LA Tech Center WASC Report 2011 by Q Press

Los Angeles Technology Center (Mid-Wilshire Center)

Accreditation Self-Study Report April 11 - 13, 2011

Accreditation Self-Study Report Western Association of Schools and Colleges for

Los Angeles Technology Center (Mid-Wilshire Center)

April 11 - 13, 2011 Los Angeles Unified School District Division of Adult and Career Education

WASC Visiting Committee Chair: Ms. Carol Robb Teacher, Grand Terrace, CA

Members: Dr. Enrique Medina, Jr. Director, Rancho Cucamonga, CA Ms. Joyce B. Rosenberg Teacher/Program Coordinator, Culver City Adult School Mr. Marty Schafer Director, Southeast ROP, Norwalk, CA Mrs. Janet Schmidt Teacher, Fountain Valley, CA Ms. Mary Segovia Resource Teacher, El Monte-Rosemead Adult School

Los Angeles Unified School District BOARD OF EDUCATION Monica Garcia, President Yolie Flores Aguilar Tamar Galatazan Nury Martinez Marguerite Poindexter Lamotte Richard A. Vladovic Steve Zimmer

DISTRICT ADMINISTRATION Ramon Cortines, Superintendent of Schools John Deasy, Deputy Superintendent

DIVISION OF ADULT AND CAREER EDUCATION Ed Morris, Executive Director Andres Ameigeiras, Division Administrator

MID-WILSHIRE CENTER ADMINISTRATION Maxine Hammond, Principal Jesus Bastidas, Assistant Principal of Operations Denise Becker, Assistant Principal of Operations Imelda Macias, Assistant Principal of Adult Counseling Services

2010-2011 ORGANIZATIONAL CHART

DIVISION OF ADULT AND CAREER EDUCATION L o s

A n g e l e s

U n i f i e d

S c h o o l

D i s t r i c t

Superintendent Ramon Cortines Chief Academic Officer Judy Elliott

Division of Adult and Career Education Executive Director

Assistant Director Budget / Fiscal Services

Ed Morris

Alicia Nocum

Division School Operations

Career Technical Education / Grants

Administrator

Director

Division Strategic Planning / Performance and Instruction Executive Director

Andres Ameigeiras

Isabel Vázquez

Ed Morris

Staff Relations

Program/Policy Development

• 20 Community Adult Schools • 10 Occupational/Skills Centers • Regional Occupational Program

Human Resources

Program for Adults with Disabilities

CTE Programs

Perkins

Apprenticeship

CTE Curriculumn

Parent Education / SRLDP

AEWC

Programs For Older Adults

First Break

Workforce Investment Act (WIA)

Curriculum and Adult Secondary Education

Adult Basic Ed. / ESL / CBET / Citizenship

Technology Services

G. E. D. Office

Economic Planning Services

Class Information Line (888) 730-EARN

Distance Learning

Facilities Complex Project Manager / Administrative Specialist

October 13, 2010

Mission Statements LOS ANGELES UNIFIED SCHOOL DISTRICT The teachers, administrators and staff of the Los Angeles Unified School District (LAUSD) believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.

DIVISION OF ADULT AND CAREER EDUCATION The mission of LAUSDâ&#x20AC;&#x2122;s Adult and Career Education Division is to increase the educational attainment and socioeconomic status of its students by preparing them for post-secondary studies, careers and civic participation.

MID-WILSHIRE CENTER Mid-Wilshire Center empowers a diverse student body to effectively participate in a technologically driven, ever-changing society. The staff promotes respect for life-long learning and the achievement of personal goals.

Preface The development of Mid-Wilshire Center’s Self-Study Postsecondary Report has been a rewarding journey of discovery and self-realization for the many stakeholders who have been involved in the process. Such stakeholders include students, faculty, classified staff, administrators, and community members. These individuals began by evaluating the progress made on recommendations from the last accreditation process. We are proud to announce that great strides have been made on these recommendations, thus improving the programs and services we offer our students. Next, all stakeholder groups collaborated in reviewing and confirming the school’s Mission Statement and Student Learning Objectives. Detailed surveys of students and staff provided us with an accurate and up-to-date profile of our Institutional and Community Characteristics. Finally, a careful and comprehensive analysis of a wide array of student learning data has given us a clear idea of our success in meeting schoolwide goals. Our findings, and the evidence which supports them, are contained in this book. The self-study process has demanded the full participation of stakeholders at all levels. Numerous meetings of the School Leadership Team, Institutionwide Groups, Student Council, and Community Advisory Council, as well as informal discussions among stakeholders across all programs, resulted in a continuous dialogue of selfanalysis and professional growth. This exciting process has given us a clearer idea of who we are and how we are performing, thus enabling the school to further focus its goals on meeting the evolving needs of our community. As the journey continues, the stakeholders of Mid-Wilshire Center have renewed their commitment to providing quality educational programs in which all students have the opportunity to develop their talents to the fullest. The school’s Mission Statement continues to guide the selection and implementation of school goals and priorities. Decisions are always based on data that promote positive student learning outcomes. Our staff members remain dedicated to empowering a diverse student body to succeed in today’s rapidly evolving society. While we are justly proud of our accomplishments, much work remains to be done. The challenges that lie ahead have united us as learners and educators. The research, discussions and discoveries of the self-study process have re-energized our entire school community. We are more than ever dedicated to making lifelong learning a reality at Mid-Wilshire Center.

Instructional Support Staff ADVISERS & COORDINATORS Elizabeth Cantu, Distance Learning Coordinator Veronique Colas, ESL Coordinator Norma Galvan, Academic Adviser Paul Hammond, Academic Adviser Bruce Muller, CASAS Coordinator Laura Perez, ESL Adviser/Perkins Adviser Athena Tidwell, Evening/Saturday ESL Adviser

STUDENT WORKERS Rosa Arteaga, SIS Office David Garcia, ABE Leticia Hernandez, Main Office Hubert Mason, Main Office Beatriz Ruiz-Cruz, ESL

INFANT CARE AIDES Maria Diaz Aura Gonzalez Maria Montes

STUDENT BODY WORKERS Jessica Arias, Bookstore, Main Site Cristian Gonzalez, Parking, Main Site Vicente Huantez, Parking, Branch Chong Lee, Bookstore, Branch Selenia Noonan, Bookstore, Main Site Edwin Zamora, Parking, Main Site

Certificated Staff ACADEMIC

Debra Alman Michelle Cohen Nancy Heming Marguerite Medina Maren Valent

Brandon Anderson Ellen Curry Paul Hammond Matthew Ochoa Isaac Younessi

Kevin Butler Jonathan Flores David Kenion Karina Ravkina

ENGLISH AS A SECOND LANGUAGE / CBET / CITIZENSHIP / DISTANCE LEARNING Deborah Allain Susan Casey Charles Diaz Linda Jaffe Maribel Llamas Young Park Ricky Plaisance Liliana Sanders Athena Tidwell Carolyn Webber

Roger Barwise John Church George Finley Ki Sung Kim Rena Morton Mark Paulin Mark Pratt Sheila Schmidt Linda Trujillo Jack Weinstein

Elizabeth Cantu Veronique Colas David Givens Jay Kugelman Linda Mothner Gregory Phillips Karina Ravkina Matthew Shapiro Natasha Urias Douglas Wilson

Robin Carr Ahnal deGamarra Judy Hammond Vanessa Little Adrianne Nichols Christopher Pickett Bruce Sahud Christopher Shaw Mark Wallach

CAREER TECHNICAL EDUCATION

Johathan Adler David Hughes Regina Lee Tressa Ross

Jacqueline Bringht Hee Ju Kahng Sharrell Matthews Karon Wright

Hernandez Michael Lee Eduardo Ramirez

Certificated Staff

(continued)

TEACHER ASSISTANTS

Tania Cerritos, AEWC Johanna Flores, AEWC Ana Lucero, AEWC Myra Mejia, AEWC

Chanel Phillips, II Lab Myra Recinos, II Lab Yvonne Robles, II Lab

STUDENT COUNCIL 2010-2011 MID-WILSHIRE CAMPUS Bryan Torres, President Elmer Rosales, Vice President Yomique Brown, Secretary

MID-WILSHIRE BRANCH Solomon Jin Hwan Chung, President Carlos Quilo, Vice President Eul Soon Park, Secretary

Classified Staff CLERICAL Denese Sindon, Office Technician Thelma Dâ&#x20AC;&#x2122;Mark, Financial Manager Sonia Jacome, SIS Coordinator Irma Medina, Clerk Connie Lee, Senior Office Technician Winnie Cheung, Office Technician Elaine Chan, Office Technician Hilda Lares, Office Technician Kimberly Campbell, School Administrative Assistant

CUSTODIAL Durmon Carter, Plant Manager I Gerald Diaz, Building & Grounds Worker Richard Midel, Building & Grounds Worker

SECURITY Barry Harper, School Safety Officer Edward Shine, School Safety Officer

Self-Study Committee Members INSTITUTIONWIDE/LEADERSHIP GROUP COMMITTEE MEMBERS Jesus Bastidas, Assistant Principal, Operations Denise Becker, Assistant Principal, Operations Kevin Butler, Academic I.I. Lab Instructor Kimberly Campbell, School Administrative Assistant Elizabeth Cantu, Distance Learning Advisor Durmon Carter, Plant Manager John Church, ESL Instructor/Advisor Veronique Colas, ESL Coordinator/Instructor Thelma Dâ&#x20AC;&#x2122;Mark, Financial Manager Gerald Gomez, AEWC Outreach Consultant Maxine Hammond, Principal David Hughes, Computer Technology Instructor Regina Lee, CNA Instructor Vanessa Little, ESL Instructor Imelda Macias, Assistant Principal, Adult Counseling Services Bruce Muller, CASAS Coordinator Young Park, ESL/Distance Learning Instructor Tatyana Pavlovskaya, Job Placement Assistant Laura Perez, ESL Advisor Tressa Ross, Parenting Distance Learning Instructor Bruce Sahud, ESL Instructor

INSTITUTIONWIDE GROUP COMMITTEE LEADERS / STANDARDS Standard I Elizabeth Cantu, Distance Learning Advisor

Standard II Tressa Ross, Parenting Distance Learning Instructor Regina Lee, CNA Instructor

Standard III John Church, ESL Instructor/Advisor

Standard IV Veronique Colas, ESL Coordinator/Instructor Kevin Butler, Academic I.I. Lab Instructor

Standard V Bruce Muller, CASAS Coordinator Bruce Sahud, ESL Instructor

Standard VI Imelda Macias, Assistant Principal, Adult Counseling Services

Standard VII Laura Perez, ESL Advisor Vanessa Little, ESL Instructor

Standard VIII Gerald Gomez, AEWC Outreach Consultant David Hughes, Computer Technology Instructor

Standard IX Maxine Hammond, Principal Thelma Dâ&#x20AC;&#x2122;Mark, Financial Manager

Standard X Jesus Bastidas, Assistant Principal, Operations Young Park, ESL/Distance Learning Instructor

PROGRAMMATIC GROUP LEADERS Mid-Wilshire Campus ESL/Parenting – Day Veronique Colas, ESL Coordinator/Instructor

ESL – Evening and Saturday Athena Tidwell, ESL Teacher Advisor

Mid-Wilshire Branch Elizabeth Cantu, Distance Learning Advisor Laura Perez, ESL Advisor

Academic Imelda Macias, Assistant Principal, Adult Counseling Services

Career Technical Education Jesus Bastidas, Assistant Principal of Operations

Classified Kimberly Campbell, School Administrative Assistant

SELF-STUDY CHAIR Denise Becker, Assistant Principal, Operations

SELF-STUDY REPORT EDITORS John Church, ESL Instructor/Advisor Veronique Colas, ESL Coordinator/Instructor

Table of Contents Preface List of Self-Study Committee Members Table of Contents I – Institutional and Community Characteristics . . . . . . 1 II – Progress Report . . . . . . . . . . . . . . . . . . . . 23 III – Standards

Standard I . . . . . . . . . . . . . . . . . . . . . . . . 31

Standard II . . . . . . . . . . . . . . . . . . . . . . . . 37

Standard III . . . . . . . . . . . . . . . . . . . . . . . 46

Standard IV . . . . . . . . . . . . . . . . . . . . . . . 58

Standard V . . . . . . . . . . . . . . . . . . . . . . . 76

Standard VI . . . . . . . . . . . . . . . . . . . . . . . 87

Standard VII . . . . . . . . . . . . . . . . . . . . . . . 110

Standard VII . . . . . . . . . . . . . . . . . . . . . . . 126

Standard IX . . . . . . . . . . . . . . . . . . . . . . . 132

Standard X . . . . . . . . . . . . . . . . . . . . . . . 142

IV – Action Plan . . . . . . . . . . . . . . . . . . . . . . . 155 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Appendix

Chapter

One ESL Ceremony

Institutional, Community & School Characteristics

Chapter

Notes ?

One

Institutional, Community & School Characteristics Institutional Characteristics Mid-Wilshire Center is located at 3721 West Washington Boulevard, Los Angeles, California, 90018. The school website is mwcampus.adultinstruction.org. MidWilshire Center (MWC) is part of Los Angeles Unified School District (LAUSD)/ Local District 3, along with 7 high schools, 94 middle schools and feeder elementary schools and childrenâ&#x20AC;&#x2122;s centers. Twenty-one (21) community adult schools, along with 5 regional occupational centers, one Regional Occupational Program (ROP) Center and 4 skills centers, comprise the Division of Adult and Career Education (DACE). The adult schools operate with state funding based on average daily attendance (ADA). Additionally, funds are received through speciallyfunded dollars, such as Workforce Investment Act (WIA), Carl Perkins, and Community-Based English Tutoring (CBET). DACE offers state approved courses in the following areas: English as a Second Language, Citizenship Preparation, Adult Basic Education, Adult Secondary Education, Disability Support Program, Programs for Older Adults, Parenting and Family Education, Business Education, Health Careers, and Industrial Education. Legislative mandates require tracking and testing of academic and ESL student outcomes using the Comprehensive Adult Student Assessment System (CASAS). Mid-Wilshire Centerâ&#x20AC;&#x2122;s administrative offices are located on the main campus at 3721 W. Washington Blvd. The Mid-Wilshire Branch is located at 3407 W. 6th Street in the heart of Koreatown. This branch offers English as a Second Language, Computer Technology, and Distance Learning courses. MWC also offers classes at the following branch locations: Queen Anne Place Elementary School, Gratts Elementary School, Korean American Community Center, and Hollywood Community Housing. Chapter One Page 1

Notes ?

The Division of Adult and Career Education is under the supervision of Ed Morris, Executive Director, and Andres Ameigeiras, Division Administrator. The administration at MWC includes Principal Maxine Hammond; two Assistant Principals of Operations, Denise Becker and Jesus Bastidas; one Assistant Principal of Adult Counseling Services, Imelda Macias; School Administrative Assistant, Kimberly Campbell; Financial Manager, Thelma D’Mark and Plant Manager, D.D. Carter. Administrative staff and clerical support staff are housed at the main campus as well as the Mid-Wilshire Branch. Staff and administrators are available to the public from 7:30 a.m. until 9:00 p.m. Monday through Thursday; Fridays from 7:30 a.m. to 4:00 p.m.; and Saturdays from 8:00 a.m. to 1:00 p.m. at MWC. Classes are held six days a week, in the morning, afternoon and evening. Staff members at the Mid-Wilshire Branch are available from 8:00 a.m. to 4:00 p.m., Monday through Thursday and Friday from 7:30 a.m. to 1:00 p.m.

SUMMARY OF POSTSECONDARY TECHNICAL EDUCATION PROGRAMS Business Computer Technology (Computer Operation/1:Foundations, Computer Operation/2: Integrated Applications, Computer Operations/3 Database Management, Computer Operations/4: Presentations, Computer Operation/5: IC3 Certification Prep) Administrative Assistant Program Medical Technology (Health Information Tech/1: Terminology, Health Information Tech/2: Electronic Recording and Filing, Health Information Tech/3: Insurance and Billing, Health Information Tech/4: Diagnostic Coding System)

Health Nurse Assistant/Long Term Care/Home Health Aide

Industrial Construction Work/1

Photovoltaics/1

Construction Work/3

Photovoltaics/2

Electrician/1: Fundamentals All students taking CTE courses may earn Certificates of Completion upon meeting course/program competency – 80%. Chapter One Page 2

SUMMARY OF NON-TRADITIONAL PROGRAMS

Notes ?

Adult Literacy-Adult Basic Education Basic Reading-Beginning (8-10 am, 10:15-12:15 pm, 12:45-2:45 pm, 6:15-9:00 pm) Reading 2 (8-10 am, 10:15-12:15 pm, 12:45-2:45 pm, 6:15-9:00 pm) Basic Reading-Advanced (8-10 am, 10:15-12:15 pm, 12:45-2:45 pm, 6:15-9:00 pm) Basic Math-Beginning (8-10 am, 10:15-12:15 pm, 12:45-3:15 pm, 6:15-9:00 pm, Sat. 8am-12:15 pm) Basic Math-Intermediate (8-10 am, 10:15-12:15 pm, 12:45-3:15 pm, 6:15-9:00 pm, Sat. 8am-12:15 pm) Basic Math-Advanced (8-10 am, 10:15-12:15 pm, 12:45-3:15 pm, 6:15-9:00 pm, Sat. 8am-12:15 pm)

Adult Independent Study

Monday and Wednesday, 3:30-5:30 pm Monday and Wednesday, 5:45-8:45 pm Tuesday and Thursday, 2:15 pm-4:15 pm Tuesday and Thursday, 4:30-7:30 pm Economics Health Life Skills Parent Education Psychology U.S. Government U.S. History 1 U.S. History 2 Visual arts World History1 World History 2 Chapter One Page 3

Notes ?

Distance Learning Parenting: Now and Future Parent, Los Padres De Hoy y De Manana, Surviving the Teen Years ESL: Learning English – Level 1; Putting English to Work – Level 1, 2, and 3; Connect with English – Level 4 and 5; Citizenship

Trade Advisory MWC’s Trade Advisory Committee meets annually. The committee met in May 2010 and provided input on the career technical programs offered. They also offer recommendations for planning and formulating the career technical programs. The Community Advisory Council met in December 2009. Another meeting is planned for March 23, 2011. A diverse group of individuals enroll at Mid-Wilshire Center. They include working parents eager to learn enough English to help their children and to communicate more effectively in society; adults who left school before obtaining a high school diploma; concurrent students who are taking classes to make up high school credits; and adults who are striving to improve literacy. Many others want to become nurse assistants, work in medical offices, become computer literate, obtain employment as construction workers or learn skills to get a better job. Many of the students are transient, enrolling for varying lengths of time in an attempt to fulfill an educational or personal need. They may leave school to begin a new job, take up residence in a neighboring city, or even return to their country of origin.

UNDUPLICATED STUDENT ENROLLMENT (Statistics generated by LAUSD/DACE Student Information System)

UNDUPLICATED Student ENROLLMENT (July 1, 2008 - June 30, 2009) The total unduplicated enrollment for Mid-Wilshire Center from July 1, 2008 through June 30, 2009 was 11,454. Of that number 5,077 were male and 6,377 female. Average Daily Attendance (ADA) generated for the 2008-2009 school year was 2,553.79 units.

UNDUPLICATED Student ENROLLMENT (July 1, 2009 - June 30, 2010) The total unduplicated enrollment for Mid-Wilshire Center from July 1, 2009 through June 30, 2010 was 9,674. Of that number, 4,236 were male and 5,438 female. Average Daily Attendance generated for the 2009-2010 school year was 2,117.58 units. Chapter One Page 4

Unduplicated Student Enrollment Gender

July 1, 2008 - June 30, 2009

Notes ? July 1, 2009 - June 30, 2010

Male

5,077

4,236

Female

6,377

5,438

TOTAL

11,454

9,674

ENROLLMENT BY ETHNICITY In the 2009-2010 school year, total enrollment at MWC was 9,674. Latinos were the largest ethnic group served by all the branches of MWC â&#x20AC;&#x201C; 67%. Asians accounted for 19%, with Blacks or African-Americans comprising 12.5%. American Indians, Filipinos, Pacific Islanders and Caucasians made up the remaining student population of 1.5%.

Enrollment by Ethnicity

Chapter One Page 5

Notes ?

STAFF The staff of Mid-Wilshire Center is comprised of 4 administrators, 69 teachers, and 14 classified members. The ethnicity of the administrative and teaching staff is as follows:

Administrative Staff Principal

Black not Hispanic

Female

Assistant Principal of Operations

Hispanic

Male

Assistant Principal of Operations

Black not Hispanic

Female

Assistant Principal of Adult Counseling Services

Hispanic

Female

Teaching Staff Male

Female

TOTAL

Total Administrative and Teaching Staff Male

Female

TOTAL

Full-time Black not Hispanic

Hispanic

White

Asian

Total Full-Time

Part-time

Chapter One Page 6

Black not Hispanic

Hispanic

White

Asian

Total Part-Time

Community Characteristics

Notes ?

Mid-Wilshire Center is located within the city of Los Angeles, which has an estimated population of 3.8 million and covers 469 square miles. Los Angeles County covers 4,083 square miles and has a population of nearly 10 million people. MWC is located in the heart of Wilshire Service Planning Area 4 and part of Area 6. MWC includes Arlington Heights and Koreatown. The school is five miles west of downtown Los Angeles, just north and parallel to the Santa Monica (I-10) Freeway and south of the Wilshire corridor. Mid-Wilshire Center serves a multilingual student population which speaks English, Spanish, Korean, Amharic, and various other Asian, African, European, and Amerindian languages. The majority of MWC students reside south and west of the downtown Los Angeles area. The school is easily accessible by automobile and public transportation. Landmarks near MWC’s campuses include the University of Southern California (USC), Exposition Park, the Coliseum, the Sports Arena, the Los Angeles County Museum of Art, the La Brea Tar Pits, and the Wilshire Miracle Mile. Within this area are Los Angeles City Council District 10 and zip codes 90004, 90005, 90006, 90016, 90018, 90019 and 90020. These zip codes, according to MWC’s Student Information System (SIS), are the most frequently cited codes by our students. The United Way Service Planning Areas (SPA) for these zip codes are SPA 6, Mid-Wilshire Center, and SPA 4, Mid-Wilshire Branch. SPA 6 and SPA 4 include the neighborhood of Los Angeles known as Koreatown, which has the largest concentration of Korean people outside of mainland Korea. There are small retail stores, markets, banks, doctors’ offices, post offices, small businesses, restaurants and churches in the area. The Koreatown Galleria has a supermarket and specialty stores; and the larger Baldwin Hills-Crenshaw Mall has department stores such as Macy’s, Wal-Mart, and Sears, as well as numerous specialty stores. Students have access to a variety of services and facilities such as WorkSource Job Placement Centers, the California Department of Rehabilitation, the Legal Aid Foundation, and the Washington Irving and Pio Pico branches of the Los Angeles Public Library. Several colleges and universities are located in the surrounding area. These include West Los Angeles College, Los Angeles Trade Technical College, the University of Southern California, and the University of California, Los Angeles. MWC is represented by Councilman Herb J. Wesson, 10 th District, and Los Angeles Unified School Board Member Marguerite LaMotte, District 1. This area is represented nationally by Senators Dianne Feinstein and Barbara Boxer, and Congresswoman Karen Bass in the House of Representatives. The school is also represented by Senator Curren Price, District 26; and Assemblymen Mike Davis, District 48, and Holly Mitchell, District 47 in the State Assembly.

Chapter One Page 7

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There are many groups that provide support for the community. These include the United Neighborhoods Council (UNNC) Mid-City and Wilshire CenterKoreatown Neighborhood Councils.

Health Services Health care facilities include Good Samaritan Hospital for the Mid-Wilshire Branch, and Kaiser Permanente/Cadillac and Cedars Sinai Medical Center for the main campus. There are also a number of clinical outpatient facilities operated by various medical groups that serve residents within the community. Other services available in the area include: American Red Cross Asian/Pacific Counseling and Treatment Center Crenshaw Family YMCA South Central Los Angeles Regional Center T.H.E. Clinic for Women, Inc.

Student Goals Adults enroll at MWC to earn a high school diploma, strengthen basic skills, obtain job skills, and for personal growth. After completing 170 credits or the Diploma Plus program, a student is issued a high school diploma. Academic courses are offered in an Individualized Instruction Lab (I.I. Lab), teacher-directed classes, or through Adult Independent Study contracts. Credits previously earned through attendance at accredited American or foreign schools are accepted. A General Educational Development (GED) Certificate may be earned by successfully passing the GED Test. Students may also utilize the GED Certificate, if the test was taken in English, to alleviate 120 credits of high school diploma requirements; or, if the test was taken in Spanish or French, to alleviate 110 credits. In June 2010, the following diplomas and certificates were issued: 37 High School Diplomas 56 GED Certificates 14 Vocational Nursing Certificates 14 Medical Front Office Specialist 59 Certified Nursing Assistant/Home Health Aide 6 Computer Operator/Integrated Applications 26 Computer Operator/Software Applications 15 Computer/Typist Keyboarding

Chapter One Page 8

107 Computer Literacy

Notes ?

14 Construction Fundamentals 27 photovoltaic 27 Electrical Fundamentals In June 2009, the following diplomas and certificates were issued: 26 High School Diplomas 31 GED Certificates 13 Vocational Nursing Certificates 21 Medical Front Office Specialist 72 Certified Nursing Assistant/Home Health Aide 1 Computer Networking 21 Office Assistant 5 Desktop Publisher 26 Custodial Fundamentals 57 Construction Fundamentals

Diplomas and certificates issued in 2009 and 2010: 2009

2010

High School Diplomas

GED Certificates

Vocational Nursing Certificates

Medical Front Office Specialist

Certified Nursing Assistant/Home Health Aide

Computer Operator/Integrated Applications

Computer Operator/Software Applications

Computer/Typist Keyboarding

Computer Literacy

107

Computer Networking

Office Assistant

Desktop Publisher

Construction Fundamentals

Photovoltaic

Electrical Fundamentals

Custodial Fundamentals

Chapter One Page 9

Notes ?

Adult Basic Education Instruction in Basic Reading Beginning, Reading 2 and Advanced; Basic Mathematics Beginning, Intermediate, Advanced; and Language Arts Beginning, Intermediate and Advanced are offered to students who test below the Diploma Plus level of 8.0.

Adult Independent Study (AIS) Independent study is a voluntary alternative instructional strategy by which all enrolled students may reach District curriculum objectives and fulfill graduation requirements outside of a traditional classroom setting. AIS is available to adult and concurrent students. Students must be assessed at a minimum of 9.0 reading level in reading to enroll in AIS classes. Prior to the commencement of independent study, they are required to sign a Master Agreement that serves as authorization to substitute the studentâ&#x20AC;&#x2122;s performance of coursework for his/ her presence in a classroom. The Master Agreement must include the approval signatures of the student, the studentâ&#x20AC;&#x2122;s parent or legal guardian if the student is less than 18 years of age, the certificated employee responsible for the general supervision of independent study, and any other persons who have direct responsibility for providing assistance to the student. The student must meet with the AIS instructor at least once a week for sound guidance on academic progress. All AIS coursework is based on a minimum skill mastery of 80%.

Alternative Education and Work Center (AEWC) Program AEWC is a dropout recovery program for 9th through 12th grade high school students who have not attended a regular high school for 45 days or more and have not been successful in a traditional high school setting. The instructional strategy is based upon a Master Agreement contract that provides a general educational plan that students must agree to follow. The plan leads to a high school diploma or GED. Parental involvement is expected and parents must also sign the Master Agreement. All work in the AEWC program is based on a minimum skill mastery of 80%. Services include counseling, independent study and flexible scheduling.

Chapter One Page 10

Career Technical Education

Notes ?

Mid-Wilshire Center offers classes and programs at its main site and at the MidWilshire Branch that provide entry-level job skills for those seeking employment and an opportunity to upgrade skills for those who are looking to advance in their present jobs. Classes offered are: Nurse Assistant/Long Term Care/Home Health Aide Computer Operator/1:Foundations * Computer Operator/2: Integrated Applications * Computer Operator/3: Database Management * Computer Operator/4: Presentations * Medical Records Clerk/Insurance and Billing Medical Records Clerk/Records Management Health Information Tech/1:Terminology Health Information Tech/2:Electronic Recording and Filing Health Information Tech/3:Insurance and Billing Health Information Tech/4:Diagnostic Coding System Construction Work/1 Construction Work/3 Photovoltaics/1 Photovoltaics/2 Electrician/1: Fundamentals * Offered both at the Main Site and at the Branch. Students may earn a certificate of proficiency after mastering the course competencies. Students who complete entry-level classes and choose not to seek immediate employment are encouraged to attend other DACE occupational and skills centers for advanced training, or one of the local Los Angeles Community Colleges for an Associate of Arts degree.

Community-Based English Tutoring Program (CBET) CBET is funded by Article 4c of Proposition 227. It funds programs and services that assist parents and eligible adults in improving their English language fluency, and that prepare them to effectively tutor English learners in grades K-12.

Chapter One Page 11

Notes ?

Concurrently-Enrolled High School Students Concurrent students are enrolled in many of MWC’s classes. These secondary students are eligible to enroll in adult school classes, provided they have a written referral from their high school counselor and a consent form signed by parents. High school students in need of academic remediation, language acquisition, or pre-employment training may attend classes. School Year July 1, 2009 – June 30, 2010 July 1, 2010 - December 30, 2010

Concurrent Students Served 1,366 563

Distance Learning The Distance Learning Program is a video-driven program that permits students to work at individual proficiency levels at their own speed with a teacher who acts as the facilitator. Student work is collected and corrected by the teacher. Distance Learning (DL), or “The Innovation Project,” a California Department of Education (CDE) approved “alternative instructional delivery system”, operates at Mid-Wilshire Center in two ways. Distance Learning teachers at the main campus and at the branch use the DVD/video check-out and viewing session methods to make DL instruction available to over a thousand students in ESL, Parent Education, and Citizenship. We have just begun offering on-line Distance Learning.

Chapter One Page 12

Student progress in DL is measured by the demonstration of competencies. After the student completes a course, he/she must pass a teacher-administered final exam with a minimum score of 80%. Many students enroll in both ESL and Distance Learning programs. Our school’s DL program is currently the seventh largest in the Division and continues to grow at a healthy pace. This delivery system offers one-to-one interaction between teacher and student that is a hallmark of the program.

Notes ?

English as a Second Language Mid-Wilshire Center offers a comprehensive seven-level curriculum in ESL. The goal is not only to improve ESL students’ speaking, listening, reading and writing skills, but also to give them technological and life skills, enabling them to become productive members of the community. MWC’s ESL program adheres to the DACE open-entry/open-exit policy. Students may enter or leave the program as job schedules and family situations change. ESL students are encouraged by teachers and counselors to continue pursuing their educational goals by transitioning into Academic and Career Technical programs and classes upon completion of their ESL coursework.

CREDENTIALING FOR ASSIGNMENTS Teachers are credentialed by the State of California, Commission on Teacher Credentialing, and teach in the subject areas for which they are authorized. The DACE Adult Personnel Office verifies credential authorizations and recency. Copies of credentials are on file in the Main Office at MWC. Teaching positions are filled in accordance with the United Teachers of Los Angeles/Los Angeles Unified School District (UTLA/LAUSD) contract agreement.

CLASSIFIED STAFF The classified staff consists of 12 full-time employees whose job classifications are as follows: one School Administrative Assistant, one Financial Manager, one Senior Office Technician, four Office Technicians, one Clerk, one School Information System Coordinator, two Building & Grounds Workers, one Plant Manager I, and two School Safety Officers.

Chapter One Page 13

Notes ?

PROFESSIONAL DEVELOPMENT Professional development in all curriculum areas is available to the faculty and staff through the Annual Fall and Spring DACE conferences; professional organizations such as California Council of Adult Education (CCAE), California Association of Regional Occupational Centers and Programs (CAROC/P), California Business Education Association (CBEA), Women Educators, California Teachers of English to Speakers of Other Languages (CATESOL); training by DACE Subject Area Advisors and Supervisors; and workshops by industry-sponsored groups. Certificated and classified staff members are encouraged to attend workshops and conferences sponsored by the groups mentioned above. Staff are also encouraged to take classes during off hours at other DACE schools, community colleges, and universities. On-site workshops are facilitated for ESL instructors by the Assistant Principal, Operations supervising the ESL Department, and by the ESL Coordinator. Academic professional development is planned by the Assistant Principal, Adult Counseling Services, Academic Advisers and the Department Chair. Workshops for Career Technical instructors are planned by the Assistant Principal, Operations supervising the CTE Department and the CTE Staff. Staff development opportunities are publicized in multiple media: the Weekly Bulletins posted and sent via e-mail, and informational flyers put in staff mailboxes and displayed on bulletin boards. Public address announcements, e-mail and memoranda are also used to remind staff about upcoming training opportunities. Scheduling for on-site professional development is determined through collaboration with the Shared Decision Making Committee. An overall school staff development plan is in place. The Staff Development Committee is chaired by one of the APOâ&#x20AC;&#x2122;s and is made up of volunteers from various departments within the school. Each department determines topics and preferred scheduling to be covered during the school year through surveys and discussion. At the completion of this process, an overall Staff Development Schedule is prepared and distributed.

Chapter One Page 14

STUDENT PROFILE

Notes ?

The development of the student profile was simplified by information gathered from the Student Survey and our Adult Student Information System (SIS). The surveys and questionnaires were developed through several meetings of the SelfStudy Leadership Committee. The final version of the survey may be found in the Appendix. The survey measured knowledge of school issues and services. The data gathered from the survey for the Student Profile gave a clear and comprehensive assessment of our studentsâ&#x20AC;&#x2122; needs. The results below are taken from the Student Survey conducted as part of the Self-study accreditation process. The survey, in English, Spanish, and Korean, was conducted in May 2010 and September 2010. The number of students responding in each category fluctuated from low to high numbers. A summary of the percentage of students who responded to each of the questions is shown in the Appendix.

