WVOC Accreditation Book 2011 by Q Press

West Valley

O ccupational CEnter Los Angeles Unified School District â&#x20AC;˘ Division of Adult and Career Education

self-study report Western Association of Schools and Colleges

April 11 - April 13, 2011

SELF-STUDY REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

FOR WEST VALLEY OCCUPATIONAL CENTER 6200 Winnetka Avenue, Woodland Hills, CA 91367 April 11 - 13, 2011

Los Angeles Unified School District Division of Adult and Career Education

Table of Contents Preface Accreditation Visiting Team List of Self-Study Committee Members Organizational Charts I – Institutional and Community Characteristics . . . . . . . . . . . . . 1 II – Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . .

III – Standards

Standard I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Standard II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Standard III . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Standard IV . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Standard V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Standard VI . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Standard VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Standard VII . . . . . . . . . . . . . . . . . . . . . . . . . . .

Standard IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Standard X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

105

IV – Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 V – Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Preface Welcome to West Valley Occupational Center. You will soon discover what I did upon arriving here as Principal in July 2009; the staff here is among the most dedicated and committed to students that I have seen. Beginning with my first all staff Back-to-School meeting in September 2009, I shared the following beliefs: Everyone and every organization has room for improvement In order to improve, we all need to engage in reflection from the personal/position level to the organizational level Engaging in perfunctory activities and going through the motions is a waste of time; therefore, all activities/processes we take on will be meaningful and valuable Good systems, including communication, make for better efficiency, more effectiveness, and less confusion Data is important to improvement, comes in many forms, and should be used to further guide inquiry into/validation of ongoing improvement and student achievement This accreditation self-study process was the quickest and most thorough way for me as a new Principal to learn about the school. As such, we embarked on this journey together, looking at ourselves honestly and completely. We engaged everyone in a conversation and practice around reflection by identifying steps for reflection and then creating an acronym and logo to help people remember those steps: RED-I2 – Review, Evaluate, Determine, Implement, and Inform. One way we maximized participation and minimized overwhelm with regard to the self-study process was by instituting the use of worksheets to facilitate the communication of information/data that was captured relative to each criteria. As we came to the end of the self-study process, having completed our Action Plan, we realized that this journey has in fact laid the foundation for strategies, processes, and activities to move us from “good” to “great” on an institutional level. I want to thank WASC for providing the initial structure and impetus for WVOC’s latest continuous improvement efforts. And, while we are glad to have a WASC Visiting Team come to validate what we say we do, the fact of the matter is, this process has already enabled us to validate what we do; brought to our attention what we need to work on; and given us the confidence that we can get it done together. Finally and most importantly, I want to thank the staff not only for their existing and ongoing commitment to our students, but also for their time, hard work, and contribution to this institutionwide process. WOO HOO: YOU ROCK!!!!!

Western Association of Schools and Colleges (WASC) Accreditation Visiting Team Chairperson Ms. Laurie St. Gean, Deputy Superintendent Southern California Regional Occupational Center

Members Ms. Lisa Knuppel, Coordinator of Instructional Programs Coastline ROP Mr. Joseph Krupa, Related Trades Instructor Terminal Island Adult School Mr. Phuong Nguyen, Vice Principal Alhambra High School

West Valley Occupational Center Self-Study Committee Members Accreditation Steering Committee Veronica Montes, Principal, Co-Chair Don Kihara, Assistant Principal Operations, Co-Chair Kathy McBean, Coordinator-Adults with Disabilities, Co-Chair Steve Rosen, Instructor/Advisor-Perkins, Co-Chair

Accreditation Leadership Team Administrator Representative

Certificated Staff Representative

Classified Staff Representative

Angela DiMascio

Richard Fischetto

Minh Duong

William Gooden

Clark Jackson

Sandy Thomas

Don Kihara

May Lahham

Luis Lopez

Kathy McBean

Veronica Montes

Rod Pearce Steve Rosen

Student Representative Lily Nino

Teresa Arellano* Marion Sumera Bettina Roe Kathryn Dorsey Larry Montenegro* Kay DeGennaro Geraldine Hoppe Suzanne Blauvelt Edgar Monterroso

Classified

Cosmo/Culinary/Health

Saturday

Business AM

Business PM

ESL AM

ESL PM

Industrial AM

Industrial PM

* Indicates Institution Group Co-chair

Lou DiCarlo

Academic

Kathy McBean

Standard 3 Evaluation and Planning

Leadership Team Advisor

Institution Group Representatives

Martha Martinez

Henry Asher

Mercy Van Delft*

Olga Hakopyan

Dory Higgins

Nancy Munkres*

Edith Hoffmann

Holly Rogers

Estela Horta

Vivian Wood

Steve Rosen

Standard 5 Program, Student and Institutional Outcomes

Jon Jenkins+

Chrystal Lott

Dina Tarrab

Ed McBride*

Kimberly Frelow+

Francine Menashe

Jennifer Chang

Ana Cevallos

Emmett Ross

Michele Stiehl*

Angela DiMascio

Standard 6 Student Support Services

Standard 8 Learning Resources

Hal Ginsburg

Julian Inchaurregui*

Narine Gasparian

James Palumbo

Reginald Woolfolk

Megan Ing

Patrice Watterson*

Dina Diment

Pam Sherman

Eddie Vaisman

Don Kihara

+ Indicates replaced member who no longer works at WVOC

Richard Lepik*

Roxana Lugo

Paula Verbit

Sonia Khrapkova

Linda Glasgow

Cathy Rendon

Mike Eivaz

Nazeli Zelyan*

Sandy Thomas

Jan Whelan

Veronica Montes

Standard 4 Educational Programs

Accreditation Institution Groups

Larry Montenegro

Reginald Woolfolk

Kimberly Frelow+

Member

Minh Duong

Laura Corona

Jessicilia Santos

Ilse Rivera

Greg Salapatas

TK - Toolkeeper

OT - Office Technician

ICA - Infant Care Aide

CR - Community Rep

TA - Teacher Assistant

* Indicates individual no longer works at WVOC

SLI - Sign Language Interpreter

R - Reader

OCA- Out-of-class Advisor

Tomacie Crayton

Member

Teresa Arellano

Member

Susana Castillo-TA Susy Moran*

Member

Sandy Tsai Silvia Estrada

Member

Sandy Thomas

Kathy McBean-OCA

Member

Christine Martin*

Member

Emmett Ross Estela Horta

Ruth Alarcon

Dory Higgins

Member

Paul Gutierrez

Linda Glasgow

Member

Becky Clapp

Member

Hyder Ali*

Member

Olga Munoz

Member

Robert Pilloud

Co-Chair

Barbara Cheski

Don Kihara

Pam Sherman

Steve Gilner

Classified Standard 3

Member

Bill Gooden

Co-Chair

Business PM Standard 3

Leadership Tm. Advisor

Program Group Representatives

Kathy Nicholson

Carlos Garcia

Richard Fischetto

Industrial PM Standard 4

Fidel Carlos

Pilar Zorrilla

Kim Shirley

Rod Van Zeller

Stewart Tada

Simon Ramillo

Mike Paradis

Anthony Palos

Edgar Monterroso

Frank Mirth

Martha Martinez

Norman Lobo*

Richard Lepik

Kip Kennedy*

Jon Jenkins

James Hernandez-TK

Hal Ginsburg

Ingrid Saurer

+ Indicates individual was added

JPS - Job Placement Assistant

V - Volunteer

SA - Student Aide

SBW - Student Body Worker

Nazeli Zelyan

Marion Sumera

Holly Rogers

Jackie Ingrassia

Susan Holtz

Catherine Eredia

Dina Diment

Sharon DeBerry

Ana Cevallos-OT

Katrice Adams-Mubiru Mike Burns

Jaya George

Terry Cao

May Lahham

Cosmo/Culinary/ Health Standard 4

Accreditation Program Groups

Sheryl Kinne+

Steve Rosen

Cathy Rendon

Andrew Plat

Donnalee Parish*

Andrea Murphy-SLI

Nancy Munkres

Tony Miller-R*

Francine Menashe

Chekameh Kazerouninia

Megan Ing-SLI

Jaqueline Hudson*

Kathryn Dorsey

Vince Agricourt-JPS*

Michael Huberman

Maria Galvan

Bill Gooden

Business AM Standard 5

Sally Weiland

Bill Vlachos*

Paula Verbit

Mercy Van Delft

Dina Tarrab

Tera Straker

Yensin Noree

Geraldine Hoppe

Narine Gasparian

Stephanie AngelGillard-OCA

Angelica Tjahjonugroho

Richard Rose

Luis Lopez

ESL PM Standard 5

OT - Office Technician

Clark Jackson Karen Robbins

ICA - Infant Care Aide

Patrice Watterson

Joe Sovinski

Olivia Romo

Bettina Roe

Hugo Olano

Connie Lopez*

Katalin Joo

Laura Harrower

Pilar Hanson

Joy Friedkin

Mike Eivaz

Pete Demovic

+ Indicates individual was added

JPS - Job Placement Assistant

V - Volunteer

SA - Student Aide

SBW - Student Body Worker

Oscar Will*

Robert Tash*

Aldo Robles

Mike McLouth

Roxana Lugo-CR

Richard Low

Crystal Lott-SLI

Gregory LaBomme

Richard Killman

Julian Inchaurregui

Gary Fitzgerald

Mark Everett

Bruce Crespo

Michael Daniels

Jennifer Chang

Art Contreras

Luis Ayala

Suzanne Blauvelt-SLI

Donna Armbrister*

Denise Yap

Edith Hoffmann

Rod Pearce-OCA

Saturday Standard 8

Henry Asher

David Aloisi

Industrial AM Standard 8 Fredi Rivas

CR - Community Rep

TA - Teacher Assistant

* Indicates individual no longer works at WVOC

TK - Toolkeeper

Paolo Yu-TA

Member

Brana West

Tim Sheridan

Anton San Luis-TA

James Palumbo

Rafael Nieblas-R*

Patricia Munoz-TA

Ed McBride

John Mears

Anita Lemonis*

Sofia Khrapkova

Rosana Jeronymo

Olga Hakopyan

Delia Grant

Kay DeGennaro

Smita Bhatte-SA

Karen Hribar

Rajinder Dhillon

Angela DiMascio

ESL AM Standard 6

R - Reader

Vivian Wood

Member

Jan Whelan

Member

Eddie Vaisman

Member

SLI - Sign Language Interpreter

David Urena-TA

Member

OCA- Out-of-class Advisor

Michele Stiehl-OCA

Member

Bita Malekamadi

Member

Joanne Spangler

Venus Karimi-TA

Member

Lori Scruggs-TA

Mitch Kahn*

Member

Hilda Herrera-OT

Member

John Farnsworth

Member

Dylan Reade-TA

Lou DiCarlo

Member

Tatiana Rodzinek-TA

Drake Darkwater-TA

Member

Ivonne Chavez-IA

Member

Charlie Sorenson

Erick Chalmers

Co-Chair

Member

Veronica Montes

Randy Bostic-OCA

Leadership Tm. Advisor

Academic Standard 6

Co-Chair

Program Group Representatives

Accreditation Program Groups (continued)

Sally Vuong

Yolanda Valle

Morris Turner+

Manuel Rodriguez

Edwin Rodriguez

Frank Revilla

Fernando Pulido

Roger Monsalve

Leon Cushenberry*

Willie Anderson

Don Kihara

Custodial Standard 10

Richard Wormus

Sara Vasquez

Judith Trestor

Joan Schulman

Janine Quint

Birdie Poverny

Ken Phillips

Steven Ori

Robin Liedtke

George & Tanya Grasso

Rilla Fisher-Pugh

Henry Castillo

V (8)

