employed

Methods to Assess, Monitor, and Report Progress

Development Time Community Partners Research Based Practices District Support Learner Outcome Data

Resources Needed

Ongoing

Timeline

Principal Leadership Team Faculty

4. D evelop a schoolwide plan for resources, lesson plan, student work, and tutorials.

Chapter 4

3. P rovide professional development for effective implementation of revised curriculum.

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Principal Leadership Team Teachers

2. I ncorporate technology tools and resources into the curriculum

Principal Leadership Team Faculty CUSD

Principal Leadership Team Teachers

Person(s) Responsible

1. E stablish expectations for students’ digital literacy and fluency.

Steps to Address Key Issue

technology of the 21st century.

July 2015 – June 2016

Meeting time Professional Development Materials and tools District support Development time Professional Development District technical support

July 2015 – January 2016

November 2014 – July 2015

Meeting time Course outlines District Tech Plan District tech resources

Planning time Research on best practices SLOs

Resources Needed

July 2014 – June 2015

Timeline for Completion

R eports to leadership team Staff surveys on use and effectiveness

M eeting agendas and minutes Students and staff surveys Peer observations

Updated course outlines Updated curriculum

Agendas and minutes Resulting expectation Reports to Leadership and departments

Methods to Assess, Monitor, and Report Progress

Key Issue: Lack of funding has resulted in the inability to provide current technology for our programs. Rationale: To impact achievement by giving students and staff the knowledge and skills to manage the multiple forms of the evolving

SCHOOL ACTION PLAN: TECHNOLOGY (Digital Literacy)

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Chapter 4

5. S tatus report at bi-annual Action Plan review.

Steps to Address Key Issue Principal Leadership Team Counselor Faculty Support Staff

Person(s) Responsible January 2015 June 2015 January 2016 June 2016 January 2017 June 2017

Timeline for Completion Meeting time

Resources Needed M eeting agendas and minutes

Methods to Assess, Monitor, and Report Progress

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Chapter 4

Collaboration time Research–based practices District practices

July 2014 - Ongoing

Principal Leadership Team Counselor Faculty Support Staff

3. C reate processes for distributing data.

Meeting time District data resources Research–based practices Professional Development

July 2014 - Ongoing

2. D etermine the most Principal critical data for improving Leadership Team student achievement Counselor in each department. Faculty

Resources Needed Collaboration time District practices Research–based practices Professional Development

Timeline for Completion July 2014 - Ongoing

Person(s) Responsible Principal Leadership Team Counselor Faculty Support Staff

1. C reate processes for gathering critical data including student and staff feedback.

Steps to Address Key Issue

focused curriculum and instruction.

M eeting agendas and minutes Reports to Leadership and departments

Student and staff surveys Meeting agendas and minutes Data collection Reports to Leadership and departments

M eeting agendas and minutes List of critical data

Methods to Assess, Monitor, and Report Progress

Rationale: Emphasizing in-depth analysis of data through collaborative discussions will assist staff with implementing more responsive and

achievement.

Key Issue: Implement a process to collect and analyze data that will lead to data driven instruction and collaboration to increase student

SCHOOL ACTION PLAN: Data Analysis

Chapter 4

Principal Leadership Team Counselor Faculty Support Staff

6. S tatus report at bi-annual Action Plan review.

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Principal Leadership Team Counselor Faculty

5. E valuate the results or strategies developed to address student needs.

Principal Leadership Team Counselor Faculty

Person(s) Responsible

4. I dentify and implement strategies to improve student needs identified through data analysis.

Steps to Address Key Issue

Methods to Assess, Monitor, and Report Progress

Meeting time

January 2015 June 2015 January 2016 June 2016 January 2017 June 2017

Meeting time Learner outcome data Peer observation data Student and staff surveys Student work

M eeting agendas and minutes

Learner outcome data Peer observation data Student and staff surveys Meeting agendas and minutes Reports to Leadership, departments, District, and Board of Education

Professional Meeting time Development plan Professional Professional Development Development resources District resources Meeting agendas Research-based and minutes practices Learner outcome data Student and staff surveys

Resources Needed

Quarterly

August 2013 – Ongoing

Timeline for Completion

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Appendix

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CAS Student Survey September 2014 EDUCATION LEVEL