1. Gender The Student Survey indicates that 47% females and 44% males comprise the MWC student body.

2. Age Senior citizens make up about six percent (6%) of the students surveyed. Fiftyeight percent (58%) are between the ages of 21 and 44 years of age. Students under 24 years of age make up twenty-four percent (24%). This high number is largely due to the number of concurrently enrolled high school students. Students 45-59 equal ten percent (10%).

3. Marital Status A plurality of students, 44%, are married and 40% are single. The remaining 14% are either separated, divorced or widowed, with 4% not responding.

4. Employment Status At MWC, 33% of the students are employed full-time; 30% are employed parttime. The number of unemployed students is 22%; 7% are full-time students/ housewives not seeking work; and 5% are retired.

Chapter One Page 15

Notes ?

5. Educational Background Thirty-one percent (31%) of students have some high school and 37% have an 8th grade education or less. Sixteen percent (16%) of the students have a high school diploma and fourteen percent (14%) have graduated from college or have an advanced degree.

6. Household Size Forty percent (40%) of MWCâ&#x20AC;&#x2122;s students live in two-person households; 21% live alone; 14% live in households with five or more persons; 12% live in four-person households; and 9% live in three-person households.

7. Childcare Fifty-four percent (54%) of the students at MWC stated that the need for childcare had not affected their ability to attend classes.

8. Children Forty-three percent (43%) of the students reported having no dependent minors living at home. Nineteen percent (19%) have one dependent minor in the home and 13% stated they have two in the home. The remaining 20% have three or more dependent minors.

9. Income Twenty-three percent (23%) reported having a total household income of less than $7,500 a year. Thirty percent (30%) have an annual household income of between $7,500 and $15,000. Twelve percent (12%) have a household income between $15,000 and $20,000 a year. Twelve percent (12%) have incomes between $20,000 and $30,000. The remaining 6% have household incomes of over $30,000 a year.

10. Reason for Attending School Seventeen percent (17%) attend school to learn English/prepare for American citizenship; 31% attend school to get a high school diploma; 24% attend to obtain employment skills; 8% attend to prepare for post-secondary education (college/ technical school) and 10% attend for personal improvement.

Chapter One Page 16

11. MWC Enrollment

Notes ?

When students were asked how long they had attended classes at MWC, their responses were: 33% attended less than three months; 37% attended 4 to 12 months; 19% attended classes 1 to 2 years, and 6% have attended over 2 years.

12. Joint Enrollment Students were asked whether they attended another school in addition to MWC. Forty-five percent (45%) responded that they do not attend another school. Nine percent (9%) stated that they do attend another adult school. Sixteen percent (16%) responded that they attend another vocational school, and 16% responded that they attend secondary school.

13. Number of Classes Twenty-eight percent (28%) of the students at MWC take only one class, and 31% take two classes. The remaining 36% take three to five classes.

14. Time The largest group of students, 38%, attend classes in the morning. Afternoon classes are attended by 28% of the students. Nineteen percent (19%) of students attend both morning and afternoon classes. Evening classes are attended by 12% and Saturdays by 1%.

15. Mileage Thirty-six percent (36%) of the students travel less than 3 miles to school. Fortyfour percent (44%) travel from 4 to 6 miles; 8% travel from 7 to 10 miles. Only 9% travel more than 10 miles to school.

16. Transportation Thirty-five percent (35%) of students get to school by bus, 29% by car, and 12% by Metro. Fifteen percent (15%) walk/bike to school and 6% use other nondefined means of transportation.

17. School Discovery The majority of the students, 69%, heard about the school from someone else (word of mouth). Eighteen percent (18%) heard about MWC from the school brochure; 1% from the newspaper; and the remaining 10% from flyers or other sources. Chapter One Page 17

Notes ?

The responses to ethnic background questions 18 and 19 were divided into two parts:

Ethnicity (optional response) Forty-nine percent (49%) of students stated Hispanic ethnicity; 35% Black, not Hispanic; 11% Asian; and 2% White or Other.

Ethnicity (optional response) Forty-one percent (41%) stated none of the above; 17% Pacific Islander; and 17% American Indian or Filipino. To present a truer picture of the ethnic make-up of our student body last year, we are using SIS data. The July 1, 2009 - June 30, 2010 Enrollment by Ethnic Group report shows accurate ethnicity data. The total enrollment for the period was 9,674 students. Ethnicity

Enrollment

Percentage

African American

1,215

12.5%

Asian

1,847

19%

Hispanic

6,502

67%

110

1.5%

American Indian, Filipino, Pacific Islander, White, and Other

(Report generated by SIS.)

Chapter One Page 18

20. Special Needs

Notes ?

MWC students were asked if they had any special needs, and 36% of the students responded they had no special needs. Other responses were as follows: 15% non-physical impairment; 15% developmentally impaired; 23% are vision/hearing impaired; 7% physical impairment/medical condition.

21. Registration Students were asked to evaluate registration procedures at MWC. Forty-seven percent (47%) of students said registration procedures are effective and organized; 44% satisfactory. Eight (8%) of the students answered â&#x20AC;&#x153;needs improvementâ&#x20AC;?.

22. Placement Asked to evaluate the procedures used for placement, 36% of students answered that they were satisfactory and 24% that they were effective and well organized. Twenty-two percent (22%) stated that there is a need for improvement.

23. Orientation Forty-four percent (44%) of MWC students rated the orientation as satisfactory for welcoming them and explaining school rules, registration, and educational options. Forty percent (40%) stated orientation is effective and well organized and 12% stated orientation needs improvement.

24. Pre-registration Thirty percent (30%) stated that the pre-registration procedure for continuing students to get their classes for the next term is satisfactory. Thirty-three percent (33%) said that it is effective and well-organized. Twenty-two percent (22%) stated pre-registration procedures need improvement.

25. Instruction Asked to rate the quality of instruction students responded as follows: 37% excellent, 31% good, 16% fair, 7% poor, and 7% no opinion.

Chapter One Page 19

Notes ?

26. Counseling (questions 26 to 29) When asked if they had ever received educational counseling at MWC, students answered 40% No, and 21% Yes.

27. Over 68% of students stated that the help they received from counselors is either excellent or good. Five percent (5%) stated that the help they received was fair, and 4% received poor service. Eighteen percent (18%) did not need or ask for help.

28. Asked whether they felt free to discuss problems with a counselor, 43% replied Yes; 16% replied No; 19% said Sometimes; and 13% answered Never.

29. Asked which of the following would improve counseling services, 31% answered “counselor presentations or visits to the classroom”. Twenty-three percent (23%) opted for “more counselors”; 12% stated “school assemblies and/or group counseling”; and 12% answered “more clerical time in office to free counselors for student contact”; and 16% not applicable.

30. School Facilities (questions 30 to 35) Thirty-one percent (31%) of MWC students rated the school’s general appearance (interior and exterior cleanliness, paint) as good; 24% rated it fair; 17% rated it excellent; 10% had no opinion; and 8% poor.

31. Asked to rate the appearance of their classroom, 37% said it was good; 33% excellent; 19% fair; and 6% poor. The remaining 3% of students had no opinion.

32. Restroom facilities were also evaluated by MWC students. Sixteen percent (16%) said the facilities were good; 16% fair; 11% poor; 9% said outstanding; and 45% had no opinion.

Chapter One Page 20

33.

Notes ?

Student parking was judged by 31% of the students as good; 28% as excellent, 16% as fair, 9% as poor and 14% no opinion.

34. Students rated the comfort of their classrooms as follows: 38% excellent, 28% good, 19% fair, and 12% poor.

35. School Safety Asked to rate the safety of the campus, 44% feel it is safe; 36% very safe. Eight percent (8%) feel the campus is not safe and 9% have no opinion.

36. Bookstore Students rated the bookstore services as 35% good, 12% fair, 29% outstanding, and 15% poor. Six percent (6%) had no opinion.

37. Independent Study Students were asked whether they knew that MWC offers home study programs (Distance Learning, Independent Study). Fifty-five percent (69%) of the students answered yes, and 18% answered no.

38. Student Council (questions 38 to 40) Forty-nine percent (49%) know their Student Council representatives. Thirty-five percent (35%) of the students responded that they did not know their Student Council representatives.

39. Asked to rate the communication between the Student Council and the rest of the students, 43% answered poor; 17% good; 9% answered excellent; and 8% adequate.

40. MWC students were asked the kinds of projects they would like to see the Student Council become involved in. Twenty-three (23%) percent chose school events; 15% chose school improvement and beautification; 15% selected school projects (recycling, scholarships); 7% school governance; and 36% answered â&#x20AC;&#x153;otherâ&#x20AC;?.

Chapter One Page 21

Notes ?

41. Recommendation Thirty-nine percent (39%) of MWC students stated they would rate our school as good; 33% excellent; 6% fair; less than 1% poor; and 14% no opinion.

A total of 527 students answered this question. Their replies were as follows: A – Excellent 176 B – Good 208 C – Fair 31 D – Poor 4 E – No Opinion 76 32

33% 39% 6% less than 1% 14% 6% comments/requests but no rating

Comments from the student on the survey (actual numbers, not percentages): More/cleaner bathrooms

More parking

Excellent teachers

More classrooms/space

Provide ESL students with information on programs offered at the school 5

Chapter One Page 22

Cleaner classrooms

More babysitting time

Sell the needed textbooks on campus (Photovoltaic class)

More/better security

Counseling for all students

Make an ESL lab

Add computers in ESL Classrooms

ESL Conversation class in the morning

Chapter

Two MWC Graduation

Progress Report

Chapter

Notes ?

Two

Progress Report Since the last full accreditation visit in 2005, there has been an increase in the overall number of students served, an increase in the Hispanic population, and a decrease in the Asian population served. Successful course additions noted were: Construction/We Build Program, Electrician Fundamentals, Photovoltaics, Office Assistant, and Medical Terminology. Other improvements include the installation of a public address (PA) system and phones in all main campus classrooms. The office classified staff worked as a team to ensure successful implementation of the new BTS Payroll System. There have been changes in the administrative staff. One Assistant Principal of Operations and the Assistant Principal of Adult Counseling Services in position at the time of the mid-term visit were reassigned to other schools. Two new Assistant Principals were added to replace them. In December 2010, three members of the existing classified staff were transferred and two were laid off due to District budget cuts. Five newly transferred classified LAUSD employees began during the same month. Mid-Wilshire Center, legally named Los Angeles Technology Center, completed the procedures for school renaming three years ago. The process was not completed, however. At the time, all Division schools were undergoing name branding to Education and Career Centers. The addition of ECC to Division school names has since been eliminated. At this date, MWC is known by both names. We will begin the application process for renaming in the next school year.

MWC has made progress on critical areas for follow-up as indicate: MWC continues to implement staff development to include technology use, assessment, and research-based instructional strategies that align with the school’s SLOs. MWC employees are provided staff development opportunities at the school site and are encouraged to attend conferences and workshops sponsored by a variety of professional organizations. Information about upcoming staff development options is posted regularly in the school Chapter Two Page 23

Notes ?

Weekly Bulletin and on the Division website. Staff members are encouraged to take classes to enhance their professional skills during off hours on-site, or at other DACE schools, community colleges, and universities. Departments have specialized staff development plans. Whole school staff development is conducted biannually. MWC faculty members are also regular workshop presenters. In addition, the school is following a focused plan as recommended in the original visitation to address technology use. A technology assistant is now on-site and the school continues to receive Perkins funding as well as some grant monies allowing the purchase of new computers for many of the vocational classes. Computers in other programs have been upgraded and the number of computers in classrooms has increased, improving student technology access. The District should include a data field in SIS to capture student completion, certification, and transcript information, as well as to help market and report student success to the community. The Los Angeles Unified School District has included data fields within the SIS system to capture student completion, and is now able to automatically issue certificates to program completers. School staff is now able to access transcript information and provide statistical reports on any of the school’s programs. School administrators recently received additional training on Dashboard, an enhancement to the SIS system that provides access to school data in real time. Access to this information will aid school leadership in providing datadriven instruction. As recommended by the previous Visiting Committee, the site administration has worked to improve the student assessment process, which ensures testing and evaluation that leads to better planning of educational programs for students. Since the last full accreditation, improvements have been ongoing in the assessment process. These changes ensure that students benefit from a comprehensive assessment plan to guide their educational progress. The plan includes orientation and placement testing; counseling and advisement; enrollment and follow-up counseling; and classroom presentations focusing on educational pathways – including Academic, Career Technical Education, and higher education options. Students receive orientation packets and student handbooks. A multi-level math assessment has been developed to better place academic students into appropriate courses for remediation or to enhance their competencies. Additional counseling staff has also been hired to provide more access to counseling for students. Five computers are located in the Assessment Center to provide students with opportunities to access career-related internet websites. All ESL students receive orientation and standardized assessment. Assessment tools include the CASAS test as well as District placement and promotional tests that are scheduled and administered at the end of every semester and trimester at both the main site and the branch.

Chapter Two Page 24

MWC, as recommended by the previous Visiting Committee, has worked to improve counseling services for all students. As noted in the school’s mid-term report, the Counseling Office provides a variety of services to students in all programs. Classroom presentations are given on available counseling services and programs. Upper level ESL classes are given a presentation on the “Pathways of Adult Education” once each term. During this presentation, students are exposed to academic and vocational transitional services available at the school. Counseling staff also work with students to provide job placement assistance. For example, students in the We Build program receive such assistance from the MWC community representative, who works with them to complete required paperwork and assists with field trips to job fairs that allow students access to employers.

Notes ?

MWC has begun an informal plan to improve communication between the Counseling Office and staff – certificated and classified. Counseling, academic, and clerical staff members meet as needed to collaborate and clarify counseling information to help ensure that consistent information is provided to students and the public. Counseling services have been enhanced as a result of expanded services and resources available for students through the school and community. Staff members are committed to performing tasks necessary to help students meet standards, earn benchmarks, and master academic skills as well as life skills. Information about Counseling Office activities is shared through meetings, memos, announcements, the Weekly Bulletin and email. The staff utilizes SIS by capturing accurate and complete information on student demographics, course completions, and follow-up data. With the customization of SIS to include additional student demographic and completer data, the staff now has immediate access to reports on student learning outcomes. This has led to additional funding and accurate reporting on programs requiring information on student completion rates. LAUSD has also implemented a Dashboard system that allows sites to access a real-time electronic database and generate reports to utilize for schoolwide program and budget planning. It is recommended that the Action Plan be reviewed and revised at the beginning and end of each school year by the different leadership groups on campus. The Action Plan from the previous full accreditation visit and the mid-term visit has been reviewed and revised at bi-annual school meetings, departmental staff meetings, and Community Advisory Council and Trade Advisory Committee meetings. This has improved ongoing collaboration and school improvement planning across departmental lines and among school and community groups, including students, parents, and community representatives. Additionally, the plan is reviewed at management meetings and posted in the Weekly Bulletin and in prominent locations throughout the school. This review process ensures a systematic monitoring of progress towards school goals, as well as multiple opportunities for input by all stakeholders.

Chapter Two Page 25

Notes ?

Parking continues to be a major concern at the site as a result of increasing enrollment. However the school partners with a nearby shopping center to allow use of their parking lot for overflow particularly for special events on the campus. School administrators continue to pursue other alternatives.

Marketing Committee Another critical area of improvement can be found in the accomplishments of the school Marketing Committee. Organized prior to the first accreditation, the Marketing Committee is made up of administrators, teachers, advisors, Student Council members, students, parents, and community representatives. The committee meets every two months to discuss strategies to increase community awareness of the school and its programs and services. Committee members discuss and share ideas on the following marketing strategies: Marketing Plan budget and timeline Identification of Target Population Program Promotion Media Planning Community Outreach Special Events Partnerships/Sponsorships Collaborating Agencies Contributions from School Committees

Marketing Plan The Marketing Committee began by developing an effective marketing plan. The participation of school administrators, teachers, students, and community members was crucial in developing and implementing a plan that comprised specific dates and tasks to accomplish. Such tasks included school and community events, recruitment from feeder schools, and effective targeting and timing of news releases. An analysis of the school population helped identify the target audience: adults seeking to learn English and attain U.S. citizenship; adults seeking job training in high-demand careers such as Computers, Construction, Electricity, Office Assistant, and Health Careers; adult high school diploma and GED candidates; and high school seniors and other concurrent students seeking academic and elective credits. Additional demographic information is provided by SIS data. For example, enrollment by ethnicity for school year 2009-2010 indicates that Latinos are 68%, Asians 22%, Black 8%, and others 1% of the school population. Chapter Two Page 26

The goal of the marketing plan is to increase community awareness of MWCâ&#x20AC;&#x2122;s educational programs and services, leading to greater community utilization of these resources. Personnel responsible for implementing the plan include students, teachers, advisors, administrators, and community representatives. Marketing resources include the schedule of classes, SIS data, school print media and publications, local media, Student Council, school marquee, school website, and DACE marketing support. Progress evaluation is done by using student surveys, community input, review of enrollment data, corporate sponsors, Trade Advisory and Community Advisory meetings, and interviews. Progress is reported to stakeholders through staff meetings, advisory meetings, Student Council, Weekly Bulletins, school website, media coverage, presentations, and enrollment data.

Notes ?

The marketing plan is ongoing throughout the school year. The strategic plan includes specific dates for annual events such as the Back-to-School Meeting, Cinco de Mayo, Asian History Month, Black History Month, Womenâ&#x20AC;&#x2122;s History Month, Trade Advisory Meeting, Community Advisory Meeting, and graduations. Student recruitment starts during summer for the Fall semester, during the Fall semester for the Spring semester, and during the Spring semester for the Summer session. Postcards are mailed to remind students that school is starting, and news releases are issued several weeks before the start of each term. Funding is provided for promotional items and advertising needed to publicize school programs and services. The process to obtain funds for the production of printed materials such as school brochures, flyers, banners and promotional giveaways begins with the design and artwork preparation done by Marketing Committee members. For items over $1,000, three bids are obtained. The request for funding and three bids are presented to the Principal for final approval. The approximate cost per year is as follows: Schedule of classes, $2,800; promotional giveaways, $900; advertising through radio and newspapers, $1,200; school banners, $600; and miscellaneous expenses for publicity materials for open houses, career days, and community meetings, $3,000.

Technology and Website Committee Contributions The collaboration of the Technology and Website Committees has been especially fruitful in shaping and implementing the schoolâ&#x20AC;&#x2122;s Marketing Plan. The MWC Technology Committee meets every two months to discuss ways to utilize technology to promote school programs. Career Technical Education students contribute their knowledge and skills to develop promotional items in several ways. Students in Computer Technology classes have created a variety of flyers and promotional pieces. The Photovoltaic class designed and assembled a portable solar panel energy conversion kit being used for promotional purposes and resulting in new enrollment in the Photovoltaic program.

Chapter Two Page 27

Notes ?

The Website Committee meets periodically to discuss ways to improve the school’s website. The committee is made up of administrators, teachers, advisors, and students. The website, www.wcenter.adultinstruction.org, is maintained by DACE and the information is updated regularly, especially at the beginning of the fall and spring semesters. The website has resulted in additional phone calls and enrollment from users accessing the site, and more students enrolling in Health, Academic, and Career Technical classes.

Special Events One of the most effective methods to publicize the school in the community is by inviting the public to special school events. The school Open House takes place during the Fall semester. Community representatives, business people, people from the industrial sector, feeder schools, colleges, employment agencies, school partners, students, and parents are invited. Business and industry representatives are encouraged to provide information on new technologies. Employment agencies also make themselves available to provide student information on jobs and employment-related services. Similarly, MWC’s annual Career Fair brings a large number of guests who, after learning about the programs and services offered, may register for academic or job training programs. The community is also invited to the school’s celebrations of its rich and varied ethnic heritage, such as Cinco de Mayo, Black History Month, and Asian History Month festivities. At these fun and educational events, visitors have the opportunity to tour the school, meet students, and see program displays. On-thespot enrollment is available during the event.

Partnerships with Business and Industry The Trade Advisory Meeting takes place during the Fall semester. Representatives from the business and industrial sectors are invited. The main focus of the Trade Advisory Meeting is to cultivate relationships with employers who represent business and industry. At this meeting, guests receive up-to-date information on Career Technical Education programs. Employers are asked to review the curriculum and make suggestions on new programs, new technologies and ways we can better prepare our students for the world of work. They are also asked to provide employment for students who have completed relevant training programs. Some of the organizations represented include Home Depot, Kaiser Hospital, the Electricians’ Union, Plumbers’ Union, Carpenters’ Union, Ironworkers’ Union, EDD (Employment Development Department), private employment agencies, Job Corps, Department of Public Social Services, LAUSD’s We Build program, and other agencies interested in providing employment for our students. Chapter Two Page 28

The Community Advisory Meeting takes place during the spring semester. At this meeting, representatives from all sectors of the community are invited, including LAUSD, local high schools, Job Corps, EDD, private employment agencies, Department of Public Social Services, community-based organizations, Councilperson District 10 and other collaborating agencies. At the Community Advisory meeting, guests receive up-to-date information on school operations and programs such as Alternative Education and Work Center (AEWC), ESL, Academic, and Career Technical Education classes and services.

Notes ?

Community Outreach and Advertising Other outreach efforts the Marketing Committee supports include ongoing presentations by MWC staff and volunteers at community meetings, District sponsored events and business and industry sponsored events. Flyers are distributed at community events, job fairs, feeder schools, collaborating agencies, clinics, hospitals, private and public employment agencies and job training centers, and large corporations such as Home Depot, Sears and construction material warehouses. Businesses that hire large numbers of employees allow us to place posters at their facilities. The District provides free email services to teachers, students and employees. Information on new programs and services is sent via email and through the school website to students, parents, and community members. Periodicals such as the Penny Saver, El Clasificado, El Aviso, Teleguia and other throw-away publications have donated ad space, usually in the community news sections. Several local radio stations such as KBUA, KRLA, KJLH, and KLVE have donated air time during the dedicated time slot for community news. Television stations such as KTLA, KTTV, KCBS, KMEX have also been contacted to broadcast information about our school and programs. Newspapers including the LA Times, La Opinion, the LA Sentinel, the Korean Times, and The Wave have contributed ad space. MWC has limited funds available for public relations.

Marketing Committee Accomplishments With the support of school stakeholders and District administration, MWC’s Marketing Committee has been able to accomplish the following: Increased visibility through community outreach and targeted advertising Increased participation at career fairs, job fairs, and employment-related events Developed a variety of promotional materials and partnerships with media Raised awareness and increased enrollment from school website Chapter Two Page 29

Notes ?

Promoted greater community awareness through Community Advisory Council and Trade Advisory Committee meetings Developed partnerships with Home Depot and other employers and industry groups Increased collaboration with many federal, state, and city agencies, including LAUSD While a variety of marketing strategies are used to promote our educational services, school surveys show that the most effective method for school publicity continues to be “word of mouth” – students sharing information about the excellent teachers and programs at Mid-Wilshire Center.

A Culture of Continuous Improvement Current improvement efforts are creating a change in the school culture at MWC, which is promoting an increased sense of community and dedication to learning within the institution and surrounding community. School leadership, in partnership with the faculty, staff and community, continues to guide the school in establishing priorities and implementing a continuous process of improvement. This process focuses on creating positive learning outcomes for all students and programs, as well as meeting or surpassing California State Content Standards, along with District and Division requirements. The goal of schoolwide improvement requires the active involvement of all school stakeholders, including administration, staff, students, and community members. By regularly promoting collaboration among these groups, and by systematically evaluating student needs and learning results, MWC is steadily enhancing its programs and services, and meeting the goals of the school action plan.

Chapter Two Page 30

Chapter

Three

io n La b In di vi du al ize d In st ru ct

St ud en t Co un ci l

Standards

Chapter

Notes ?

Three

Standards

Standard 1: Institutional Mission, Purpose, and Objectives The Standard: The institution that is designed for adult students, to demonstrate strong commitment to a mission that emphasizes achievement of student learning in vocational and avocational endeavors, and to communicating the mission internally and externally. The institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission is accomplished.

Criterion 1: The institution has a statement of mission that defines its broad educational purposes, its intended student population, and its commitment to achieving student learning. Â&#x192;Â&#x192; In what ways does the mission statement reflect the institutionâ&#x20AC;&#x2122;s commitment to achieving student learning? Mid-Wilshire Center has a clear mission statement that reflects the educational purposes of the institution as a whole, in alignment with the guiding mission of the Los Angeles Unified School District (LAUSD) and the Division of Adult and Career Education (DACE). This statement of purpose is extended to include an even further defined set of Student Learning Outcomes (SLOs) that promote clear and measurable goals that effectively communicate the basis of the educational program to every student, teacher and staff member.

Chapter Three Page 31

Notes ?

MISSION STATEMENT Mid-Wilshire Center empowers a diverse student body to effectively participate in a technologically driven, ever-changing society. The staff promotes respect for life-long learning and the achievement of personal goals.

Declaración del Cometido El Centro de Mid-Wilshire tiene como objetivo dotar de las facultades necesarias a un estudiantado de diversos orígenes a fin de que participen en una sociedad impulsada por la tecnología, y en constante cambio. El personal promueve el respeto por el eterno aprendizaje y el logro de metas personales.

Mid-Wilshire Center Student Learning Outcomes (SLOs): Effective Communicators Demonstrate effective writing, reading, speaking and technological skills for school and work.

Solution Seekers Demonstrate critical thinking and computational skills to identify and solve problems independently or collaboratively.

Life-Long Learners Recognize that education is a lifelong process and is a way to achieve personal and career goals.

Respectful and Responsible Be sensitive to democratic values and good citizenship.

Chapter Three Page 32

Criterion 2: The institution establishes student learning programs and services aligned with its purposes, its mission, and its student population.

Notes ?

What discussions are held among key stakeholders regarding the relevance of the mission statement to student learning? What statements about student learning are included in the mission statement? How do these statements make explicit the purposes of the institution? The mission statement is the foundation of Mid-Wilshire Center’s planning, development and program implementation. Teachers, administrators, staff, and students all play fundamental roles in the ongoing process of evaluating the mission statement as a clear and relevant expression of school purpose. The statement is regularly reviewed to ensure that it states specific program goals while maintaining the breadth to allow for the diversity of our school’s educational offerings. The mission statement reflects the school’s awareness of the needs and diversity of its student population, as it promotes the fundamental value of respect for education at all stages of life. An understanding of the importance of technology and the need for our students to be able to adapt to change are also core concepts of our mission statement. These concepts are included in an effort to maximize the occupational and personal successes of our students.

Criterion 3: The mission statement is approved by the governing board and published. Who was involved in the development of the mission statement? How is the mission statement communicated to the institution’s constituents? MWC’s mission statement is an ever-evolving collaborative effort. Every member of our organization is invited to review and analyze the mission statement to ensure its relevance and effectiveness in stimulating learning and instruction. Each year at the Back-to-School meetings, the statement is discussed, amended if necessary, and approved by vote of the entire staff, as well as by student council representatives.

Chapter Three Page 33

Notes ?

Communication of the mission statement to Mid-Wilshire Center’s constituents is fundamental to its school-wide impact and success. MWC’s mission statement and Student Learning Outcomes are publicized to staff, students and other stakeholders through: Weekly Bulletins Flyers Posted Signs School Website Staff Meetings Community and Trade Advisory Meetings Discussion of the mission statement between teachers and students in the classroom ensures that students’ educational experience includes awareness of the school’s mission and SLOs. Each term, teachers are encouraged to review the mission statement and SLOs with students and incorporate them throughout the term as an integral part of lesson planning and class content.

Criterion 4: Using the institution’s governance and decisionmaking processes, the institution reviews its mission statement on a regular basis and revises it as necessary. What circumstances prompt changes to the statement? What quantitative and qualitative data are used and analyzed in an ongoing and systematic cycle of evaluation of the institution’s mission? MWC carefully and regularly reviews the mission statement to verify its relevance and capacity to promote effective learning and instruction. Every member of the staff is invited to review, propose and vote on any changes to the mission statement every September. Student Council representatives also participate in discussions of the effectiveness of the mission statement and offer suggestions for changes and improvements. Additionally, the Leadership Team reviews the mission statement and discusses directly with the administration any ideas for its revision.

Chapter Three Page 34

Criterion 5: The institution’s mission is central to institutional planning and decision making.

Notes ?

How effectively does the mission statement prompt planning and decision making? To what extent is the mission statement central to the choices the institution makes? The mission statement of MWC not only informs instructional content, but also guides the overall program planning and decision-making of our school. The statement’s use of the words “empower a diverse student body” expresses our support of student self-governance and participation by the Student Council in school planning. We invite the Council to have a strong and clear voice in the planning and development of our campus, with representation in key events such as the Back-to-School meeting and Leadership Team meetings. Multi-cultural and historical awareness programs, such as Asian History Month and Black History Month celebrations, along with other schoolwide events, give power and confidence to our students while recognizing the diversity of our school. The use of the phrase “technologically driven, ever-changing” is also significant to schoolwide planning and priorities. The implementation of online and DVD technology in the Distance Learning program to enhance the education of our students in the classroom as well as those who cannot attend school regularly is another way technology is used to empower and educate our students. At this time, five percent of our students take advantage of online access to Distance Learning. The words “respect for life-long learning and the achievement of personal goals” in our mission statement shape our policy of open enrollment that allows students to commence their education at any stage of life. Our registration and student intake procedures are carefully conducted to include a one-on-one assessment of each student’s needs, abilities, and personal and professional goals, so that we can best assist him or her in attaining these goals. Additionally, we use written surveys to gather more information about the make-up and goals of our students in an ongoing effort to adapt our programs and services to their ever-changing needs.

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Evidence Copies of announcements about cultural events Copies of Back-to-School Meeting + Spring Meeting / Sign-in sheets and agendas Copies of Community Advisory Meetings agenda Copies of cultural events programs Copies of sign-in sheets and/or agendas for Leadership Team meetings Copies of sign-in sheets and/or agendas for Shared Decision Making Committee meetings Copies of Trade Advisory Meetings agendas Mission Statement Orientation Handbook – Academic Orientation Handbook – ESL Plans for disseminating information to the public about the institution and its mission Publications, promotional material, and other media that are used to provide information internally and externally about the institution and its mission Schedule of Classes SLOs Student Council Minutes Weekly Bulletin (sample)

Areas of Strength and Key Issues to Be Addressed Major Strengths Mid-Wilshire Center’s institutional values and goals are clearly defined in the school’s Mission Statement and Student Learning Outcomes. All stakeholder groups at MWC fully participate in the development and revision of the Mission Statement and SLOs. The Mission Statement and SLOs are widely publicized in English, Spanish and Korean, as well as on the school website, signage, and in meetings.

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Standard 2: Organizational Structure The Standard: The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. The organizational structure and roles of governance are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.

Criterion 1: The institution recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, learn, and improve. What do the statements about institutional goals tell you about the institution’s commitment to excellence? Are the institution’s goals and values clearly articulated and understood by all? Can the institution’s staff identify what those goals and values are? Can staff describe their own roles in helping the institution achieve its goals? What information about institutional performance is circulated and available to staff and students? Is the information kept current? Is it easily accessed; is it understandable? Is it regularly used in institutional discussions and decision-making sessions? Do the institution’s processes for institutional evaluation and review and planning for improvements provide venues where the evaluations of the institution’s performance are made available to all staff? Do institutional planning efforts provide opportunity for appropriate staff participation? How does the institution articulate the responsibilities of individuals to develop ideas for improvements in their areas of responsibility? How do individuals and groups at the institution use the governance process to enhance student learning? Mid-Wilshire Center’s institutional goals and values are clearly expressed in the school’s mission statement. The school’s purpose is to empower its students “to effectively participate in a technologically driven, ever-changing society.” Furthermore, “the staff promotes respect for life-long learning and the achievement of personal goals.” MWC’s pursuit of educational excellence is expressed with equal clarity in the school’s Student Learning Outcomes. These statements articulate the institution’s emphasis on developing students who are “effective communicators, solution seekers” and “life-long learners” who will function as “respectful and responsible” citizens of a democratic society.

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Notes ?

These goals and values require, among other things, an emphasis on teaching not only academic and career technical skills, but critical thinking and good citizenship. Given the demands placed on American citizens in an increasingly complex society, MWC’s mission statement represents a significant challenge that calls for dedication and excellence on the part of our school’s administrators, staff and students. The school’s goals and values are fully understood and accepted by students and staff, since all stakeholder groups fully participate in the development and revision of the mission statement and SLOs. As stated above, these documents are reviewed at the beginning of every year by staff, students and community members at Back-to-School meetings. Staff members evaluate the goals and approve any changes. The goals are also examined throughout the year at regular meetings of departmental staff and other stakeholder groups, such as the Shared Decision Making, Technology, and Website committees. Student Council members discuss the goals and provide input at meetings. Community groups such as the Trade Advisory Committee also review the school’s goals and offer feedback and suggestions at their gatherings. Additionally, a suggestion box is available for students and staff to share ideas and concerns about these and other topics. The suggestions provided are evaluated by office staff and administration on a daily basis. Perhaps most importantly, MWC’s teaching staff is deeply aware of and engaged in the attainment of the institution’s goals. Instructors talk about the mission statement and SLOs with students in the classroom and incorporate school goals in their lessons. Throughout the year, numerous communiqués and meetings help staff members understand their role in achieving schoolwide goals, such as school safety requirements and commitment to excellence in instruction. There are also numerous opportunities for professional development that enable teachers to better serve their students. Furthermore, MWC’s institutional goals are widely disseminated to all stakeholders via printed materials such as classroom posters, class schedules, promotional materials, memoranda, and weekly school bulletins. They also appear on the school’s website and in public address system announcements. Taken as a whole, this schoolwide effort creates numerous opportunities for all stakeholders to understand and embrace the school’s goals, as well as participate in the ongoing process of developing and pursuing them. MWC collects a great variety of information concerning institutional performance that is widely accessible and regularly used in the school’s decision-making process. A key element of this is assessment data, which consists primarily of student test results. Such tests include CASAS, the California High School Exit Exam (CAHSEE), the GED, and ESL promotional tests.