SBW (5)

SA (6)

ICA (2)

Veronica Montes

Community & Students

Organizational Charts President Monica Garcia

Los Angeles Uniﬁed School District Board of Education

Member

Marguerite LaMotte

Member

Tamar Galatzan

Member

Steve Zimmer

Member

Yolie Flores

2010-2011 ORGANIZATIONAL CHART District 2 District 1 District 3 District 4 District 5 2010-2011 CHART 2010-2011ORGANIZATIONAL ORGANIZATIONAL CHART DIVISION OFORGANIZATIONAL ADULT AND CAREER 2010-2011 CHARTEDUCATION DIVISIONOFOFADULT ADULTAND ANDCAREER CAREER EDUCATION DIVISION EDUCATION DIVISION OF ADULT AND CAREER EDUCATION L o s

A n g e l e s

U n i f i e d

L o s

A n g e l e s

U n i f i e d

L o s

A n g e l e s

U n i f i e d

L o s

A n g e l e s

U n i f i e d

S c h o o l

Member

Nury Martinez

Richard Vladovic

District 6

District 7

D i s t r i c t

S c h o o l

D i s t r i c t

S c h o o l

D i s t r i c t

S c h o o l

D i s t r i c t Superintendent Ramon Cortines Superintendent Superintendent Ramon Cortines Superintendent Ramon Cortines Chief Academic Officer Ramon Cortines Chief Judy Academic ElliottOfficer Chief Academic Judy ElliottOfficer Chief Judy Academic ElliottOfficer

Judy Elliott Division of Adult and Career Education Division of Adult and Career Education Division Education DivisionofofAdult Adult and and Career Career Education

Executive Director Ed Executive Director Ed Morris Morris

Assistant Director Assistant Director Budget / Fiscal Services Budget / Fiscal Services Assistant Director Assistant Director Alicia Nocum Budget /Nocum Fiscal Services Alicia Budget / Fiscal Services

Ed Ed Morris Morris

Alicia Nocum Alicia Nocum

Executive Director Executive Director

Division School Division School Operations Operations Division School Division School Administrator Operations Administrator Operations

Career Technical Technical Career Education / Grants Education Grants Career Technical Technical Career Director Education // Grants Director Education Grants

Andres Ameigeiras Administrator Andres Ameigeiras Administrator

Isabel Vázquez Director Isabel Vázquez Director

Andres Ameigeiras

Program/Policy Human Staff Relations Program/Policy Development Human Resources

Staff Relations

Development

Isabel Vázquez

Apprenticeship Isabel Vázquez Apprenticeship

Resources

Program/Policy Human Development Human Resources Program/Policy Staff Relations Program for • 20 Community Adult Schools Development Resources Adultsforwith Program • 20 Community Adult Schools Disabilities • 10 Occupational/Skills Centers Adults with Program for • 20 Community Adult Schools Disabilities • 10 Occupational/Skills Centers • Regional Occupational Program Adults with for • 20 Community Adult SchoolsCenters Program Disabilities • 10 Occupational/Skills Staff Relations

• Regional Occupational Program Adults with • 10 Occupational/Skills Centers • Regional Occupational Program Disabilities • Regional Occupational Program

CTE Programs

CTE Programs Perkins CTE Programs

Perkins Perkins

Perkins

Apprenticeship

CTE CTE Curriculumn

Curriculumn

CTE Curriculumn CTE First Break

Curriculumn First Break

Class First Break Information Class First LineBreak Information (888)Class 730-EARN Line Information Class (888)Line 730-EARN Information (888) 730-EARN

Line (888) 730-EARN

Division Strategic Division Strategic Planning / Performance and and Planning / Performance Division Strategic Instruction Division Strategic Instruction Planning / Performance and Planning / Performance Executive Director Executive Director and Instruction Instruction Ed Ed Morris Executive Director Morris Executive Director Parent Parent Education / Education / SRLDP Parent SRLDP Education / Parent Workforce SRLDP Education / Investment Act Workforce SRLDP (WIA) Investment Act Workforce (WIA) Investment Act Workforce (WIA) Technology

Investment Act Services (WIA) Technology

Services Technology Services

Technology Services

Ed Morris

Ed AEWCMorris AEWC

AEWC Curriculum and Curriculum Adult AEWC Secondary and Adult Education Curriculum Secondary and Adult Education Curriculum Secondary and Adult G.Education E. D. Office

Programs Programs For Older For Older Adults ProgramsAdults For Older Programs AdultAdults Basic Ed. / For Older ESL /Adult CBET Basic / Adults Ed. / Citizenship ESL / CBET / Adult Basic Ed. / Citizenship ESL / CBET / Adult Basic Ed. / Citizenship Economic

ESL / CBET / Secondary Planning Services Citizenship Economic G.Education E. D. Office Planning Services Economic

G. E. D. Office

Planning Services

Facilities G. E. D. Office

Economic

Complex ProjectPlanning Services Distance Learning Manager / AdminisFacilities trative SpecialistProject Facilities Complex Distance Learning Complex Project Manager / AdminisDistance Learning Manager / Administrative Specialist Facilities trativeComplex SpecialistProject

Distance Learning

Manager / Administrative Specialist

October 13, 2010

chapter

one Institutional, Community & student Characteristics

Notes

Chapter I: Institutional, Community & Student Characteristics INTRODUCTION West Valley Occupational Center (WVOC) is the largest of five regional occupational centers in the Division of Adult and Career Education (DACE) of Los Angeles Unified School District (LAUSD). DACE is also comprised of five skills centers, one regional occupational program, one employment preparation center, and 21 community adult schools. WVOC, the first regional occupational center in LAUSD, was established in 1965. Originally named Adult Education Training Center, the school’s name was changed in 1968 to the now familiar West Valley Occupational Center to better reflect the fact that it would be serving not only adults, but also youths who left high school before graduating. In 2008, WVOC’s name was changed for a third time in its history to Education and Career Center, West Valley Campus as a result of DACE’s attempt to link all of its schools under a single, unifying “brand” name that would be recognizable throughout the communities it serves. After only a couple of years, however, DACE decided to again change course, and eventually, eliminated the “ECC brand” altogether. As a result, in the spring of 2010, West Valley resumed using its long-time West Valley Occupational Center name much to the pleasure of its staff, students, and community who believed that the WVOC name was already a recognized and valued “brand.” WVOC is located at 6200 Winnetka Avenue in Woodland Hills, California. The school’s main phone number is (818) 346-3540, and its internet website address is www.wvoc.net.

Chapter I PAGE 1

Notes

Institutional Characteristics Management and Operations WVOC’s administrative team is comprised of a Principal, two Assistant Principals of Operations (APOs), one Assistant Principal of Adult Counseling Services (APACS), and one Business Education Coordinator. The school’s management team consists of all members of the administrative team as well as other staff members including: several program advisors, the Financial Manager, Plant Manager, Student Information Services (SIS) Coordinator, School Administrative Assistant (SAA), Campus Café Manager, Computer Support Technician, and a School Safety Officer (SSO). WVOC operates 46 weeks a year, Monday through Saturday, with classes in the morning, afternoon, and evening to accommodate students’ scheduling needs. Covering more than 40 different subject areas, the school’s schedule offers a variety of over 100 new and continuing high-quality, low-cost, stateapproved courses in Career and Technical Education (CTE), Academics [Adult Basic Education (ABE) and Adult Secondary Education (ASE)], and English as a Second Language (ESL). These courses are designed to support WVOC’s students in their roles as workers, parents, and community members.

WVOC Courses

Newly Added Courses

Eliminated Existing Courses

Source: WVOC Schedule of Classes, Summer 2007-Spring 2010.

Chapter I PAGE 2

Total Existing On-Going Courses

Operating with an annual budget of approximately $10.1 million for the 2009-2010 school year, WVOC receives its funding from the state and federal governments through DACE. Originally, WVOC received funding based on Average Daily Attendance (ADA) from the regular state apportionment of Adult Education (1040) and Regional Occupational Centers/Programs (1402) funds. Beginning with the 2009-2010 school year, and continuing through 2012-2013, funding is now allocated from Tier III unrestricted/flexible funds based on 2007-2008 ADA levels. As a result, LAUSD is now able to use these funds at its discretion rather than using them specifically to serve adults.

Notes

School Finances

In addition to this regular budget allocation, WVOC also receives funding from Adults with Disabilities, Carl D. Perkins Grant, Community-Based English Tutoring (CBET), Trade Adjustment Assistance (TAA), Workforce Investment Act (WIA), and class fees. Instructional materials allocation (IMA) funding that is designated for specific uses is also received by WVOC. To help assist many of its students with their educational-related expenses, WVOC also receives monies from various entities within the community such as Woodland Hills Womanâ&#x20AC;&#x2122;s Club, Flade Foundation for Vocational Training, Grainger Corporation, Vocational Education Foundation, and American Legion Post of Van Nuys, #193.

Certificated Staff In general, WVOCâ&#x20AC;&#x2122;s current certificated staff, which totals 125 and consists of a slightly higher percentage of females than males, is also predominantly White, well educated and experienced, and employed at the school part-time. The overwhelming majority of staff holds credentials in two areas: Adult Education and/or Vocational Education/Career and Technical Education. Approximately one-half of the staff also has: 10-19 years of experience in education; 10 or more years of service at WVOC; and speaks at least one language other than English.

Gender

2003

2010

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Chapter I PAGE 3

Notes

Race/Ethnicity

2003

2010

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Highest Education

2010

2003

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Employment Classification

2003

2010

Type of Credential Held

2003

2010

Full-Time

N/A

37%

Adult Education Designated Subjects

31.7%

46.5%

Part-Time

N/A

63%

Vocational Ed./CTE Designated Subjects

44.7%

46.5%

Total

N/A

100%

Elementary or Multi Subjects

5.9%

11.4%

Secondary or Single Subjects

8.2%

10.5%

Administrative

9.4%

7.9%

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Chapter I PAGE 4

Notes

Years of Service in Education

2003

2010

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Years of Service at WVOC

2003

2010

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Languages Spoken Other Than English

2003

2010

Armenian

3.7%

1.8%

Farsi

0.0%

2.6%

Spanish

85.1%

29.8%

Other

11.1%

24.6%

Total Multilingual

27.0%

50.9%

Total English Only

73.0%

49.1%

Source: WVOC Certificated Staff Survey, December 2003 and June 2010.

Chapter I PAGE 5

Notes

Due to the fact that adult education teachers in all subject areas have been excluded from the tenure process since 2003 (except for a short six-month period during 2009 in which only Academic and ESL teachers could apply), only seven of WVOC’s certificated staff are in fact tenured; the overwhelming majority are contract teachers (115), with three being probationary. Staying current in their field of expertise through ongoing professional development and continuing education is something that WVOC’s certificated staff considers to be essential to the continued success of both their own longevity and that of the school. Over the last two years, nearly all (98.2%) of the staff has attended industry or LAUSD/DACE-sponsored activities, educational institution courses, and/or other professional growth activities. Most of the staff also belongs to at least one professional organization, such as the California Association of Regional Occupational Centers and Programs (CAROCP) or the California Council for Adult Education (CCAE). Overall, nine out of ten (90.3%) certificated staff members feel that WVOC’s effectiveness in providing information about professional growth activities throughout the school year is “excellent” or “good.” Additionally, nearly all of the certificated staff positively agrees (“strongly” or “somewhat”) that: “Opportunities exist for me to provide input involving decisions that affect my work.” (91.3%) “WVOC provides sufficient resources for me to do my job.” (93.0%) “WVOC provides sufficient resources for my students to be able to learn what I am teaching them.” (92.8%) “WVOC is a school that is clean, safe, and conducive to student learning.” (94.7%)

Classified Staff In general, WVOC’s current classified staff which totals 57, is made up mostly of Hispanic and White females. The majority of the staff: has a training/educational background consisting of vocational courses and/or Associate’s Degrees; less than 10 years of service at WVOC; and speaks at least one language other than English. Three-fourths (77%) of the classified staff works full-time as Toolkeepers, Buildings and Grounds Keepers, and as office personnel in the Administration, Registration, and Finance offices. The other one-fourth (23%) works part-time as Teacher Assistants, Instructional Aides, Sign Language Interpreters, and Student Aide Workers.