47.60% 31% 14.30%

7.10% Less than High School

High School Graduate

Some College

Bachelors Degree or Above

BOTH STUDENTS AND STAFF RESPECT INDIVIDUAL DIFFERENCES 63% 37% 0% Strongly Agree

Agree

Undecided

0% Disagree

Student Survey 1 1

0% Strongly Disagree

STUDENTS FEEL SAFE AT SCHOOL 70%

30%

0% Strongly Agree

Agree

Undecided

0% Disagree

0% Strongly Disagree

TEACHERS ARE AVAILABLE TO STUDENTS WHO WANT HELP 53%

48%

0% Strongly Agree

Agree

Undecided

0% Disagree

Student 2Survey 2

0% Strongly Disagree

THE SCHOOL IS GENERALLY SAFE AND CLEAN 59.5%

23.8% 14.3% 2.4% Strongly Agree

Agree

Undecided

0.0% Disagree

Strongly Disagree

THIS SCHOOL PROMOTES AN ACADEMIC LEARNING CLIMATE BY ESTABLISHING HIGH EXPECTATIONS FOR ALL STUDENTS 65.0% 30.0% 2.5% Strongly Agree

Agree

Undecided

0.0%

2.5%

Disagree

Strongly Disagree

Student 3Survey 3

THIS SCHOOL USES OUTSIDE RESOURCES TO SUPPORT SCHOOL GOALS AND PROGRAMS 61.8%

14.7%

Strongly Agree

14.7%

Agree

Undecided

5.9%

2.9%

Disagree

Strongly Disagree

TEACHERS ARE WILLING TO HELP STUDENTS WHO DON'T UNDERSTAND THEIR SCHOOL WORK. 57.1% 40.5%

0.0% Strongly Agree

Agree

Undecided

2.4%

0.0%

Disagree

Strongly Disagree

Student Survey 4 4

TEACHERS FREQUENTLY USE A VARIETY OF METHODS TO EVALUATE STUDENT PROGRESS AND PERFORMANCE 62.5% 32.5% 2.5% Strongly Agree

Agree

Undecided

2.5%

0.0%

Disagree

Strongly Disagree

USUALLY I KNOW HOW WELL I AM DOING IN CLASS 64.3%

28.6% 2.4% Strongly Agree

Agree

Undecided

4.8% Disagree

Student Survey 5 5

0.0% Strongly Disagree

THE SCHOOL DOES A GOOD JOB TEACHING THINKING AND REASONING SKILLS TO STUDENTS 66.7% 33.3% 0.0% Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