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CASAS (Comprehensive Adult Student Assessment System) is a state-mandated testing system used by DACE schools to measure the academic progress of students and secure federal WIA funding. CASAS tests are administered to

all ESL and Academic classes at the beginning and end of each term. A three to five-point gain on the test creates a benchmark, or payment point. Test results, including reports detailing individual student results, are distributed to each teacher. Instructors and advisors can use the results to identify areas of strengths and weaknesses in lesson planning, and plan appropriate instructional remedies.

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The CAHSEE is administered seven times a year to high school diploma candidates. Test results are sent to the school, enabling teachers and counselors to assist students in attaining their diplomas. GED practice tests are given to students as part of their GED preparation program. Teachers and counselors use the results to determine studentsâ&#x20AC;&#x2122; readiness to take the official exam. The official GED is administered at the school several times a year in English and Spanish. Test results are provided to students and school staff by the California GED Testing Center. ESL Promotional Tests are given at the end of each term. Teachers discuss test results directly with their students to decide if students can promote to a higher level. Test results are also used by ESL staff to determine strengths and weaknesses of the instructional program. ESL/CBET Tutoring courses also offer pre- and post-surveys to determine whether students are mastering course competencies. All instructors offer regular assessments to students, and the results are used to help both students and teachers improve their performance. Other assessment data made available include high school graduation rates; course and program completion rates; and results of various state licensing exams such as the Certificated Nursing Assistant exam. Finally, MWC collects data on the number of job placements by students who complete career training at the school. Assessment data are made available to the school community through various means, including the weekly school bulletin; meetings of staff, community groups and Student Council; regular public address announcements; as well as in various posters, letters and memoranda addressed to the school community. Recognition of student successes is also an integral feature in many classes and in graduation ceremonies for various programs. Much of our assessment data is kept on file in the Counseling Office and in digital storage locations, including the SIS system and CASAS/TOPSpro database. Other data used in institutional decision-making include e-mails and memoranda from DACE Central Office; Student Council minutes, which are available in English and Spanish to both students and staff; meeting minutes of departmental and other groups, which are distributed to appropriate recipients; job postings; announcements of community programs; distance learning reports; student attendance reports, and student transcripts. School surveys of students and staff are another vital source of information used in the school planning process. Whenever necessary, such information is translated into Spanish and Korean.

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Notes ?

The institution provides numerous venues for staff to participate in the school planning process. The great variety of organizations at MWC ensures the active participation of school staff in this process. These include schoolwide groups such as the School Leadership Team, Shared Decision-Making Committee, Trade Advisory Committee, Safety Committee and Technology Committee. They also include subject area teams such as the Academic, ESL, and CTE departments, and classified staff teams. Finally, there are the numerous ad-hoc committees that exist to coordinate special events such as ethnic heritage celebrations, fundraising campaigns, and graduation ceremonies. In order to elicit optimal staff participation, every school employee is given the opportunity to take part in planning and organizing efforts. Staff members discuss the institution’s progress during schoolwide staff meetings and Shared Decision Making Committee. Similar dialogues among staff take place at department and other staff meetings, as well as staff trainings. All employees are invited to participate in the numerous conferences, workshops and community fairs sponsored by DACE or other professional organizations, as well as by various governmental, nonprofit, and private entities. Administrators, advisors and other school leaders regularly communicate with staff regarding employees’ responsibilities in the process of maintaining and improving school performance. Such communication takes the form of meetings with groups and individuals, memoranda, bulletins and announcements. For example, administrators and advisors regularly visit classrooms to observe teachers and provide feedback, including suggestions for improved instruction. During official Stull evaluations conducted every two years, tenured teachers are asked to set specific goals to meet the needs of their students and continue professional growth. Classroom observations are conducted once a year for nontenured teachers. Students are also a key part of the planning process. The Student Council’s monthly meetings allow students, through their elected representatives, to participate in school governance and advocate ideas for improvement. Students also participate in the Shared Decision Making Committee, which votes on the use of funds for instructional materials and discusses issues of class offerings, scheduling, and other matters of schoolwide interest. Finally, the principal and other administrators maintain an open door policy in which students, staff, and community members are encouraged to visit and share information, ideas and concerns. This has proven to be a source of valuable input into the school’s planning and improvement process.

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Criterion 2: The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in the decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies. Faculty and administrators have a substantive and clearly defined role in institutional governance and exercise a substantial voice in institutional policies, planning, and budget that relate to their areas of responsibility and expertise. Students and staff also have established mechanisms or organizations for providing input into institutional decisions.

Notes ?

What do institutional policies and procedures describe as the roles for each group in governance, including planning and budget development? Procedures regarding many school decision-making processes are outlined by DACE Central Office guidelines. In fiscal matters, the school administration and Financial Manager oversee the financial management of the site using in-house data and data provided by DACE Fiscal Services. Support is provided by program advisors, the SAA, Financial Manager and Plant Manager. Every manager is invited to meet with the administrators on Tuesdays of each week. Additionally, managers meet weekly with the principal. Administration is available daily. The school administration reviews the financial reports over a three to five-year period using ongoing data provided by DACE Fiscal Services and by performing a review of Statistical Reports for a two-year period.

Criterion 3: The institution relies on faculty, a curriculum committee, and administrators for recommendations about student learning programs and services. What documents describe the official responsibilities and authority of the faculty and administrators in curricular and other educational matters? The institution relies on various documents that describe each stakeholder’s responsibility. They define the authority of the faculty and administrators in curricular and educational matters. These documents include, but are not limited to, staff contracts, the school’s staff handbook, and numerous written guidelines and bulletins from DACE Central Office. DACE provides course outlines for every class offered at the school, as well as a number of handbooks, bulletins, and websites that detail specific program and course requirements, guidelines, instructional best practices, and other educational resources. Chapter Three Page 41

Notes ?

Administrators, advisors and faculty often attend meetings sponsored by the DACE Central Office to inform school staff of changes and developments to DACE educational policies. Administrators and advisors in turn hold regular departmental meetings to remind teachers of established policies and keep them up to date on recent developments. New information is disseminated in the form of handouts, memoranda and email messages.

Criterion 4: Through established governance structures, processes, and practices, the governing board, administrators, faculty, staff, and students work together for the good of the institution. These processes facilitate discussion of ideas and effective communication among the institution’s constituencies. Do the written policies on governance procedures specify appropriate roles for all staff and students? Do these policies specify the academic roles of faculty in areas of student educational programs and services planning? Are staff and students well informed of their respective roles? Does staff participate as encouraged by these policies? Do the various groups work in a collaborative effort on behalf of institutional improvement? Is the result of this effort actual institutional improvement? Is there effective communication at the institution that is clear, understood, widely available, and current? Does staff at the institution know essential information about institutional efforts to achieve goals and improve learning? The school’s written policies on governance procedures specify appropriate roles for staff and students alike. These policies are disseminated to all staff at the Backto-School meetings, and throughout the year via weekly bulletins, memoranda and announcements. The policies clearly indicate the operation and instructional roles of the faculty. Service planning is well thought out and clearly defined based on the needs of the community and evolving changes in technology. Students are well informed of their roles through the intake process, which includes a detailed orientation and assessment. Additional information comes in the form of regular announcements, classroom discussion, posters, flyers and participation in Student Council.

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Teachers and classified personnel receive employee handbooks detailing their roles and responsibilities. Prior to hiring, teachers are given policy and procedure packets, and are required to participate in trainings, observations and workshops. Current faculty are regularly encouraged to continue participating in staff development. In addition, at departmental meetings and in-services, teachers can share proven techniques and new resources, which leads to improved performance of the institution as a whole.

Staff members also participate in numerous venues at school in which they learn more about their roles and collaborate in the process of institutional improvement. A key event is the Back-to-School meeting, an annual event focusing on school policy, subject-area instruction, and student achievement goals. Other venues for participation include meetings of school site teams such as Mid-Wilshire Branch, evening and Saturday programs; department meetings; and various committee meetings, such as Shared Decision Making and Technology and School Safety. Staff participation is also encouraged by the evaluation process. All staff take part in the process of observation and evaluation. As part of Stull procedures, tenured teachers sign a written contract stating policies and expectations are understood and will be fulfilled on a daily basis. A one-time annual evaluation with feedback is planned for each staff member.

Notes ?

The net result of these policies is continuous institutional improvement. Students, staff and administration regularly collaborate to identify and meet the evolving needs of the campus. Requests and recommendations are taken into consideration to maintain a safe and well-rounded educational environment within the institution’s budget. Communications are clear, up-to-date, and widely available, whether in written, verbal or digital form. A well-publicized open-door policy provides all staff access to administration and encourages them to discuss any concerns. Most importantly, staff members understand and fully support institutional efforts to achieve goals and improve learning.

Criterion 5: The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with ACS WASC standards, policies and guidelines, and Commission requirements for public disclosure, selfstudy, as well as other reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission. What does documentation of the institution’s past accreditation show about integrity in its relationship with the Commission; has it responded expeditiously and honestly to recommendations? Are the institution’s communications of institutional qualities or effectiveness to the public accurate? The school participated in its first accreditation in 2004. Action plans were developed and have been continuously emphasized each year. MWC completed the third-year report in 2008. Since that time, the institution has continued to carry out the guidelines of accreditation as an ongoing process. All external groups are invited to participate in school planning and improvements. For example, the Trade Advisory Committee and Community Advisory Council receive copies of the school’s Self Study, Action Plans, and Standard Community Reviews. The public is invited to visit the open campus. In addition, administrators and advisors frequently attend community meetings and share information about school programs.

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Criterion 6: The role of leadership and the institution’s governance and decision-making organization, structures, and processes are regularly evaluated to ensure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement. What process does the institution use to evaluate its organization, governance, and decision-making structures? Are the results communicated within the campus community? How does the institution use identified weaknesses to make needed improvements?

MWC provides an easily accessible suggestion box, allowing stakeholders the opportunity to share ideas and concerns about the school. MWC publicizes current information on student achievement, including test scores, grades, course completion rates, GED certificates, high school diplomas, and job placement. DACE also provides various statistical reports and correspondence which indicate where improvements have been made. All of this information is regularly communicated to the entire campus community and is used as a basis for improving the effectiveness of Mid-Wilshire Center. The data is carefully analyzed to evaluate school leadership, organization, governance and decision-making structures. Identified weaknesses are publicized to assist stakeholders in making realistic improvements. These improvements are also viewed and discussed during subject area department meetings and changes are made following funding availability.

Evidence CAHSEE data CASAS Benchmarks Copies of announcements mentioning SLOs Copies of classroom evaluations + forms (nameless) Copies of Stull evaluations and planning (nameless) Copy of agenda for Back-to-School Meeting Copy of any contract between the institution and any agency, corporation, institution, or individual that involves processing financial aid, instruction, administration, recruiting, or placement services, etc. Copy of ESL Ceremony Copy of Graduation Ceremony Chapter Three Page 44

Course outlines (samples)

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GED data Leadership Team meetings minutes/agenda +sign-in Minutes of Student Council meetings Mission Statement Names + addresses of all campuses Organizational Charts Sample ESL tests Sample GED practice test Sample report detailing student results (CASAS) Sample TABE (D7) test Weekly Bulletin Shared Decision Making Committee minutes/agenda +sign-in SLOs Staff development memos Staff Handbook

Areas of Strength and Key Issues to be Addressed Major Strengths Mid-Wilshire Center’s institutional values and goals are clearly expressed in the school’s Mission Statement and Student Learning Objectives. All stakeholder groups at MWC fully participate in the development and promotion of the Mission Statement and SLOs. School administrators, instructors, and staff incorporate institutional goals and values into school governance, classroom instruction, and community relations. The school clearly and widely communicates goals and performance data to all stakeholders, including staff, students and community. Our diverse student population is empowered through Student Council and special events.

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Standard 3: Evaluation and Planning The Standard: The institution demonstrates a conscious effort to produce and support student learning, measures that learning, evaluates how well learning is occurring, and plans for changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning. Criterion 1: The institution maintains an ongoing, collegial, selfreflective dialogue about the continuous improvement of student learning and institutional processes. How has the institution established a means by which self-reflective dialogue, evaluation, and planning sessions can take place? When, how, and about what subjects has the institution engaged in dialogue, evaluation, and planning? What impact has this process had on student learning? Does this process lead to a collective understanding of the meaning of data and research used in evaluation of student learning? Student learning is the cornerstone of Mid-Wilshire Center’s mission. As such, MWC maintains a constant effort to support teaching and learning. This requires planning, organizing and allocating key resources that support these activities. It also includes processes for measuring and evaluating students’ progress. Evidence of student achievement is systematically used to plan and implement changes to improve student learning. MWC has established various means to promote a regular, self-reflective dialogue about the continuous improvement of student learning. There are numerous teams and committees of stakeholders whose purpose is to discuss, plan and evaluate activities promoting student learning. These groups meet on a regular basis, creating an ongoing process. Depending on the group’s mission, meetings may be annual, quarterly, monthly, weekly, or ad-hoc. For example, MWC’s administrative team meets before the school year begins to formulate schoolwide plans regarding budgeting; school facilities; instructional materials and equipment; course programming; class schedules; and staffing.

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In addition, staff members on the School Leadership Team meet on an ad hoc basis to evaluate schoolwide goals and plans, and to share information and feedback regarding the implementation of these plans. The Trade Advisory Committee and the Community Advisory Council both meet annually to offer ideas on curriculum, new technologies and job placement. The Student Council and Shared Decision-Making Committee each play a similar role in providing input from the wider school community, including students, staff and community members. The Shared Decision-Making Committee was established by election in June 2009. This group, along with the Leadership Team, encompasses all sectors of the school community.

Notes ?

MWC’s Student Council, in particular, gives our students an opportunity to participate actively in the school planning process. Student representatives from each classroom meet on a monthly basis to elect officers and introduce issues and concerns affecting the school community. Council members play a vital role by serving as liaisons between administration and students, helping out with various school events, and providing vital feedback on the school’s planning process. Additional stakeholder groups provide input and information regarding specific issues and areas of concern. The School Safety Committee meets several times a year to formulate and disseminate school safety plans, including the planning and carrying out of emergency drills. The Technology Committee coordinates the acquisition and use of instructional technology, and establishes school technology goals. Members of the Photocopy Committee help monitor the purchase, maintenance and usage of photocopy equipment and materials at the site. The ESL Textbook Committee meets as needed to arrange the selection and purchase of approved textbooks for the ESL program. A Marketing Committee promotes school programs and services to the community. The Website Committee maintains the school’s website. Furthermore, academic departmental teams meet regularly to prepare plans and goals for their specific programs. These include the Academic Department, which consists of staff in Adult Secondary and Basic Education; the Counseling Department; the AEWC program; the ESL/Citizenship/CBET Department; the Career Technical Education Department; the Parenting program; and the Distance Learning program. Other academic teams include faculty and staff of the various school sites and class times: Day, Evening and Saturday programs at the Main Campus, Branch Campus, elementary schools, and community agency sites. These teams are made up primarily of certificated staff members. They discuss such matters as course offerings and requirements; testing, placement, orientation and registration procedures; staffing, budgeting, and purchases; and professional development. School support staff, such as clerical and custodial employees, also meet on a regular basis to plan and implement activities in their areas of responsibility. Another group active on campus is the MWC Staff Association, which organizes contributions and activities in support of school employees.

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Notes ?

Finally, numerous committees exist to coordinate special events at school. These events comprise ethnic heritage celebrations such as Black History Month, Women’s History Month, Asian-Pacific American Heritage Month, Cinco de Mayo, Hispanic Heritage Month, and Native American Heritage Month. Other special events include the Consolidated Charitable Campaign, Blood Drive, Food Drive, Career Day, scholarship fundraisers, graduation and student recognition ceremonies, and school dances and parties. The Student Council is especially involved in all of these activities, most of which occur annually. The activities of these groups involve all aspects of student learning, including program offerings and requirements; intake and counseling procedures; attendance and retention; teaching methodologies; test scores; and course completion and graduation rates. They also involve factors that are not strictly academic, such as career readiness; health, safety, and well-being; parenting, tutoring, and other family matters; elections, immigration, and community involvement; and school beautification and improvement. Of course, the members of the many groups and committees are constantly evaluating institutional data, such as current and past processes and results, in order to implement changes and improvements. The net result is to create a tightly-knit school community that is committed to a continuous and self-reflective dialogue. This wider dialogue has resulted in numerous improvements to the process of student learning at our school.

Criterion 2: The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals and states the objectives derived from them in measurable terms to the degree that they are achieved can be determined and widely discussed. The institutional members understand these goals and work collaboratively toward their achievement. What criteria does the institution use to determine its priorities (set goals)? Is there broad-based understanding of the goals and the processes to implement them? Is there institutional commitment to achieve identified goals? How well does the institution implement its goals? Are the goals articulated so that the institution can later evaluate them and determine the degree to which they have been met? To what extent does the institution achieve its goals? Mid-Wilshire Center has set goals in a number of areas to increase its effectiveness in fulfilling the school’s mission. These objectives are based on numerous and varied criteria from a number of sources that are related to the overall process of teaching and learning. Such criteria include the following: federal, state, city, and Chapter Three Page 48

district requirements and guidelines; budgetary resources; staff availability and experience; facilities availability and usage; instructional materials and equipment inventories; student demographic data and attendance patterns; test results; graduation and course completion rates; Perkins program data; student and staff surveys and suggestions; and local community needs.

Notes ?

As stated above, MWC’s many stakeholder groups meet regularly to discuss and implement school goals and objectives. In addition to these stakeholder meetings and activities, the school Mission Statement and Student Learning Outcomes are posted in every classroom and school office. These statements of institutional priorities are also published in the weekly school bulletin, and are regularly communicated in announcements and numerous letters and memoranda addressed to the school community. Furthermore, teachers consistently stress these core values in their lessons. The participation of each group of stakeholders in the process of setting and evaluating school goals results in a high level of understanding and acceptance of these aims, as well as the commitment to achieve them. In an era of reduced budgets, MWC has successfully met or exceeded its stated goals in a number of areas. Here are some examples of such successes: In 2009 and 2010, the school was awarded three Perkins grants for CTE programs. Medical Office Assistant, Photovoltaics and Office Assistant each received a grant of more than $20,000 to purchase equipment, instructional materials and software. In 2009, LAUSD moved to close all leased sites. Students and staff of the MWC Branch campus appeared before the School Board, successfully lobbying the Board to renew the lease and keep our Branch site open. In the face of declining enrollment across the District, MWC was able to improve student attendance and retention in several programs, including AEWC, ABE, CTE, Citizenship, and CBET. Student participation in CBET, which is the source of important funding for the ESL program, increased substantially. A strong marketing program and the high quality of instruction have also succeeded in bringing new students to our campus. The net effects of such improvements were marked increases in graduation and course completion rates across many programs, as well as hundreds of new U.S. citizens who passed their citizenship exams. Since the last accreditation, new courses and programs that reflect community needs have also been established, including the following: Medical Office Assistant (now called Medical Technology); Construction Fundamentals and Apprenticeship; Basic Electricity; Photovoltaic Installation; teacher-directed U.S. History and U.S. Government; GED Distance Learning; and ESL/CBET Tutoring. Such courses resulted in a large number of students obtaining academic credentials and technical certification, enabling them to advance to further training or successful employment. Unfortunately, the Licensed Vocational Nurse program was closed in August 2010 due to staffing issues. Chapter Three Page 49

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The Student Council spearheaded other achievements, such as the establishment of a school recycling program; the placement of bus stops and crosswalks to enhance student safety and convenience; and the acceptance of credit/debit cards at the main site’s bookstore. The Council was also instrumental in the success of such events as the Blood Drive, Food Drive, and fundraising activities such as school dances.

Criterion 3: The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data. To what extent does the institution understand and embrace the notion of ongoing planning? Does the institution have a planning process in place? Is the planning process cyclical, i.e., does it incorporate systematic evaluation of programs and services, improvement planning, implementation, and re-evaluation? How is planning integrated? To what extent are institutional data available and used for planning? Are data analyzed and interpreted for easy understanding by the institution’s stakeholders? All members of the Mid-Wilshire Center community – staff, students and school neighbors – are keenly aware of the need for ongoing planning to evaluate and improve the school’s effectiveness. A variety of stakeholder groups meet regularly to formulate and implement plans and goals for all programs within the institution. These planning processes are conducted on a regular, systematic basis. As noted above, schoolwide plans are formulated at the beginning of the school year and are continuously evaluated and revised as necessary throughout the year. MWC’s Administrative Team meets weekly to evaluate school programs and services. Ongoing changes and improvements are based on systematic analysis of institutional data, and are implemented as needed within District guidelines. Similarly, subject area teams meet at the annual Back-to-School meeting at the start of the school year to create plans and goals for their programs. Departmental teams also meet regularly during the year to review the effectiveness of these plans and revise them as necessary. Other programs follow similar procedures and timelines. Depending on the group’s mission, meetings may be annual, quarterly, monthly, weekly, or ad-hoc. In any event, all programs follow the same cycle of initial planning and implementation, followed by regular and systematic evaluation and revision. Chapter Three Page 50

Plans and goals are based on a careful analysis of institutional data. Such information includes government and district codes and guidelines; budgetary and personnel resources; facilities, equipment and instructional materials; student demographic data and attendance patterns; student test results and course/program completion rates; and student, staff and community surveys and suggestions.

Notes ?

All groups within the school have ready access to the data necessary for the fulfillment of their plans and goals. Some of the data is published as printed materials, such as the weekly school bulletins; class schedules and flyers; various handouts and memoranda; and other written communications addressed to the school community. Other information is disseminated electronically, via regularly scheduled announcements over the public address system, or in PowerPoint displays in school offices. Data is also available in digital storage locations, including the Adult SIS system and CASAS/TOPSpro database. Additionally, much information on students and staff is maintained in the Counseling Office and Main Office. Confidential information is available to administration. When necessary, appropriate staff members assist in summarizing and interpreting data for easier use by interested stakeholders.

Criterion 4: The institution provides evidence that the planning process is broad-based, offers opportunities for input by appropriate stakeholders, allocates necessary resources, and leads to improvement of institutional effectiveness. What mechanisms exist for participation by stakeholders in institutional planning? How is broad involvement by stakeholders guaranteed? To what extent does the institution allocate resources to fulfill its plans? When adequate resources to fulfill plans are not available, does the institution identify and follow strategies to increase its capacity, i.e., seek alternate means for securing resources?

The large number and variety of stakeholder groups at Mid-Wilshire Center ensures the active involvement of all segments of the school community in the planning process. As indicated above, these include schoolwide groups, such as the School Leadership Team, Shared Decision-Making Committee, Trade Advisory Committee, Community Advisory Council, Technology Committee, and Student Council.

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Notes ?

They also include a wide range of groups dedicated to specific issues and areas of concern. Examples of such units are the school Safety Committee and Website Committee; academic departmental teams such as the Academic, ESL, and CTE Departments; school site/time teams for the different campuses and class times; and non-certificated staff teams. Finally, there are the numerous adhoc committees that exist to coordinate special events at school, such as ethnic heritage celebrations, fundraising campaigns, and graduation ceremonies. The variety of functions handled by these bodies, as well as the frequency of meetings, increases the participation of stakeholders in the process of formulating, evaluating and implementing school plans. The result across the board is a high level of understanding and acceptance of school plans and goals, as well as the commitment to achieve them. In order to carry out their plans, these groups analyze the resources that will be required to implement them. They then request the necessary funds, personnel, materials and other resources. The school administrators, with input from the Leadership Team, Technology Committee and Shared Decision-Making Committee, carefully evaluate these requests and allocate resources in an equitable and effective manner. During these tough economic times, sufficient funding is not always available to meet every need or request. When adequate resources cannot be found, school groups consider other strategies such as grants and donations to fulfill their plans. For example, the Student Council sponsored school dances to raise additional money for scholarships. The Technology Committee applied for and received a grant to purchase computers for business and medical training courses. The African Heritage Celebration committee solicited donations of food and other gifts from local businesses. Finally, staff and students from the school partnered with local community volunteers in the school beautification campaign, which included planting trees on the main campus.

Criterion 5: The institution uses documented assessment results to communicate matters of quality assurance to appropriate stakeholders. What assessment data does the institution collect? By what means does the institution make public its data and analyses internally and externally? How does the institution assess whether it is effectively communicating information about institutional quality to the public? MWC collects a great variety of assessment data that it uses to communicate the effectiveness of its programs to stakeholders. This information consists primarily of student test results. Chapter Three Page 52

Such tests include the following:

Notes ?

CASAS tests are administered to all ESL and Academic classes at the beginning and end of every term. Test results and benchmarks attained are disseminated to each teacher, along with a report listing individual results of each student in the teacher’s class. Teachers can use the results to identify students’ areas of strengths and weaknesses. CASAS results are used in conjunction with demographic information from the accompanying TOPSpro surveys. The California High School Exit Exam (CAHSEE) is administered seven times a year to high school diploma candidates. Test results are sent to the school, allowing teachers and counselors to advise students of their scores and provide assistance in passing the test. GED practice tests are given to students as part of their GED preparation program. Teachers and counselors discuss test results with students to determine their readiness to take the official exam. The GED test itself is administered at the school a few times a year in English and Spanish versions. Test results are provided by the California GED Testing Center and communicated to students via the GED website. ESL Promotional Tests are given at the end of each term. Teachers discuss test results directly with their students to decide if they will pass to the next ESL level. Within the ESL program, CBET Tutoring courses also offer pre- and postsurveys to determine whether students are mastering course competencies. Numerous other courses offer regular assessments to students, and teachers communicate results to students. The school also collects additional assessment data, including high school graduation rates; course and program completion rates; and results of various state licensing exams such as Certified Nurse Assistant. Finally, MWC collects data on the number of students who obtain employment after completing career training at the school, in programs such as Medical Office Assistant and Construction Fundamentals. This assessment data is made available to the school community through various media. Some is published in the weekly school bulletin, which is disseminated to all staff members and communicated to students by teachers and student council class representatives. Information is also conveyed through regularly scheduled public address announcements, in PowerPoint displays, as well as in various posters, letters and memoranda addressed to the school community. Much of the school’s assessment data is kept on file in the Counseling Office. Data is also available in digital storage locations, including the SIS system, the CASAS/ TOPSPro database, and certain DACE reports and websites.

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Criterion 6: The institution assures the effectiveness of its ongoing planning and resource allocation processes by systematically reviewing and modifying, as appropriate, all parts of the cycle, including institutional and other research efforts. What processes does the institution use to assess the effectiveness of its cycle of evaluation, integrated planning, resource allocation implementation, and re-evaluation? How effective is the institution’s planning process for fostering improvement? MWC’s process of planning, resource allocation and re-evaluation of plans and priorities allows it to constantly assess and improve its performance. An ongoing analysis of various data points provides the institution a series of snapshots of its programs and services, allowing it to make adjustments when necessary. For example, the school district may introduce a change in its school security procedures. School administrators, with guidance from the Safety Committee, review the new guidelines and decide how to put them in place at our site. One current issue is funding levels available from the state or school district. Changes can occur in the middle of the school year. MWC’s Administrative Team immediately analyzes any changes in funding to see how they affect school priorities. With the input of the school Leadership Team and Shared DecisionMaking Committee, the administrators re-examine school priorities and decide how to use available resources. In another example, classes may be opened or closed during a school term. Student attendance data are closely monitored on a daily basis. If a class does not meet minimum attendance standards according to the criteria agreed upon between UTLA and the District, the class must be closed. School administrators and departmental teams collaborate to make needed changes in class schedules that are least disruptive to students and staff. More commonly, however, the need arises for a new class or program to be added. School leaders analyze available funding, personnel, and facilities to decide how and when the new class may be opened. As detailed above, MWC’s numerous school groups meet regularly to review a constant flow of data from various sources. School administrators depend heavily on input from other stakeholder groups, including staff, students, and community, to make needed adjustments to school plans and priorities. This continuous process of integrated planning and re-evaluation enables the institution to manage change and promote improvements in its programs and services. In the midst of widespread budgetary shortfalls, our school has successfully met the challenge of reduced funding, and managed to respond to needs of our community while improving programs whenever possible.

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Criterion 7: The institution assesses its evaluation mechanisms through a systematic review of their effectiveness in improving instructional programs, student support services, and other learning support services.

Notes ?

What mechanisms does the institution use to gather evidence about the effectiveness of programs and services? How effectively do evaluation processes and results contribute to improvement in programs and services? How does it impact classroom instruction? As noted above, the school gathers data from many sources to obtain evidence about the efficacy of its programs and services. Meetings with outside groups provide one source. For example, school administrators meet regularly with their colleagues and with the heads of the Adult Division. Similarly, most teachers attend one or more of the many conferences, workshops, academies and other professional development opportunities scheduled at regular intervals by district, state and professional organizations. Such gatherings offer MWC staff vital new information and training which can be implemented into the school planning process. By working with outside groups and agencies, school staff can better judge the effectiveness of our own performance while learning about new methods and curricula that can improve our functioning in many areas. Information is also obtained through the close and continuous examination of student demographic and attendance data, as well as assessment data. This data is used to plan and evaluate course offerings, class schedules, and instructional methods and materials. Additionally, regular inventories of resources available, including funding, facilities, personnel, and instructional materials and equipment, is a necessary element in the planning and evaluation process. Finally, the school depends heavily on input from its numerous stakeholder groups for information vital to the planning and evaluation of its programs and services. All this information would be of little use were it not employed in the effort to meet the needs of our community and improve our overall effectiveness. As a learning institution, our bottom line is performance in the classroom. As stated above, one of the primary vehicles for the improvement of student learning is the enhancement of teacher skills through professional development. In addition to the many professional development opportunities available off campus, various workshops and in-services are regularly offered at MWC to promote best practices and enhance the effectiveness of teachers. Recent inservices have included: Improving student retention and learner persistence Successful teaching methodologies in ESL, ABE, and ASE Chapter Three Page 55

Notes ?

Raising graduation and course completion rates Enhancing job opportunities for CTE students Evaluating and improving CASAS scores Implementing CBET competencies in ESL instruction Advising adult students Vendor demonstrations of instructional materials and textbooks All MWC teachers have attended one or more of these in-services, where they have acquired skills and tools that they have implemented in their classroom instruction. When best practices are applied to instruction, the results have manifested in higher attendance, better test scores and improved course completion and graduation rates. For our students, this means greater job opportunities, possibilities for further education, and improved family literacy and civic involvement.

Evidence CAHSEE results CASAS benchmarks CNA diplomas (Rates + graduation programs) Community Advisory Council meeting agenda Copy of agenda for Back-to-School Meeting Copy of ESL Ceremony Copy of Graduation Ceremony Course outlines with objectives; samples of lesson plans and competency tests Enrollment trends ESL promotional tests GED Practice sample High School graduation rates Leadership Team meetings minutes/agenda +sign-in List of conference attendees (bulletin) Memo / announcement / agenda beautification committee Memos / announcements ethnic celebrations Memos / announcements special events (CCC, BD, Career Day, …) Program completion rates Safety Committee meeting minutes/agenda +sign-in Chapter Three Page 56

School bulletin

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Shared Decision Making Committee minutes/agenda +sign-in Student Council minutes Technology meeting minutes/agenda +sign-in Textbook committee memos Trade Advisory Committee meeting agenda

Areas of Strength and Key Issues to be Addressed Major Strengths A large variety of school groups meet frequently, ensuring the participation of all stakeholders in determining and implementing school plans and goals. The Student Council has been established as an effective forum for communication of student suggestions and concerns. The school planning process is ongoing and depends on regular meetings by numerous stakeholder groups, such as Shared Decision Making Council and the Trade Advisory Committee. MWC uses a variety of assessment data in the evaluation and improvement of the school planning process. New programs and courses have been established with stakeholder input in response to community needs

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Standard 4: Educational Programs The Standard: The institution offers high-quality educational programs in recognized and emerging fields of study that culminate in identified student outcomes leading to certificates, licensure, or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by the institution. Criterion 1: The institution demonstrates that all educational programs, regardless of location or means of delivery, address and meet the mission of the institution and uphold its integrity. How does the institution ensure that all institutional offerings fit the stated mission of the institution? How does the institution ensure that its programs and services are high quality and appropriate to an institution of its type? How does the institution choose the fields of study in which it offers programs? What are the student achievement outcomes of the institution’s programs; i.e., to what extent do students progress through to program completion? By what means are programs assessed for currency, teaching and learning strategies, and student learning outcomes?

Mid-Wilshire Center continues to demonstrate its commitment to offering a variety of high-quality educational programs in fields of study that are well established, as well as in emerging fields. These programs empower our diverse student body to effectively participate in society. Individual course offerings are part of an overall program that leads to students earning certificates, licenses, or high school diplomas issued by the State of California. Our school’s mission statement is embodied in the variety and quality of courses we offer our students. The content of every course taught at MWC is contained in the District-approved course outlines. Course outlines are developed by curriculum specialists at DACE, in collaboration with Division instructors and knowledgeable industry and community members. The DACE curriculum supervisor, the LAUSD Board of Education and the California Department of Education approve all course outlines. The documents are aligned with federal guidelines and State Curriculum Standards.