Chapter I PAGE 6

Gender

2003

2010

Source: WVOC Classified Staff Survey, December 2003 and June 2010.

Race/Ethnicity

2003

2010

Source: WVOC Classified Staff Survey, December 2003 and June 2010.

Highest Education

2003

2010

Source: WVOC Classified Staff Survey, December 2003 and June 2010.

Chapter I PAGE 7

Notes

Years of Service at WVOC

2003

2010

Source: WVOC Classified Staff Survey, December 2003 and June 2010.

Employment Classification

2003

2010

Languages Spoken Other Than English

2003

2010

Full-Time

N/A

77%

Armenian

0.0%

1.9%

Part-Time

N/A

23%

Farsi

4.3%

1.9%

Total

N/A

100%

Spanish

39.1%

40.7%

Other

56.5%

29.6%

Total Multilingual

82.1%

72.2%

Total English Only

17.9%

27.8%

Source: WVOC Classified Staff Survey, December 2003 and June 2010.

Like their certificated staff counterparts, the classified staff has continued to be actively involved in professional growth and development. Nearly two-thirds (61.1%) of them have attended industry or LAUSD/DACE-sponsored activities, educational institution courses, and/or other professional growth activities. The majority belong to professional organizations such as the California State Employees Association (CSEA), CAROCP, and others. Additionally, nearly all of the classified staff positively agrees (“strongly” or “somewhat”) that: “Opportunities exist for me to provide input involving decisions that affect my work.” (75.9%) “WVOC provides sufficient resources for me to do my job.” (92.6%) “WVOC is a school that is clean, safe, and conducive to student learning.” (90.8%)

Chapter I PAGE 8

Notes

Mission Statement and Schoolwide Student Learning Outcomes During the 2009-2010 school year, WVOC reviewed its Mission Statement and Expected Schoolwide Learning Results (ESLRs, which the school referred to as SKILLS) in an effort to make certain that each of them reflected ideals and expectations that were appropriate and applicable to all students. The result of this process, which involved every staff member working collaboratively to provide input and feedback, was a revised Mission Statement and a more refined and measurable set of Schoolwide Student Learning Outcomes (SSLOs), formerly called ESLRs/SKILLS. In addition, the schoolâ&#x20AC;&#x2122;s accreditation Leadership Team established a protocol to ensure regular review of the Mission Statement and SSLOs once every three years or sooner if major changes to WVOCâ&#x20AC;&#x2122;s programs should occur, or other circumstances should warrant it.

Mission Statement West Valley Occupational Center is committed to providing a quality educational environment responsive to the needs of our diverse student population that prepares them for gainful employment and/or continuing education.

Schoolwide Student Learning Outcomes West Valley Occupational Center provides opportunities for all students to become...

Effective Communicators who: Utilize spoken and written communication in their field of study Follow verbal and written directions

Responsible Individuals who: Exhibit positive work ethics Demonstrate respect for others Work independently and collaboratively

Productive Individuals who: Set and meet goals Identify resources and technology that support their goals Possess skills necessary to enter the workforce or continue their education

Chapter I PAGE 9

Notes

Support Services To support its students in overcoming barriers that might otherwise hinder their success, WVOC offers a wide range of services to complement its instructional programs. These services include: Academic/Career Counseling Adults with Disabilities Program Alternative Education and Work Center Automated Teller Machine Campus Bookstore Career Resource Center Child Care - Early Education Center Community-Based English Tutoring Community Classroom/Internships

Distance Learning Free Parking Learning Center Perkins CTE Improvement Act Testing Center (GED, TABE Reading & Math) Trade Adjustment Assistance Veteran’s Education Benefits Program Westside Café Young Adult Program

Instructional Delivery Systems, Methods, and Strategies To best accommodate the different means of learning that WVOC’s students require, the school offers a variety of instructional delivery systems, methods, and strategies to help optimize student learning and achievement. While most classes at WVOC are offered by means of a teacher-directed, in-class model, other models are regularly utilized as well. Students may participate in individualized instruction or independent study in the Learning Center to work on their high school diploma, prepare for a variety of exams including the General Education Development (GED) test, or improve their reading or math skills in order to achieve the prerequisite levels for enrollment in CTE courses. Students may also participate in at-home, Distance Learning to improve their ESL skills or learn Citizenship. Yet another option for students in various programs is Internship, which offers them valuable, real world experience. Among the methods of instruction most frequently used by the majority of WVOC’s teachers to assess students’ needs/goals, are such things as: general class feedback, personal interviews, and written questionnaires. Among the methods most commonly used by the majority of the teachers to assess students’ achievement are: student performance/competence, completion of assignments, and written and oral tests. In incorporating the SSLOs into their lessons, the majority of WVOC’s teachers utilize each of the following strategies: group discussions and activities; sharing and promoting personal experiences of students; and highlighting and celebrating students’ personal attributes and general diversities. Teachers nurture a learning atmosphere consisting of open communication and understanding; mutual trust, respect, and support; and individual responsibility and independence, all while integrating the SSLOs.

Chapter I PAGE 10

Notes

In June 2010, WVOC’s End-of-Semester Student Survey was updated and given to the students. The survey allowed the students to evaluate their courses and their teachers’ degree of effectiveness in the classroom. The results of the survey were tabulated and returned to the individual teachers, enabling the teachers to review, evaluate, enhance, and improve their current methods of instruction. Additionally, a schoolwide tabulation of results by department was generated and given to the Principal and the rest of the administrative team to address any areas they deemed necessary. Overall, the results of the survey were extremely positive and demonstrated that WVOC’s teachers are focusing their efforts and attention on effective communications and quality instruction in order to increase student achievement and positive student outcomes. Students Responding “Greatly” or “Somewhat” Overall, the course met your expectations and will help you achieve your goals Students Responding “Yes”

Spring 2010 97.7%

Spring 2010

You were given the WVOC Student Orientation Handbook when the course began

100.0%

You were given the course syllabus when the course began

83.0%

Students Responding “Always” or “Usually”

Spring 2010

The school bulletin was read out loud to the class and posted in the room

79.3%

You were given the opportunity to participate in student leadership activities

66.3%

You were given the opportunity to work in small groups or teams

80.6%

Your assignments were graded, recorded, and then shown or returned to you promptly

90.2%

Your course-related questions and concerns were addressed

94.5%

Lessons were well prepared, organized, and understandable

94.8%

Lessons included lectures and presentations

89.8%

Lessons included hands-on practice of the course materials

91.3%

Lessons included visual aids

85.0%

Lessons included handouts

85.2%

Lessons included out-of-classroom activities or guest speakers

40.8%

Lessons included one or more Schoolwide Student Learning Outcomes

78.5%

Lessons effectively prepared you for quizzes and tests

93.0%

Source: WVOC End-Of-Semester Student Survey, June 2010

Chapter I PAGE 11

Notes

Significant Changes Since WVOC’s last accreditation in April 2005 and its one-day progress review in April 2008, a number of significant changes have taken place, both internal and external to the school. Included in these changes, which are described in greater detail in Chapter II, are: Seven school administrator changes Changes in DACE’s administration which impacted supervision of, support to, and priorities for, the school DACE’s implementation of annual regional Employee Advisory Board meetings to replace locally-held and attended school-based Trade Advisory Committee meetings, which inadvertently, has distanced and diminished the involvement and input of WVOC’s stakeholders DACE’s adoption of new CTE curriculum which may lead to restrictions on the types of assignments many teachers can teach and the number of assignments these teachers can be offered; thereby possibly resulting in a less versatile faculty The current economic crisis facing the state and LAUSD which has resulted in a domino effect that continues to negatively impact the school’s personnel, programs, and services It should be noted that despite suffering a significant loss of staff (certificated, classified, and interns) due to severe budget cutbacks, WVOC has still been able to maintain its high-quality, educational programs by reallocating resources and creating more efficient and effective approaches to meeting the needs of its students.

Chapter I PAGE 12

Notes

COMMUNITY CHARACTERISTICS Geography Although some students travel great distances from outside areas, WVOC primarily serves the residents in an area of Los Angeles County called the San Fernando Valley. The “Valley,” as most people refer to it, is a 346 square-mile area that is home to nearly 1.8 million people. With a growth rate of 1.3% over the last three years, the majority of the Valley’s residents (80%) live in twentyseven “named” communities, with the remainder living in six independent cities: Burbank, Calabasas, Glendale, Hidden Hills, Los Angeles, and San Fernando.

Source: The Valley Economic Alliance, 2010.

Chapter I PAGE 13

Notes

Demography Just as the San Fernando Valley is very large in terms of area, so too is it very diverse in terms of resident race/ethnicity, region of origin, age, education, type of household, and income. Race/Ethnicity

2005

2008

Foreign-Born Region of Origin in Area

2005

2008

White

42.7%

41.8%

Latin America

21.4%

20.8%

Hispanic/Latino

41.6%

42.4%

Asia

15.2%

15.5%

Asian

10.0%

Europe

3.1%

3.2%

Black/African American

3.6%

North America

0.6%

0.4%

Native American

0.3%

0.2%

Africa

0.5%

Pacific Islander

0.1%

0.2%

Oceania

0.1%

Other

1.7%

1.8%

Total Foreign-Born in Area

40.9%

40.5%

Total U.S.-Born in Area

59.1%

59.5%

Total

Age

2005

2008

Highest Level of Education

2005

2008

9 years & younger

13.7%

13.1%

Never graduated H.S.

23.5%

21.8%

10-19 years

14.7%

14.5%

High School Diploma

20.9%

20.6%

20-34 years

21.0%

20.3%

Some college

18.5%

19.3%

35-54 years

30.3%

Associate’s Degree

7.3%

55-64 years

9.9%

10.2%

Bachelor’s Degree

20.2%

20.8%

65-84 years

9.3%

9.9%

Master’s Degree or higher

9.6%

10.2%

85 years & older

1.1%

1.7%

Total

Chapter I PAGE 14

100.0% 100.0%

Type of Household

2005

2008

Families w/ children or other relative living in same home

66.9%

67.6%

Individuals living with at least one nonrelative in home

7.6%

Individuals living alone in home

25.5%

Total

100.0% 100.0%

Income

2005

2008

$49,999 and under

48.0%

43.3%

$50,000-$99,999

31.2%

29.7%

$100,000-$149,999

11.7%

14.3%

$150,000-$199,999

4.1%

6.3%

$200,000 and over

5.1%

6.4%

7.0%

25.4%

Total

Source: R eport of U.S. Census American Community Survey,‘05/‘08, by Valley Economic Research Center, 2006/2010.