TEACHERS AT THIS SCHOOL WANT STUDENTS TO BE SUCCESSFUL AND TO REACH THEIR POTENTIAL 45.2%

54.8%

0.0% Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

Student Survey 6 6

CAS Certificated Survey September 2014

THE SCHOOL CONVEYS A PLEASNAT ENVIRONMENT THAT IS CONDUCIVE TO LEARNING 44.4% 33.0% 11.1%

11.1%

0.0% Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

THE SCHOOL FACILITIES ARE SAFE, FUNCTIONAL, AND WELL MAINTAINED FOR STUDENT LEARNING 60.0% 30.0% 0.0% Strongly Agree

10.0%

0.0% Agree

Undecided

Disagree

Certificated Survey 1 8

Strongly Disagree

THE ADMINISTRATION IS AVAILABLE TO DISCUSS ISSUES AND CONCERNS 60.0%

20.0%

Strongly Agree

20.0%

Agree

Undecided

0.0%

Disagree

Strongly Disagree

THERE ARE ASSESSMENT INSTRUMENTS AVAILABLE FOR THE PROPER PLACEMENT OF STUDENTS 90.0%

10.0%

0.0% Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

Certificated Survey 2 9

YOU HAVE OPPORTUNITIES FOR PROFESSIONAL GROWTH/DEVELOPMENT 70.0%

20.0% 0.0% Strongly Agree

Agree

Undecided

10.0% Disagree

0.0% Strongly Disagree

YOU HAVE A PROCESS IN PLACE FOR SOLICITING STUDENT FEEDBACK 80.0%

10.0%

Strongly Agree

0.0% Agree

Undecided

10.0%

Disagree

Certificated Survey 3 10

0.0% Strongly Disagree

VARIOUS LEARNING STYLES ARE ADDRESSED DOING MY TEACHING 50.0%

50.0%

0.0% Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

THE SCHOOL'S SLOS (SCHOOLWIDE LEARNER OUTCOMES) ARE APPROPRIATE FOR MY STUDENTS 70.0%

10.0%

0.0% Strongly Agree

Agree

Undecided

20.0% 0.0% Disagree

Certificated Survey 4 11

Strongly Disagree

MY JOB PERFORMANCE HAS BEEN EVALUATED FAIRLY 75.0%

25.0% 0.0% Strongly Agree

0.0% Agree

Undecided

0.0% Disagree

Strongly Disagree

I FEEL SAFE AT MY WORKSITE 60.0%

30.0% 10.0%

10.0% 0.0%

Strongly Agree

Agree

Undecided

Disagree

Certificated Survey 5 12

Strongly Disagree

THE CURRICULUM IS ADEQUATE TO MEET STUDENT NEEDS 70.0%

20.0%

10.0%

Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

THE STAFF AND FACULTY AT CAS WORK AS A TEAM 40.0% 30.0% 20.0% 10.0% 0.0% Strongly Agree

Agree

Undecided

Disagree

Certificated Survey 6 13

Strongly Disagree

THE FACULTY RESPECTS INDIVIDUAL DIFFERENCES 50.0%

30.0%

10.0%

0.0% Strongly Agree

Agree

Undecided

Disagree

Certificated Survey 7 14

Strongly Disagree

CAS Classified Survey September 2014

THE STAFF AND FACULTY AT CAS WORK AS A TEAM 40.0% 30.0% 20.0% 10.0% 0.0% Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

THE PROGRAMS AT CAS ARE EFFECTIVELY MARKETED 80.0%

20.0% 0.0% Strongly Agree

0.0% Agree

Undecided

0.0% Disagree

Classified Survey 1 16

Strongly Disagree

THE SCHOOL FACILITIES ARE SAFE, FUNCTIONAL AND WELL MAINTAINED 60.0% 20.0%

20.0% 0.0%

Strongly Agree

Agree

Undecided

0.0% Disagree

Strongly Disagree

THE ADMINISTRATOR IS AVAILABLE TO DISCUSS MY ISSUES AND CONCERNS 60.0% 40.0% 0.0% Strongly Agree

Agree

Undecided

0.0%

Disagree

Strongly Disagree

Classified Survey 2 17

THE NECESSARY TOOLS AND MATERIALS ARE AVAILABLE TO EFFECTIVELY PERFORM MY DUTIES AND TASKS 60.0% 20.0%

Strongly Agree

20.0%

Agree

Undecided

0.0%

Disagree

Strongly Disagree

I FEEL SAFE AT MY WORKSITE 60.0%

20.0%

Strongly Agree

20.0%

Agree

Undecided

0.0%

Disagree

Strongly Disagree

Classified Survey 3 18

MY JOB PERFORMANCE HAS BEEN EVALUATED FAIRLY 50.0%

25.0%

Strongly Agree

25.0%

Agree

Undecided

0.0%

Disagree

Strongly Disagree

I AM INVOLVED IN DECISION MAKING WHICH AFFECTS MY ASSIGNMENT 40.0%

40.0%

20.0%

0.0% Strongly Agree

0.0% Agree

Undecided

Disagree

Classified Survey 4 19

Strongly Disagree

THE FACULTY RESPECTS INDIVIDUAL DIFFERENCES 60.0%

20.0%

0.0% Strongly Agree

0.0% Agree

Undecided

Disagree

Classified Survey 5 20

Strongly Disagree

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Mission Statement “The mission of the Compton Adult School is to provide quality education and service to our diverse community, and assist students in becoming lifelong learners and productive members of our global society.”

Schoolwide Learner Outcomes Students will be able to:

Manage the multiple forms of the evolving technology of the 21st Century

Continually pursue educational and career technical training opportunities in this hi-tech global economy as lifelong learners

Make wise, educated and informed decisions

Utilize a wide range of communication skills

Collaborate and share knowledge to achieve common goals in diverse situations

Use all literacies learned to be productive citizens

Book Layout and Design: Q Press, Pasadena