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Course outlines include content standards, CASAS correlations, certification training, sample lesson plans and activities, suggested instructional materials and other resources, as well as teaching strategies. They delineate the specific competencies students are expected to achieve in order to complete the course. These documents are regularly evaluated and revised by DACE. The DACE curriculum supervisor distributes outlines to school administrators and instructors.

Notes ?

Extra copies are available on request. DACE also offers District-wide training on updated course outlines to facilitate best instructional practices. Instructors keep copies of course outlines in their classrooms. The APACS and ESL Coordinator also keep master copies for their programs in the Counseling and ESL offices, respectively. Teachers are responsible for familiarizing themselves with the contents of the outline, so that they can proficiently cover the course material during the term of instruction. School administrators and advisors assist teachers in implementing effective strategies in order to enable students to attain the prescribed competencies. Mid-Wilshire Center offers courses in the following program areas: Academic, Career Technical Education (CTE), and English as a Second Language (ESL). The following courses are offered at MWC:

ACADEMIC/DIPLOMA PROGRAM Individualized Instruction Lab Algebra 1A

GED Test Preparation

Algebra 1B

General Science Integrated 1

Basic Math Beginning

General Science Integrated 2

Basic Math Intermediate

Geometry 1A

Basic Math Advanced

Geometry 1B

Biology 1 (Life Science)

Health

Biology 2 (Life Science)

Life Skills

CAHSEE Test Prep – English

Literature/American

CAHSEE Test Prep – Math

Literature/Modern

Economics English 1

Parent Education (Helping Your Child Succeed)

English 2

Psychology

English 3

U.S. Government

English 4

U.S. History 1

English Composition/Contemporary

U.S. History 2

English Composition/Expository

World History 1

Fine Arts (Intro)/Visual Arts

World History 2 Chapter Three Page 59

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Adult Basic Studies Basic Reading – Beginning 0.0 – 3.9 Reading 2 Basic Reading – Advanced 7.0 – 9.0 Language Arts – Beginning Language Arts – Intermediate Language Arts – Advanced

Adult Independent Studies (AIS.) Economics Health Fine/Visual Arts Life Skills Parent Education Psychology U.S. Government U.S. History 1 U.S. History 2 World History 1 World History 2

ALTERNATIVE EDUCATION AND WORK CENTER (AEWC) Adult Independent Study (see above list) Math Fundamentals GED Test Preparation High School Diploma course offerings (same as II Lab)

CAREER TECHNICAL EDUCATION (CTE) Computers

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(Former Course Titles)

Computer Operation/1

Computer Operator/Literacy/Typist: Keyboarding

Computer Operation/2

Computer Operator: Software Applications

Computer Operation/3

Computer Operator: Integrated Applications

Computer Operation/4

Computer Operator: Literacy

Computer Operation/5

Computer Operator: Introduction to Internet

Desktop Publishing

Administrative Assistant

Health Careers

Notes ?

Certified Nursing Assistant/Home Health Aide (CNA/HHA)

Medical Front Office Specialist (Former Course Titles) Health Info Tech/1

Medical Records Clerk/Insurance & Billing

Health Info Tech/2

Medical Records Clerk/Records Management

Health Info Tech/3

Medical Records Clerk/Terminology

Health Info Tech/4

Medical Records Clerk/Transcription

Construction

(Former Course Titles)

Construction Worker 1

Construction Fundamentals

Construction Worker 3

Construction Worker: Pre-Apprenticeship

Photovoltaic (Solar Installation) Electrician/Electrical Theory

GED Test Preparation (Spanish) ENGLISH AS A SECOND LANGUAGE (ESL) Literacy

§ CBET/Tutoring the Elementary Age Child

Beginning Low

§ Beginning High

Intermediate Low

§ Intermediate High/A

Intermediate High/B

§ Advanced Low

Citizenship

Distance Learning ESL Beginning Low

§ ESL Beginning High

ESL Intermediate Low

§ ESL Intermediate High/A

ESL Intermediate High/B

§ Citizenship

Parent Education/Now and Future Parent / Los Padres del Hoy y del Mañana Parent Education/Surviving the Teen Years

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Notes ?

Mid-Wilshire Center makes every effort to ensure that its course offerings are of the highest quality and reflect the educational needs of our community. The school administrative team regularly collaborates with industry and community representatives to evaluate the effectiveness and appropriateness of current classes, as well as determine the need for additional fields of study. Such discussions often begin during meetings of the Trade Advisory Committee and Community Advisory Council. Vital information is also obtained from numerous surveys of students and staff. The institution also seeks the input of local business owners, community leaders, and administrators of surrounding schools. Once the needs of the community are established, the administrative team collaborates with school staff to plan and implement relevant courses. The school considers various factors including student demand, instructor availability, room space, and funding availability. For example, our ESL program was begun in 1996 as a result of direct requests from members of the community, and has grown exponentially since then. The mid-afternoon ESL Conversation class began as a result of a student survey. Our Spanish GED Test Preparation class, offered on Saturdays, was also initiated in response to student requests. The Trade Advisory Committee, a mix of students and community members, encouraged us to open our current Photovoltaic class. MWC can point to the large number of positive student achievement outcomes as a quantifiable measure of the quality of its programs and courses. Positive outcomes may vary, depending on the educational program. For example, the majority of students enrolled in the academic program seek to earn high school diplomas and/or GED certificates. In the 2009-10 school year, 96 students were awarded high school diplomas, and 106 passed the GED. In 2010, 911 students completed one or more of our academic courses. Some students attend academic classes for personal development, to maintain mental acuity, or to support their children who are in school. Many others enroll in academic courses to prepare for entrance to community colleges and universities, or for licensure exams such as Certified Nursing Assistant, or the International Brotherhood of Electrical Workers (IBEW) apprenticeship. The desired outcome for students enrolled in the reading program is measurable improvement of their reading skills. Ultimately, most strive to acquire the designated competencies at the advanced reading level. This occurs when students are able to read at a 9th grade level, represented by scoring 9.0 or above on the TABE (D). Different programs have varied reading requirements for admission. Students enrolled in our CTE courses strive to earn a certificate or license. In 2009-2010, 106 students earned a CNA license. Last school year, 104 students completed other medical career course work. In addition, 376 certificates were issued to individuals who finished business education courses, and 194 certificates were awarded to students in our industrial program. Altogether, MWC issued a total of 657 certificates to students who completed CTE courses in 2009-2010.

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The primary component of our business education program is computer technology classes. Students are taught alpha and numeric keyboarding skills and computer terminology, including the names of computer parts and their functions. They also learn various software functions, such as word processing, design and maintenance of databases, spreadsheets, and graphic presentations. Instructors teach Microsoft applications such as Office, Word, Excel, Access and PowerPoint. In addition, students learn appropriate uses of the Internet, such as email etiquette. Students who demonstrate competency in the course outline requirements are issued Certificates of Proficiency. Computer classes may also be applied toward the Personal Development requirement for the high school diploma.

Notes ?

The goal of students enrolled in Construction Worker classes is to be job-ready for careers in the construction industry. In addition, students will demonstrate successful work habits, including dependability, accountability, and willingness to work. Students learn to work safely, and to correctly use tools appropriate for construction work. They are also trained in interpersonal skills that will enable them to work effectively in teams. Upon completion of the course, students will be ready to work in a pre-apprenticeship or apprenticeship program in the construction industry. Individuals enrolled in the Certified Nursing Assistant program study to earn a CNA certificate or a Home Health Aide certificate. The instructor prepares students for the State Competency Exam, which covers a variety of theoretical and practical topics. Students receive 210 hours of theoretical and clinical training, as well as additional coursework in competencies, including patient rights, patient care skills and procedures, interpersonal skills, and the performance of various medical procedures. Students are taught how to respond to various issues they will face, including proper care of patients, helping patientsâ&#x20AC;&#x2122; families with various needs, household management, and death. Upon completion of the course, CNA students have been thoroughly trained to provide for patientsâ&#x20AC;&#x2122; basic needs, give critical assistance to registered nurses and other hospital staff, and perform all duties in a hospital externship or other environment where patient care is required. The Health Information Technology Program prepares students to perform clerical duties in doctorsâ&#x20AC;&#x2122; offices, hospitals, and other medical facilities. Topics include understanding medical and insurance forms; computer transcription; compiling and recording medical charts, reports, and correspondence; scheduling and recording appointments; and proper filing of medical records. Upon completion of this course, students will have been thoroughly trained to perform effectively in a hospital externship or where patient care is required.

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ESL students attend our school to attain greater proficiency in listening, speaking, reading and writing English. Their motives for learning English vary. Many desire to obtain the better job opportunities that come with fluency in the language. Some take ESL in order to prepare for career training or higher education. Others wish to enhance their ability to effectively participate in their community or workplace, or to help their children succeed in school. ESL students at all levels learn life skills such as completing forms and applications, identifying medical, housing, and educational services, and increasing consumer awareness. In 2009-2010, over 1,768 ESL courses were completed by students at the school. Our regularly-attending ESL students promoted to a higher ESL level at an average rate of 60% per class. From July through December 2010, there were 1,118 course completions. The number of students completing the entire ESL program is also on the rise. During the 2007-08 school year, 16 ESL students completed the program and moved on to Academic or CTE programs. In 200809, the number of students transitioning from ESL to other programs rose to 19. Last school year, a total of 33 students completed the ESL program. While the proportion of students who complete our ESL program may seem small compared to the total number enrolled, it is a notable achievement for these students nonetheless. ESL enrollment numbers take the shape of a pyramid, with fewer students enrolled at higher levels. Many students leave after acquiring the minimum skills necessary to find employment; others start and stop attending as work schedules and family obligations change. Most of those who complete the ESL program subsequently enroll in Academic and CTE classes. All MWC programs are regularly reviewed for currency, the effectiveness of teaching and learning strategies, and student learning outcomes. The schoolâ&#x20AC;&#x2122;s administrative team regularly observes instructors and offers instructional assistance by suggesting improve teaching methods that would make classes more effective and increase student retention and success. Teachers also meet frequently to share ideas and techniques with colleagues. In addition, staff are strongly encouraged to take advantage of the numerous professional development opportunities offered by DACE, CCAE, CAROCP, CATESOL, and other educational organizations. All staff members have participated in one or more of these trainings, and many members of our faculty have led or helped organize educational workshops and conferences.

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Criterion 2: The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy if its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.

Notes ?

What research is conducted to identify student learning needs? What means does the institution use to assess students’ educational preparation and their ability to benefit from what the institution offers? How is it determined if students are achieving stated learning outcomes? On a schoolwide basis, students are occasionally asked to complete surveys to gauge their interest in fields of study other than the ones currently offered at MWC. If there is sufficient interest, classes are opened whenever space and budget allow. Waiting lists are initiated to keep track of potential students’ interest. Students may also use the suggestion box to request specific courses of interest to them. As stated above, such surveys led to the introduction of new courses at our site, such as GED Preparation in Spanish, or new class times, such as weekday Citizenship classes. In ESL classes, needs assessments are offered to clarify students’ needs. Such needs assessments are tailored to the level of English in each class. Results of the needs assessments help instructors ensure that daily and semester-long lesson plans will address the needs and goals of their students. Most MWC programs require placement testing before allowing students to enroll. In addition, all students receive an orientation before beginning their classes. During orientation sessions, students are routinely asked about their educational background and goals. These conversations, along with placement testing, help our counselors place students in the appropriate program and level. During orientation, counselors also inform the students of the various educational opportunities available at our campus. Furthermore, members of the Counseling staff offer in-class presentations twice a year to students in Intermediate High and Advanced ESL classes, to detail the opportunities available to students who complete the ESL program. This includes information on obtaining a high school diploma or GED, the content and requirements of various CTE programs, as well as the advantages and prerequisites for college or university study. Students are also encouraged to take advantage of one-on-one counseling in the Counseling Office.

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Notes ?

For Academic and some CTE courses, various assessments are performed to determine student learning needs and abilities. Trained staff members administer academic placement tests on a daily basis, including the TABE D7 and the DACE math locator test, to individuals interested in these programs. Along with an initial reading and math assessment, students are further evaluated, depending on the educational program they are referred to. Students who score below a 9.0 reading level are enrolled in the Reading program and are given additional assessments to determine which reading skills those students need to improve upon. Students who score a 9.0 or above may be enrolled in one of the Individualized Instruction (I.I. Lab) courses or G.E.D. Test Preparation, in which students’ skills and knowledge are further gauged. There are numerous methods used in the various educational programs at MWC to determine if students are achieving stated learning outcomes. Teachers in the ESL program regularly test students throughout the term, and a promotional test is administered to each student at the end of each term. ESL promotional tests, which are developed by DACE Central Office, measure proficiency in reading, writing, listening comprehension, speaking, grammar and life skills. Results on these tests are used to determine whether a student is ready to advance to the next ESL level. Evaluation is also an integral part of every ESL lesson. There are numerous ways to evaluate students’ understanding and mastering of material. Teachers frequently pose questions of students during class, or ask them to demonstrate a skill being taught. Students spend a good part of every class practicing new skills and concepts. Students may practice the skills in various activities, such as drills, pair and group work, or in written exercises. Instructors closely and regularly monitor students’ performance, to evaluate their efforts in an effective and timely manner, correcting when appropriate. Many ESL teachers also keep folders of students’ work as a means of monitoring progress and attainment of learning goals. Skillful and well-timed feedback is one of the surest ways to enhance positive learning outcomes in language classes. I.I. Lab staff members employ various methods to measure students’ educational progress and evaluate their skills. Courses offered in the I.I. lab contain numerous assignments, such as written exercises, quizzes and exams. Students must achieve 80% or better on each assignment in the course contract. When students score below 80%, they are required to rework wrong answers. When a student is required to redo an assignment, it is another opportunity to assess that student’s abilities, re-teach the skill, or provide other learning resources. I.I. Lab staff also conduct informal assessments, such as interviews and conversations, to determine whether or not the student understands or can demonstrate a skill or concept. Instructors regularly gauge students’ progress by monitoring the percentage of the contract that has been completed, and by advising the student appropriately.

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Instructional staff in other educational programs at MWC perform similar formal and informal methods to evaluate student performance. In the ABE program, students are assigned various reading and math exercises and assessments; minimum passing scores are 80%. Reading and math lab staff also interview students to determine whether or not they have mastered a skill or concept. Another way to ascertain students’ mastery in the subject is through close monitoring of students’ performance on ongoing assessments. Instructors maintain a log of each student’s progress. In the reading program, the primary determinant of student outcomes is the TABE D exam. When students attain 9.0 or above on the test (different scores may be required for different programs), they have successfully completed the program.

Notes ?

CTE instructors use similar methods to determine if students are achieving stated learning outcomes. Passing is 70% or above. Students who perform below 70% must redo their assignment or retake their exam. The CNA instructor administers a myriad of academic assessments including written and oral quizzes and exams. In addition, the instructor conducts performance assessments to determine students’ ability to perform various required clinical skills and to meet state competencies. The CNA instructor also conducts interviews with students to informally assess their knowledge, skills and abilities. The Health Information Technology instructor administers various quizzes and exams, including pre- and post-tests, to determine students’ knowledge and abilities. These instructors all maintain individual student records of student work to monitor their progress. Computer instructors conduct performance assessments to determine students’ ability to perform various hardware and software functions. Students enrolled in a computer technology class must be able to perform various hands-on training, projects, and real-life work situations. Computer teachers also administer various textbook and computer-generated quizzes and exams. The instructors maintain records of students’ work and attendance to monitor their progress. The Construction Worker instructors conduct various assessments – some of which are teacher-made and others District-made. Assessments may be academic, such as reading comprehension and math quizzes, or performance-based, such as safety tests or cutting and measuring performance tests. Construction instructors also keep records of students’ assignments and performance of skills, as well as other pertinent information.

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Criterion 3: The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students. How does the institution determine that delivery of instruction fits the objectives and content of its courses? How are delivery methods evaluated for their effectiveness in meeting student needs? What dialogue takes place about delivery systems and modes of instruction? How effectively are delivery systems and modes of instruction facilitating student learning?

Instruction at MWC is delivered using four methods: Traditional teacher directed classes Individualized Instruction Lab Independent Study Distance Learning There are several ways that MWC determines that delivery of instruction fits the objectives and content of its courses. The school administrative team benefits from years of professional experience in both teaching and administration, along with extensive training and observation. This expertise enables school administrators and advisors to effectively judge appropriate and effective delivery of course content and skills. These school leaders regularly review instructors’ weekly lesson plans to ensure that teachers accurately follow the course outlines, including the course objectives and content. Furthermore, the administrative team regularly observes instructors delivering lessons to verify compliance with course objectives and content, as well as to evaluate the effectiveness of the teachers’ modes of instruction and the performance of students. Administrators and advisors also closely monitor attendance data. In adult education, student retention is one useful measure of teacher effectiveness. Students who are interested and engaged, who feel that their educational goals are being met, are more likely to attend class regularly. Adult students also frequently approach teachers, advisors and administrators to offer feedback from their experience, which may include complaints, suggestions or praise. Another important criterion is assessment data. Such data includes scores on tests such as CASAS, performance tests, and promotional exams, as well as course completion rates, certificates awarded, and graduation rates. Such data provide a valuable objective means of evaluating teaching effectiveness for both instructors and administrators.

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The effectiveness of instructional delivery methods is the subject of frequent meetings and trainings for administrators and instructors. MWC’s administrators are very familiar with requirements regarding program goals, assessment outcomes, and student retention. From this broad perspective, members of the administrative team are able to evaluate which instructional modes and methods may be most effective. When appropriate, administrators and advisors assist instructors by demonstrating effective instructional methods, and by suggesting observation and collaboration with more experienced and effective teachers, as well as participation in best practices workshops. When possible, in-services are scheduled at the school to allow teachers the opportunity to study and practice effective instructional methods.

Notes ?

Instructors themselves also evaluate which methods are most effective based on self-observation, informal evaluations of students, test scores, feedback from students, and unofficially sharing with other colleagues. Outside of class, staff members often meet informally to share experiences and ideas about which instructional strategies have proven most effective, resulting in students’ mastery of skills and content. As stated above, most staff have attended one or more training sessions designed to promote enhanced teaching methods. The instructional staff takes pride in the large number of positive student outcomes that are a direct result of their effectiveness as teachers. In 2009-10, academic instructors and staff facilitated students’ completion of 911 courses. In addition, staff members were responsible for 96 students earning high school diplomas and 106 students earning GED certificates. CTE staff facilitated the completion of 657 CTE courses. Furthermore, 1,768 ESL students were promoted within the program. Finally, 65 students enrolled in our Citizenship classes passed the U.S. Citizenship exam and became naturalized citizens. As a result of effective instruction, MWC staff members have also affected students’ lives. Students in various programs have shared that they are the first ones in their family to finish high school, to not be dependent on government assistance, to be gainfully employed, or to be fluent in English. While these results are not always quantifiable, they are deeply meaningful and motivational to the administration, staff and students of MWC.

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Notes ?

Criterion 4: The institution identifies student learning outcomes for courses, programs, certificates, licensure exams, and other completion indicators; assesses student achievement of those outcomes; and uses assessment results to make improvements. What student learning outcomes has the institution identified for its courses, its programs, its certificates, its licensure courses, and other completion indicators? How and by whom are student learning outcomes and strategies for attaining them created? How and by whom are student learning outcomes and program outcomes assessed? How are the results used for improvement? What dialogues have occurred about using assessment results to guide improvements to courses, programs, etc.? What improvements have resulted?

DACE Central Office advisors have issued guidelines for all Division campuses to use when creating the schools’ mission statements and Student Learning Outcomes. In addition, DACE-issued course outlines specify the competencies students should master and the standards for completion of each course. At the beginning of each school year, administrators and departmental staff meet to review the effectiveness of the past school year’s student outcomes and discuss implementation of the SLOs of each course or program for the new school year. This may include revisions in staffing, scheduling of classes, student placement, testing procedures, recommended teaching methods, or grading rubrics. SLOs form an essential element of each course and program. Instructors study the course outlines of the classes they teach, and so are very knowledgeable of the content and SLOs of these courses. Thus, SLOs are integrated into every lesson plan. There are several ways that MWC evaluates its student learning outcomes. First, school administrators and advisors pay close attention to assessment data. Such data includes results on tests such as CASAS, CAHSEE, and promotional exams. Equally important and informative are course completion rates, certificates awarded, and graduation rates. Such data provide the key element for both instructors and administrators in assessing student learning outcomes.

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Administrators and advisors also closely monitor attendance data and student retention rates, which provide a useful measure of gauging student engagement and learning outcomes. Students also provide feedback in the form of surveys, Student Council participation, and in informal discussions with teachers, advisors and administrators. School leaders regularly review instructors’ lesson plans to ensure that the course content and teaching methods are likely to produce positive results. They also regularly observe instructors in class to ensure that delivery of instruction is appropriate and leads to desired outcomes of student learning.

Issues concerning student learning outcomes are brought up in schoolwide and departmental staff meetings, as well as one-on-one meetings between administrators and teachers. Administrators frequently recognize staff for excellent results and efforts at creating positive student outcomes. In departmental meetings, staff discuss ways of improving student outcomes. When there are concerns with learning results, administrators and advisors assist instructors by suggesting more effective instructional methods, collaboration with more experienced colleagues, or attendance at staff development workshops.

Notes ?

In addition, MWC instructors themselves monitor student learning outcomes in the form of attendance, assessment data, promotional and completion rates, and feedback from students, colleagues and administrators. Evaluation of student outcomes by instructors is essential, since the teacher is in position to make immediate adjustments to course content or instructional methods that can lead to rapid improvements in student learning. For example, an instructor may decide to spend extra time reviewing a particularly challenging concept. Or if a teacher notes that a certain activity is leaving students confused or unengaged, he or she may substitute another more effective activity. As with many careers, experimentation is vital to professional growth and success. Instructors also meet with colleagues in departmental meetings and also informally, to share classroom successes and ideas about which instructional strategies have proven most effective. Later, staff follow up by sharing their experience concerning the efficacy of the strategies discussed. In addition, all MWC instructors have attended one or more training sessions designed to promote best instructional practices. One result of these discussions has been the creation and implementation by ESL staff of four new student workbooks to resolve curricular deficiencies, and a new U.S. Citizenship student workbook that reflects the latest changes to the U.S. citizenship test. Finally, data on student outcomes for all Division schools is monitored by DACE Central Office personnel. DACE administrators and advisors communicate regularly with the schools to address any concerns about student outcomes, and also to acknowledge schools for outstanding results. Such data is also the subject of frequent meetings and trainings for school administrators, advisors and instructors. Such meetings may introduce changes in course or program requirements, student placement, testing procedures, recommended teaching methods, or grading rubrics. For example, in 2007 MWC began implementing improved data collection procedures for the CBET program. As a result, the number of ESL students who reported tutoring their school-aged children rose by over 500% over three years. Another example of improved student outcomes is the result of MWCâ&#x20AC;&#x2122;s recent implementation of DACEâ&#x20AC;&#x2122;s revised Academic and Career Technical Education course contracts (see Criterion 1 above for a list of current and former course titles).The updated course content allows instructors to deliver more effective instruction of subject matter, resulting in students upgrading skills such as writing, critical thinking, technology, test taking, and career or college readiness. MWCâ&#x20AC;&#x2122;s academic department is currently implementing revised Basic Math course contracts as well, which should result in additional positive student outcomes.

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Criterion 5: The institution assures the quality and improvement of all instructional courses and programs offered including continuing and community education, short-term training courses and programs, and contract or other special programs, regardless of type of credit awarded, delivery mode, or location. By what criteria and processes does the institution decide to offer courses such as ESL, continuing and community education, or contract education programs? By what means does the institution ensure that all of its instructional courses and programs are of high quality? What is the process for establishing and evaluating each type of course and program? How does the institution determine the appropriate credit type, delivery mode, and location of its courses and programs? Does the institution use evaluation of courses and programs effectively for improvement?

Mid-Wilshire Center offers only courses and educational programs that follow District-approved course outlines. The DACE curriculum supervisor, LAUSD Board of Education and California Department of Education approve all educational programs. Course outlines are aligned with federal guidelines and California State Curriculum Standards. MWC selects course offerings that reflect the educational needs of our community. School administrators regularly collaborate with industry and community partners to determine the need for appropriate educational programs. These dialogues often take place in meetings of the Trade Advisory Committee and Community Advisory Council. The institution also seeks the input of local business owners, community leaders, and administrators of surrounding schools. Finally, key information is obtained by means of surveying students and staff. Other factors to consider include job prospects; the availability of funding, instructors, materials, and room space; and safety considerations. MWC has achieved a large number of positive student outcomes that demonstrate the quality of its programs. For example, in the most recent school year, over 200 students earned high school diplomas or GED certificates. In 2009-2010, 1,768 ESL courses were completed. During the first half of the current school year, that number has risen to 1,118. The number of students completing the entire ESL program has doubled, from 16 to 33, in the last two years. In addition, over 150 students have become U.S. citizens in the last two years as a result of our Citizenship classes.

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Similar successes are reported in our CTE programs, where 657 courses were completed in 2009-2010. This figure includes 106 students who earned a CNA license, and 104 students who completed other medical course work. A total of 376 certificates were awarded for business education courses certificates, and 194 certificates were issued to students in our industrial program. Hundreds of MWC students have obtained successful job placements as a result of these studies.

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The quality of MWCâ&#x20AC;&#x2122;s offerings is further assured by close monitoring of school programs by representatives from DACE to ensure compliance with established standards. DACE representatives regularly monitor school performance data, and periodically visit our school to observe and review our programs. Once DACE has approved the establishment of a new course or program, the school administrative team selects and hires staff, and appropriates classroom space and instructional materials. These materials must correspond to DACE requirements, such as lists of approved textbooks. After the class is scheduled, school administrators and advisors continue to monitor the performance of the instructor, as well as student learning outcomes, to assure the effectiveness of the course. For their part, instructors and students provide feedback to school leaders and DACE personnel, in order to improve the relevance and quality of the course. For example, academic courses contain a student evaluation assignment. Upon completion of the course contract, students are asked to write open feedback. The student is acknowledged for his/her response, and instructors share studentsâ&#x20AC;&#x2122; responses with other staff and administrators. When necessary, staff will respond to such feedback and make appropriate adjustments. In addition, the administrative team has an open door policy, welcoming all feedback from staff and students. Finally, a suggestion box is located in the main office, and school administrators regularly read and respond to suggestions and complaints. Such avenues for feedback are vital to improving the quality of course offerings at our campus. The DACE curriculum supervisor, LAUSD Board of Education, and California Department of Education determine the appropriate credit type for course offerings. The amount of credits offered for a class is based in part on the number of instructional hours and the grade level of material covered in the course. Elective credits may be awarded for ESL and CTE courses. DACE and the MWC administrative team determine the delivery mode of courses. If the presence of an instructor is deemed necessary for students to attain the required competencies, then the course is offered on a teacher-directed basis. If students can complete the course with periodic instructional support, then it may be offered in a lab setting or through Adult Independent Study or Distance Learning. The administrative team also considers studentsâ&#x20AC;&#x2122; scheduling constraints, as well as their reading level, in determining whether to offer the course through Distance Learning or in a teacher-directed format. Chapter Three Page 73

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Evidence All data concerning completers 2009-2010 and July 2010 to Dec 2010 Brochures and other recruiting materials CAHSEE results CNA sample quiz or exam Community Advisory Council meeting agenda Copy / Sample TABE (D7) Copy of Math locator Course outlines (samples) Distance Learning Flyer Documentation of advisory committee input (including potential employers) regarding requirements for admission, program content, program length, program objectives, competency tests, instructional materials, equipment, method of evaluation, level of skills and/or proficiency required for each program Documentation that program outcomes are assessed regularly II Lab flyer Ind. Studies Contracts Independent Studies Flyer List of advisory committee members by program giving name, title, professional/ business affiliation Minutes of advisory committee meetings Needs assessments Orientation Handbook – Academic Orientation Handbook – ESL Plans for recruitment Program examinations Program syllabi and/or comprehensive outlines Promotional tests (ESL) Sample Contracts Samples of workbooks Schedule of Classes Staff development memos Student Council minutes Teacher observation reports Trade Advisory Committee meeting agenda

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Written procedures for adding or dropping programs

Areas of Strength and Key Issues to be Addressed

Notes ?

Major Strengths MWC offers a large variety of programs and courses in response to community needs. All programs of study have measurable success and completion rates. Lesson plans and delivery of instruction are designed to meet the learning needs of students. MWC offers different styles of instruction that correspond to the needs of the varied learning styles of adults. Staff is committed to helping students achieve their goals improving the quality of their lives Positive outcomes: CASAS benchmarks course completers, HSD/GED recipients, CTE certificates, job placements, US citizens, CBET tutoring, etc.

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Standard 5: Program, Student, and Institutional Outcomes The Standard: The institution uses established procedures to design, identify student learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving courses, programs, and student learning outcomes. Criterion 1: The institution has established policies and institutional processes to guide the development and evaluation of courses and programs. These procedures lead to the assessment of quality and improvement. Who is responsible for identifying appropriate student learning outcomes? Are student learning outcomes established for each course and program? What processes exist to approve and administer courses and programs? Are the processes effective? How are courses and programs evaluated? How often? What are the results of the evaluations? What improvements to courses and programs have occurred as a result of evaluation?

Mid-Wilshire Center’s curriculum is based on the California Model Standards, federal guidelines, and current educational theory. It is taken from the Division of Adult and Career Education’s Catalog of Authorized Adult Courses, which is approved by the California Department of Education, the Los Angeles Unified School District Board of Education, and the DACE curriculum supervisor. All DACE course outlines are developed and written by DACE curriculum specialists, with input from knowledgeable industry representatives. They receive final approval from the state. Teachers receive copies of the course outlines for each level they teach, and use them to develop lesson plans. Copies are also kept in the Counseling Office. The course outlines are competency-based, and provide teachers a foundation on which to develop daily, weekly, and semester lesson plans. All course outlines lay out clear and specific goals for each competency. Course outlines and other DACE-approved documents inform students of course requirements and the skills they will acquire while completing the course.

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In ESL, for example, student workbooks developed at MWC state on the front page what students are expected to learn. A check-off list enables them to evaluate their progress in mastering competencies throughout the course. In addition, a progression grid at the end of the book provides them with a clear view of the paths they can take to reach their educational goals. In the Academic program, students are notified in writing that the minimum passing score on all assignments is 80%. Students receive a copy of the course contract, which clearly specifies the assignments they must complete to pass the course. In CTE, student progress is posted in each classroom, and course completers receive a certificate with a printed list of competencies covered in the course.

Notes ?

As demonstrated in Criterion 5 of this Standard, all courses are evaluated periodically, and improvements are made on the basis of those evaluations.

Criterion 2: The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, programs, and certificates. The institution regularly assesses student progress toward achieving those outcomes. How are competency levels and measurable student learning outcomes determined? What is the role of faculty? What is the role of advisory committees? How has the institution structured the relationship between student learning outcomes and competency levels for certificates, programs, and courses? Do students have a clear path to achieving the student learning outcomes required of a course, program, and certificate? How well does the institution achieve and evaluate the effectiveness of learning at each level?

All courses taught at MWC are based on DACE-approved course outlines, which delineate clear and specific competencies to be mastered in order to pass the course. Teachers communicate to students what they will learn during the course, and the skills in which they are expected to become proficient in order to complete it successfully. Students are placed into courses at MWC according to the educational and career needs and goals they express upon entering the school. Most courses and programs require students to pass a DACE-approved placement test before they are enrolled. Placement tests determine the initial competency level of the student, and may indicate remedial work needed before entry into certain courses. ESL students are given DACE ESL placement exams to ensure correct placement. They are assessed and placed into classes by experienced teacher advisors according to their reading, listening, speaking and writing skills. Chapter Three Page 77

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Academic and CTE students are also assessed by trained Academic advisors. As with ESL, all new Secondary Education, Adult Basic Studies, and high school students are tested daily in the mornings, evenings and on Saturdays. Academic students take the TABE D reading comprehension test and math locator. Students then meet with a counseling staff member to enroll in the appropriate classes. GED and high school diploma candidates who score below ninth grade level on placement tests are enrolled in Reading and/or Math Review courses to remediate any basic skills deficiencies. As students advance in class, they are regularly evaluated to determine their progress and mastery of goals and course competencies. Teachers assess student achievement through demonstration of verbal presentation skills, collection of writing samples, or performance tests. In addition, students periodically receive feedback on their progress toward course objectives by speaking with their instructors; seeing test results, graded classwork, homework or projects; and by reviewing materials in their folders or displayed in the classroom. Progress in a class or program is measured by ongoing assessments, ensuring that students demonstrate appropriate competencies in the coursework to receive credit. All courses contain established DACE placement criteria required for completion. Grades, credits, CASAS and promotional testing are monitored by teachers, advisors, and administrators. Although each course outline details clear and specific criteria for progress, much of the responsibility for evaluating student learning rests with the instructor. At departmental meetings, teachers and advisors often discuss techniques for fairly and accurately evaluating student competency levels. Administrators and advisors observe teachers and review student learning outcomes to monitor the effectiveness of instructorsâ&#x20AC;&#x2122; evaluation procedures. One key element of this process is that the instructor clearly communicates both the expectations for the student and the rationale supporting evaluation decisions. The result is that students are appropriately evaluated, placed and/or promoted, and fully understand the reasons for any placement decisions.

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Criterion 3: High-level instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.

Notes ?