100.0% 100.0%

As is the case in any community, jobs and employment are critical to the vitality of the San Fernando Valley. Still considered to be the world’s center for entertainment, the Valley is also a major supplier for aerospace and defenserelated technologies, education and healthcare, high-tech manufacturing, retail trade, and management and professional occupations. Altogether, these sectors represent approximately eight out of every 10 jobs in the Valley.

Notes

Employment and the Economy

Based on the most recent available data, of the Valley’s 871,040 person workforce, the vast majority (78.1%) are employed by private businesses, while local governments employ 10.0%. Just over one in ten workers (11.7%) are selfemployed and the rest (.2%) are unpaid family workers. For the Valley’s employees and employers, however, the economic downturn of the past several years continues to be a significant problem. As of 2008, onesixteenth of the workforce (6.3%) was conservatively estimated to be unemployed; the number of Valley companies filing Chapter 13 bankruptcies had accelerated past levels not seen since the late 1990’s; and just over one-eighth of the Valley’s residents (13.1%) were estimated to be living at or below the poverty line. As the economic crisis has continued, one can only speculate as to what these figures are like today.

Community Services The San Fernando Valley offers a broad range of community services to support those within its boundaries. Among these services, some of which are also utilized by WVOC’s students, are: Police and Fire (L.A. City and County, and independent city departments) Post-secondary educational institutions (Northridge State University; Pierce, Mission, and Valley Community Colleges; and four Community Adult Schools, one Skills Center, and two Regional Occupational Centers, including WVOC) EDD/WorkSource Centers, Department of Rehabilitation, and Department of Aging 26 separate public and private hospitals (totaling over 4,300 licensed beds) One commercial airport (Bob Hope) and two private airports (Van Nuys & Whitman) ACCESS Paratransit Service for the disabled Metrolink Commuter Rail train service MetroLocal/Rapid bus service (The “Orange Line” bus-way connecting North Hollywood and the Woodland Hills Metro Rail Station at the corner of Winnetka Avenue and Victory Boulevard directly across from WVOC, has greatly enhanced access to the campus.)

Chapter I PAGE 15

Notes

Media Just as is commonly found in most major metropolitan areas throughout the country, the Valley is well served when it comes to media. Included in the types of media available throughout the area are: hundreds of broadcast and cable television stations; hundreds of AM/FM broadcast and satellite radio stations; the internet; many local special interest publications; and two general local newspapers (The L.A. Times and The L.A. Daily News which present stories about WVOC, and which WVOC uses for advertising purposes).

Trends and Issues For the foreseeable future, the San Fernando Valley appears to be continuing on a slow but steady course of increased growth and diversity in terms of demographic composition, types of businesses, community services, types of media, etc. This path, along with the recent economic crisis of the last three years, will undoubtedly impact the current political and legislative structure, physical and social infrastructure, and educational system and institutions, leaving the Valley to face many new challenges. One such example impacting WVOC, involves the area’s local school district, LAUSD, and its recent efforts to try to resolve its worst financial situation in decades. Having slashed over a total of $1.5 billion from its budget since the 2008-2009 school year (including cutting more than 2,000 teachers, counselors and administrators; laying-off nearly 4,000 non-teaching school staff; and most recently, shortening the school year); LAUSD faced a $640 million budget gap going into the 2010-2011 school year. As a result, local “Measure E,” a parcel tax measure aimed at raising additional funds to help address the district’s budget crisis, was placed on the June 2010 ballot. Requiring two-thirds approval from all voters in order to pass, Measure E fell far short, receiving only slightly more than half (53%) of all votes. As for what the specific implications and effects these issues will have on the San Fernando Valley, LAUSD, DACE, and WVOC, only time will tell.

Chapter I PAGE 16

Notes

STUDENT CHARACTERISTICS Demography Over the last three years, while the total number of students enrolled at WVOC has decreased by one-quarter (27%) due to significant cuts in the school’s budget and a loss of certificated and classified staff, the composition of the student body has for the most part, changed very little. In terms of gender, while the percentage of females and males are still very similar, males, for the first time in many years, now represent a very slight majority. As for race/ethnicity, with a slight but steady increase in Hispanics now accounting for one-half (55%) of all of students, Whites continue to make up a distant but steady 29%, followed in turn by Asians, African Americans, Filipinos, American Indians, Pacific Islanders, and others, whom combined, represent one-sixth (16%) of students. (It should be noted that while the percentages of students in these latter six groups closely mirror those found in the San Fernando Valley as a whole, the percentages of Hispanics and Whites are quite different when compared to the Valley’s population.) In terms of household income, WVOC’s students are significantly less affluent than Valley residents in general, with eight out of ten students’ households earning less than $50,000 per year compared to only four out of ten households for the Valley as a whole. Moreover, two-thirds of WVOC’s CTE students are classified as “Perkins economically disadvantaged,” making WVOC eligible for increased grant funding. Student Enrollment Total Number (Unduplicated) Number of Adults / Concurrents

2007-2008

2008-2009

2009-2010

16,307

17,007

11,927

14,587 / 1,720 15,451 / 1,556

11,039 / 888

Full-Time (15+ hrs/wk)

44%

47%

48%

Part-Time (<15 hrs/wk)

56%

53%

52%

Gender

2007-2008

2008-2009

2009-2010

Female

52.4%

51.1%

48.1%

Male

47.6%

48.9%

51.9%

Total

100.0%

Source: W VOC SIS, 2010.

Chapter I PAGE 17

Notes

Race/Ethnicity

2007-2008

2008-2009

2009-2010

Hispanic/Latino

52.5%

53.2%

54.9%

White

29.7%

29.5%

28.9%

Asian

9.8%

9.6%

9.9%

Black/African American

4.6%

4.4%

3.1%

Filipino

2.8%

2.5%

American Indian

0.2%

Pacific Islander

0.2%

Other

0.2%

0.1%

0.3%

Total

100.0%

100%

Source: WVOC SIS, 2010.

Income

2003

2010

$49,999 and under

~85%

79%

Not asked

21%

N/A

100%

$50,000 and over Total

Source: W VOC Student Survey, December 2003 & October 2010.

Perkins-Eligible CTE students “Eligible” Source: WVOC SIS, 2010.

Chapter I PAGE 18

2007-2008

2008-2009

2009-2010

49.5%

52.4%

65.1%

Current Employment Status

2003

2010

Unemployed

30%

40%

Employed (but not self-employed)

48%

36%

Self-Employed

10%

11%

Retired

Never been employed

100%

Current Employment Classification

2003

2010

Employed Full-time

39%

25%

Employed Part-time

19%

17%

Employed Temporarily

Employed as a Volunteer

Not employed by others or unemployed

35%

51%

Total

100%

Main reason for attending WVOC

2003

2010

Obtain/Improve job skills

45%

53%

Learn/improve English

21%

27%

Improve reading/math skills

Obtain H.S. diploma or GED

Personal interest

24%

11%

Total

100%

Total

Notes

Since the school’s last full accreditation six years ago, the percentage of WVOC’s students reporting that they are unemployed has risen 10 percentage points, as four out of every ten students on campus are currently out of work. Among WVOC’s students who are employed, half are working full-time, with the other half working on either a part-time, temporary, or volunteer basis. Given this situation, “obtaining/improving job skills” has increasingly been cited as the “main” reason why the majority of students are attending classes.

Source: WVOC Student Survey, December 2003 & October 2010.

Chapter I PAGE 19

Notes

Virtually unchanged since the last full accreditation are the percentages showing the length of time students have been attending WVOC and the primary language spoken by its students. Length of time attending WVOC

2003

2010

Primary Language

2003

2010

1 semester or less

50%

54%

Spanish

37%

40%

1 year

28%

25%

English

30%

32%

2 years

14%

11%

Farsi

11%

3 years

Armenian

<1%

4 years or more

Other

24%

15%

100%

Total

Source: WVOC Student Survey, December 2003 & October 2010.

Student Achievement Outcomes During the past three years, the percentage of students choosing to enroll and remain in school to see their coursework through to completion has generally continued to move in a positive direction for each of WVOCâ&#x20AC;&#x2122;s four major program categories. Completers by Program

2007-2008

2008-2009

2009-2010

Number Percent Number Percent Number Percent CTE students

5,235

70.28%

6,136

72.75%

4,993

66.57%

ESL students

2,015

28.26%

2,134

25.30%

2,342

31.23%

ASE students

1.22%

142

1.68%

107

1.43%

ABE students

0.24%

0.27%

.77%

7,449

100.00%

8,434

100.00%

7,500

100.00%

Total Source: W VOC SIS, 2010.

Program Completers as a Percentage of Program Enrollees

2007-2008

2008-2009

2009-2010

CTE students

37%

41%

44%

ESL students

24%

20%

30%

ASE students

ABE students

All students (Weighted)

25%

27%

36%

Source: W VOC SIS, 2010.

Chapter I PAGE 20

H.S. Diploma/GED Certificate

Notes

While the primary focus at WVOC may be its CTE programs, in 20092010, the school had its largest number of adult students earn a high school diploma and/or GED certificate; 114 in all as compared to 88 in 2007-2008. Although Alternative Education and Work Center (AEWC) students showed decreases during this same period, due in part to budget and program reductions, they still earned 121 diplomas and/or GED certificates. 2007-2008 2008-2009 2009-2010

Number of adult students earning a high school diploma

Number of adult students passing the GED

Number of AEWC students earning a high school diploma

Number of AEWC students passing the GED

Source: W VOC Counseling Office, Learning Center, and SIS, 2010.

WVOC also provides preparation and testing for the California High School Exit Exam (CAHSEE) for its adult and AEWC students seeking a high school diploma. Among WVOCâ&#x20AC;&#x2122;s adult students, passing rates over the past three years were at or above LAUSD averages for both English and Math. WVOCâ&#x20AC;&#x2122;s AEWC students also performed well, showing an increase in CAHSEE passing rates during the same period, with passing percentage rates generally being close to (either just above or below) LAUSD averages in both English and Math. Although AEWC is a high school drop-out recovery program that finds the majority of its students being significantly behind in their grade-level coursework, students are relatively successful in passing the CAHSEE. It should also be noted that CAHSEE testing is state mandated for all students in grades 10-12, therefore AEWC students may have to take the test whether they are prepared or not. CALIFORNIA HIGH SCHOOL EXIT EXAM

2007-2008

2008-2009

2009-2010

WVOC

LAUSD

WVOC

LAUSD

WVOC

LAUSD

Adult students passing the English Language Arts CAHSEE

91%

55%

77%

56%

78%

57%

Adult students passing the Math CAHSEE

64%

50%

63%

53%

57%

AEWC students passing the English Language Arts CAHSEE

60%

55%

63%

56%

64%

57%

AEWC students passing the Math CAHSEE

52%

50%

45%

53%

55%

57%

Source: W VOC Counseling Office, Learning Center, and SIS, 2010.

Chapter I PAGE 21

Notes

Significant improvements made by WVOCâ&#x20AC;&#x2122;s students in their paired Comprehensive Adult Student Assessment Systems (CASAS) pre/post test scores for each of the three related program categories (ESL, ASE, and ABE), is reflected in the impressive 62% increase in total WIA payment points achieved during the last three years. This has resulted in increased funding to WVOC for these programs.

Workforce Investment Act Payment Point Summary by Program

Program

ESL

ASE

ABE

TOTAL

Number/ Percent with Significant Gains

Number/ Percent with 2 Level Gains

GED / H.S. Diploma

Total Pay Points

Year

Total Students

Number/ Percent with Paired Scores

2007-08

3,412

1,533 / 45%

951 / 62%

197 / 13%

31 / 0.9%

1,179

2008-09

3,889

1,973 / 51%

1,308 / 66%

325 / 16%

34 / 0.9%

1,667

2009-10

3,545

2,004 / 56%

1,358 / 68%

360 / 18%

12 / 0.3%

1,730

2007-08

243

77 / 31%

18 / 23%

5 / 6%

15 / 6.0%

2008-09

377

231 / 61%

63 / 27%

18 / 7%

1 / 0.3%

2009-10

278

194 / 71%

118 / 61%

27 / 13%

35 / 12.6%

180

2007-08

389

160 / 41%

100 / 62%

15 / 9%

10 / 2.6%

125

2008-09

419

239 / 57%

71 / 71%

47 / 19%

0 / 0.0%

218

2009-10

288

220 / 77%

193 / 88%

69 / 31%

2 / 0.4%

264

2007-08

4,044

1,770 / 44%

1,069 / 60%

217 / 12%

56 / 1.4%

1,342

2008-09

4,685

2,443 / 52%

1,542 / 63%

390 / 16%

35 / 0.8%

1,967

2009-10

4,111

2,418 / 59%

1,669 / 69%

456 / 19%

49 / 1.2%

2,174

Source: WVOC Registration Office and SIS, 2010.

WVOCâ&#x20AC;&#x2122;s students have also continued to demonstrate great success in terms of state licensing exam certifications in the areas of Automotive, Licensed Vocational Nursing, and Cosmetology, Manicuring, and Esthetician, where passing rates have been at least equal to, and oftentimes higher than those from other wellknown, more expensive, single subject-area, private schools. Students Passing California Automotive Service Excellence Bureau of Automotive Repair Licensing Tests

Chapter I PAGE 22

2007/08-2009/10

A-6 Alternative Automotive Electrical

71%

A-8 Alternative Automotive Performance

81%

L-1 Alternative Advanced Engine Performance

80%

All (Weighted)

76%

Source: C A Institute of Automotive Technology, and CA Bureau of Automotive Repair/WVOC, 2007-2010.

2007/08-2009/10

Exhaust Emissions Upgrade

87%

Exhaust Emissions Smog Licensing Update

94%

Exhaust Emissions 20-hour Smog Licensing Update

49%

All (Weighted)

85%

Notes

Students Passing California Enhanced Area Emissions Bureau of Automotive Repair Licensing Tests

Source: C A Institute of Automotive Technology, and CA Bureau of Automotive Repair/WVOC, 2007-2010.

Students Passing California Licensing Board 2007-2008 2008-2009 2009-2010 Exam All LVN

90%

100%

Not Yet Available

Source: C A Department of Consumer Affairs, Board of Vocational Nursing & Psychiatric Technicians 2010.

Students Passing Practical/Written California Licensing Board Tests

2007-2008 2008-2009 2009-2010

Cosmetology

89%

82%

Manicuring

81%

82%

76%

Esthetician

92%

79%

87%

All Cosmetology, Manicurist, Esthetician (Weighted)

88%

83%

81%

Source: C A Department of Consumer Affairs, Board of Barbering & Cosmetology, 2010.

Chapter I PAGE 23

Notes

Achievements inside the classroom have also translated into achievements outside the classroom in terms of both vocational competitions and employment. In SkillsUSA competitions over the last three years, 26 WVOC students have earned first-place prizes in regional and state contests for their respective accomplishments in the areas of advertising, automotive service, commercial banking, cosmetology, electronics, heating/ventilation/air-conditioning, and internetworking. Students Participating in SkillsUSA Competitions

2007-2008

2008-2009

2009-2010

Regional

State

Regional

State

Regional

State

Participants

Gold Medal winners

Silver medal winners

Source: W VOC SIS, 2010.

Just as is the case with many other educational institutions around the country, the collection of accurate job placement data, particularly from students who are recent completers, is a constant challenge for WVOC that continues to be addressed and refined. However, as can be seen in the results from statemandated follow-up contacts, among WVOCâ&#x20AC;&#x2122;s CTE students who completed their courses, a steady one-half reported positive results in terms of employment. Additionally, the number of current WVOC students who reported to their teachers that they had found a full-time or part-time job also increased steadily at an average rate of 13.5% per year. CTE Completers

2007-2008 2008-2009 2009-2010

Found work

50.8%

46.6%

52.9%

Continued training

42.8%

47.7%

40.1%

Entered military

1.3%

2.4%

Other

5.1%

4.6%

Total

100.0%

Source: C alifornia Department of Education 101-E2 Perkins Completer Follow-up Survey Report, 2008-2010.

Current Students Reporting Finding a Job to Teachers All Reporting Source: W VOC Career Resource Center, 2010.

Chapter I PAGE 24

2007-2008 2008-2009 2009-2010 370

419

495

chapter

TWO progress report

Notes

Chapter II: Progress Report

WVOC was last accredited in 2005, receiving a six-year accreditation with a three-year one-day visit which took place in April 2008. At the conclusion of the 2005 visit, the WASC Visiting Committee identified the following five critical areas for follow-up: 1. Expand community support demonstrated in individual programs (i.e., trade advisories) to form a network or advisory council that supports all school programs. 2. Develop and implement a staff development plan that is responsive to the needs of WVOC school faculty and community. 3. Formalize a process to transition ESL and Academic students into Career Preparation classes. 4. Develop and implement a plan to expand student support services to night and Saturday classes. 5. Continue to expand opportunities for student leadership through Student Council, advisories, SkillsUSA, and other student organizations. At the conclusion of its mid-year review in April 2008, the WASC Visiting Committee made no additional recommendations and stated that WVOC “has taken seriously its commitment to students and their education…” The Committee also noted, “Students are supported by word and deed throughout the facility, from counseling and orientation to issuance of certificates.”

Chapter II PAGE 25

Notes

SIGNIFICANT DEVELOPMENTS Since the last full self-study six years ago, the following significant changes imposed on WVOC have affected the school:

1. Administrative Changes New Principal assigned in September 2005 Additional Assistant Principal, Operations (APO) established March 2008 APO retires in June 2008 after more than 30 years at WVOC New APO replaces retiree in July 2008 Principal retires June 2009 and new Principal replaces retiree in July 2009

2. Changes to State Education Budget 2009-2010 Teacher Hours Allocation Budget based on 2007-2008 funding levels minus 23% Adult education and ROC/P funding changed from Categorical to Tier III unrestricted/flexible

3. Reduction in total Teacher Hours Allocation Budget funding of 30% in 2009-2010 and 2010-2011 school budgets from 2008-2009 Loss of teaching staff due to fewer teacher hours allocated Loss of support staff due to LAUSD’s reduction in force (clerical, aides, security) Loss of experienced counselors and advisors in Counseling Department due to freeze on hiring back retirees and fewer advisor hours allocated Administrative salary and schedule reduction (A-Basis to B-Basis)

4. CalWORKs Program discontinued in 2009 5. DACE-implemented Employee Advisory Boards (EABs) replaced the school-based Trade Advisory Committee meetings in 2008 6. Withdrawal from participation in Title IV programs in May 2009 - Loss of 32 student aides 7. DACE changes made to Career and Technical Education (CTE) course outlines that resulted in: Reconfiguration of class schedules to ensure adequate time for completion of course and sequence

Chapter II PAGE 26

Change in teacher assignments

Notes

Despite the changes listed above, WVOC has made significant improvements in various areas since the school’s last accreditation. Funding from State Block Grants and Perkins, as well as redirection of school funds has enabled the following improvements:

1. Facility Improvements Air conditioning of 38 bungalows with bond funding Child Care Center is now the Early Education Center with its own Principal Shade structure and new furniture near the Westside Café New electronic marquee on the northwest corner of campus (Winnetka & Victory) Upgrade to small marquee on the west side of campus Electric door access to the school’s main building for adults who have disabilities Reconfiguration of Room 47 from a print shop to a solar energy class

2. Technology Improvements Automotive: 11 electrical hoists replaced outdated hydraulic lifts, digital wheel balancer; 14 computers, embroidery machine Business: Computers, printers, LCD projectors, two Visual Symphony Smart Panel Audio Video Projection Systems, ergonomic desks and chairs; internet access in all classrooms Computer Networking: 12 HP Proliant Servers, 12 Cisco 2950-24 switches, and 12 Cisco routers; Fluke Link Runner LR-KDW and a Fluke 620 Cable tester #94010216 Home Technology Integration: Epson Power Light Projector, Gateway Laptop Computer, HT-1000 Automation Module, HT-4000 Telephone Network Panel, HT-7000 HTI Residential Power and Control System, HT-5000 HTI Residential Water Control System Panel, HT-3000 HTI Multi-Zone HV/AC System Panel, HT-5790 Onkyo Surround Sound System, Panasonic Smart Board, HT-6000 Home Audio/Video Integration Panel, Cyber Home DVD Player, Nuvo Music Distribution System, Insignia Surround In A Box System, and tables and chairs HVAC: Vacuum pump, micron gauge, and manifold gauge Apparel: Ten computers with Optitex software Construction: Two new computers and internet connections Learning/VESL Center: Computers, internet, computerized attendance program, DVDs Early Childhood Education Program: Ten computers with internet access and printer Web Site: www.wvoc.net

Chapter II PAGE 27

Notes

3. Program Changes New Classes/Programs Photovoltaic (Solar Panel) Program Pharmacy Technician Small Business Management Notary Public Approved Testing Centers Microsoft Prometric Certiport Bureau of Automotive Repair (BAR) Environmental Protection Agency (EPA) North American Board of Certified Energy Practitioners (NABCEP) Extended hours of operation

4. Community Outreach & Partnerships Valley Learning Complex Valley Economic Alliance Valley Industry and Commerce Association (VICA) Chamber of Commerce (West Hills and Canoga Park) L.A. Mission College articulation for Culinary Arts Pierce College articulation for Automotive, Business Ed., Child Care Occupations L.A. Trade Tech College articulation for Apparel Community Advisory meetings Employer Advisory Boards Blood Drives California Employment Development Department/WorkSource Centers California Department of Rehabilitation Youth Policy Institute Community Internships Health Fair Home Improvement Fair

Chapter II PAGE 28

Notes

WVOC’s progress towards addressing the five critical areas for follow-up originally described by the 2005 WASC Visiting Committee is as follows:

xpand community support demonstrated in individual programs E (i.e., trade advisories) to form a network or advisory council that supports all school programs.

2008 3-Year Progress Report Response Summary: On April 24, 2007, West Valley Occupational Center had its first Community Advisory meeting where the goals and vision of West Valley Occupational Center were presented and discussed among staff and advisory members. As a result of the discussion, West Valley Occupational Center initiated many activities in order to strengthen the school’s ties to the community and provide additional support to its entire student body. Some include: participation in community events such as Business Forecast Conference, Hire a Vet Job Fair, and the Canoga Park Fall Fest; inviting local community agencies to participate in WVOC school events such as International Day, the Health Fair, and the Home Improvement Show; hosting Valley Economic Alliance meetings and trainings; and ongoing collaboration in the form of articulation agreements with Pierce College, L.A. Mission College, and L.A. Trade Tech. The next meeting was held in February 2008, and new ideas to support West Valley’s students were discussed. West Valley has used the feedback from these partnerships and collaborations to enhance student achievement by increasing the number of internships and job opportunities for students.