How does the institution demonstrate the quality of its instruction? What institutional dialogue has occurred to enhance understanding and agreement about the quality and level of its programs? What criteria does the institution use in deciding on the breadth, depth, rigor, sequencing, time to completion, and synthesis of learning of each program it offers? MWC demonstrates its quality of instruction through regular student and staff evaluations and surveys, the number of students who choose to study at our site, the number of students who find employment as a result of skills gained at our school, and the ability of our English learners to assist their school-aged children with schoolwork. In addition, the number of students completing courses and programs such as ESL and ABE, along with those who earn high school diplomas, GED certificates and CTE certificates, all reflect the breadth, depth, rigor and overall quality of our instruction. Institutional dialogue takes place in regular schoolwide and departmental meetings among teachers, advisors and administrators. Morning ESL instructors who teach at different periods meet at the end of each term to agree upon promotion and retention decisions for all their students, as well as to discuss improvements in instruction. Likewise, staff in Academic and CTE programs regularly meet to discuss evaluation decisions and program quality, and to monitor the progress of their students. The scope and sequence of programs and courses have been determined by DACE curriculum specialists, and are stated in course outlines which adhere to state guidelines. Teachers are mandated by state and District regulations to follow the course outlines in their instruction.

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Criterion 4: The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students. How does the institution demonstrate that it is meeting the needs and learning styles of its students? What do faculty and staff know about learning needs and pedagogical approaches? Do courses include multiple ways of assessing student learning? What teaching methodologies are commonly used? How are methodologies selected? Has faculty discussed the relationship between teaching methodologies and student performance?

Mid-Wilshire Center demonstrates its success in meeting the needs and learning styles of its students through normal daily interactions of staff with students. Administrators, advisors and instructors listen to students’ feedback, review test results, and monitor the attainment of academic and technical skills. Furthermore, teachers are encouraged to deliver their lessons using different approaches that meet the visual, auditory, and kinesthetic learning styles of all students. All teaching staff has been intensively trained in state-sanctioned credentialing programs. Such training includes detailed study of adult learning needs. Furthermore, MWC has fifteen tenured ESL teachers and two tenured Academic teachers who have undergone extensive additional training to pass a rigorous tenure testing process. Most staff members also regularly attend local and regional training events sponsored by DACE, professional organizations, and industry groups. These activities allow teachers to sharpen their skills and apply new techniques and methodologies in the classroom. Mid-Wilshire Center instructors practice a wide variety of methodologies for teaching and evaluating students. Following DACE requirements, the MWC administrative team establishes the course offerings and class schedules, and recommends instructional delivery modes that will provide the greatest benefit to students. For example, our Academic program offers a range of courses and study options to meet the varied learning styles of students. Many students enroll in the Individualized Instruction Lab, which allows them to work individually, but in a classroom setting that offers periodic instructional support. Other courses – specifically U.S. History 1 and 2, and U.S. Government – are offered as traditional teacher-directed classes. These offer a supportive environment for oral/aural learners who benefit most by interacting with their classmates, in addition to providing an opportunity for cooperative learning activities.

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Students with sufficiently high skills and motivation can take advantage of Adult Independent Studies. AIS courses give students the option to complete coursework at home or away from campus, instead of in a traditional classroom setting. Assignments are turned in to the instructor once a week by scheduled appointment.

Notes ?

Many students take courses in different formats. Opportunities for assessing student progress come in numerous forms, including class participation, written exercises, essays, oral presentations, and tests. In I.I. Lab and AIS classes, students must complete all assignments at 80% or better in order to receive course credit, while teacher-directed classes follow traditional LAUSD high school grading criteria. ESL teachers at MWC use a variety of instructional and assessment methods as well. ESL staff rely heavily on the Communicative Approach, the Natural Approach, Total Physical Response, and the Audio-Lingual Approach. Methods can vary, depending on the material to be taught. Each ESL teacher calls upon an extensive amount of training and experience to choose the approach they find most effective for the course content. Similarly, ESL instructors employ various methods for evaluating students. In addition to giving feedback to students on their daily classroom performance, teachers rely on other common assessment tools, such as Cloze exercises, multiple choice tests, and written, oral, and listening comprehension activities. As mentioned above, MWC faculty frequently discuss the relationship between teaching methods and student outcomes. Such deliberations occur during departmental staff meetings, professional development activities, and in Divisionwide meetings.

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Criterion 5: The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans. To what extent are institutional data available and used for planning? Are data analyzed and interpreted for easy understanding by the institution’s constituents? How is the relevancy of a program determined? How are results of program evaluation used in institutional planning? What changes or improvements in programs have occurred as a result of the consideration of program evaluations? At MWC, we are continuously evaluating our programs to ensure educational quality. Institutional planning is based on a careful analysis of various data sources. Such information includes governmental and District regulations; budgetary and personnel resources; facilities and instructional materials; student demographic and attendance data; assessment results and course/program completion rates; and student and staff surveys and suggestions. MWC stakeholder groups have ready access to the data necessary for the fulfillment of their plans and goals. The data may be published as printed material, or communicated electronically, or it may be available in digital storage locations. School administrators and advisors, in addition to DACE Central Office staff, frequently analyze the data to determine program strengths and areas that need improvement. Student attendance, course completion rates, and job placement are major factors in determining which courses are offered, as well as when, where and how often classes are scheduled. Attendance and local employment trends are particularly important, as these data are a direct reflection of the needs of the community, and thus, the relevance of our programs. The fact that many of our programs are offered on an open-enrollment basis necessitates close monitoring of evolving data trends. In such an environment, student attendance, which is often a function of teacher effectiveness, is a key measure of program relevance. This is especially true of ESL, which is a non-credit, open-enrollment program. Other courses and programs employ additional criteria to judge their effectiveness. Our ESL/CBET program has demonstrated its significance in the last year alone by teaching tutoring skills to over 1,500 students who are parents of school-aged children – and by documenting the application of these skills.

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The success of our Citizenship classes is demonstrated by the numerous students who have earned their U.S. citizenship in recent years due to the preparation they received at our campus. Similarly, in the Academic and CTE departments, the success or relevancy of a particular course or program is greatly measured by the number of certificates or diplomas awarded. In a severely depressed local economy, several hundred individuals entered the labor force last year armed with high school credentials and career training they obtained at this site. Our AEWC program, which last year awarded 49 high school diplomas and 63 GED certificates to youths who had previously dropped out of school, offers another outstanding example of educational relevance.

Notes ?

CASAS provides yet another source of data used to evaluate the success of our course offerings. After the pre-test results have been input in the system, a â&#x20AC;&#x153;Class Performance by Competencyâ&#x20AC;? report is generated and distributed to each teacher. It shows the studentsâ&#x20AC;&#x2122; strengths and weaknesses for each competency, allowing teachers to focus their instruction on the appropriate language and life skills. Very recently, District-wide concerns about irregularities in the CASAS testing process have resulted in changes to CASAS testing procedures. All WIA advisors and administrators received additional training, and security measures have been put in place to ensure more consistent testing procedures. Additional training is being provided to update teachers on test administration and to further improve testing procedures. Our ongoing self-study process, along with feedback from previous WASC accreditations, helps illuminate areas to be improved. One example of this is our Academic enrollment procedures. MWC now has a formal orientation process that includes comprehensive information about our programs and pathways for student success.

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Criterion 6: The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, and programs. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies. To what extent does the institution understand and embrace the notion of ongoing planning? Does the institution have a planning process in place? Is it cyclical, i.e., does it incorporate systematic evaluation of programs and services, improvement planning, implementation, and re-evaluation? Does the institution’s budgeting of resources align with planning?

All MWC stakeholders – staff, students and school neighbors – embrace the need for ongoing planning to improve the school’s effectiveness. A variety of groups meet regularly to formulate and implement plans and goals for all programs within the institution. Planning processes are conducted on a regular, systematic basis. Schoolwide plans are formulated at the beginning of the school year and are continuously evaluated and revised as necessary throughout the year. MWC’s Administrative Team meets weekly to evaluate school programs and services. Changes and improvements are based on systematic analysis of institutional data, and are implemented as needed on an ongoing basis. Similarly, academic departments create plans and goals for their programs at the annual Back-to-School meeting in September. Departmental teams meet regularly during the year to review the efficacy of these plans and revise them as necessary. Other programs follow the same cycle of initial planning and implementation, followed by regular and systematic evaluation and revision. Budget planning at MWC is carried out by school Administration with input from teachers, students, and community and industry representatives. Each year the school schedules two meetings with the Trade Advisory Committee and Community Advisory Council. These groups provide valuable advice from the community on curriculum, job placement and resource allocation. The Trade Advisory Committee also provides donations of supplies and equipment, as well as sponsoring field trips for CTE students. Significant input from students comes by way of an active Student Council, as well as the regularly elected members of the Shared Decision-Making Committee. Students can offer their ideas and concerns by way of their Student Council representatives, via the school suggestion box, or at any time by speaking with their teachers and other staff.

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Faculty and staff are an essential part of the process of planning and allocating resources. They receive information and provide valuable insight and ideas during formal meetings of the School Leadership Team, departmental staff teams, the Shared Decision-Making Committee, Technology Committee, Photocopy Committee, and at the Back-to-School meeting. In addition, school staff frequently offer their input to administrators on an informal basis.

Notes ?

Planning and budgeting is also affected by student attendance in all programs. Each month the School Office Computer Coordinator generates statistical reports from SIS (Adult Student Information Systems) which show detailed data on the number and types of classes that can be supported, thus helping shape the budget.

Evidence AEWC completion rate (HS + GED) Community Advisory Council meeting agenda Copy of agenda for Back-to-School Meeting Course contracts (samples) Course outlines (samples) CTE certificate w/ printed competencies covered in course Documentation showing pass rate for each program requiring a licensure exam (CNA) Documentation showing completers for each program ESL Course expectations ESL Orientation Packet ESL Placement test ESL program progression grids File of employers and employment opportunities Forms used in placement and follow-up Orientation packet Placement and follow-up data and studies Sample Class Performance by Competency (CASAS) Student Council minutes Trade Advisory Committee meeting agenda Written plan for placement of students

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Notes ?

Areas of Strength and Key Issues to be Addressed Major Strengths Effective orientation and placement procedures lead to more accurate placement and enhance student learning outcomes. Counseling staff and instructors collaborate with each other, and meet with students as needed. Student learning outcomes are clearly integrated into teachers’ lesson plans. Students in all programs participate in regular assessments, using a variety of methods to check for mastery of course competencies. CTE students have access to folders documenting progress in attaining competencies. ESL teachers post student work around the classroom, demonstrating and promoting student achievement.

Key Issues to be Addressed Provide teachers with additional CASAS training, including scheduled reviews of student progress reports.

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

Criterion 1: The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and enhance achievement of the mission of the institution. How does the institution determine that admitted students are able to benefit from its programs? How is this information applied to admissions policies and procedures? By what means does the institution assure the quality of its student support services? How does the institution demonstrate that these services support student learning?

Mid-Wilshire Center offers students support services, educational counseling services and information about social services and activities in the surrounding community and the city of Los Angeles. The counseling services and programs provide options for students to become more educationally proficient, to meet their short and long-term personal and career goals, to access current technological advances, and to become critical thinkers and productive members of society. MWC maintains an open enrollment admissions policy that states that pupils may enroll at any time if space permits and if the pupil meets the prerequisites for the course. There are no geographical boundary qualifications for enrollment. Students enrolled in one area of instruction always receive notice about other programs available; for example, ESL students are informed of academic, GED, and vocational programs available at MWC and other schools. Mid-Wilshire Center offers a wide-range of support services and programs that include: Academic counseling and guidance Assessment/Orientation and placement Academic transcript evaluation Adult Basic Study Skills/Pre-GED assessment and referral for testing Authorized General Educational Development (GED) Test Site for English and Spanish exams. Chapter Three Page 87

Notes ?

Bilingual (English/Spanish, English/Korean) advisors California High School Exit Exam Preparation Career Planning Instruction Career Technical Education (CTE) counseling Certificates of completion Community-Based English Tutoring (CBET) Distance Learning (ESL, GED and Parenting) Division’s Pathways Presentations Drop-out recovery for high-risk, out-of-school youth, ages 16 - 18: Alternative Education and Work Center (AEWC) Free babysitting (limited) Job placement assistance Multicultural awareness activities Parent education Preparation for U.S. citizenship application and interview Referrals to and presentations from community colleges and universities Scholarship applications and referrals Special needs services Student socialization opportunities Tours of campus Transcript records and verifications of enrollment Voter registration information

COUNSELING SERVICES The Counseling Office is under the supervision of a full-time Assistant Principal of Adult Counseling Services (APACS). Counseling support staff consists of three academic advisors, one for 12 hours per week, another for 7.5 hours per week, and the third for 10 hours per week. There are two full-time clerical staff members dedicated to serving students in the Counseling Office. Two certificated staff members provide program support for ESL/CBET (10 and 18 hours per week); additional advisor support is available for programs such as Carl D. Perkins, Workforce Investment Act (WIA), and Parenting. In addition, a full-time placement assistant is available to provide students with job placement assistance.

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Counseling services are available to support all subject areas and programs. Counseling practices are outlined in the DACE Handbook for Community Adult Schools and Employment Preparation Counselors. Regular bi-monthly APACS meetings and DACE Counseling Academy sessions held throughout the year assist the counseling staff in keeping abreast of current issues and policies. MWC counseling staff regularly meet to discuss changes in policy, counseling challenges, scheduling, graduation requirements, and student success.

Notes ?

When prospective students arrive at MWC, the staff greet and refer them to the Assessment Center, where they receive a brief orientation to the school. Student Handbooks, school rules, dress code guidelines, and district policies are provided to students in English or Spanish. Assessment and Orientation sessions are scheduled: Monday through Thursday at 8:00 am or 5:00 pm Saturdays at 8:00 am At the conclusion of the assessment process, CTE and academic students register in the Counseling Office. Academic students meet with an academic advisor to review their transcripts and tests results. Students receive copies of their program planning sheets. Counseling services are available to every class, program, and branch site. The counseling office provides day, evening and Saturday services. The hours of operation are posted in the counseling office. The office is open: Monday through Thursday from 7:30 am to 9:00 pm Fridays from 7:30 am to 4:00 pm Saturdays from 7:30 am to 1:30 pm The counseling referral form is used by academic and CTE instructors as a means of referring students with personal, disciplinary, school, or community concerns to the office for counseling. The counseling staff use a variety of resources for student referrals, including the 2009 Los Angeles County Social Service Resource Directory, The City of Los Angeles Program and Service Providers Directory, The Peoples’ Guide to Welfare, 2010 Health and Other Services in Los Angeles County, and the 2010 County of Los Angeles Citizen’s Guide to County Services. Students who receive support services are more likely to remain in school to reach their goals.

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Notes ?

An annual MWC scholarship program is scheduled to recognize students with outstanding achievement for all disciplines. Students are required to complete an application and essay. The MWC Scholarship Committee selects the scholarship recipients and works with teachers, as well as students, in the high school graduating class and in the CTE certificate programs. Organizations such as the California Council of Adult Education (CCAE), Associated Administrators of Los Angeles (AALA), California Association of Regional Occupational Centers and Programs (CAROC/P), Women Educators (WE) and the Council of Mexican American Administrators (CMAA) offer scholarships. The teachers and counseling staff of MWC provide students with scholarship applications and assist them in the application process. Scholarship information is posted in the Weekly Bulletin. In addition, students have the opportunity to be nominated by their instructors for the Outstanding Vocational Student Award and be recognized with a certificate at the graduation ceremony. The APACS supervises the computerized Adult Student Information System (SIS), which records student enrollment, attendance, and grades awarded. SIS exports information to CASAS/TOPSpro to help with data gathering for benchmarks. Student attendance is reported to DACE and to state and federal agencies. Revenue received by the school is based on Average Daily Attendance, and is calculated from reports generated by SIS. The counseling office also uses SIS to maintain student information and cumulative records on all current and past graduating students. CBET, WIA, and Perkins programs enhance counseling services by providing funding for services, staffing and/or instructional material and equipment to support programs and increase student achievement. Carl D. Perkins is a federal CTE funding act that provides for program improvement to integrate academic, vocational and technical instruction. The students use the materials and equipment to improve problem-solving skills by applying technology and working individually and collaboratively. The APACS works closely with program advisors to identify support services for students. The school acts as a liaison with the State of California Department of Vocational Rehabilitation, Employment Development Department (EDD), I-Train, and the Los Angeles Urban League. The staff work with civic groups and local businesses in an ongoing effort to offer job search assistance. Job listings are maintained and updated on student bulletin boards in the Counseling Office.

Chapter Three Page 90

The services offered at MWC are aligned to the student population we serve. As noted in the student profile, Hispanic students comprise the highest number of attendees in the ESL program, with Korean students comprising the second largest ethnic group. ESL, academic, and CTE classes are offered in the mornings, afternoons, evenings, and Saturdays to accommodate the needs of the student population. English, Spanish, and Korean language materials listing available resources and services are located in the counseling office and at branch locations. Students actively participate in classroom and campus activities such as Student Council, canned food drives, scholarship fundraising, school dances, candy drives, ethnic heritage celebrations, and graduation ceremonies.

SUPPORT FOR ACADEMIC STUDENTS

Notes ?

The Counseling Office administers the following academic placement assessment instruments: Tests of Adult Basic Education (TABE) D7 & D8 DACE developed math locator test GED Practice Tests in English and Spanish The TABE and math assessment instruments provide a baseline to indicate a student’s potential for academic success. To enroll in high school diploma courses, the minimum reading level is 9.0, and completion of Basic Math-Advanced. The test scores facilitate discussion between the counselor and the student about their goals and career choices. The counselor reviews the student’s educational background, considering the number of credits attained in high school grades 9 to 12, and passage of the CAHSEE English Language Arts and Math exams. Immediate feedback is given to the student about his or her options. The Division’s math placement tests are administered as follows:

Recently, the Division has launched training sessions to implement new Math 1, Math 2, and Math 3 courses to replace the above noted courses. The TABE Math Complete Battery (levels M9 and D9) will replace the current math placement tests. Chapter Three Page 91

Notes ?

The Division of Adult and Career Education offers several academic options to adults. The Diploma Plus options are as follows: Program

High School Diploma

Credits Required (Specific core classes)

Pass CAHSEE (ELA/Math)

Traditional Diploma GED + 50

√

170

√

GED + 70

√

GED Test Preparation

Equivalency Certificate

Pass GED

English Spanish or French √

Concurrent high school students who have proof of passing the California High School Exit Exam qualify to enroll in the required high school courses without taking the placement assessment tests, but do participate in the orientation for new students. Students are advised if they are ready for the requested class or if remediation is needed. Adult students scoring 9.0 reading level and above on the TABE are encouraged to take the GED practice test as well. Students who score 450 or higher in each section of the GED practice test are ready to take the official GED Test. Students who score less than 450 in each section of the GED Test are enrolled in the GED Test Preparation course. Students scoring below a 9.0 reading level are enrolled in the Adult Basic Education Program (ABE). The majority of these students read between the fourth and sixth grade level. They come to the ABE program with a common goal of increasing their reading abilities and then obtaining a high school diploma, GED, or CTE certificate. Students that test below the 9.0 reading level enroll into the ABE program as follows: TABE Score

0.0 – 3.9 4.0 – 6.9 7.0 – 9.0

Course No.

Course Title

53-03-61 53-03-62 53-03-63

Basic Reading - Beg. Reading 2 Basic Reading - Adv.

ABE students receive individualized attention and support in a classroom setting to help them reach their educational goals. Upon entering the reading program, students complete a questionnaire that includes student information and educational goals. Students are administered an oral assessment test in the four reading components of the Evidence-Based Reading Instruction (EBRI) program. The four areas are Vocabulary, Fluency, Alphabetic (Phonics) and Comprehension.

Chapter Three Page 92

EBRI is based on practices that have proven successful in improving reading achievement. Instruction for adult learners includes the following practices:

Notes ?

Assessment of learners’ strengths and needs in each component of reading Use of assessment results for instructional decision-making at program level and in the classroom Systematic and explicit instruction, consisting of teacher explanation and modeling Student opportunities for guided practice and independent application Instruction that maximizes learners’ active engagement Instructional activities and materials that learners recognize as relevant Continuous monitoring effectiveness

teachers

and

learners

instructional

The instructor refers students who meet the identified competencies to the counseling office for retesting. Students who retest at 9.0 reading level or higher are promoted into their desired program of study. The General Educational Development (GED) Test is available at several LAUSD sites, including Mid-Wilshire Center, in English and Spanish. The French version is administered at the Division’s GED Testing Center. Information about test dates and locations is posted in the Counseling Office and academic classrooms, and included in the Weekly Bulletin. In addition, the testing schedule is available on DACE’s GED Test Center website; it is also sent electronically to AEWC Outreach Consultants, community agencies, and Division adult schools. MWC offers GED Test preparation classes in English and Spanish. Students study individually and in groups, using both the teacher-directed classes and computer software. To prepare students for the California High School Exit Examination, the I.I. Lab offers instruction in the areas of English Language Arts and Mathematics. A minimum score of 350 on each section is required to pass. The CAHSEE is administered seven times per year. The campus holds culmination ceremonies twice a year, in December and June, to recognize high school diploma graduates. The December graduation is designed to be a District-wide effort to recognize Alternative Education and Work Center and adult graduates. The June ceremony celebrates Career Technical Education program completers, high school diploma graduates and GED recipients from Mid-Wilshire Center.

Chapter Three Page 93

Notes ?

SUPPORT FOR AEWC STUDENTS The Alternative Education and Work Center (AEWC) is a DACE dropout recovery program authorized through Senate Bill 65, the Dropout Prevention and Recovery Act of 1985. The target population is high-risk youth, ages 16 to 18, who are credit-deficient and truant 45 days or more. The AEWC Outreach Consultant meets with the prospective student’s parent or guardian to outline and discuss the program expectations. All students are assessed and must qualify with a competency level of 9.0 (TABE 7D). A planning sheet is developed as a result of the evaluation of the student’s transcript. The instructional strategy is aligned with the Diploma Plus and Adult Independent Study (AIS) program. The AEWC program has been recognized with many awards, including the following: Gold Award – achieving above target hours, 2008-2009 GED Gold Award – Excellent GED pass rate, 2009-2010 Graduation Silver Award – Above average graduation rate, 2009-2010 Graduation Goal Busters – Record numbers of students reaching their goals, 2005-2010 There are ample support services for eligible AEWC students, such as personal counseling services from LAUSD’s social services department, psychiatric social workers (PSW), and group gang prevention programs such as “Homies Unidos”. Counselors meet with groups and individuals to discuss various topics, such as peer pressure, violence, and crime prevention. The goal is for the students to become effective communicators as well as respectful and responsible community members. Regular field trips and participation in the Student Council fuel the growth of leadership qualities and community involvement for AEWC students.

SUPPORT FOR CAREER TECHNICAL EDUCATION STUDENTS MWC’s administration has shown a commitment to provide Career Technical Education training opportunities for high-demand professions, including: Administrative Assistant (previously Office Assistant) Certified Nurse Assistant/Home Health Aide (CNA) Computer Technology Construction Technology Electrician Theory Licensed Vocational Nurse Medical Technology (formerly Medical Office Assistant) Chapter Three Page 94

Photovoltaic Installer

The Trade Advisory Committee and Community Advisory Council support CTE programs by providing recommendations for curriculum content, employment information, and job placement. Furthermore, the counseling staff receive regular job announcements from the Employment Development Department, LAUSD job listings, and hospitals like Cedars-Sinai Medical Center. A full-time placement assistant is available to help students seeking employment. In addition, a part-time community representative is dedicated to assist graduates from the Construction Technology program.

Notes ?

Until recently, Mid-Wilshire Center had a successful Licensed Vocational Nursing program whose graduates consistently scored above the state average for passing on the first try the National Council Licensure Examination for Practical Nurses (NCLEX-PN). The state passing average fluctuates between 72% and 78%. Our schoolâ&#x20AC;&#x2122;s success was largely due to the participation of Cedars-Sinai Medical Center and Hollywood Presbyterian Hospital, which allowed our LVN students to intern in their hospitals. Many graduates were employed before they completed the program. Additionally, over half of the LVN graduates continued their education in community colleges to become registered nurses within three years of graduation. Unfortunately, the program was cancelled as of September 2010, due to lack of instructor availability. Annually, MWC also offers five ten-week courses in Certified Nurse Assistant/ Home Health Aide (CNA). Over 90% of the students pass the state certification test on their first try. Many of the CNA graduates apply for Vocational Nursing programs available at other DACE campuses. Until recently, the Custodial/Building and Grounds Worker program offered shortterm training and rapid access to jobs. Many of the students who completed training were hired by the LAUSD and the City of Los Angeles. Due to current economic changes, jobs in this field are limited, and as a result, the program was cancelled.

SUPPORT FOR CONCURRENTLY ENROLLED STUDENTS Counseling procedures for concurrently enrolled students are detailed in the Concurrently Enrolled Student Handbook. High school counselors refer students to take specific adult school courses. After receiving parental approval, the student may enroll in any of the courses listed in District Bulletin M-4, the approved DACE equivalency courses. Students are administered the TABE to ensure that they have reading skills necessary to succeed in the Individualized Instruction Lab setting, Adult Independent Studies program or teacher-directed classes. If the student scores below 9.0 on the TABE reading section, he or she is concurrently registered into the appropriate ABE course and the class that the high school counselor has prescribed. Chapter Three Page 95

Notes ?

The courses are competency-based, and each assignment must be completed at 80% correct or higher. A student who successfully completes the assigned course earns five credits. Upon completion of the coursework, a credit slip is sent to the high school for processing into the student’s cumulative records. The APACS and senior high school counselors communicate as needed to share updates and obtain information.

SUPPORT FOR ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS ESL students are assessed with a DACE-approved ESL Placement Test. The new ESL student orientation and testing is offered during the day, evening and on Saturday: Monday - Thursday

8:00 am - 11:00 am

Monday - Thursday

5:30 pm - 7:00 pm

Saturday

8:00 - 11:00 am

New students receive the ESL student orientation handbook, which describes the different ESL levels, and identifies which classes the students will need in order to complete the program and qualify for enrollment in Academic or CTE courses. Upon recommendation of their instructor, students enrolled in Intermediate High or Advanced (Levels 5 or 6) may take the TABE D7 to transition into the ABE or Adult Secondary Education program. TABE Testing is also done in ESL Advanced classes each term. Counselors schedule LAUSD’s Pathways presentations to Intermediate High and Advanced ESL students to inform students of academic and CTE options available to them. Students are encouraged to participate in programs providing services for English language learners, such as Distance Learning, CBET, or Citizenship classes. Responses to the student survey, which included a large number of ESL students, indicated that they would like to receive more information on Academic and CTE programs, even before they reach the upper levels of ESL. ESL instructors mail attendance reminder postcards to their students at the start of a new session. In addition, ESL students participate in an essay contest to express what learning English means to them. Selected students receive a certificate and a small scholarship award. Award recipients and ESL program completers are honored during the ESL Recognition and Awards Ceremony in June. Former ESL students who have transitioned into Academic or CTE programs are invited to speak. These motivational addresses show current ESL students that their learning goals are truly attainable.

Chapter Three Page 96

SUPPORT FOR PARENTING STUDENTS

Notes ?

Mid-Wilshire Center offers parenting classes at a local elementary school in collaboration with Healthy Start and Read for School programs for at-risk parents. This collaboration provides services to parents of pre-school age children as well as parents of elementary school age children. Students benefit by becoming better parents and experiencing first-hand the value of education. The parenting class serves parents of fifth graders as they transition to middle school. An ESL/ CBET class is also available that teaches tutoring skills to parents of elementary school age children, enabling them to become more actively involved in their children’s education.

SUPPORT FOR SPECIAL NEEDS STUDENTS The student population at Mid-Wilshire Center is diverse. Adults who have verifiable disabilities may register through the Counseling Office. The office provides support, class recommendations, and reasonable accommodations that will assist students to function independently in the classroom and on the job. The office works collaboratively with students, faculty, staff and administrators to support student success in the classroom. Available services include: Registration and fee waivers Alternative testing formats Extended testing time Agency referrals and liaison Scheduling assistance Disabilities may include, but are not limited to, physical disabilities and hearing impairments. Also served are students with learning and emotional disabilities, a history of substance abuse, and other disabling health conditions. The following list is used to determine eligibility: Persons receiving state, county or social security income based on disability Students who attended high school special education classes Persons who have job-related injuries and receive worker’s compensation Disabled veterans Clients of Vocational Rehabilitation Adults with disabilities attending ESL classes accompanied by aides at the main campus and MWC branch campus.

Chapter Three Page 97

Notes ?

Many special education students possess an Individualized Educational Plan (IEP) from their K-12 home school. At Mid-Wilshire Center, AEWC candidates with IEPs are referred to program specialists at their home school for assessment prior to placement. Supplemental support services are coordinated through the home school or regional special education office. Adult students with IEPs who are under the age of 22 are also referred back to their home school for assessment prior to placement. If ineligible for the secondary program, they are referred to adult centers that offer special services for adults. Furthermore, students who have been released from the prison system are offered services to assist them in re-entering society and the workforce. In collaboration with the Department of Corrections and Vocational Rehabilitation Department, MWC provides services for parolees such as GED preparation, high school diploma completion, ABE, and vocational training in Construction Technology, Electrician, and Photovoltaics. These short-term courses provide students an opportunity to empower themselves to achieve independence and gainful employment.

CO-CURRICULAR STUDENT SUPPORT SERVICES The MWC Student Council, under the supervision of the APACS and advisors, plans and promotes student leadership activities at the main campus and the Branch site. Activities include the following scheduled events: Blood drives Spring Dance Candy drive Scholarship fundraisers Food drive Graduation ceremonies Career Day Ethnic Heritage celebrations The Student Council meets once a month. Student Council officers consist of an elected President, Vice-President, and Secretary for each site. Each class has two Student Council representatives selected by their classmates. Student Council members serve as the liaison between students and administration. They voice their classmates’ concerns at Council meetings, and report information from the meeting back to classmates. Due to the large number of ESL students at MWC, meetings are conducted in English and Spanish, with English and Korean used at the Branch site. Meeting minutes are printed in English and Spanish, and are distributed to all students and staff. Chapter Three Page 98

Being a member of the Student Council gives students the opportunity to voice their suggestions, opinions and concerns. It also strengthens student leadership abilities, enhances communication and goal-setting skills, offers opportunities to participate in community relations, and builds self-esteem. Council members’ input into the school planning and improvement process is highly valued, and their concerns are promptly addressed.

Notes ?

However, results of the student survey indicate the need for improvement in communication between Student Council representatives and their classmates. In ESL classes, this is in part due to the reluctance of some student representatives to stand in front of their classes and lead discussions, in English, regarding Student Council affairs. A greater effort should be made to support Student Council representatives in sharing information about Student Council activities with their classmates.

Criterion 2: The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: The institution’s official name, address(es), telephone number(s), website Educational mission Course, certificate, and program offerings Academic calendar and program length Available student financial aid Available learning resources Names of administrators and faculty Names of governing board members Admissions requirements Student fees and other financial obligations Academic regulations, including academic honesty Nondiscrimination statement Acceptance of transfer credits Grievance and complaint procedures Sexual harassment statement Refund of fees policy Access to academic and personal records policy

Yes The institution’s official name, address(es), telephone number(s), website

√

Educational mission

√

Course, certificate, and program offerings

√

N/A

Chapter Three Page 99

Notes ?

Yes Academic calendar and program length

N/A

√

Available student financial aid

N/A

Available learning resources

N/A

Names of administrators and faculty

√

Names of governing board members

N/A

Admission requirements

√

Student fees and other financial obligations

√

Academic regulations, including academic honesty Nondiscrimination statement

√* √

Acceptance of transfer credits

√*

Grievance and complaint procedures

√*

Sexual harassment statement

√*

Refund of fees policy Access to academic and personal records policy

√ √*

N/A= Not Applicable * This information is not included in the school brochure, but is given to students during orientation. Some of this information, such as Sexual harassment statement and Grievance and complaint procedures, is also posted throughout the school.

Criterion 3: The institution provides information on the locations or publications where other policies may be found. Is the institution’s catalog current, complete, clear, easy to understand, easy to use, well-structured? How is the catalog reviewed for accuracy and currency? What process does the institution use to ensure that the information in its publications is easily accessible to students, prospective students, and the public? When policies are not included in the catalog, are the publications in which they are found easily accessible? Does the institution maintain records of student complaints/ grievances and make them available to the visiting team?

Chapter Three Page 100

The school’s Schedule of Classes and school website are user-friendly. The brochure is printed in three languages – English, Spanish and Korean – to reflect needs in the community. School administrators and staff ensure that these documents are written with clarity and provide an accurate reflection of the school as a whole. Administrators, advisors, and selected office staff members proofread both documents prior to distribution to ensure that the information is correct and current.

Schedules of Classes are distributed directly to pupils and are placed at branch locations for the public. Free copies are located on the school’s counters at the main campus and the Branch. The Schedule of Classes is available to all stakeholders, including:

Notes ?

Prospective new students Community Advisory members Meeting attendees Community-based agencies Presentation participants School sites CTE Advisory supporters Local businesses Publications containing LAUSD policies are available in both the principal’s office and the counseling office. New students attending the assessment and orientation session receive the Student Orientation Handbook with printed policies. The school’s website as well as the District website display policies/procedures for public access. Records of student complaints and grievances are available in the Main Office and are available for the visiting team’s review. Students are encouraged to submit suggestions, recommendations, and complaints to faculty and staff, deposit them in the suggestion box located in the Main Office, or voice concerns at Student Council meetings. The administrative team takes student complaints and grievances very seriously, and makes every effort to resolve all issues as quickly as possible.

Criterion 4: The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. By what means does the institution determine the support needs of its students? How well does it address these needs? What evidence is provided that the institution assesses student needs for services regardless of location and provides for them? How are on-line services and services at off-site locations evaluated? How well are these services meeting the needs of students? A trained employee greets and interviews new students face-to-face to assist with satisfying student needs. After this initial interview, students are invited to participate in the assessment and orientation to determine reading, math and language skills. All test results are discussed with the student and an academic plan is devised. Students are then registered into the appropriate classes. Students’ educational backgrounds are taken into account when placing them into classes.