Response Since 2008: While no formal Community Advisory meeting was held during 2009-2010, WVOC administrators and staff continued to dialogue with members of the Advisory on an individual basis to ensure input. The school also continued its community participation and collaboration activities. Formal Community Advisory meetings are set to be restarted in 2011, with the first meeting scheduled for April 29th. In 2008, the WASC Visiting Committee commended WVOC for its use of Trade Advisory meetings to collaborate with industry in order to improve opportunities for students in those industry related fields. However, in the 2009-2010 school year, WVOC did not conduct any Trade Advisory meetings in order to participate in the DACE-sponsored regional Employer Advisory Board meetings. The self-study findings indicated that the Trade Advisory meetings were invaluable to the support of our students and teachers because they included local industry representatives. Therefore, in September 2010, an Automotive “Business & Education” (B&E) Advisory meeting was held. Industry representatives, teachers, students, and administrators were in attendance. A Child Care Occupations B&E Advisory meeting took place three months later, and other programs’ B&E Advisory meetings are scheduled throughout 2011.

Chapter II PAGE 29

Notes

Develop and implement a staff development plan that is responsive to the needs of WVOC school faculty and community.

2008 3-Year Progress Report Response Summary: The implementation of the staff development plan has impacted student achievement on this campus by making it possible for each teacher and staff member to increase his/her knowledge of several topics and pass this knowledge on to West Valley Occupational Center students. It also teaches students to become effective communicators who integrate and apply learning to all subjects. West Valley Occupational Centerâ&#x20AC;&#x2122;s Lunchbox Lectures continue to provide staff with on-site professional development workshops. Staff completes a survey to determine their interests and needs, and programs are designed accordingly. Speakers include West Valley Occupational Center staff, as well as outside experts in a variety of subjects ranging from suicide prevention, to working with students with disabilities, to using computer programs. In September 2005, a pilot of the Mentor Program was implemented after rigorous preparation by the Mentor Program Committee. The initial Mentor Program was designed to orient and support new certificated staff members. In spring 2006, on the basis of questionnaire results and conversations with the teachers involved, a new mentor team handbook, discussion guide, and coordinatorâ&#x20AC;&#x2122;s checklist were finalized. In addition to the Certificated Mentor Handbook, the Classified Personnel Handbook was developed, printed, and distributed.

Response Since 2008: While WVOC has continued to provide and encourage Lunchbox Lectures, participation in the 2009-2010 school year was low. Informal discussions with presenters and staff indicated that morale was low as a result of the budget cuts. For the 2010-2011 school year, the Administrative Team has decided to provide workshops based on the top responses from the staff surveys. In June 2009, the Mentor Program Committee chairperson retired and the program was not continued, despite the fact that new certificated and classified staff has been hired at WVOC and would have benefited from the program. This is indicative of a lack of institutionalization that also can be seen elsewhere. In February 2011, the Management Team met to review the Mentor Program documents and discussed next steps in reestablishing the program.

Chapter II PAGE 30

Formalize a process to transition ESL and Academic students into Career Preparation classes.

Notes

2008 3-Year Progress Report Response Summary: Formalizing the process of transitioning ESL and Academic students into vocational classes has resulted in more students becoming aware of the technical and career opportunities that West Valley Occupational Center has to offer. This has also impacted student achievement by providing students the opportunity to become more aware of the importance of language acquisition and academic education in their career and technical fields. It also impacts students’ ability to become responsible citizens who set and meet goals, as well as productive workers who possess skills necessary to enter the workforce or continue their education. West Valley established several processes to facilitate the transition of ESL students to Career Tech Ed (CTE) classes including: Counselors present the scope of education and training opportunities at group orientations Counselors present CTE opportunities during scheduled classroom visits Counselors and/or teachers arrange tours of CTE classes based on student interests Counselors explain options during registration and counseling meetings Teachers present options in classes Upper level classes participate in a scavenger hunt related to CTE and visit class Students in Levels 4-6 take TABE in class to determine academic/CTE options ESL Recognition program where concurrent enrollment in CTE classes is highlighted The EL Civics (English Literacy and Civics Education) program also provides students with an introduction to various CTE classes as well as teaches them to navigate the job search process and provides them with the tools needed to pass the citizenship naturalization interview. Transitional materials are provided for all levels of ESL from Beginning Low to Advanced, and Advanced ESL to CTE classes. In order for WVOC to facilitate the transition of Academic students to CTE classes, it had to consider the three academic programs: AEWC, Miguel Leonis High School (a continuation school for Special Education students), and the Learning Center.

Chapter II PAGE 31

Notes

The formal process established for transitioning AEWC students to CTE classes includes: The AEWC outreach consultant informing students and their parents about the CTE offerings during orientation and providing them with a schedule of classes During the scheduling, the outreach consultant meeting with the student, reviewing the transcripts, and determining which CTE classes the student may need Since Computer Literacy is now a high school graduation requirement in California, all students who have not passed a computer class are enrolled in an appropriate computer course. Although AEWC students are not mandated to take CTE courses, they are encouraged to prepare themselves with marketable skills resulting in approximately 30% of students taking CTE classes. The formal process established for transitioning Miguel Leonis students to CTE classes includes: The teacher evaluating students’ transcripts upon registration to determine CTE needs Asking each student to select a career interest and discussing with the student classes that match their choice The student’s Vocational Education Counselor also looking at their Tech Art and Fine Arts requirements along with their required electives, and determining classes to enroll the students in Enrollment in career and technical classes is a requirement for all students attending Miguel Leonis High School The formal process established for transitioning Learning Center (LC) students to CTE classes includes: LC teachers reviewing student goal sheets and discussing CTE classes that match their goals Informing students interested in enrolling in a CTE class/program about the necessary steps in preparing for the selected classes Referring the student to the Counseling Office to speak with a counselor

Response Since 2008: A loss of counseling staff due to budget cuts has resulted in the elimination of group ESL orientations. However, WVOC has been able to continue all other processes such that the number of ESL students who transitioned to CTE in 2009-2010 (730) was nearly double that of 2006-2007 (380). All processes for transitioning Academic students have continued.

Chapter II PAGE 32

Develop and implement a plan to expand student support services to night and Saturday classes.

Notes

2008 3-Year Progress Report Response Summary: The expansion of the student support services to nights and Saturdays has impacted student achievement by providing more students access to services. This has a positive impact on studentsâ&#x20AC;&#x2122; ability to become productive workers/ citizens who identify resources that support their goals. In order to accommodate and help more students, office hours for support services were extended. Saturday hours were extended an additional hour, until 1:00 pm, in the Counseling and Registration, Young Adult, and Job Placement offices, as well as in the Learning Center. Counseling services are offered Monday through Thursday nights, instead of the previous two evenings a week, and the Adults with Disabilities Office is now open one evening per week and one Saturday a month. In addition, WVOC conducts classroom orientations for ESL, Academic, and AEWC programs, as well as resume/job preparation services that are available for all students. In addition, new display cases advertising counseling services have been placed throughout the campus.

Response Since 2008: Despite budget cuts, WVOC has maintained counseling office support services to night and Saturday students. However, when the Job Placement Coordinator retired, it was an opportunity for WVOC to absorb a cut without letting another staff member go. WVOC has created a Career Resource Center to replace the Job Placement Office. The new Career Resource Center, which has just opened, provides students with a wide range of self-management tools and resources to assist them in planning and achieving their personal career goals. At the heart of the Center is a new, in-house, comprehensive career management website. Through the use of this website, students engage in personal and career assessments, develop resumes and cover letters, prepare for interviews, search for jobs, and receive tips and encouragement for success. Students also receive guidance from their teachers regarding resume/job preparation services. WVOCâ&#x20AC;&#x2122;s new display cases continue to be used to inform students about the schoolâ&#x20AC;&#x2122;s counseling and other services.

Chapter II PAGE 33

Notes

ontinue to expand opportunities for student leadership through C Student Council, advisories, SkillsUSA, and other student organizations.

2008 3-Year Progress Report Response Summary: The expansion of the student leadership opportunities has impacted student achievement by providing students opportunities to grow in their abilities to utilize spoken and written communication, work independently and collaboratively, and exhibit positive work ethics. The spring 2005 Student Council provided a forum for student input and ideas, allowed for an exchange of information, and promoted student involvement in our school and our community. Teacher nominated members and elected officers, as well as the advisor, became involved in projects such as International Day, campus beautification, and the holiday gift drive. In fall 2007, the Student Council was transformed into the Student Leadership Council in order provide a vehicle by which student members could learn to recognize and practice leadership skills for both personal and professional growth in order to serve the school community. The new Student Leadership Council also invited guest speakers who exemplified leadership. Group members were also invited to attend all advisory councils and WASC meetings. During subsequent meetings, topics included SkillsUSA and job â&#x20AC;&#x153;soft skillsâ&#x20AC;? as well as crisis response techniques. Students continue to participate and perform well in SkillsUSA competitions at the local, state, and national level. In addition to medals won at the local and state level, WVOC has had a representative at the national competition each year since 2006. Students who demonstrate talent and interest are recommended by their teachers to attend an informational meeting where they watch an inspiring video and learn about the details of participation. Participants are supported by both their teachers and SkillsUSA advisors throughout the entire SkillsUSA process which extends the entire school year. The extra effort put forth by teachers and advisors in preparing students for SkillsUSA is a demonstration of leadership that is observed by students.

Response Since 2008: As with the Mentor Program, the coordinator/advisor of the Student Leadership Council retired in June 2009. At the Back-to-School Meeting in September 2009, the Principal asked for a volunteer to be the advisor of the Council; however, no one volunteered at the time. As a result, there was no Student Leadership Council during the 2009-2010 school year. In October 2010, the Principal selected and met with two staff members to be co-advisors for the Student Leadership Council. Each of the two staff members is on a path towards administration. During the meeting, the Principal asked the co-advisors to prepare a plan for the first scheduled meeting, which took place in February 2011.

Chapter II PAGE 34

Notes

While WVOC students will participate in SkillsUSA during the 2010-2011 school year, they will do so without the financial assistance of DACE. In previous years, DACE had financially supported schools’ participation at the local, state, and national competitions. Now, without that financial support, WVOC will have to raise all of its own money. In 2008, the previous Principal and UTLA school-site Chair established and cochaired a Shared Decision-Making Council (SDMC). The SDMC, made up of 22 elected members of the school community, meet monthly to discuss and provide input on such things as: staff development; student discipline guidelines and student code of conduct; schedule of school activities and events; guidelines for equipment use; and instructional materials use. Seven student leaders serve as liaisons between students and the issues discussed.

CONCLUSION WVOC has positively impacted student achievement in all programs by addressing all the critical areas of growth recommended by the WASC Visiting Committee. Additionally, by taking the action steps that have been completed and replacing them with new steps, WVOC continues to evolve as a state-of-theart educational institution. By providing students with the most current career, technical, and academic skills, WVOC enables its students to become effective communicators, responsible citizens, and productive workers who are better able to serve their community. WVOC’s administrators, with the assistance of the school’s Management Team and Accreditation Leadership Team, have continued to facilitate teacher, classified staff, and community member involvement in addressing the growth areas of the school’s Action Plan and the current self-study. The entire staff has been involved in the implementation of the schoolwide Action Plan. For the past six years, faculty, staff, administration, and students have served on a variety of committees, participated in staff meetings, and promoted awareness of WVOC programs, outcomes and standards, and student achievement of the SSLOs. As the school has changed and evolved, so too has the school’s Action Plan. As new issues have arisen, new learning goals have been incorporated into the Action Plan. Progress has also been monitored through Leadership Team and subcommittee meetings, and then communicated to the entire school staff by means of PowerPoint presentations at schoolwide and department meetings. All faculty and staff have served on Program and Institution Groups throughout the self-study process. Completion of the Progress Report has been achieved through a collaborative effort among members of the Leadership Team, which includes administrators, faculty, teacher advisors, classified staff, and students. The Student Leadership Committee and members of the community have provided additional input and support.

Chapter II PAGE 35

Notes

The chart below shows the status of all Action Plan items beginning with the 2005 Action Plan, including items added during the annual review of the Action Plan. An A indicates the year in which an item was added to the Action Plan; an asterisk (*) indicates subsequent years the item remained on the plan; a C indicates the year the item was completed and removed from the plan; and an R indicates that the item was removed from the plan for other reasons. In January 2009, the Leadership Team reviewed the January 2008 Action Plan status and decided not to add items, and to remove the following because of the budget crisis: Tech Plan - Develop an online registration for student enrollment Staff - Continue to seek funding sources to provide access to more in-services/workshops Facilities & Resource Management - Identify funding for additional bungalows/classrooms to support the school’s program growth Facilities & Resource Management - Identify and search for funding for additional parking and repaving of existing parking areas

Action Plan Items 2005 - 2010 Growth Area

Chapter II PAGE 36

Action Steps

Jan. 2005

Sep. 2005

Dec. 2006

Sep. 2007

Jan. 2008

Jan. 2009

Tech Plan

Continue to revise and update WVOC technology plan

Tech Plan

Add an item addressing technology to each advisory committee agenda

Tech Plan

Develop online registration for student enrollment

Tech Plan

Improve website to include a link for stakeholders to access WASC action plans and updates

Tech Plan

Continue to improve and expand Local Area Network on campus to serve student and staff access

Tech Plan

Establish and implement Technology Survey to be conducted by department

Jan. 2010

Action Steps

Jan. 2005

Sep. 2005

Dec. 2006

Sep. 2007

Jan. 2008

Jan. 2009

Jan. 2010

Tech Plan

Continue to improve and expand bandwidth of the computer network through additional T1 lines and wireless systems

Tech Plan

Establish new equipment ordering and removal procedure

Staff

Re-establish an orientation and mentorship program for new WVOC staff

Staff

Increase onsite staff development workshops/in-service opportunities for WVOC staff

Staff

Locate funding sources to provide access to more inservices/workshops for WVOC staff

Staff

Establish a handbook and orientation mentorship program for new and current classified staff

Staff

Continue to seek funding sources to provide access to more in-services/ workshops for staff

Staff

Create & implement new Concern/ Suggestions Form

Staff

Encourage professional development opportunities by notifying and acknowledging in bulletin & postings

Instruction

Develop and implement a plan for additional student input on class offerings and instruction

Notes

Growth Area

Chapter II PAGE 37

Notes

Growth Area

Action Steps

Jan. 2005

Sep. 2005

Dec. 2006

Sep. 2007

Jan. 2008

Jan. 2009

Jan. 2010

Instruction

Collect information on a regular basis

Instruction

Provide input back to staff to provide higher quality instruction

Instruction

Support and encourage teachers to continue to use the lesson plan format which identifies academics and SKILLS

Instruction

Continue to develop new ways of integrating SKILLS into student instruction and learning

Instruction

Increase WVOC participation in SkillsUSA

Instruction

Develop an in-service by department for the use of the lesson plan template

Instruction

Develop an inservice to clarify understanding and implementation of SKILLS in the classroom

Instruction

Provide update materials and equipment to improve instruction

Instruction

Modify procedure for teacher ordering

Instruction

Establish syllabus, class description, administrative coverage, reorganize courses / new curriculum

Identify funding sources to increase Facilities & lighting and parking Resource and improve Management surfacing on campus as needed

Chapter II PAGE 38

Action Steps

Identify funding sources to expand Facilities & future program ofResource Management ferings and support program growth

Jan. 2005

Sep. 2005

Dec. 2006

Sep. 2007

Jan. 2008

Jan. 2009

Jan. 2010

Identify funding for additional Facilities & bungalows/ Resource classrooms to Management support our program growth

Identify and search for funding for Facilities & additional parking Resource and repaving of Management existing parking areas

Support Services

Further expand community support to form a network that supports all school programs

Support Services

Expand opportunities for student leadership/ counsel

Support Services

Develop and implement a plan to expand student support services to PM & Saturday

Support Services

Expand community involvement in support of campus activities

Notes

Growth Area

Chapter II PAGE 39

chapter

Three Standards

Standard

Notes

Chapter III: Standards

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.

In what ways does the mission statement reflect the institution’s commitment to achieving student learning? West Valley Occupational Center’s commitment to achieving student learning is reflected in its mission statement by means of all three of the phrases contained therein: “West Valley Occupational Center is committed to (1) providing a quality educational environment (2) responsive to the needs of our diverse student population that (3) prepares them for gainful employment and/or continuing education.”

Chapter III Standard 1 PAGE 41

Notes

Criterion 2:

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

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? Discussions regarding the relevance, actual establishment, and revision of WVOC’s mission statement as they relate to student learning primarily occur in formal schoolwide, committee, and group meetings designed to promote an exchange of ideas among, and input from a variety of key stakeholders. As previously stated, the three key phrases that make up nearly all of the mission statements’ wording reflect WVOC’s goal of, and commitment to, achieving student learning.

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? The development of WVOC’s mission statement involved input from a broad range of stakeholders including first and foremost, current faculty and staff, as well as students and various members of the community. Once finalized and adopted, the mission statement was, and continues to be, communicated to constituents by several different means including appearing on or in the school’s: website, schedule of classes, Student Orientation Handbook, wall murals, classroom posters, and bookmarks.

Chapter III Standard 1 PAGE 42

Notes

Criterion 4:

Using the institution’s governance and decision-making 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? While institutional, student, and community-related primary and secondary quantitative and qualitative data are used and analyzed in an ongoing and systematic cycle of evaluation of the institution’s mission, change to the statement most often comes about as a result of significant events or circumstances. Such examples include: major changes to WVOC’s administration or faculty/staff; full accreditation visitations and mid-term follow-up reviews; shifts in vision, policies, and/or focus on the part of DACE, LAUSD, state government, or federal government; and major changes to the needs or profile of the students and community WVOC serves.

Criterion 5:

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

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? As the central and defining statement for what WVOC’s mission is, the mission statement regularly and effectively prompts, guides, and stimulates the institution’s ongoing planning and decision-making processes by means of its three key phrases.

Chapter III Standard 1 PAGE 43

Notes

Evidence: WVOC Mission Statement and SSLOs assessment handout Schoolwide meeting agendas Leadership Team meeting agendas and notes WVOC Schedule of Classes WVOC Student Orientation Handbook WVOC website Classroom posters Wall Building murals Bookmarks for students WVOC 2010 Student and Certificated & Classified Staff Surveys WVOC Student Information Systems data WVOC demographic data San Fernando Valley demographic data San Fernando Valley Economic Alliance and Research Center data

Major Strengths: Mission statement reflects WVOC’s commitment to achieving student learning and is central to its institutional planning and decision-making processes Involvement of key stakeholders in the development of the mission statement Different ways the mission statement is communicated to WVOC’s constituents

Growth Areas: Greater reliance on the analysis and use of primary and secondary quantitative and qualitative data for the evaluation of WVOC’s mission

Chapter III Standard 1 PAGE 44

Organizational Structure

Notes

Standard

The Standard:

The institution recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, learn, and improve.

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.

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? As the school’s guiding principles, WVOC’s mission and SSLOs establish clear statements of purpose that reflect the belief and philosophy of the organization and its commitment to excellence. These ideals are displayed throughout the campus and on the school’s website in various forms such as: wall murals, posters, bookmarks, etc. As stated in Standard I, the development of WVOC’s mission and SSLOs involved input from a broad range of stakeholders including staff. As a result, not only is WVOC’s staff able to understand, identify, and clearly articulate these goals and values, they are also able to describe their

Chapter III Standard 2 PAGE 45

Notes

own roles in helping the school achieve these ideals. For example, the teachers’ primary role is to provide instruction to students to facilitate student learning and achievement. Classified staff facilitates student achievement by supporting the school’s administrators, faculty, students, and facility. Information pertaining to school performance and target goals is presented to administrators at the annual DACE Back-to-School meeting. WVOC’s administrators then identify key points and present that limited information to all staff at the school’s annual Back-to-School meeting in September. Most institutional planning in terms of course offerings is conducted by administration, and is based in part on student attendance and performance outcomes. Staff participates in institutional planning through the governance process of department and schoolwide meetings, in addition to one-on-one discussions with their supervisor and input captured on submitted Suggestion/Concern forms. The administrator open-door policy and open communication set precedent for a fluid exchange of ideas and concerns between stakeholders and the school’s leadership. Prioritization of these suggestions is dependent on such things as budget and space availability, staff qualifications, and employer needs. Groups and individuals see the governance process to enhance student learning as inclusive and multi-level; broadest at the schoolwide-level involving all stakeholders down to the individual. As cited in Chapter I, survey results show that 91.3% and 75.9% of certificated and classified staff, respectively, positively agree (“strongly” or “somewhat”) that “opportunities exist for me to provide input involving decisions that affect my work.” While encouraging, these results, as well as verbal comments from staff, indicate that more can still be done to involve staff in the ongoing process of decision-making, such as being included more often in discussions, meetings, etc.; thus providing a greater means for having their input heard and considered. WVOC articulates the expectation that its individuals develop ideas for improvements in their areas of responsibility by modeling reflection at the organization level using RED-I2, and by fostering and encouraging its use at the individual level. This commitment to continuous quality improvement cultivates a mindset that lays a foundation for the organization to move from “good” to “great.”

Chapter III Standard 2 PAGE 46

Notes

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.

What do institutional policies and procedures describe as the roles for each group in governance, including planning and budget development? The United Teachers Los Angeles (UTLA) & LAUSD Collective Bargaining Agreements outline the process and guidelines for establishing and operating a Shared Decision-Making Council (Article XXVII). The Article states that “the local school leadership councils shall consider all points of view and shall solicit the advice and counsel of parent organizations, other employee groups and all other interested parties.” The Council’s participation in decisions is limited to “the staff development program, student discipline guidelines, schedule of school activities, and guidelines for school equipment including the copy machine and Instructional Material Account expenditures.” WVOC’s SDMC is comprised of representatives of the school’s faculty, staff, administrators, and students who meet on a monthly basis. While SDMC is the only decision-making body that is provided for in written policy form, WVOC also invites stakeholders from these same segments to participate in school governance and decision-making, both verbally and in writing, through such mechanisms as: Meetings (Management Team, Leadership Team, Department/Program, Safe School Planning Committee, Technology Committee, Student Leadership Council, etc.) Informal dialogue Administrator open-door policy Suggestion/Concern Form

Chapter III Standard 2 PAGE 47

Notes

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 following documents describe the official responsibilities and authority of WVOC’s faculty and administrators in curricular and other educational matters: California Education Code LAUSD/DACE policy bulletins, guidelines, memos Catalogs of Authorized Courses Course Outlines Collective Bargaining Agreements (LAUSD – UTLA & AALA) WVOC organization chart DACE job announcements Teacher Handbook Evaluation & Observation Forms Personnel documents – (1145, “greenie,” contract) WVOC memos

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?

Chapter III Standard 2 PAGE 48

Is there effective communication at the institution that is clear, understood, widely available, and current?

Notes

Is the result of this effort actual institutional improvement?