Chapter Three Page 101

Notes ?

Students who are learning English as a Second language are also assessed and placed when they enroll. The ESL Advisor checks for aural and oral skills. A written test is given to further assess the needs of the student. For GED candidates, GED pre-testing gives them an overview of actual exam content. Official GED Practice Test results are used to measure students’ readiness to take the exam. Assessment and orientation sessions, and GED pre-testing services are free of charge. Bilingual (Spanish or Korean) counselors and staff are available to assist students in their native language. Enrollment paperwork includes the Student Data Report that is used to collect demographic information, educational background, and support needs of the student. Students are regularly assessed by their teachers using formal and informal methods during the course of their study. Such methods include: Needs assessments Pre- and post-tests Quizzes Performance tests Student participation in class Student-teacher interaction Monitoring of the students’ ability to demonstrate specific skills Academic and ESL students participate in pre- and post- CASAS tests to gauge their progress. At the end of each term, ESL students take promotional tests to determine their readiness to transition to the next level. Administrators, faculty, and staff strive to reflect our mission to empower a diverse student body to effectively participate in a technologically driven, ever-changing society. The staff promotes respect for life-long learning and the achievement of personal goals. Counselors and advisors are available to offer counseling and appropriate referrals. The Counseling Department welcomes all inquiries. Student needs and support are uppermost in the minds of all stakeholders at Mid-Wilshire Center. Additionally, students are encouraged to participate in programs providing services for English language learners, such as CBET. CBET offers classes where parents learn about parenting and child development from infancy through the teenage years. CBET not only encourages family learning and interaction, but also provides funding for personnel, photocopies, software, class sets of textbooks, and many other instructional resources for teacher and student use. It also provides free babysitting services for ESL students with children between the ages of 2 ½ and 8, allowing the parents to attend school. To meet the needs of students who are unable to attend traditional classes, the ESL Distance Learning Program is offered at sites throughout the community. Students study at their own pace in the convenience of their home. They can increase their English language skills by using their own television or computer to view DVDs or videocassettes or view online content, and then completing

Chapter Three Page 102

written exercises. Exams, administered and graded by certificated staff, are used to determine achievement. Students in DL must pass tests of ESL competencies with a minimum score of 80%. Unit tests are recorded in the students’ files. Students meet periodically with the instructor for evaluation and advancement, depending upon the satisfactory completion of competencies.

Notes ?

A variety of academic study options is available to meet the varied learning styles of high school diploma students. Teacher-directed U.S. History 1 & 2 and Teacherdirected U.S. Government classes provide an optimal approach for oral/aural learners who learn best by interacting with others. This also allows an opportunity for cooperative learning activities and promotes college-ready students. Adult Independent Study (AIS) provides opportunities to students who are unable to attend in a traditional classroom setting. Assignments are turned in to the instructor once a week at a scheduled appointment. The AIS program offers the following courses: Economics

 U.S. History 1

Health

 U.S. History 2

Life Skills

 Visual Arts

Psychology

 World History 1

U.S. Government

 World History 2

Another option for students is the Individualized Instruction Lab. This option allows students to work on an individualized basis and offers classes in twohour or two-and-a-half blocks during the day from 8:00 am to 3:15 pm, Monday through Thursday; from 8:00 to 12:15 pm on Friday; in the evenings from 6:15 pm to 9:00 pm; and Saturdays from 8:00 am to 12:15 pm. To increase options for interactivity, small-group instruction in writing skills was instituted in the classroom. Students must complete pre- and post-tests at 80% to advance through the courses and receive credit upon satisfactory completion of all course work. Academic students speak with a counselor before entering the high school diploma, GED, or Adult Basic Education classes; they also meet regularly with a counselor as they continue their program. Counselors assess students for these programs using a number of criteria: TABE, a mathematics test, evaluation of student’s previous academic credit, and any work or military experience that can be counted for credit. Counselors interview students to determine goals, needs, and any particular challenges that need to be taken into account when planning their programs of study. To help students reach their goals, counselors are available to meet with students and ensure they are progressing well. Students who complete the high school diploma or earn their GED certificate demonstrate critical thinking and computation skills, and are able to identify and solve problems both independently and collaboratively.

Chapter Three Page 103

Notes ?

The Computer Technology Lab gives students access to computers and the internet. Other vocational courses offered are: Administrative Assistant Certified Nurse Assistant/Home Health Aide Construction Technology Electrician Theory Medical Technology Photovoltaic Installer When students are interested in vocational courses not offered at Mid-Wilshire Center, counseling staff and advisors refer them to other school sites. In addition, the LAUSD’s hotline telephone number is a resource for classes available throughout LAUSD’s Division of Adult and Career Education.

Criterion 5: The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function. Does the institution develop, implement, and evaluate counseling and/or academic advising? Does the evaluation of counseling and/or academic advising include how it enhances student development and success? Are those responsible for counseling/advising trained? How does training take place? Mid-Wilshire Center’s administrative team and staff continue to demonstrate their commitment to developing, implementing, and evaluating counseling and academic advising. The administrative team regularly evaluates the Counseling Department’s performance. Since the success and educational development of its pupils are pivotal points around which the school functions, evaluation of pupil advisement is discussed in detail prior to scheduling each semester’s program and staffing. Every effort is made to ensure that adequate counseling coverage is available to meet students’ needs. The APACS is responsible for the smooth operation of the Counseling Office. The APACS is required to possess extensive school counseling experience as well as a Pupil Personnel Services (PPS) credential prior to applying for the position. In addition, this administrator participates in regularly scheduled District association meetings in which proper counseling procedures, both current and new, are discussed. The APACS meets with advisors after each of these meetings to share pertinent information. District in-services, as well as daily informal Chapter Three Page 104

communication among counseling personnel, serve to keep advisors thoroughly trained to properly promote pupil success.

Notes ?

Counseling personnel possess a teaching credential, master’s degree, and Pupil Personnel Services or Administrative credential. The District’s Counseling Handbook is an outstanding resource that the Counseling staff regularly uses to remain current on policies. The Counseling Handbook, District policy bulletins, guidelines, and memoranda are available for easy access on the Division’s website. Networking with counselors at neighboring adult schools also promotes the attainment of additional training, education, and advisement techniques. Furthermore, counseling personnel participate in the Division’s fall and spring conferences in order to remain current on advisement procedures and to learn new advisement policies as mandated by Central Office personnel.

Criterion 6: The institution maintains student records permanently, securely, and confidentially with provision for secure backup of all files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records. What institutional policies govern the maintenance of student records? Are records secure? Does the institution have a policy for release of student records? Proper maintenance and security of student records is an issue of high priority, not only for protecting the confidentiality of current and former students, but also for the accurate reporting of data to our Central Office staff. School employees are committed to following the guidelines regarding education records outlined in LAUSD Bulletin No. 2469 (4-24-06). Records that pertain to student progress and counseling are stored in the Counseling Office with the APACS as custodian. Attendance records are maintained in the Adult Student Information System office with the SIS Coordinator as custodian. Pupil records pertaining to classroom activities are maintained in secure designated cabinets or closets in the classroom with the teacher as custodian. It is the school’s policy to maintain the following records: Mandatory Permanent Records that the school is directed to compile (by statute or Central Office directive) are kept in perpetuity. Mandatory Interim Records that the school is directed to compile (by statute or Central Office directive) are maintained for stipulated periods of time and then destroyed. Permitted Records are records which have clear importance only to the pupil’s current educational process. Chapter Three Page 105

Notes ?

The Assistant Principal of Adult Counseling Services prepares and maintains the Cumulative Pupil Record (mandated by the California Education Code) for academic students. Prior to graduation, the contents of this record are entered electronically into the designated section of SIS. Both LAUSD Bulletin No. 2408 (5-6-06) and CA Education Code No. 48001 are adhered to in the preparation of this document to ensure the accuracy of the pupil’s identity. Pupil information input into SIS is stored on a District-based server housed at the LAUSD Data Center and is backed up nightly to ensure that all data is securely saved. Mid-Wilshire Center requires the written consent of its adult students (18 and older) in order to release information contained in pupil records. For minors, information may not be released without written consent of the pupil’s parent or legal guardian. Request forms are available in the Counseling Office. Requests for records are prepared and ready in two working days. These policies are enforced to protect students’ confidentiality and to be in compliance with LAUSD Bulletin No. 1077 (12-5-06). In addition, the school upholds/follows the Family Educational Rights/Privacy Act (FERPA 34 CFR Part 99) to ensure the privacy of students’ education records. All employees who deal with the pupil records are directed by the principal to adhere to the policy outlined in LAUSD Guideline No. 72 (2-12-09) regarding parental access to the educational records of adult students. An effort to notify adult students or parents of minors is made prior to the school’s compliance with all judicial orders or subpoenas for the release of records. Student records may be released without written consent of the parent or adult student, in the following cases: 1. T eachers and Staff within Mid-Wilshire Center or LAUSD whose assigned duties require access to education records. 2. O fficials of private schools or other school systems in which a pupil seeks or intends to enroll. 3. R epresentatives of selected categories connected to the audit or evaluation of federally supported education programs or pursuant to federal and state laws.

Chapter Three Page 106

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

Notes ?

How does the institution provide for systematic and regular review of its student support services? How are these results used? Does the evaluation assess how student support services contribute to the achievement of student learning outcomes? How are evaluation results used to improve services? Mid-Wilshire Center assures the quality of student support services through various means. Statistics are collected to measure the effectiveness of the educational programs, student activities and events, course content, instructor quality, teacher-student relationships, and testing procedures. Surveys of students and staff also provide valuable information. Staff input in meetings and on an informal basis, contributes to the morale of the school community. Equally important are student contributions. Students voice their satisfaction, suggestions and concerns through participation in Student Council meetings and speaking with staff. Finally, student attendance, assessment results, and completion rates provide good indicators of what is working and what is not. The institution is also able to demonstrate that learning is taking place through state-mandated CASAS tests administered twice each term. Furthermore, every year there are culmination ceremonies in which our students receive high school diplomas and CTE certificates. These students not only demonstrate the commitment of Mid-Wilshire Center to empowering people and changing lives, but also serve as a great inspiration to the other students to study seriously and diligently.

Evidence AEWC Planning Sheet sample CASAS Pre- and Post test – samples Concurrent referral form / parental form Concurrently Enrolled Student Handbook Copy of application for essay for scholarship + entry form Copy of system and forms used in reporting accidents Copy of TABE D7 and D8 Chapter Three Page 107

Notes ?

Diploma Plus Flyer Distance Learning Booklet (sample) Distance Learning Flyer Emergency/disaster plan ESL Essay Contest application ESL Essay Contest Certificate ESL Placement Test ESL Promotional Test (sample) Flyers, programs, info on events (ethnic celebrations, canned food drive, charitable campaign, …) GED practice test GED Test Dates Grievance complaint procedure (posted) H.S. Ceremonies (December + June) IEPs List of student advisors List of student complaints filed in accordance with the institution’s student grievance policy since the most recent accreditation visiting committee visit (format to include name of complainant, data filed, nature of the complaint, and resolution of the complaint) List of the types of student services provided Math Locator Orientation Handbook – Academic Orientation Handbook – ESL Placement and follow-up data and studies Plan for emergency medical care Post Cards “New Semester” Post cards “We Miss You” Questionnaire (upon entering the Reading Program) Relevant District bulletins Schedule of Classes (Branch) School Brochure Sexual harassment (posted) Student Council minutes Student Data Report Student personnel records, including admission and scholastic records

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Student-generated publications (if any)

Notes ?

TABE M9 and D9 Written plan and evaluation on the effectiveness of student personnel services Written procedures for access to student records Written procedures for furnishing students, completers, employers, and others with transcripts

Areas of Strength and Key Issues to be Addressed Major Strengths Educational services offered at Mid-Wilshire Center are scheduled to accommodate the needs of the diverse student population. The Counseling Office provides a variety of services to students, including academic and career counseling, registration assistance, one-on-one counseling, and referrals to community agency resources. Assessments are used by counseling staff to effectively place students in courses and facilitate discussion about goals and career choices. The AEWC program provides additional support to at-risk students via a psychiatric social worker and gang intervention advisor. Babysitting services funded by CBET are offered free of charge to ESL students, allowing them to attend school.

Key Issues to be Addressed Improve counseling access to all students, especially lower level ESL students, including those attending the evening, Branch, and Saturday programs. Facilitate improvements in communication between Student Council representatives and their classmates.

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Standard 7: Human Resources The Standard: The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, to ensure institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.

Criterion 1: The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services. What methods does the institution use to assure that qualifications for each position are closely match to specific programmatic needs? What analyses and discussions have led the institution to agree on those needs? Are the institution’s personnel sufficiently qualified to guarantee the integrity of programs and services? Personnel at Mid-Wilshire Center fall into three classes: administrators, certificated staff, and classified employees. Administrators at MWC must possess the following credentials and experience: A Teaching Credential from the State of California An Administrative Credential and/or Pupil Personnel Credential A master’s degree Five years of teaching experience Three years of program supervision All administrators are required by the District to complete a minimum of 12 hours of professional development each school year. Our administrators are committed to their own professional development and continue to update their skills through local, state, national, and industry-sponsored workshops and conferences, as well as the District sponsored Administrative Academy. Administrators attend Principal and bi-monthly Assistant Principal meetings where they receive up-todate information on budget concerns, academic changes, instructional matters, and administrative issues. Administrators at MWC meet weekly for decisionmaking, goal-setting, and updates on school programs and student and community needs. Chapter Three Page 110

Members of the certificated staff at Mid-Wilshire Center have met State and District criteria prior to employment, and teach in the subject area for which they are authorized by the Commission on Teacher Credentialing. Qualified candidates are interviewed and selected in compliance with District guidelines and assigned to classes based on demonstrated teaching abilities, knowledge of subject matter, industry experience, and appropriate credentials. CTE teachers may need city, state, or industry certification in addition to the regular teaching credential. All credentials are kept securely on file in the school office on the main campus.

Notes ?

Seventeen MWC instructors have attained tenure status. To attain tenure, teachers go through a rigorous series of written, oral, observational and multiple choice assessments, and are ranked on a list according to their scores. Candidates may be selected by a principal and are tenured with the District under probationary status for the first two years. Both permanent and probationary certificated staff members are regularly stulled. The Stull process is a formal review set by the State in which certificated staff set performance goals for themselves and are evaluated by administrators. Teacher Assistants and Educational Aides are certificated employees who work with instructors in the classroom. They are required to have an AA degree or 60 semester units, and must be enrolled in college classes during the school year. At MWC, these individuals assist instructors, tutor students, correct and grade student work, and perform various paperwork and clerical duties. Some Teacher Assistants plan to become teachers upon completion of their degrees. One of our current ESL instructors previously worked as a TA at the school. Classified staff are centrally recruited and qualified by the District. Each classified staff member must meet all District requirements and must pass a written and oral test. Our classified staff members have regular meetings with school administrators, including the School Administrative Assistant (SAA), and are evaluated in-house annually. They actively participate in all school functions. They also receive training provided by the District in programs such as the Adult Student Information System (SIS), Integrated Financial System (IFS), and TOPSpro.

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Notes ?

Criterion 2: Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution. How does the institution decide on hiring criteria? How is faculty involved in the selection of new faculty? How does the institution decide if an applicant is well qualified? How does the institution know that the faculty selected has knowledge of the subject matter? By what methods does the institution define and evaluate “effective teaching” in its hiring processes? How is that effectiveness judged? How are jobs advertised? By what means does the institution verify the qualifications of applicants and newly hired personnel? What evidence is there that hiring processes yield highly qualified employees? What safeguards are in place to assure that hiring procedures are consistently applied? The hiring criteria for certificated personnel (teachers) are decided jointly by the District, DACE and UTLA. All new certificated employment openings are posted at the time reporting site as well as on the District webpage, www.lausd.net. Adult school postings are found under the employment tab of Adult Instruction. Applicants click the certificated tab and have access to all job announcements for different positions that are available throughout the District. A job announcement includes various information regarding the position, such as job title, duties, hours, location, and contact information for the administrator in charge. Applicants can then submit their cover letters and résumés through fax or in person by the deadline on the job listing. Once all résumés are submitted, the administrator in charge decides which applicants will be called in for an interview. The program administrator may work with advisors prior to selecting candidates to interview. This decision is based on checking references, reviewing evaluations from previous or current schools, and assessing student success. Qualified candidates are contacted and scheduled for an interview. The interview panel consists of at minimum one administrator, a teacher or teacher advisor, and possibly a representative from Central Office or staff from other DACE schools with relevant expertise. During the interview, all candidates answer a series of questions, and are rated by the interviewers.

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For certificated positions, questions are designed to determine effectiveness of teaching methods and experience. This may include a brief demonstration of a sample lesson.

Notes ?

After all interviews are completed, the interview panel members discuss candidates’ scores and collaboratively select a candidate for hiring. The candidate is recommended to the principal. If approved, the candidate receives an offer by phone. After an offer is accepted, the appropriate paperwork is submitted to DACE personnel for approval. The principal of the school is responsible for adhering to District and UTLA hiring guidelines.

Criterion 3: The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented. What process is in place to assure that evaluations lead to improvement of job performance? What is the connection between personnel evaluations and institutional effectiveness and improvement? Do evaluation criteria measure the effectiveness of personnel in performing assigned duties? There is a clear connection between personnel evaluations and school effectiveness and improvement. Formal personnel evaluations provide staff with official assurance that the administrative team and immediate supervisors value their service. Formal evaluations also give supervisory staff and subordinates a written record of specific areas that need to be improved. During the employee’s subsequent evaluation, the supervisor and subordinate discuss any measurable improvements in the areas of concern. To ensure the highest service standards, classified employees undergo regular performance reviews and receive constructive feedback in the areas of efficiency, customer service and professional conduct. Classified staff also receive additional information about school policies and procedures at monthly staff meetings, and have the opportunity to attend District-sponsored trainings.

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Notes ?

There is an established process formally agreed to by the District and California School Employees Association (CSEA) for evaluation of classified staff. New employees are evaluated at the end of a three-month probationary period. Nonprobationary staff are evaluated annually by a supervisor. Evaluations are based on observation or knowledge of the employee’s work during the evaluation period. The evaluations are discussed with the employee, and copies of the evaluation form are given to this person. MWC certificated staff work diligently to ensure that the classroom experience promotes student learning in compliance with DACE and state curriculum standards. Teachers regularly evaluate students’ needs and the effectiveness of instruction by means of daily observation, student feedback, and assessment results. In ESL, promotional and CASAS testing provides tangible evidence of student learning gains. In all programs, student progress is visible and celebrated through the display of student work samples in the classroom. Posting student work in this way rewards progress, boosts student confidence, and informs students of what is expected of them. In turn, school administrators closely monitor the performance and quality of instructors. There are numerous criteria to measure the effectiveness of certificated staff. They include student attendance and retention; course completion and graduation rates; results of tests such as CASAS, TABE, CAHSEE, and GED; and student surveys, comments and suggestions. In addition, administrators regularly check to see that teachers’ lesson plans are aligned with both the course outline and SLOs. Classroom visits and scheduled teacher consultations with administrators assist in monitoring instructional quality, appropriate class size, and student needs. The administrative team provides feedback to instructors based on their observations of classroom performance. Instructors use these comments to improve their professionalism and delivery of course content. As an adult school operating under the Division of Adult and Career Education, MWC is required to comply with established District and UTLA guidelines concerning written evaluations for tenured and non-tenured staff. These guidelines have been enacted to ensure that due process is followed and to formally communicate how staff members can perform more effectively. There is an established process formally agreed to by the District and UTLA for the evaluation of certificated staff. Tenured teachers and administrators are evaluated using the Stull evaluation process. Tenured staff are formally stulled once every two years. Teachers must submit an one-year plan describing performance goals. The evaluation is based on job description and quality of work as established by District standards. Written evaluations are discussed with the teacher, and copies of the evaluation form are given to the employee. Non-tenured teachers are supervised through formal and informal classroom observations performed by administrators. The visit feedback is based on job description and quality of work as established by District standards. Written feedback is discussed with the teacher, and a copy is given to them.

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Criterion 4: Faculty and others directly responsible for student progress toward achieving stated student learning outcomes maintain as a component of their evaluation, effectiveness in producing those learning outcomes.

Notes ?

What are the roles of teachers and other staff in producing student learning outcomes? What discussions have faculty engaged in about how well students are learning in their courses and programs? What measures have they created or selected to measure that learning? What discussions have faculty had about how to improve learning? What plans have been made? What changes have faculty made in teaching methodologies to improve learning? What changes in course content or sequencing have resulted from analyses of how well students are mastering course content? What methods has the institution developed to evaluate effectiveness in producing student learning outcomes? Are these methods yielding meaningful and useful results? How does the institution use analysis of assessment results to improve student learning outcomes? How has staff development supported faculty performance in satisfactory development and assessment of student learning outcomes?

Instructors and other staff at MWC take pride in ensuring that the agreed-upon Student Learning Outcomes are clearly communicated and integrated into instruction. The school Mission Statement and SLOs are strategically posted in each classroom. Teachers incorporate these key goals into instruction through activities and assignments that students perform in the course. Announcements concerning Student Council or the Shared Decision-Making Committee present an opportunity for instructors to remind students of the role these groups have in promoting the goals of democratic values and good citizenship. The improvement of student learning is a recurrent topic of discussion among MWC staff, both in formal and informal settings. During regularly scheduled departmental meetings, school administrators, advisors and teachers meet to formally evaluate student performance and progress. They discuss class scheduling, placement procedures, course content, instructional methods, classroom management, record-keeping, educational technology, grading methods, test results, and completion rates.

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Notes ?

Similar discussions also take place every day on an informal basis. Instructors and staff often take breaks together or meet for lunch. Staff in the same program may talk about individual students’ behavior or progress, compare teaching techniques, or share effective ways to facilitate students’ learning and achieving their goals. Academic instructors and aides often discuss how various methods, books and manipulatives may support student learning. Instructors exchange lesson plans, testing procedures, handouts, audio/visual aids, and class sets of books. This allows teachers to adopt proven educational techniques, stimulate new ideas, and help standardize instruction throughout the program. In addition, ESL staff meet at the end of every term to assess students’ readiness to promote to higher levels, and also meet to share teaching tips at monthly in-services. Likewise, in the CTE program, Computer Operations instructors share handouts and information about various software programs and websites that improve student learning in the Computer Lab. Such formal and informal discussions have resulted in numerous improvements in teaching that have enhanced student learning. An example of this is the I.I. Lab, where staff have created a seating chart that allows students to sit in designated areas with other students who are working on similar course contracts; for example math students are invited to sit in one area, English and GED students in other areas, and so on. This enables students to work collaboratively when appropriate, such as peer-tutoring classmates on certain assignments. The seating chart also facilitates small group tutoring by staff. For instance, a teacher can review prealgebra operations such as decimals and fractions with students at a math area. This small group instruction has proven to be an efficient technique for preparing students for the CAHSEE and the GED, as well as teaching or reviewing basic skills. It is also used extensively in medical courses such as Nurse Assistant and Medical Assistant. In these courses, students regularly collaborate to practice patient care techniques such as completing medical histories, taking vital signs, and administering CPR. The ongoing evolution of technology also spurs improvement in instruction. Computer Operations course outlines must be frequently updated to reflect new versions of various applications, such as Microsoft Office. Some ESL instructors have developed lessons using technology such as an LCD projector to present or reinforce content. Teachers have also taken advantage of ESL computer software purchased by the school, and are using it in some classes to enhance students’ understanding and practice of grammar.

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Regular analyses of student performance has also resulted in instances where faculty have changed the order in which they teach certain skills or concepts. Instructors in the I.I. lab teach or review the writing process with each student performing an English contract. Instructors also work with math students to review fraction concepts and operations. While this may not always follow the sequence of skills suggested in the contract, staff have found that making these adjustments has resulted in greater self-confidence and steadier progress for their students.

Notes ?

There are numerous formal and informal methods used to evaluate how the success of students at MWC in attaining positive learning outcomes. Students show day-to-day progress in class by completing assignments, demonstrating performance skills, and passing quizzes and tests. Other evidence of students achieving positive outcomes include CASAS benchmarks, course completion, graduation, attainment of certificates, and job placement. Last school year, 96 students graduated from MWC, while 106 MWC students passed the GED. A total of 911 students completed Academic courses and earned credits. Six hundred fifty-seven students earned a CTE certificate from MWC, including approximately 285 students who obtained employment in the field. Analyses of formal and informal assessment results are a key tool used by MWC staff to improve student learning outcomes. Staff learn much about their own effectiveness from these results, and also view them as an opportunity to teach and review. For example, ESL staff use CASAS Student Performance by Competency reports to identify specific skills students may need to review. ESL teachers often distribute needs assessment questionnaires at the beginning of a term to ascertain which skills students need or want to learn. During the normal completion of coursework, students manifest MWCâ&#x20AC;&#x2122;s student learning outcomes. Evaluation of student learning also takes place as an integral part of daily lessons. In whole group or small group activities, instructors ask questions. When students are not able to answer correctly, the instructor takes steps to review or remediate the material. Similarly, when students under-perform on a written assignment or exam, instructors and staff inform students of what they need to know as well as taking steps to facilitate studentsâ&#x20AC;&#x2122; mastery of the course content. Staff development has played an integral role in improving staff performance in facilitating positive student learning outcomes. Faculty members attend numerous training events, including the DACE Fall and Spring Conferences, workshops sponsored by professional organizations and industry groups, and credit courses. After attending these trainings, staff share what they have learned with colleagues, and implement new teaching tools in their classes in order to facilitate student progress, course completion, exam preparation, and other positive learning outcomes.

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Notes ?

Criterion 5: The institution upholds a written code of professional ethics for all of its personnel. How does the institution foster ethical behavior in its employees? Does the institution have a written code of professional ethics for all its personnel? At the beginning of every school year, the entire staff assembles at our Back-toSchool meeting. A copy of the District Code of Ethics is reviewed, and examples of ethical and unethical conduct are discussed. All MWC personnel sign a document stating that they have read and understood the Code of Ethics. The staff is also provided with the Staff Handbook, which lists all pertinent ethical information. The Code of Conduct with Students is posted throughout the school, both in English and in Spanish. The District conducts mandatory ethics training yearly during which ethical rules are reviewed and bulletins covering ethical behavior are provided to the staff members, who have to sign that they have read, understood and will comply with the rules of ethics. MWC staff also sign copies annually of statements related to nondiscrimination, sexual harassment awareness, abuse prevention, and permitted use of information technology. District personnel must also complete a mandatory review of Child Abuse Awareness policies each year.

Criterion 6: The institution maintains a sufficient number of qualified faculty. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution’s mission and purposes. By what means does the institution determine appropriate staffing levels for each program and service? How does the institution decide on the organization of administrative and support staffing? How effectively does the number and organization of the institution’s personnel work to support its programs and services? How does the institution evaluate this effectiveness? Each year in early May, the administrative team meets and begins the process of planning the overall program for the following school year, based on the amount of funding available. The decision of how many staff members will be needed for each program or department rests on four factors: budget, classroom availability, calendar, and specific program needs. The administrative team examines the current program, and analyzes the needs of the community, student requests, Chapter Three Page 118

and projected numbers of students in order to plan which classes will be offered the next school year. The Trade Advisory Committee also requests specific courses to be offered based on industry needs. Labor market studies provide the administrative team with information pertinent to deciding which classes to offer.

Notes ?

Administrative staffing is determined by DACE, and is based on DACE guidelines and the size of the student population. The number of instructors may vary slightly, depending on budget, classroom space, and demand for classes. According to rules agreed to by LAUSD and UTLA, classes must show minimum attendance figures to remain open. Maximum class size is limited by classroom space, as well as District and local government regulations. Teacher recommendations are considered when classes grow too large to be taught effectively. Due to budget limitations and a freeze in hiring, our school is currently functioning with fewer staff members than it had in the past. This is especially true for the SIS office and the counseling office. Though some periods of the school calendar impose a heavy workload (for example during pre-registration, the first two weeks of a term, or at graduation), the number of personnel assigned to our school is sufficient to support our program and services. During especially busy times, support staff in one program may be asked to help out with another program or activity, so that all students are served efficiently. This helps maintain a high level of satisfaction among our student body, as surveys have shown. The effectiveness in the number and organization of school personnel is measured by the quality of services offered to our students and by how well they are received. It is also measured by the attainment of institutional goals and positive learning outcomes, such as CASAS benchmarks, CBET tutor logs, course completions, and the number of high school diplomas, GED certificates, and job placements.

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Notes ?

Criterion 7: The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered. What processes does the institution use to develop and publicize its personnel policies? How does the institution ensure that it administers its personnel policies and procedures consistently and equitably? Do these policies and processes result in fair treatment of personnel? What are the institution’s provisions for keeping personnel records secure and confidential? How does the institution provide employees access to their records?

Personnel policies are developed at the District level and posted on the DACE website. Additionally, at the annual Back-to-School Meeting, staff members receive the Staff Handbook, which contains information on all personnel policies and requirements of the District. Some of these policies, such as nondiscrimination statements, are posted throughout the school, in the classrooms, offices, and lounge areas. The fact that policies are publicly stated, widely available and consistently followed ensures that the personnel are treated fairly. The consistency and fairness of the policies is maintained through the Collective Bargaining Agreements of each employee union. The bargaining units and union representatives on the staff work with the District and school administrators to support their members. At MWC, personnel records are kept secure in locked file cabinets in the Main Office, and can only be accessed by the SAA, the SAA Assistant Office Technician, or an administrator. Employees who need to view their records may gain access to them by submitting a written request to the SAA or an administrator. LAUSD and DACE personnel units also maintain employee records. Various categories of personnel records and information, such as benefits, can be accessed online at www.lausd.net.

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Criterion 8: The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs. The institution plans professional development activities to meet the needs of its personnel. The institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.

Notes ?

What professional development programs does the institution support? How does the institution identify teaching and learning needs of its faculty and other personnel? What processes ensure that professional development opportunities address those needs? How does the institution ensure meaningful evaluation of professional development activities? What impact do professional development activities have on the improvement of teaching and learning? How does the institution evaluate that improvement? All members of the MWC administrative team, faculty and staff are committed to on-going professional development that directly supports student learning. Professional development opportunities are offered throughout the year by the school, DACE, and the District, along with professional organizations such as the California Council for Adult Education (CCAE), Women Educators (WE), California Adult and Continuing Education Counselor Association (CACECA), Council of Black Administrators (COBA), Council of Mexican American Administrators (CMAA), California Business Education Association (CBEA), and California Association of Regional Occupational Centers/Programs (CAROC/P). In addition, subject specific groups, such as Outreach and Technical Assistance Network (OTAN) and California Teachers of English to Speakers of Other Languages (CATESOL), offer seminars, workshops, and other staff development forums throughout the year. CTE staff also participate in training activities sponsored by industry groups. Many of our teachers not only attend workshops and conferences, but serve as workshop presenters, sharing their areas of expertise. Others work as volunteers, assisting in organizing and managing conference events. At times, teachers have been released and substitutes provided for certain District-approved trainings. Those who attend DACE workshops and conferences receive certificates and are recognized in the Weekly Bulletin. Instructors bring back the teaching methods and materials gained from attending these workshops and conferences. They apply the new techniques in their instruction, and share the information with colleagues. Chapter Three Page 121

Notes ?

Results from a professional development survey of instructors, in addition to informal discussions among staff, indicate the desire for more technology training available to teachers. Most teachers attend conferences and workshop to develop their skills in their subject area. Additional training in classroom technology use would further enhance instruction. In addition to the many training opportunities available off campus, various workshops and in-services are regularly offered at MWC to promote best practices and enhance the quality of instruction. Recent in-services have included: Improving student retention and learner persistence Successful teaching methodologies in ESL, ABE, and ASE Raising graduation and course completion rates Enhancing job opportunities for CTE students Evaluating and improving CASAS scores Implementing CBET competencies in ESL instruction Advising adult students Vendor presentations of instructional materials Most MWC teachers have attended one or more of these trainings, where they have acquired skills and tools that they have implemented in their classroom instruction. When best practices are applied to instruction, the results have manifested in higher attendance, better test scores and improved course completion and graduation rates. For our students, this means greater job opportunities, possibilities for further education, and improved family literacy and civic involvement. To further encourage professional development, school leaders have developed a plan for on-going staff development. Teachers are surveyed to assess their needs and areas of interest, to assist administrators and advisors in planning training activities. DACE staff have provided training sessions at our school in the past, but recent budget changes have severely limited this option. Fortunately, MWC is able to take advantage of the enormous amount of experience and expertise among its faculty to develop in-house training activities. For example, ESL teachers currently participate monthly in informal technique presentations. These 15-minute workshops take place on campus and enable the sharing of ideas and teaching methods that can benefit staff and students. Staff development activities also take place at regular department meeting, where teachers have the opportunity to discuss methodologies, course outlines, and best practices to maximize student learning outcomes. Recent schoolwide staff development meetings included June and September 2010, where teachers met in departmental groups and teaching techniques were shared by workshop presenters.

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Criterion 9: Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.

Notes ?

By what process does the institution assess the use of its human resources? How does the institution ensure that human resource decisions emanate from institutional needs and plans for improvement? What evidence is there that the institution bases its human resource decisions on the results of evaluation of program and service needs? How does the institution determine that human resource needs in program and service areas are met effectively? Before the beginning of the school year, the administrative team develops schoolwide plans for the year. This includes decisions on staffing and class scheduling. District norms for administrative and classified staff are determined by DACE, and based on the size of the student population. The principal determines the work schedule for school administrators and classified staff based on school calendar, class schedules and community needs. Similarly, certificated staff are hired and scheduled based on school budget, class schedules, and community needs. Once staffing and programming plans are in place, school administrators and advisors closely monitor a variety of data to ensure that human resources are being used effectively. For example, very high student attendance in a course or program may suggest the possibility of adding more classes. Sometimes teaching assignments are changed, based on observed strengths and weaknesses, student learning outcomes, and staff requests. A particular program may face consistently heavy workloads, indicating the need for additional personnel resources. This case illustrates the importance of feedback from students and staff, as they are the first ones to experience the results of manpower shortages or other concerns. Student learning data is examined by class and program, providing another essential guidepost for school administrators to ensure that human resources are effectively employed. Departmental teams, Student Council, Shared Decision Making Committee and other stakeholder groups also examine learning outcomes and other school performance data, and submit their suggestions to school leadership. In turn, the administrative team meets weekly to analyze student performance data, along with feedback from students, staff and community members.

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Notes ?

The MWC administrative team is engaged in a continuous analysis of the effectiveness of instruction and services, and makes every effort to respond rapidly to input from all stakeholders. This ongoing process of planning, evaluation, and response ensures the best use of the institution’s most valuable resource – its personnel.

Evidence CAHSEE results CASAS student performance by competencies (sample) CBET tutor log – sample Certificated evaluation form Child abuse awareness policy Classified staff evaluation form Code of conduct with students Copies of annual written formal evaluations for each staff member Course completion rates District Code of Ethics Document listing hiring procedures Documentation of faculty participation in professional growth activities – sign-in sheets and/or memos Faculty orientation programs GED rates Graduation rates Job descriptions Job placement data Minutes of planning meetings Mission Statement Non discrimination policy Past conference attendees Permitted use of technology Plan for professional growth of faculty Plan for staff evaluation Résumé of each instructional and administrative staff member Sexual harassment awareness policy Staff handbook Chapter Three Page 124

SLOs

Notes ?

Stull evaluation form Stull planning (sample – nameless)

Areas of Strength and Key Issues to be Addressed Major Strengths MWC staff actively participate in professional development activities and implement new skills in their instruction. Several staff members are taking college coursework and earning degrees, enhancing the quality of instruction. MWC has developed a professional development action plan, taking advantage of staff expertise and creating easier access to training opportunities. Staff is surveyed to determine professional development needs. Professional development is included in subject area team meetings.

Key Issues Increase opportunities for technology professional development training for staff.

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Standard 8: Learning Resources The Standard: Learning resources for students are sufficient to support the institution’s educational programs and other activities in whatever format and wherever they are offered. Such services include library services and collections appropriate to the size and scope of the institution, its courses and programs. There are tutoring programs, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that learning resources may be used effectively and efficiently. The institution systematically assesses these resources using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the resources.

Criterion 1: The institution supports the quality of its instructional programs by providing library, technology, and other learning resources that are sufficient in quantity, currency, and variety to facilitate educational offerings. What information about student learning needs is provided by instructional faculty, librarians, and other staff to inform selection of library, technology, and other learning resources? How does the institution assess the effectiveness of its own library collection in terms of quantity, quality, depth, and variety? How does the institution make sure that its various types of technology needs are identified? How does the institution evaluate the effectiveness of its technology in meeting its range of needs? How effectively are those needs met?

Mid-Wilshire Center supports the quality of its programs by providing sufficient instructional materials and other learning resources. Economic resources allocated for instructional materials are based on the amount of ADA generated by the school during the previous school year. Additional monies come from fees collected for specific classes and special program funding. School administrators and advisors collaborate with faculty in determining the need for instructional equipment and materials for each department. School leaders monitor classroom facilities and survey staff to analyze program needs. Input is provided by departmental teams and various committees, such as the Technology Committee, Shared Decision-Making Committee, and Student Council. After determining priorities, timelines, and available funding, faculty and staff make requests for the purchase of instructional materials, supplies, and equipment. All staff is apprised of supplies and equipment requisition procedures at the general staff meetings and through receipts of inter-office correspondence. A request for expenditure is considered for approval based on the needs of the instructional Chapter Three Page 126

program and school operations, budget limitations, and program compliance with Division guidelines. Once approved, the principal assigns the appropriate budget account code and forwards it to the schoolâ&#x20AC;&#x2122;s Financial Manager for processing through the Districtâ&#x20AC;&#x2122;s Internal Financial System (IFS) or usage of the school P-Card (District-issued credit card).

Notes ?

Although the school does not have a central library, MWC is dedicated to providing students and staff with access to effective and relevant instructional materials. Monies are spent to facilitate studentsâ&#x20AC;&#x2122; mastery of course competencies and other positive learning outcomes. Student stores on both campuses offer instructional materials for purchase, i.e. textbooks, workbooks, GED material, and miscellaneous supplies. Quality textbooks are an essential tool in student learning. As such, every few years the ESL program forms a textbook committee. The group is comprised of ESL advisors and teachers who volunteer to review the effectiveness and relevance of textbooks currently in use. The committee also evaluates new texts and educational software presented by various publishers. The evaluation is based on the effectiveness of lesson material, as well as its correlation to DACE course outlines and CASAS content. All textbooks must be on a list of DACE-approved books. At the end of the process, the committee makes its recommendations, and ESL staff vote to choose the core textbooks for the program. During the last nine years, the ESL teachers have used workbooks developed on site by our own staff members using grant money. These relatively inexpensive texts directly correlate to course outlines, and have proven extremely popular with both staff and students. Teachers at other DACE schools have also used these workbooks. Mid-Wilshire Center is committed to providing instructional materials and resources of the highest quality. In an effort to meet the identified technological needs and insure student learning, MWC has allocated a portion of the budget to support the following:

Library and Resource Areas The ESL Department has a resource room located in Room 4 on the Main Campus, supplied with class sets of books available for teachers to use with their students during class time. Similar class sets of books are also available at the Branch campus. Though the school as a whole does not have a standard library, various resources are still available to students and staff on a limited basis. Small lending libraries are available for upper-level ESL students in Rooms 24 and 29 on the Main Campus. Students can check out books to take home for reading pleasure and improvement. A small lending library is also available to Citizenship students, who can borrow history, government, and citizenship books from Room 8. Reading students may also borrow from a small collection in Room 21. Chapter Three Page 127

Notes ?

MWC offers students in various programs a variety of computers and technology available for classroom use:

Main Campus – Computer Lab Centralized Network Printer Servers Centralized Student Network for classroom resource sharing Desktop Publishing Equipment and Software Internet Access for interactive online hands on training Learning 100 EDL Interactive Reading Software Microsoft Office software in all computer workstations New Pentium based Computers with Windows XP Plato Learning Software- Academic Deep Freeze Security Software

Main Campus – Other Equipment Focus on Grammar Software- ESL Software (Room 3 and 25) TVs/VCRs/DVD players for classroom use LCD Projectors 1 video camera digital cameras

Mid-Wilshire Branch - Computer Lab Desktop Publishing Equipment and Software Installed Pentium Based Computer Equipment

Mid-Wilshire Branch – Other equipment TVs/VCRs/DVD players for classroom use

AEWC Program Portable Computer Lab 20 Multimedia Laptops 6 Pentium Desktop PCs 4 HP Color Printers 1 LCD Projector 32’ HD TV 1 Program Server PC TVs/VCRs/DVD players for classroom use

Chapter Three Page 128

Individualized Instruction Labs

Notes ?

II Lab (Room 16) 18 HP notebooks Reading Lab (Room 20) 18 HP notebooks Math Lab (Room 21) 18 HP notebooks Portable Lab 15 HP notebooks Every ESL classroom is outfitted with at least one computer; two ESL classrooms also have between 7 and 12 computers for student use. Additional equipment would enable all ESL students to benefit from current technology. Instructional equipment was purchased that allows teachers a greater choice in the presentation of their lessons, and enhances the learning experience for the students. LCD projectors allow teachers to present lessons developed through the use of notebook/PC technology. A digital camera is available to promote instructional activities and document student learning, including various special events.

Criterion 2: The institution provides ongoing instruction for users of library, technology, and other learning resources so that students are able to develop skills in information competency. What are the information competencies that the institution purports to teach all students? How does the institution assess the competencies in information retrieval and use that it teaches students? What are the hours of operation of the library, technology laboratories, and other resource centers? Are all campus locations, all types of students, and all instructional programs equally supported by the institution’s learning resources and accessible to students? What methods does the institution use to evaluate its library, technology, and other learning resources? Does the evaluation assess the use, access, and relationship of the services to intended student learning? Does the evaluation include input by faculty, staff, and students? MWC’s first Student Learning Outcome states that students will demonstrate effective communication and technological skills for school and work. In line with this goal, the institution offers students a variety of computers and technology available for classroom use. Computers are an integral resource for students in classrooms such as ESL, AEWC, and the I.I. Lab. However, the main focus of technological instruction exists in our Career Technology Education program, especially in the Computer Technology courses. Chapter Three Page 129

Notes ?

All courses offered in the CTE Computer Technology program are aligned with the California Academic Content Standards. The course outlines are competencybased and train students to utilize the functions of a particular program. Competency-based instruction tells a student before instruction what skills or knowledge they will demonstrate after instruction. The competencies are used to develop lesson plans and teaching strategies. Such courses include: Computer Operator/Software Applications Computer Operator/Literacy Computer Operator/Internet Computer Operator/Integrated Applications Desktop Publishing The Computer Technology course outlines are reviewed by instructors, DACE curriculum specialists, and industry representatives to ensure that the training provided is current with industry requirements and that students acquire skills needed for the job market. Competency-based curriculum, instruction, and assessment share common characteristics based on clearly stated competencies. Students are evaluated on a competency-stated minimum. They must pass each assignments, project, test, and contract with a minimum of 80% accuracy. Computer Technology courses are currently offered at these times: Day Classes: Monday to Friday - Hours: 8:00 am - 12:15 pm (Main Campus and Branch) Evening Classes: Monday to Thursday - Hours: 6:15 pm - 9:00 pm (Main Campus only) All our Computer Technology instructional resources are accessible to MWC’s diverse student population enrolled at both campuses. The administrative team communicates with school stakeholders, including students, Trade Advisory members, local business owners, community leaders, and administrators of surrounding schools. Members of these groups recommend both equipment and software on which students should have an opportunity to train in order to compete in the job market. These stakeholders discuss curriculum on an ongoing basis, and make suggestions annually to update course outline competencies. In addition, local business owners and other employers have proven willing to hire graduates of MWC programs for job openings, along with current MWC students who are job-ready.

Chapter Three Page 130

Evidence

Notes ?

Copy of media resources inventory (ESL) Plan for evaluating media services Sample workbooks Schedule of computer lab hours Textbook committee memos Textbook evaluation page

Areas of Strength and Key Issues to be Addressed Major Strengths The ESL program offers a variety of supplemental resources, including class book sets, manipulatives, and audio-visual aids. Staff participate in selection and development of appropriate instructional materials that are approved by DACE. ESL and Citizenship instructors have developed a popular series of core textbooks that are integrated into approved course outlines. MWC provides instruction at many different facilities and at many different times to accommodate student learning needs.

Key Issues Find ways to provide more technology resources for the ESL program.

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

Criterion 1: The institution relies upon its mission and goals as the foundation for financial planning. Financial planning is integrated with and supports all institutional planning. What is the institution’s overall budget? Does it have improvements?

sufficient

revenues

support

educational

Does the resource allocation process provide a means for setting priorities for funding institutional improvements? Does the institution review its mission and goals as part of the annual fiscal planning process? Does the institution identify goals for achievement in any given budget cycle? Does the institution establish priorities among competing needs so that it can predict future funding? Do institutional plans exist, and are they linked clearly to financial plans, both short-term and long-term? Does the financial planning process rely primarily on institutional plans for content and timelines? Can the institution provide evidence that past fiscal expenditures have supported achievement of institutional plans? Does the board and other institutional leadership receive information about fiscal planning that demonstrates links to institutional planning? The Adult Fiscal Services Unit of the Division of Adult and Career Education annually allocates financial resources for the operation, maintenance, and management of Mid-Wilshire Center. MWC receives funding based on its previous year’s Average Daily Attendance (ADA), specially funded programs, and state apportionments.

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A copy of the School Profile Sheet outlining the primary allocation, 11040, can be found in the Appendix. For the 2010-2011 school year, Adult Education funding is worth 47,485 hours, supporting the six state-mandated programs offered at MWC:

Notes ?

Elementary Basic Skills Secondary Basic Skills English as a Second Language Citizenship Parenting Career Technical Education 11404 ROP funding is worth 4,778 hours and supports Career Technical Education. Additionally, the School Profile Sheet includes funding for four administrative positions and ten classified staff positions, as well as instructional materials ($46,921); Adult Student Information Systems (SIS) supplies ($3,009); and custodial supplies ($8,190). Federally funded monies which support staffing and various resource categories are noted on separate funding sheets and in some cases on the School Profile Sheet. These categories are CBET ($219,760); Perkins Advisor ($12,877); WIA – S419 $156,375; and Teacher Hours S585 for the Academic Program ($13,434). Funds in the amount of $104,000 are set aside at the Division level, which support one dedicated position, the 30-hour-per-week WIA Advisor. The Division’s AEWC office distributes funds to schools offering AEWC programs in late May of each year. For school year 2010-2011, the Mid-Wilshire Center AEWC program received $104,000 for dedicated positions for consultant, teachers, and teacher assistants; and $6,000 for instructional materials. Institutional improvements are handled through application to the DACE Facilities Office. The fund supports all Division schools. Allocations are made based on District, Division, and School site priorities. During the course of the school year, allocations are subject to revision depending on program performance and funding availability. While additional funds may be requested to meet yearly goals, much depends on available funds from the state budget. The school’s draft budget plan for the coming year is completed in April/May, at the time the Division makes allocations to schools. Plans for the new year may include ongoing projects in addition to new goals. MWC considers District, Division and school goals and objectives to establish content and timelines. Student learning outcomes such as attendance, course completions, and graduation rates are also used in the planning process. Finally, community needs, as expressed by stakeholder groups such as the Trade Advisory Committee, Shared DecisionMaking Committee, and Student Council, play a key role in shaping the school’s fiscal planning and priorities throughout the year.

Chapter Three Page 133

Notes ?

Institutional goal-setting and financial planning are fully integrated, and the process of planning, implementation, and review is continuous. The administrative team meets each Tuesday to discuss operations, finances, and progress on school goals. Additionally, the Leadership Team, along with other committees, may be asked to participate in meetings where future goals are discussed. At the end of the school year, a progress report is completed by the administration, outlining goals accomplished. DACE Fiscal Services Unit publishes monthly efficiency reports outlining school progress. Additionally, reports such as those produced by SIS, Perkins and CASAS support fiscal responsibility, school planning and use of resources. Such records have demonstrated the school’s effectiveness in financial planning and its efficiency in the use of funding. Mid-Wilshire Center received an award for excellence in school financial management in 2006. Last year, our school achieved a 93% efficiency rate in fiscal responsibility as reflected in the use of teacher hours allocated. Despite the economic downturn and budget crunch, MWC’s success in achieving school goals has allowed it to maintain overall funding at a constant level.

Criterion 2: Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements. Do individuals involved in institutional planning receive accurate information about available funds, including the annual budget showing ongoing and anticipated fiscal commitments? Does the institution establish funding priorities in some manner that helps the institution achieve its goals in reasonable fashion? Are the items focused on student learning given appropriate priority? What other documents describing funding priorities are used by institutional planners? What evidence of long-term fiscal planning priorities exists? Does the institution have plans for payments of long-term liabilities and obligations, including debt, health benefits, insurance costs, building maintenance costs, etc? Is this information used in shortterm or annual budget and other fiscal planning? Where or how are the processes for financial planning and budget recorded and made known to the institution’s constituents?

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Throughout the school year, accurate and up-to-date budget information is shared with stakeholders through various media. School budgets and fiscal planning is discussed at schoolwide gatherings such as the Back-to-School Meeting in the Fall term, and the Mid-Year Meeting held during the second semester. Information is also shared throughout the year in meetings of subject area department teams, the Leadership Team, Shared Decision-Making Committee, and Student

Council. Budgetary goals and data are also distributed to all stakeholders via printed material such as school bulletins, informational memoranda, and meeting minutes. School leaders also include budgetary information in presentations given to community groups such as the Trade Advisory Committee.

Notes ?

Funding priorities are established following District and Division guidelines, and based on schools goals and community needs. As MWCâ&#x20AC;&#x2122;s mission is based on student learning, planning for the instructional program is the driving force in the use of funding. As such, data on learning outcomes are paramount in determining and reviewing funding priorities. Reports detailing distribution of funding can be found in the Appendix. The success of long-term fiscal planning at MWC can be seen in improvements to programs and services based on recent school action plans. These include greater availability and use of technology resources, an effective schoolwide staff development plan, and improvements in counseling and support services to students. Payments of long-term liabilities and obligations are processed at the District level. Health benefits are negotiated by LAUSD and UTLA, and plans are purchased centrally by LAUSD. Heath benefits are provided to employees who qualify, and vary based on their assignment; they are included in the schoolâ&#x20AC;&#x2122;s yearly budget. Other costs, such as building maintenance and insurance, are included in the LAUSD/DACE yearly budget.

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Notes ?

Criterion 3: To assure the financial integrity of the institution and responsible use of financial resources, the financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making. Are funds allocated, as shown in the budget, in a manner that will realistically achieve the institution’s stated goals for student learning? What do the audit statements reveal about financial management? Does the institution provide timely corrections to audit exceptions and management advice? What is the ending balance of unrestricted funds for the institution’s immediate past three years? Is this amount sufficient to maintain a reserve needed for emergencies? How does the institution receive its revenues? Does this receipt pose cash flow difficulties for the institution? If so, how does the institution address this issue? Has the institution sufficient insurance to cover its needs? Is the institution self-funded in any insurance categories? If so, does it have sufficient reserves to handle financial emergencies?

Once a year in April/May, when the District presents the budget to the school, MWC’s administrative team begins to plan the allocation of funding necessary to support the school’s goals for student learning. The decision to offer the number of classes in each program is reached after several administrative meetings. The principal and the three assistant principals, with input from department heads and other stakeholders, examine each program and plan out the following school year. Despite recent budgetary realignments mandated by the District or state, MWC’s annual budget usually closely resembles the one allocated in the previous year. Although program details may vary from year to year and the number of classes offered may change, the administrative team bases the allocation of funds on previous experience and projected needs. This enables administrators to confidently assign the right number of classes and teachers to each program so that schoolwide goals are reached. In addition, for the past three years requests by MWC administration for additional funds to support school goals have been approved. Evidence of the school’s successful management of funds include recent achievements in student outcomes, such as the rising number of high school diplomas and GED certificates awarded to AEWC students; an increase in students completing the ESL program; and an upsurge in the number of hours Chapter Three Page 136

CBET participants tutor their children. Examples of productive funding allocations include the introduction of new courses to meet the need for various subjects in high demand among the community, such as Photovoltaics, Medical Technology, and GED in Spanish.

Notes ?

Audits of school finances tell a similar story. During the past five years, our campus has been selected to participate in budget audits by LAUSDâ&#x20AC;&#x2122;s Internal Audit Branch to confirm compliance with state, District and Division-approved business and accounting practices. Additionally, DACE Fiscal Services Unit publishes monthly efficiency reports outlining school progress. Mid-Wilshire Center has been recognized by the District for excellence in school financial management. The response to the ending balance of unrestricted funds is completed by DACE Fiscal Services in conjunction with the Principal. All reserves in funding are managed at the District level. The DACE Fiscal Services Unit and District purchasing personnel facilitate direct access to funds at the school level. Funds are disbursed to schools based on needed support for instructional programs. The District and/or DACE Fiscal Services Unit maintain copies of financial statements except in the case of Student Body Funds â&#x20AC;&#x201C; monies collected by the school bookstore for goods ordered, sold, and/or returned, and the sale of merchandise such as photo identification cards. Student Body handles the payroll process for bookstore employees and parking lot attendants. Student Body financial reports are compiled at the school site by the Financial Manager and are submitted to the Student Body unit of the District. Revenues are received by DACE from the District. The Fiscal Services Unit and DACE administration allocates funds to schools (see School Profile and Funding in the Appendix). Allocations are made annually; the notification is usually received in March or April. Additional funds may be allocated during the school year. Moreover, funds may be requested by the school. All requests for funds are sent to DACE for approval. The process for acquiring insurance for almost all categories is conducted by the District. This insurance is sufficient to cover operations and programs. The District Risk Management and Human Resources Department handle the acquisition of employee liability, health insurance and student insurances. Most insurances that relate to facilities are handled by the Facilities and Real Estate Section of the District. The District Purchasing Department handles most contracts related to equipment and services. There are instances where MWC makes arrangements for student insurance on site. Insurances for the CNA course, for example, are authorized and approved by the District Contract Section, and purchased through student body funds. Various other student insurances and services such as fingerprinting may also be paid out of student body funds.

Chapter Three Page 137

Notes ?

Criterion 4: The institution practices effective oversight of finances, including management of financial aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets. What are the institution’s procedures for reviewing fiscal management? Are those regularly implemented? What evidence about fiscal management is provided by external audits and financial program reviews? Has the institution received any audit finds or negative reviews during the last six years? The District works with outside auditors or performs audits using District staff at the request of the school, state, or federal government. Mid-Wilshire Center has successfully participated in several audits since the last self-study, including audits of student attendance and teacher payroll. MWC does not receive copies of audits, but does receive a letter stating that the audits have been successfully completed. In the case of infractions, requests for response as to corrections are made and reviewed by auditors. The status of a final audit report is presented in the form of e-mail and/or memo. MWC does not participate in or offer student financial aid.

Criterion 5: The institution regularly evaluates its financial management processes, and the results of the evaluation are used to improve financial management systems. Does the institution have an annual external audit to provide feedback on its processes? Does the institution review the effectiveness of its past fiscal planning as part of planning for current and future fiscal needs? The school administration reviews financial reports over a three- to five-year period using ongoing data provided by DACE Fiscal Services, and by performing a review of statistical reports for a two-year period. The administration, along with the School Administrative Assistant and Financial Manager, monitors the financial management processes using in-house data as well as data provided by DACE Fiscal Services and Student Body Finance. Additional support is provided by program advisors, classified staff, and the Plant Manager. Each advisor and manager is invited to meet with the administrators on Tuesdays of each week. Additionally, managers meet with the principal weekly.

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

Notes ?

What processes does the institution use to assess its use of financial resources? How does the institution ensure that it assesses its use of financial resources systematically and effectively? How does the institution use results of the evaluations as the basis for improvement? Meetings of the school Administrative Team, Leadership Team, and Shared Decision-Making Committee provide excellent venues for assessing the use of the financial resources at our disposal. Programs offerings as well as the number and time of classes offered are evaluated throughout the year to ensure that educational goals are being met. Student learning results and input from students, staff and community groups also assist in the evaluation of financial affairs. Changes and improvements are made based on this data. For example, some classes may be opened based on a specific need, while others may be closed due to low attendance. Additionally, the spending of the IMA fund is approved by the Shared Decision Making Committee after monthly discussions. Monthly effectiveness reports are provided by DACE Fiscal Services. This information is now available online on the DASHboard. Additionally, monitoring of the budget allocation takes place in-house. Each week, management staff reviews student attendance, achievement data, program progress, and service requests. Funds may be reallocated to support programs in need. The close integration of school planning and budgeting, and the continuous process of planning, implementation, and review ensures that school funds are judiciously used to promote institutional goals.

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Notes ?

Evidence Budget Spread Sheets Budget training book Copy of agenda for Back-to-School Meeting Copy of financial statements including memo outlining findings of an independent certified public accountant (or other as required by state law for public institutions) for the two most recent fiscal years Copy of the institution’s past, present, and projected budgets Distribution of funding report District DACE Dash Board Emergency purchasing procedures and policies EST Graduate data – several years Financial management policies and procedures Fiscal Services Records HS – GED / AEWC increase in completion Payroll Reports Routine purchasing policies and procedures School Profile and Funding Shared Decision Making Committee minutes/agenda State Reports-Revenue DATA

Chapter Three Page 140

Areas of Strength and Key Issues to be Addressed

Notes ?

Major Strengths Budgetary information is widely available to school stakeholders. Institutional goal-setting and financial planning are fully integrated, and all stakeholders participate in the ongoing process of planning, implementation, and review. Mid-Wilshire Center has been recognized for excellence in school financial management. MWC’s success in achieving school goals has allowed it to maintain overall funding at a constant level during the economic downturn.

Key Issues to be Addressed Encourage Mid-Wilshire Center staff to become more involved in the budgetary process by attending budget meetings on a voluntary basis.

Chapter Three Page 141

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

Criterion 1: The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery. Against what criteria and by what processes does the institution evaluate the safety of its facilities? Upon what data has the institution determined the sufficiency of its classrooms, laboratories, and other facilities. What mechanisms does the institution employ to evaluate how effectively facilities meet the needs of programs and services? How well does the institution meet its facilities needs? Does the institution use the same criteria and processes for determining safety and sufficiency of facilities at off-campus sites? To what extent are off-campus sites safe and sufficient? The Office of Environmental Health and Safety (OEHS) works with the state and federal government to establish safety standards that all school districts must adhere to. Safety of the school at the District level is addressed by the OEHS. A great effort is made to establish and maintain a learning environment that is safe and health-protected. This effort requires the commitment and active participation of school administrators, the Plant Manager, teachers, students, parents, and support staff. Parents are included through the Community Advisory Council and the Trade Advisory Committee. Based on health and safety standards to which schools must comply, periodic assessments are conducted to ensure compliance and the implementation of corrective actions. OEHS conducts frequent inspections of the school and branch locations. These inspections are designed to assess compliance with federal, state and local regulations dealing with school health and safety. Should situations occur that require safety or repair service, the Plant Manager immediately makes a trouble call to LAUSD’s Maintenance and Operations Branch. In addition to OEHS inspections, local school site inspections are conducted daily by the Plant Manager and the administrative team.

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Inspections of health and safety in our school are performed in fourteen different areas:

Notes ?

Asbestos Management Campus Security Chemical Safety Construction Safety Emergency Procedures Facilities and Equipment Maintenance Fire and Life Safety Indoor Environment Injury and Illness Prevention Lead Management Miscellaneous Off-Site Risks Pest Management In conducting school inspections, OEHS evaluates the extent to which school conditions and operating practices are in compliance with regulatory standards. Following the inspection, the site administrator is provided with a Corrective Action Notice indicating the actions necessary to achieve compliance. The school is also given a Health and Safety Compliance Scorecard which includes a rating based on the findings of the inspection. The sufficiency of classrooms, laboratories, and other facilities is determined by the total number of programs at a specific location. Mid-Wilshire Center services approximately 11,000 students a year. Classes are offered in the mornings, afternoons, evenings, and Saturday. The main site is equipped with the following facilities: Thirteen classrooms for ESL Seven classrooms for Career Technical Education Two adjoining classrooms for individualized instruction One classroom for math One classroom for reading Three classrooms for Alternative Education and Work Center (AEWC) One babysitting facility Eight restrooms for staff Seven restrooms for students One large assessment room One ESL assessment/resource room One large facility for main office Chapter Three Page 143

Notes ?

One large facility for counseling services Various staff offices One bookstore Two teachers’ lounges One large patio area with tables and vending machines Forty parking spaces for staff Thirty-five parking spaces for students Parking is limited within the facility; however there is sufficient street parking around the school. For major school events, the management of the Washington Square Mall, located across from the campus provides free parking for students. Mid-Wilshire Branch is the largest branch of Mid-Wilshire Center. It is located on Sixth and Catalina Streets in Koreatown. This branch services approximately 2,500 students a year. This facility, leased by Los Angeles Unified School District, provides sufficient classroom space for ESL, Citizenship and Computer Technology classes. Each of the ESL classes has a capacity of 35 to 40 students. The computer lab has fifty working computers with internet and printing capability. Most of the instruction is done through the use of an LCD projector and a computer dedicated for this purpose. The layout of the classrooms follows fire and safety regulations. In case of emergency, all students are able to exit classrooms and offices safely. There is assigned parking for staff; limited student parking within the facility is available. Parking around the school is also very limited. The Branch site is equipped with the following facilities: Eight classrooms for ESL One computer lab Three staff offices One bookstore One restroom for staff Two restrooms for students One assessment room One room for Distance Learning One facility for main office One teachers’ lounge One student lounge with tables and vending machines

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Criterion 2: The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services.

Notes ?

How does the institution consider the needs of programs and services when planning its facilities? What processes ensure that program and service needs determine equipment replacement and maintenance? How does the institution evaluate effectiveness of facilities and equipment in meeting the needs of programs and services? How effectively does the institution use its physical resources? The needs of programs and services when planning facilities are determined by the types of programs to be offered, which in turn are established by the needs of the community and business sectors. Business and industry provide input by means of the Trade Advisory Committee and Community Advisory Council. Mid-Wilshire Center, an Employment Preparation Center, works very closely with business and industry to determine the types of programs that will lead to successful employment. Career Technical Education programs, such as Computer Technology, Construction Fundamentals, Electricity, Office Assistant, Certified Nurse Assistant, Medical Office Assistant, and Photovoltaics, prepare students for entrylevel employment. The Vocational Nursing program ended in August 2010, due to the District’s inability to staff it. Academic programs, such as ESL, Citizenship, and the I.I. Lab, prepare students to pass the GED, earn a high school diploma, transfer to community colleges, prepare for the U.S. citizenship interview, or begin further training that will lead to successful employment. Equipment replacement and maintenance is done at the school level. Maintenance of equipment such as computers and printers is performed by school staff, Division support staff, or by LAUSD’s Information Technology Division. Maintenance of large or heavy equipment is carried out by the Maintenance and Operations Branch of LAUSD. Replacement of equipment is normally done through grants. The DACE Perkins Office provides funding for new programs and to replace or update old equipment. In recent months, a Perkins grant provided funding to purchase computers and a server for the new Medical Technology program. A Perkins grant was also used to purchase equipment and materials for the new Photovoltaics Introduction program. A third Perkins Grant allowed for the purchase of 30 computers for the Office Technician program. The industry sector through the Trade Advisory Committee has made donations of computer equipment to the school.

Chapter Three Page 145

Notes ?

General maintenance of facilities and equipment at the District level is performed by LAUSD Maintenance and Operations. At the school level, the Plant Manager is responsible for ensuring that campus grounds and equipment are well maintained. Asphalt, paved areas, and damaged classroom floors are checked to make sure they are in good condition, free of cracks, holes, or standing water. Broken and cracked windows are reported, cleaned up, and repaired within 72 hours. Carpeting is cleaned and maintained in good and safe condition. Ceiling tiles that are broken, missing, or stained are replaced as soon as they are reported. Fences and gates are maintained in good working order. General housekeeping ensures that all areas in the school are clean, well maintained and free of clutter. Landscaping ensures that trees and plants are adequately trimmed, and landscaping is free of tripping hazards or other obvious risks. As soon as a problem is detected, the Plant Manager places a trouble call to the Maintenance and Operations call desk. Evaluation of the effectiveness of facilities is done by school staff and by LAUSDâ&#x20AC;&#x2122;s Facilities Services Division, which includes Maintenance and Operations. Facilities at the main site and branch locations are inspected frequently to make sure they meet the needs of programs and services. Classrooms are inspected and evaluated frequently for proper lighting, safety exits, air conditioning, and comfortable seating for students. Deficiencies at the main site are immediately reported to the Plant Manager or to Maintenance and Operations to correct the problems. For problems at the branch, the owner of the leasing facility addresses them as soon as they are reported by staff. The Fire Department also inspects classroom and shop areas to make sure they are used at the authorized capacity. Restrooms are inspected for proper lighting, ventilation and overall safety. Ramps leading to classroom and offices are inspected regularly for safe use. All doors and gates are also inspected regularly. Evaluation of equipment effectiveness in meeting the needs of programs and services is performed by the administration and by District technical personnel. Equipment is evaluated on a yearly basis for safe and proper performance. The Trade Advisory Committee is very instrumental in the evaluation process. The Committee inspects and evaluates school equipment to make sure it meets industry standards. Committee members make recommendations to ensure that students are trained on up-to-date equipment, so that when students are hired, they are familiar with the equipment they will use as part of their job. Mid-Wilshire Center utilizes its physical resources to the fullest. All classrooms, laboratories and shop areas are used to their maximum capacity for most of the time the school is open. Parking spaces are offered on a first-come, firstserved basis, except for four spaces reserved for handicapped parking. At branch locations, classrooms and offices are leased according to the number of classes to be offered. Large classrooms and computer rooms are often used by the School District to conduct meetings or training. School facilities may also be used by the community for special events such as voting, U.S. Census presentations, and immigration seminars.

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

Notes ?

How does the institution assure access to its facilities? How does the institution ensure that it has sufficient control over offsite facilities to maintain their quality? From an instructional standpoint, all members of the community are welcome to the school facility, programs and services during school hours. From a physical standpoint, access to school facilities is handled by school personnel following District guidelines. Mid-Wilshire Center and Mid-Wilshire Branch are equipped with alarm systems. Only administrators and some support staff have the code. Authorization to enter the facility is established by District policy and the Principal. Access to school facilities is monitored by the District’s Campus Security. Administrators, the Plant Manager, and building and grounds workers have keys to enter the school. All gates are secured by District-installed padlocks or security devices. Rooms dedicated to secure documents, school keys, and specialized equipment, such as laptops, cameras, and LCD projectors, have special keys, and these keys are available only through the school administration. Teachers and staff can enter the school only during the hours of operation or with an authorization from the Principal. The same District guidelines and safety precautions apply to branch locations. Other areas related to access to school facilities and campus security include: Visitation Policy All visitors entering the school grounds must sign in and receive a visitor’s pass. Posting - Visitation Policy Visitation policy is posted and distributed annually to students and staff. Communicating Emergencies Most classrooms are provided with a communications system enabling the staff to contact the main office or call 911. Main Campus classrooms have classroom phones, while Branch campus classrooms are within a short distance of the Branch office. Outdoor Lighting There is adequate outdoor lighting to conduct evening classes. Locked Campus All fences and gates except the main entrance are locked during class time. Mid-Wilshire Center has security personnel posted at the main gate at all times during hours of instruction.

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Notes ?

Parking Vehicles are not permitted to park on school property without a parking pass or approval of site administrator. Restricted Areas Access to crawl spaces, roofs, mechanical rooms or other passageways not intended for use by students or unauthorized staff is limited. Supervision School Security Officers have posted schedules that clearly delineate times and locations on campus that require specific supervision. Vandalism Reporting All acts of vandalism, including graffiti and property damage, are reported to the administration, Plant Manager, School Police, Office of Emergency and Health Services, and Maintenance and Operations. Control of off-site facilities is accomplished by mutual agreement between MidWilshire Center and the management of the leasing institution. If programs are offered in District-owned facilities, an agreement is made between the principal of Mid-Wilshire Center and the principal of the District-owned facility. If programs are offered in leased facilities, the Real Estate Office of the Los Angeles Unified School District will draw a contract indicating the requirements needed to conduct classes to adult and high school students. The Real Estate Department, in conjunction with the Office of Environmental Health and Safety, surveys the facility to be leased so that it meets safety standards and provides an environment conducive to learning. Specific items addressed by these two agencies include the following: High-Risk Facility Off-site facilities are surveyed to determine if one or more industrial facilities may pose a significant health or safety risks to school occupants. The Office of Environmental Health and Safety will communicate with appropriate regulatory agencies to assess and mitigate potential risks. Multi-Story Buildings Multi-story buildings are inspected to ensure emergency supplies, assembly areas, and evacuation routes are located at a safe distance. Off-site Noise Off-site facilities are inspected for potential noise sources that may disrupt the learning environment. Air Emission Sources Air emission sources in the proximity of the school are identified to make sure that they do not pose a significant health or safety risk to school occupants. The South Coast Air Quality Management District assesses and corrects any problem.

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Power Lines High power lines are identified because they may pose a significant health or safety risk to school occupants.

Notes ?

Sidewalks/Curbs Sidewalks/curbs in public walkways are identified because they may pose a trip-and-fall hazard to school occupants. Traffic Hazards Traffic conditions that may pose a significant risk to school occupants are identified. Unlawful Activity Unlawful activities such as drug or liquor sales, gang activity, street vending, and loitering adjacent to school are identified. The Office of Environmental Health and Safety notifies the appropriate authority.

Criterion 4: To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account. By what process does the institution assess the use of its facilities? How often does the evaluation occur? How does the institution use the results of the evaluation to improve facilities or equipment? What process does the institution follow to make capital plans? How are long-range capital projects linked to institutional planning? How do planning processes ensure that capital projects support institutional goals? A safe learning environment requires the commitment and active participation of school administrators, plant managers and central support staff. An informed and vigilant school community can lead to the early detection and mitigation of safety concerns. A good school facility supports the educational enterprise. Research has shown that clean air, good light, and a quiet, comfortable, and safe learning environment are essential to academic achievement. The condition, adequacy and management of school buildings are directly under the control of the School District.

Chapter Three Page 149

Notes ?

LAUSDâ&#x20AC;&#x2122;s Office of Environmental Health and Safety conducts periodic assessments of health and safety compliance of the school. The assessment process begins with an opening conference between the OEHS safety officer and the administrator to explain the objectives and scope of the assessment. The conference is followed by a brief walk-through of the school by the safety officer and school administrator, or plant manager. The safety officer then conducts a detailed assessment and evaluates the school on fourteen measures of compliance: accident prevention, asbestos management, fire and life safety, campus security, chemical safety, pest management, restroom facilities, indoor environment, maintenance and repair, safe school plan, emergency preparedness, traffic and pedestrian safety, and science lab safety. These measures are combined to create an Overall Compliance Rating (OCR) for each school. While the compliance measures do not necessarily reflect all of the many factors that affect the condition and the design of the school facility, a low overall compliance rating may signal a school that is in poor condition because of factors such as age, overcrowding, deferred maintenance or poor initial design. There is a definite link between compliance rating and academic achievement. This means that, just as various socioeconomic indictors predict academic performance, health and safety compliance is also related to performance. The assessment of the school facility may lead to corrective measures of the areas where deficiencies were found. Corrective measures take place by a process of priority ranking.

Priority 1 Priority 1 is a condition which presents an actual or likely substantial endangerment to health, safety, or the environment, or represents a serious violation of federal, state, or local laws and which warrants immediate attention.

Priority 2 Priority 2 is a condition that could result in a notice of violation under federal, state or local laws, or is non-compliant with other District requirements, and presents a condition which, at the discretion of the inspector, must be remedied within a period of 30 days.

Priority 3 Priority 3 is a condition that could result in a notice of violation under federal, state or local law, is non-compliant with other District requirements, and presents a condition which at the discretion of the inspector, must be remedied within a period of 30 to 180 days.

Priority 4 Priority 4 is a condition that may not be driven by a regulatory or District requirement that in the judgment of the inspector warrants documentation and referral for corrective action, but is not significant enough to warrant a follow-up inspection. Chapter Three Page 150

The Maintenance and Operations Branch of the Los Angeles Unified School District strives to provide the highest possible level of customer service to students, faculty, and staff. Its mission is to maintain, repair, and operate buildings and grounds efficiently and effectively, in a manner that promotes learning and a safe, clean, and healthy environment for students, faculty and staff.

Notes ?

In terms of capital plans or long range planning, the Maintenance and Operations Branch has developed a Deferred Maintenance Program which is funded by a combination of State and District funds. This funding is provided for major repairs or replacement of school building components that have exceeded their life expectancy. Eligible projects include restoration or replacement of deteriorated or damaged plumbing, heating, air conditioning, electrical systems, roofing, asphalt paving, interior and exterior painting, and flooring. Also included in this project is work necessary to detect and abate asbestos and lead-containing materials. LAUSD’s Maintenance and Operations Branch has developed a long-range capital plan that allocates funding for maintenance and replacement of school components. The District allocates funds each year to match the state’s grant for deferred maintenance. The eligible projects five-year plan is updated on a yearly basis and is submitted to the state to apply for the funding.

Criterion 5: Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement. How does the institution ensure that facilities decisions emanate from institutional needs and plans for improvement? What evidence is there that the institution bases its physical resource decisions on the results of evaluation of program and service needs? How does the institution prioritize needs when making decisions about equipment purchases? How does the institution determine that physical resource needs in program and service areas are met effectively? How effectively are those needs met? Physical resource planning is integrated with institutional planning. The local District Complex Project Manager, school administration and plant manager systematically assess the effective use of physical resources and use the results of the evaluation as the basis for improvement. Institutional needs and plans for improvement originate from assessment of programs and services, which is performed on an on-going basis. Assessment of programs and services is achieved by the active collaboration of school administrators, Plant Manager and all staff. The Student Council and Shared Decision Making Committee also have input. School staff are in constant communication with District personnel to find ways to improve programs and services.

Chapter Three Page 151

Notes ?

Evidence that the institution bases its physical resource decisions on the results of evaluation of program and services is the assessment conducted by the Maintenance and Operations Branch, Facilities Services Division, and the Office of Environmental Health and Safety of the Los Angeles Unified School District. The purpose of these routine inspections is to assess compliance with federal, state, and District requirements. In order to standardize the assessment process, the District uses a School Safety Compliance Checklist and a Health and Safety Compliance Scorecard. The inspection results are recorded in a Compliance Scorecard. The Compliance Scorecard ratings are based on assessment of the school’s compliance with fourteen health and safety standards: Asbestos Management Campus Security Chemical Safety Emergency Preparedness Facilities and Equipment Maintenance Fire and Life Safety Indoor Environment Injury and Illness Prevention Lead Management Pest Management Prevention Science Lab Safety Traffic and Pedestrians Safety The attached exhibits (see Appendix) show the compliance scorecard for the Los Angeles Technology Center (now Mid-Wilshire Center) Health and Safety. MidWilshire Center reviews site needs on an ongoing basis to plan for improvements. A trouble call process is used to log in calls. Equipment purchases are determined by the needs of the programs offered at MWC. School personnel conduct assessments of the equipment in each of the programs where equipment is needed to provide training. This results in positive student outcomes, such as CASAS benchmarks, high school diplomas, GED certificates, state and city licenses, industry certifications, and job placements. Priority is given to programs that lead to academic outcomes, and to programs that prepare students for employment. Physical resource needs in programs and services are met effectively by addressing the needs as soon as information is received from on-going assessments by school personnel and routine assessments conducted by the District’s Maintenance and Operations Branch. Equipment needs in Academic, Career Technical Education, and ESL programs are addressed immediately because they affect the ability to provide training that results in meaningful outcomes.

Chapter Three Page 152

To address these needs effectively, funding is sought from different sources. One of the best sources of funding for new equipment is through grants from the Perkins Office of the Adult Division of LAUSD. MWC received $92,000 in grants during the 2009-10 school year. Such awards may be designated for purchase of equipment when applicable. The Trade Advisory Committee is also very instrumental in locating equipment that can be donated to the school. Finally, requests for new equipment and/or repair of existing equipment are directed to DACE.

Notes ?

Evidence Community Advisory Council meeting agenda Copy of facilities lease agreements Copy of safety and security plan for real, threatened, or impending danger Earthquake and other natural disaster preparedness and evacuation plans Evaluation of the effectiveness of the maintenance program Evaluations of the safety and security plan Health and Safety Compliance Scorecard Insurance policies for facilities Plan for facility custodial care Plan for facility maintenance Trade Advisory Committee meeting agenda

Areas of Strength and Key Issues to be Addressed Major Strengths The School District provides adequate facilities for programs and services, including off-campus sites. Equipment, which is upgraded or replaced when required, is adequate to support the needs of programs and services. Physical resource decisions are based on the needs of programs, services, and the mission of Mid-Wilshire Center. Chapter Three Page 153

Chapter

Four

CNA Class

ACTION PLAN

Chapter

Notes ?

Four

Action Plan

SUMMARY OF AREAS OF STRENGTHS AND KEY ISSUES TO BE ADDRESSED Standard 1: Major Strengths Mid-Wilshire Center’s institutional values and goals are clearly defined in the school’s Mission Statement and Student Learning Outcomes. All stakeholder groups at MWC fully participate in the development and revision of the Mission Statement and SLOs. The Mission Statement and SLOs are widely publicized in English, Spanish and Korean, as well as on the school website, signage, and in meetings.

STANDARD 2: Major Strengths Mid-Wilshire Center’s institutional values and goals are clearly expressed in the school’s Mission Statement and Student Learning Objectives. All stakeholder groups at MWC fully participate in the development and promotion of the Mission Statement and SLOs. School administrators, instructors, and staff incorporate institutional goals and values into school governance, classroom instruction, and community relations. Chapter Four Page 155

Notes ?

The school clearly and widely communicates goals and performance data to all stakeholders, including staff, students and community. Our diverse student population is empowered through Student Council and special events.

STANDARD 3: Major Strengths A large variety of school groups meet frequently, ensuring the participation of all stakeholders in determining and implementing school plans and goals. The Student Council has been established as an effective forum for communication of student suggestions and concerns. The school planning process is ongoing and depends on regular meetings by numerous stakeholder groups, such as Shared Decision Making Council and the Trade Advisory Committee. MWC uses a variety of assessment data in the evaluation and improvement of the school planning process. New programs and courses have been established with stakeholder input in response to community needs.

STANDARD 4: Major Strengths MWC offers a large variety of programs and courses in response to community needs. All programs of study have measurable success and completion rates. Lesson plans and delivery of instruction are designed to meet the learning needs of students. MWC offers different styles of instruction that correspond to the needs of the varied learning styles of adults. Staff is committed to helping students achieve their goals improving the quality of their lives Positive outcomes: CASAS benchmarks course completers, HSD/GED recipients, CTE certificates, job placements, US citizens, CBET tutoring, etc. Chapter Four Page 156

STANDARD 5:

Notes ?

Major Strengths Effective orientation and placement procedures lead to more accurate placement and enhance student learning outcomes. Counseling staff and instructors collaborate with each other, and meet with students as needed. Student learning outcomes are clearly integrated into teachers’ lesson plans. Students in all programs participate in regular assessments, using a variety of methods to check for mastery of course competencies. CTE students have access to folders documenting progress in attaining competencies. ESL teachers post student work around the classroom, demonstrating and promoting student achievement.

Key Issues Provide teachers with additional CASAS training, including scheduled reviews of student progress reports.

STANDARD 6: Major Strengths Educational services offered at Mid-Wilshire Center are scheduled to accommodate the needs of the diverse student population. The Counseling Office provides a variety of services to students, including academic and career counseling, registration assistance, one-on-one counseling, and referrals to community agency resources. Assessments are used by counseling staff to effectively place students in courses and facilitate discussion about goals and career choices. The AEWC program provides additional support to at-risk students via a psychiatric social worker and gang intervention advisor. Babysitting services funded by CBET are offered free of charge to ESL students, allowing them to attend school.

Chapter Four Page 157

Notes ?

Key Issues Improve counseling access to all students, especially lower level ESL students, including those attending the evening, Branch, and Saturday programs. Facilitate improvements in communication between Student Council representatives and their classmates.

STANDARD 7: Major Strengths MWC staff actively participate in professional development activities and implement new skills in their instruction. Several staff members are taking college coursework and earning degrees, enhancing the quality of instruction. MWC has developed a professional development action plan, taking advantage of staff expertise and creating easier access to training opportunities. Staff is surveyed to determine professional development needs. Professional development is included in subject area team meetings.

Key Issues Increase opportunities for technology professional development training for staff.

STANDARD 8: Major Strengths The ESL program offers a variety of supplemental resources, including class book sets, manipulatives, and audio-visual aids. Staff participate in selection and development of appropriate instructional materials that are approved by DACE. ESL and Citizenship instructors have developed a popular series of core textbooks that are integrated into approved course outlines. MWC provides instruction at many different facilities and at many different times to accommodate student learning needs.

Chapter Four Page 158

Key Issues

Notes ?

Find ways to provide more technology resources for the ESL program.

STANDARD 9: Major Strengths Budgetary information is widely available to school stakeholders. Institutional goal-setting and financial planning are fully integrated, and all stakeholders participate in the ongoing process of planning, implementation, and review. Mid-Wilshire Center has been recognized for excellence in school financial management. MWC’s success in achieving school goals has allowed it to maintain overall funding at a constant level during the economic downturn.

Key Issues Encourage Mid-Wilshire Center staff to become more involved in the budgetary process by attending budget meetings on a voluntary basis.

STANDARD 10: Major Strengths The School District provides adequate facilities for programs and services, including off-campus sites. Equipment, which is upgraded or replaced when required, is adequate to support the needs of programs and services. Physical resource decisions are based on the needs of programs, services, and the mission of Mid-Wilshire Center.

Chapter Four Page 159

Time Line

A LL.

Continue to work with DACE and District Facilities personnel to plan future improvement for student restrooms

May 2010 Ongoing

Ongoing Develop contingency plan in case of delayed bathroom repair/ remodel or additional bathroom deterioration

Specific Steps

SLO’s Addressed:

Central Office

Principal Plant Manager District Complex Project Manager

Committee DACE School Facilities personnel

Team Plant Manager

Chapter Four Page 160

DACE Facilities personnel District Facilities

Plant Manager School Safety

Resources

Administrators School Leadership

Person(s) Responsible

and the suggestion box to provide improved restrooms for students.

Meetings

Staff Meetings Staff Surveys Student Surveys Student Council

surveys

Safety Committee Student Council Suggestion Box Student & Staff

Ways of Assessing Progress

Student Council Weekly Bulletin School website School Leadership Team P.A. announcements

Advisory Meetings

Staff Meetings Community/Trade

Meetings P.A. announcements Community/Trade Advisory Meetings

Staff/Department

Board Posting

Weekly Bulletin School website School Bulletin

Means to Report Progress to all Shareholders

Area for Improvement: To improve student restrooms at the main campus. Rationale for Addressing this Area: There is an identified need based on the student survey, Student Council feedback

ACTION PLAN 1: STUDENT RESTROOMS

Staff Community District DACE Facilities Personnel Community/Trade Advisory Members

Team Staff Student Council

Chapter Four Page 161

LOS ANGELES TECHNOLOGY CENTER – Action Plan 1, 2011 Accreditation

Team

Staff Survey Student Survey School Leadership

Team Student Council

Trade Advisory Safety Committee Weekly Bulletin

Administrators School Leadership

June 2012

Student survey Suggestion Box School Leadership

Student Surveys Staff Surveys Suggestion Box

Ways of Assessing Progress

Student Council Administrators Community/

personnel Administrators

Plant Manager DACE Facilities

Resources

Assess progress to determine effectiveness and completion of project

Facilities staff

Plant Manager Custodial Staff Administrators Safety Committee District

Person(s) Responsible

Administrators

Ongoing

Time Line

Keep stakeholders Ongoing advised of progress toward student bathroom improvement

Continue to ensure bathroom facility cleanliness with regular inspections

Specific Steps

Advisories P.A. announcements

Student Surveys Staff Surveys School Leadership Team Weekly Bulletin Student Council School website Community/Trade

Team Report Weekly Bulletin School website School Information Posting Staff/Department Meetings P.A. announcements Community/Trade Advisory Meetings Student Council

School Leadership

Meetings P.A. announcements Community/Trade Advisory Meetings Student Council

Weekly Bulletin Staff/Department

Means to Report Progress to all Shareholders

Time Line January 2009

Ongoing

Include school parking needs as a priority for school Leadership Team

Review available school and DACE resources

A LL.

Specific Steps

SLO’s Addressed:

Team

Community Administrators School Leadership

President Plant Manager Community/ Business Partners Administrators

Student Council

Person(s) Responsible

Chapter Four Page 162

School Budget School Facilities

DACE Facilities

Leadership Team Central Office

Trade Advisory

Staff Meetings Student Council Community/

Resources

and the suggestion box to provide increased parking for students, staff, and visitors.

School Facilities Budget Allocation Student Council Suggestion Box Student Feedback

Staff Meetings Staff Surveys Student Surveys

Ways of Assessing Progress

Posting Staff/Department Meetings P.A. announcements Community/Trade Advisory Meetings

Weekly Bulletin School website School Information

Team Agenda

Staff Meetings Advisory Meetings Student Council Weekly Bulletin School website School Leadership

Means to Report Progress to all Shareholders

Area for Improvement: To improve LATC parking at the main campus. Rationale for Addressing this Area: There is an identified need based on the student survey, Student Council feedback

ACTION PLAN 2: STUDENT, STAFF & VISITOR PARKING

Ongoing

Assess plan to review effectiveness

Students Teachers Advisers Administrators DACE Facilities

Staff Community

All stakeholders Staff Administrators School Leadership

Administrators School Leadership Team

Staff Student Council

Personnel Community/Trade Advisory Members

DACE Facilities

District

Team DACE Facilities personnel

Business Partners Parking Committee

Team DACE Facilities

Teachers Advisers Administrators School Leadership

Resources

Administrators Students Staff Community/

Person(s) Responsible

Chapter Four Page 163

LOS ANGELES TECHNOLOGY CENTER – Action Plan 2, 2011 Accreditation

February 2012

Time Line

Implement plan recommended by DACE regarding alternate parking

Request assistance from DACE to provide alternate parking

Specific Steps

Team

Staff Survey Student Survey School Leadership

Team

Staff Advisers DACE Facilities Administrators School Leadership

Staff Meetings Staff Surveys Student Surveys

Ways of Assessing Progress

Staff Surveys Student Surveys School Leadership Team Weekly Bulletin Student Council School website Community/Trade Advisories P.A. announcements

Team Report Weekly Bulletin School website School Information Posting Staff/Department Meetings P.A. announcements Community/Trade Advisory Meetings Student Council

School Leadership

Team Report Weekly Bulletin School website School Information Posting Staff/Department Meetings P.A. announcements Community/Trade Advisory Meetings Student Council

School Leadership

Means to Report Progress to all Shareholders

Chapter

Five

Asian Heritage Celebration

Glossary of Acronyms in Adult Education

Chapter

Notes ?

Five

Glossary of Acronyms in Adult Education ABE

Adult Basic Education

ADA

Average Daily Attendance

AEWC

Alternative Education and Work Center

AIS

Adult Independent Study

APACS

Assistant Principal of Adult Counseling Services

APO

Assistant Principal of Operations

ASE

Adult Secondary Education

ASIS

Adult Student Information System

CAHSEE

California Educational Development Test

CAROCP

California Association of Regional Occupational Centers and Programs

CASAS

Comprehensive Adult Student Assessment System

CATESOL

California Teachers of English to Speakers of Other Languages

CBET

Community-Based English Tutoring

CCAE

California Council of Adult Educators

CNA

Certified Nurse Assistant

CTE

Career Technical Education

DACE

Division of Adult and Career Education

EDD

Employment Development Department, State of California Chapter Five Page 165

Notes ?

Chapter Five Page 166

ESL

English as a Second Language

GED

General Educational Development

HHA

Home Health Aide

IBEW

International Brotherhood of Electrical Workers

I.I. Lab

Individualized Instruction Lab

LAUSD

Los Angeles Unified School District

LVN

Licensed Vocational Nurse

MWC

Mid-Wilshire Center

OTAN

Outreach and Technical Assistance Network

ROP

Regional Occupational Program

SAA

School Administrative Assistant

SDMC

Shared Decision-Making Committee

SIS

School Information System

SLO

Student Learning Outcome

TABE

Test of Adult Basic Education

TOPSpro

Tracking Of Programs and Students

UTLA

United Teachers Los Angeles

Women Educators

WIA

Workforce Investment Act

Appendix ESL Cla ss

at io n Ci nc o de M ay o Ce le br

ESL Cl as s

Appendix SCHOOL SURVEY â&#x20AC;&#x201C; FALL 2010 940 students participated in the survey. Answers are in percentages. 1) GENDER a. Female b. Male

47 44

2) AGE a. b. c. d. e.

Under 21 21 to 29 30 to 44 45 to 59 60 and over

24 36 22 10 6

3) MARITAL STATUS a. Single b. Married c. Separated or Divorced d. Widowed

40 44 12 2

4) EMPLOYMENT STATUS a. Employed full-time (32 hrs or more per/week) b. Employed part-time (20 hrs per week) c. Unemployed/looking for a job d. Full-time student/housewife/not seeking work e. Retired

33 30 22 7 5

5) EDUCATIONAL BACKGROUND (mark highest level completed before coming to MWC) a. 8th grade or less b. Some high school c. High school graduate d. Some college or vocational training e. College graduate/advanced degree

37 31 16 7 7

6) HOUSEHOLD What is the total number of people living in your household? a. One 21 b. Two 40 c. Three 9 d. Four 12 e. Five or more 14 7)

CHILDCARE Has a need for childcare affected your ability to attend classes at MWC? a. Yes 14 b. No 54 NOTE: The survey results are inconsistent for this question: 5% answered C; 4% answered D; and 18% answered E though there were no questions C, D, or E.

Appendix Page 1

8) CHILDREN How many dependant minors do you have living at home? a. None 43 b. One 19 c. Two 13 d. Three 16 e. Four or more 4 9) INCOME What is your approximate total household income? a. Less than $7,500 per year 23 b. $7,500 to $15,000 per year 31 c. $15,000 to $20,000 per year 12 d. $20,000 to $30,000 per year 12 e. More than $30,000 per year 6 10) REASON FOR ATTENDING SCHOOL Why did you decide to come to school? a. To learn English/prepare for American citizenship b. To earn a high school diploma/GED c. To learn employment skills/get a job d. To prepare for post secondary education (college/technical school) e. Personal improvement 11) MID-WILSHIRE CENTER ENROLLMENT How long have you attended classes at MWC? a. Less that 3 months b. 4 to 12 months c. 1 to 2 years d. Over 2 years

33 37 19 6

12) JOINT ENROLLMENT Are you attending another school in addition to MWC? a. Yes, another adult school b. Yes, a vocational school c. Yes, a secondary high school (concurrent high school student) d. Yes, a college e. No 13) NUMBER OF CLASSES How many classes are you currently taking at MWC? a. One 28 b. Two 31 c. Three 16 d. Four 9 e. Five 11 14) TIME a. b. c. d. e.

What time do you attend classes? Morning only 38 Afternoons only 28 Morning and afternoons 19 Evenings only 12 Saturdays only 1

Appendix Page 2

17 31 24 8 10

9 16 16 11 45

15) MILEAGE How many miles do you travel to school? a. 0-3 miles 36 b. 4-6 miles 44 c. 7-10 miles 8 d. Over 10 miles 9 16) TRANSPORTATION How do you get to school? a. Car 29 b. Bus 35 c. Metro 12 d. Walk/Bike 15 e. Other 6 17) SCHOOL DISCOVERY How did you first hear about the school? a. Someone told me 69 b. School brochures 18 c. Newspaper 1 d. Flyers 1 e. Other 9 18) ETHNICITY What is your ethnic background? (Response optional) a. Hispanic 49 b. Black, not Hispanic origin 35 c. White, not Hispanic origin 1 d. Asian 11 e. None of the above 1 * (selection continued to next question) 19) ETHNICITY What is your ethnic background? (response optional) a. American Indian b. Pacific Islander c. Filipino d. None of the above

9 17 8 41

20) SPECIAL NEEDS Do you have any special needs that could affect your school performance? (Response optional) a. Yes, I have a physical impairment/medical condition 7 b. Yes, I have a non-physical impairment 15 c. Yes, I am developmentally impaired 15 d. Yes, I have a vision/hearing impairment 23 e. No 36 21) REGISTRATION How would you evaluate registration procedures at MWC? a. Effective and well organized 47 b. Satisfactory 44 c. Needs Improvement 8 22) PLACEMENT How would you evaluate the procedures used for placement tests that students take when entering the school? a. Effective and well organized 24 b. Satisfactory 36 c. Needs Improvement 22

Appendix Page 3

23) ORIENTATION How would you evaluate the orientation welcoming you to MWC and explaining school rules, registration and educational options available to you? a. Effective and well organized 40 b. Satisfactory 44 c. Needs Improvement 12 24) PRE-REGISTRATION How would you evaluate the pre-registration procedures used for continuing students to get their classes for the next term? a. Effective and well organized 33 b. Satisfactory 30 c. Needs Improvement 22 25) INSTRUCTION How would you rate the quality of instruction at MWC? a. Excellent 37 b. Good 31 c. Fair 16 d. Poor 7 e. No opinion 7 26) COUNSELING Have you ever received educational counseling at MWC? a. Yes 21 b. No 40 NOTE: The survey results are inconsistent for this question: 9% answered C; 12% answered D; and 14% answered E though there were no questions C, D, or E

27) COUNSELING How would you evaluate the help you have received from your counselor? a. Excellent 14 b. Good 54 c. Fair 5 d. Poor 4 e. No help needed or asked for 18 28) COUNSELING Do you feel free to discuss problems with your counselor? a. Yes 43 b. Sometimes 19 c. Never 13 d. No 16 29) COUNSELING Which of the following do you feel would improve counseling services? a. More counselors 23 b. Counselor presentations or visits to the classroom 31 c. School assemblies and/or group counseling 12 d. More clerical time in office to free counselors for student contact 12 e. Not Applicable 16 30) SCHOOL FACILITIES How would you rate the schoolâ&#x20AC;&#x2122;s general appearance (interior & exterior cleanliness, paint)? a. Excellent 17 b. Good 31 c. Fair 24 d. Poor 8 e. No opinion 10

Appendix Page 4

31) SCHOOL FACILITIES How would you rate the appearance of your classroom? a. Excellent 33 b. Good 37 c. Fair 19 d. Poor 6 e. No opinion 3 32) SCHOOL FACILITIES How would you rate the schoolâ&#x20AC;&#x2122;s restroom facilities? a. Excellent 9 b. Good 16 c. Fair 16 d. Poor 11 e. No opinion 45 33) SCHOOL FACILITIES How would you rate the student parking? a. Excellent 28 b. Good 31 c. Fair 16 d. Poor 9 e. No opinion 11 34) SCHOOL FACILITIES How would you rate the comfort of your classroom? (lighting, temperature, seating) a. Excellent 38 b. Good 28 c. Fair 19 d. Poor 12 e. No opinion 1 35) SCHOOL SAFETY How safe do you feel on our campus?(lighting, security) a. Very safe 36 b. Safe 44 c. Not safe 8 d. No opinion 9 36) BOOKSTORE How would you rate the services provided by the student bookstore? a. Excellent 29 b. Good 35 c. Fair 12 d. Poor 15 e. No opinion 6 37) INDEPENDENT STUDY Do you know that MWC offers home study programs (Distance Learning Video Program, Adult Independent Study)? a. Yes 69 b. No 18 38) STUDENT COUNCIL Do you know your Student Council representatives or officers? a. Yes 49 b. No 35

Appendix Page 5

39) STUDENT COUNCIL How would you rate communication between our Student Council Officers and the rest of the students? a. Excellent 9 b. Good 17 c. Fair 8 d. Poor 43 e. No opinion 15 40) STUDENT COUNCIL What kinds of projects would you like to see the Student Council participate in? a) School governance 7 b) School improvement and beautification 15 c) School projects (recycling, scholarships) 15 d) School events 23 e) Other 36 41) RECOMMENDATION How would you rate our school? a. Excellent b. Good c. Fair d. Poor e. No opinion

A total of 527 students answered this question. Their replies were as follows: A – Excellent B – Good C – Fair D – Poor E – No Opinion

176 208 31 4 76 32 -

33% 39% 6% less than 1% 14% 6% comments/requests but no rating

Comments from the student on the survey (actual numbers, not percentages): More/cleaner bathrooms More parking Excellent teachers More classrooms/space Provide ESL students with information on programs offered at the school Cleaner classrooms More babysitting time Sell the needed textbooks on campus (Photovoltaic class) More/better security Counseling for all students Make an ESL lab Add computers in ESL Classrooms ESL Conversation class in the morning Appendix Page 6

18 5 5 5 5 4 3 3 2 2 2 2 2

MID-WILSHIRE CENTER

ACCREDITATION SURVEY CERTIFICATED STAFF-DEMOGRAPHICS - TOTALS 1) What is your gender? a. Female b. Male

36 31

2) What is your age? a. Under 25 b. 26-35 c. 36-45 d. 46-55 e. Over 55

1 4 9 14 19

3) What is your ethnicity? a. Hispanic b. Black, not Hispanic origin c. White, not Hispanic origin d. Asian

10 8 25 4

4) What is your ethnicity (cont.)? a. Native American b. Pacific Islander c. Filipino d. Other

1 1 0 14

5) What is your highest level of education? a. High school/GED b. Associate’s degree c. Vocational certification d. Bachelor’s degree e. Master’s degree or higher

2 1 1 25 17

6) Type of Credential(s)? a. Adult Education, Designated Subjects b. Vocational Education c. Elementary or Multiple Subjects d. Secondary of Single Subject e. Administrative/Pupil Personnel

39 3 5 3 5

Teacher Name:

7) Number of teaching hours per week at MWC? a. Less than 6 b. 6-12 hours c. 13-18 hours d. 19-25 hours e. More than 25 hours

3 8 4 17 13

8) Total years of service in the field of education? a. 1-4 years b. 5-9 years c. 10-14 years d. 15-19 years e. 20 or more years

5 6 12 9 14

9) Number of years of service at MWC? a. 1-4 years b. 5-9 years c. 10-14 years d. 15-19 years e. 20 or more years 10)Number of Teacher Advisor/ Coordinator hours at MWC? a. None b. Less than 6 c. 7-12 hours d. 13-18 hours e. 19-25 hours 11)What languages do you speak other than English? a. Spanish b. Korean c. Tagalog d. Chinese e. Other

School Year 2010-2011

_____________________________________ Print Name

Appendix Page 7

10 15 15 6

37 3 2 4

25 2 0 0 11

Appendix Page 8

Appendix Page 9

Appendix Page 10

Please, Check School Site

Requisition/BPO/RX/PD# _________________

Mid-Wilshire CENTER Mid-Wilshire BRANCH PURCHASE REQUEST / REIMBURSEMENT (PRE) APPROVAL VENDOR/REIMBURSED TO: DATE: ____________________ NAME: ____________________ VENDOR # ___________________ Request for: Supplies ADDRESS: Equipment CITY: Repairs/Services STATE: ZIP _______ Purchase Order PHONE: ( ) Payment FAX: ( ) Reimbursement ATTEN: [*Attach Receipt(s)] Requested by: _________________________ Ext PROGRAM Qty.

Description

Class Use Stock/Catalog #

Resale

Unit Price

$ $ $ $ $ $ $ $

Y N Total

$ $ $ $ $ $ $ $

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DeclaraciĂłn del Cometido El Centro de Mid-Wilshire tiene como objetivo dotar de las facultades necesarias a un estudiantado de diversos orĂgenes a fin de que participen en una sociedad impulsada por la tecnologĂa, y en constante cambio. El personal promueve el respeto por el eterno aprendizaje y el logro de metas personales.

Mid-Wilshire Center Student Learning Outcomes (SLOs): Effective Communicators Demonstrate effective writing, reading, speaking and technological skills for school and work.

Solution Seekers Demonstrate critical thinking and computational skills to identify and solve problems independently or collaboratively.

Life-Long Learners Recognize that education is a lifelong process and is a way to achieve personal and career goals.

Respectful and Responsible Be sensitive to democratic values and good citizenship.

Book Layout and Design: Q Press, Pasadena

Printed on Recycled Paper.