Does staff at the institution know essential information about institutional efforts to achieve goals and improve learning? Besides the respective Collective Bargaining Agreements for each staff member, the WVOC-developed Teacher Handbook and Student Orientation Handbook specify in writing the roles for staff and students in a limited way. Within these faculty-related documents’ policies, the role of faculty in the specific areas of student educational programs and service planning are included, and cover such things as: Being familiar with all aspects of courses one teaches (prerequisites/ competencies) Providing instruction to facilitate learning of course competencies Assessing student progress of competencies/SSLOs Submitting all required documentation Referring students to counseling office when appropriate Providing input with regard to term planning (programs & services) either individually through the Suggestion/Concern form, or through one’s supervisor(s) or representatives on SDMC, Leadership Team, and Management Team. Teachers are informed of their role at faculty and department meetings, through individual training from administrators, through written memos, and also in collaboration with other teachers. The SAA and Plant Manager are informed of their roles at Management Team meetings, in conferences with administrators, and at their regularly scheduled supervisory meetings. Classified staff is informed of their role at meetings with administrators and by their classified supervisor. Students are informed of their role by means of the Student Leadership Council, the Student Orientation Handbook, and the WVOC Bulletin school newsletter. Staff is encouraged to participate through the various mechanisms described in Criterion 2, including the Suggestion/Concern form. In fact, the Suggestion/ Concern form was developed as a means to solicit and gather more information from more staff and students than might otherwise be gathered from the small or limited number of representatives that comprise the school’s various governing bodies. Staff participation at schoolwide events such as the annual Back-toSchool meetings, International Day, Big Sunday, etc., and off-campus agency and/or organization-sponsored events that occur outside of the school’s normal schedule of operation is indicative of the staff’s commitment to WVOC and its students.

Chapter III Standard 2 PAGE 49

Notes

The goal of all groups is to work collaboratively towards institutional improvement. In addition to the accreditation self-study process which has provided an excellent opportunity for stakeholders to collaborate for the purpose of school improvement, four other examples of this are as follows: 1) A team consisting of administrators and the Perkins advisor met to review the Perkins program. After reviewing and evaluating data and current processes, determining problems and possible solutions, implementing a course of action, and informing stakeholders, the percentage of identified “Perkinseligible” students increased from 52% to 65%. 2) A subgroup of the Technology Committee met to discuss the schoolwide inventory. After reviewing and evaluating data and current processes, determining problems and possible solutions, implementing a four-step course of action, and informing stakeholders all along the way, the result was an upto-date, accurate, and complete inventory report for and in each location on campus. This also resulted in a blueprint for a new and improved ongoing inventory process. 3) A committee of staff and students met to plan and organize the school’s annual International Day Celebration. First, they reviewed and evaluated the goals and objectives of the event and the lessons learned from previous years. Next, they identified necessary tasks and determined who would do what. Then, either independently or with the help of others, each member carried out his/her assigned responsibilities. All staff and students were informed of the event via flyers, newsletters, posters, and PA announcements. The result was a successful, well attended, and fully participated-in International Day event that celebrated diversity and fostered “respect for others.” 4) T he Principal and the UTLA school-site Chair met during one of their regular collegial meetings to discuss WVOC’s “green” focus. After reviewing and evaluating the school’s goals and status on “going green” and determining that the school did not recycle in the classrooms, it was decided that a schoolwide in-class, paper recycling program would be implemented. Recycling bins were ordered for all classrooms and offices. The custodial staff was informed of their responsibility by their supervisor; students and staff were informed of their responsibility through WVOC Bulletins and memos. The result was an expanded focus on WVOC’s “going green” efforts. WVOC utilizes the school newsletter, its semi-annual newsmagazine (The Clipboard), memos, meetings, informal dialogue, and an open-door policy for administrators to effectively and continually communicate to all staff essential information about WVOC’s efforts to achieve goals and improve learning which ultimately prepares students for gainful employment and/or continuing education. Current and past copies of meeting agendas, memos, the WVOC Bulletin, and The Clipboard are widely available. Self-study findings, nevertheless, indicate that not all information communicated is always clear and understood.

Chapter III Standard 2 PAGE 50

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, self-study, 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.

Notes

Criterion 5:

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? In April 2005, WVOC received a six-year term of accreditation. The school maintains a file of all past accreditation materials, including self-study and other reports that identify areas of growth and the institution’s Action Plan for those areas. Having responded expeditiously and honestly to all recommendations, the WASC Visiting Committee in April 2008, made no additional recommendations at the conclusion of the mid-year review, and stated that WVOC “has taken seriously its commitment to students and their education…” The Committee also noted, “Students are supported in word and deed throughout the facility, from counseling and orientation to issuance of certificates.” WVOC’s high-quality and effectiveness are represented accurately to the public through such communications and events as: WVOC Bulletin The Clipboard Fast Facts WVOC Website International Day Home Improvement Fair Health Fair Big Sunday Open House Representation at local community activities Local high school outreach efforts Chambers of Commerce and Valley Economic Alliance meetings

Chapter III Standard 2 PAGE 51

Notes

These characteristics are validated by such recent B&E Advisory meeting employer comments as: WVOC students are better prepared than students who complete programs at Pierce and Valley Community Colleges. (Childcare B&E) WVOC graduates are highly prepared and are preferred candidates. (Automotive B&E)

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? Just as continuous reflection leads to life-long learning and is essential to the growth and development of an individual, so too is it essential to the ongoing improvement of an organization. WVOC utilizes RED-I2 to evaluate its organization, governance, and decisionmaking structures. In doing so, multiple levels of stakeholders (i.e., administrators, certificated and classified staff, and students) are involved in an ongoing, circular, reactive (problems/concerns/complaints/issues) and proactive (ideas/ enhancements/strategies for further improvement) effort, all of which ultimately, contributes to achieving the school’s mission. Reactive efforts involve weaknesses/issues that are identified through a variety of mechanisms including: Suggestion/Concern forms; individual verbal complaints; and dialogues during various meetings (Administrators, Management Team, SDMC, Student Leadership, B&E Advisories, Department, etc.). Weaknesses/ issues are prioritized based on their magnitude, volume, and frequency, and then are assigned to the appropriate member of the organization. A recent example (see next page) of a reactive effort in evaluating the structure of the organization came about as a result of the Principal discussing departmental representation and input with the Administrative and Management Teams, and various department advisors.

Chapter III Standard 2 PAGE 52

Issue/problem

Only a few Department Chairs operating in an informal capacity

Evaluate

Impact

Limited Department representation and input

Determine

Solution

Formalize and expand Department Chair positions throughout the organization

Implement

Course of action

Develop selection process, make selections, formalize positions in organization, and add as Management Team members

Inform

All stakeholders

Notify of process and selection via memos and school bulletins

Notes

Review

Proactive efforts involve identifying ways in which our policies, practices, and procedures can be enhanced to improve student outcomes, despite their current level of success, utilizing the same mechanisms for identification as previously mentioned. As stated in Criterion 1, this commitment to continuous quality improvement cultivates a mindset that takes an organization from “good” to “great.” A recent example below of a proactive effort in evaluating the structure of WVOC’s governance involved the Principal and her Administrative Team determining that the existing alignment of programs overseen by supervisors could be improved.

Review

Viability of idea

Realign programs and supervisors

Evaluate

Data

Current organization chart; new state alignment of CTE courses to industry sectors; and program outcomes

Determine

Solutions

Redefine course-related program areas

Implement

Course of action

Reorganize and move various courses into different/new program areas; reassign program supervisors

Inform

All stakeholders

Notify all stakeholders via meetings and in schedule of classes

While some evaluation information gets communicated during schoolwide and group/committee meetings, in the school newsletter, and on the school’s website, most of this information, however, is not widely communicated throughout the campus community. In addition, the self-study process revealed that an increased effort to collect and maintain quantitative data is necessary to ensure and measure continued school improvement, and ultimately student achievement. To date, much of the school’s “effectiveness” has been verified through qualitative data such as student and staff verbal and written comments.

Chapter III Standard 2 PAGE 53

Notes

Evidence: WVOC Mission Statement and SSLOs WVOC and DACE Organization Charts WVOC and DACE Back-to-School Meeting packets Budget allocation Suggestion/Concern Form Room usage chart WVOC 2010 Student and Certificated & Classified Staff Surveys Shared Decision-Making Council minutes Collective Bargaining Agreements (LAUSD – UTLA & AALA) Catalog of Authorized Courses WASC 2008 Mid-Year Review California Education Code LAUSD/DACE policy bulletins and guidelines Employee Advisory Board minutes B&E Advisory meeting comments Department meeting agendas Management Team meeting agendas Evaluation and Observation forms Personnel documents (1145, “Greenie,” contract) DACE job announcements “Perkins-Eligible” percentages International Day agendas and notes WVOC Schedule of Classes WVOC Bulletin, The Clipboard, Fast Facts, and website WVOC Teacher Handbook WVOC Student Orientation Handbook

Chapter III Standard 2 PAGE 54

WVOC’s administrator open-door policy and open communication sets precedent for a fluid exchange of ideas and concerns between stakeholders and the school’s leadership

Notes

Major Strengths:

WVOC invites stakeholders to participate in school governance and decisionmaking, both verbally and in writing, through such mechanisms as meetings, informal dialogue, an administrator open-door policy, and its Suggestion/ Concern Form Staff participation at schoolwide events and off-campus agency/organizationsponsored events is indicative of the staff’s willingness and commitment to WVOC and its students The goal of all groups is to work collaboratively towards institutional improvement WVOC demonstrates honesty and integrity in its relationships with external agencies including ACS WASC WVOC’s high-quality and effectiveness are represented accurately to the public WVOC utilizes RED-I2 to evaluate its organization, governance, and decisionmaking structures; and in doing so, involves multiple levels of stakeholders in an ongoing, circular, reactive and proactive effort to contribute to achieving the school’s mission

Growth Areas: Self-study findings indicate that only a limited number of written policies exist which delineate the roles and responsibilities of staff Self-study findings indicate that only a limited amount of information is communicated to stakeholders, and that it is not always clearly understood Self-study findings indicate that much of the school’s effectiveness has been verified through qualitative data only, and that an increased effort to collect and maintain quantitative data is necessary to ensure and measure continued school improvement and student achievement Self-study findings indicate that more can be done to involve staff in decision-making processes including having more staff involved more often in discussions, meetings, etc., to help ensure that their voices are heard, and that their contribution/input is considered

Chapter III Standard 2 PAGE 55

Notes

Standard

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? WVOC utilizes multiple means of maintaining an ongoing, collegial, and selfreflective dialogue about the continuous improvement of student learning and institutional processes. These formal and informal discussions occur in various group or committee settings as well as frequent one-on-one conversations between colleagues. For program areas such as Automotive, Business, and ESL, the physical clustering of related courses on campus helps facilitate course-related discussions among the staff. Ongoing group dialogues occurring in structured meetings regularly and continuously involve reviewing, evaluating, planning, and developing processes for the purpose of improving student learning and institutional decision-making. These meetings include: Business and Education Advisories (formerly Trade Advisories) Community Advisories Employment Advisory Boards DACE (Principals/Assistant Principals)

Chapter III Standard 3 PAGE 56

Leadership Team

Safe School Planning Committee Schoolwide and Back-to-School

Notes

Program or Department

Shared Decision-Making Council Student Leadership Council Technology Committee These discussions and planning sessions impact student learning in that everything that is done in and out of the classroom is directed at improving instruction, resources and equipment, course offerings, technology, facilities, and processes which positively impact and support students engaged in the learning process. To ensure that students are key participants in the ongoing dialogue, they are encouraged to provide input through informal dialogue with faculty and staff; participation in the Student Leadership and Shared DecisionMaking Councils; and use of End-of-Semester Student Surveys and Suggestion/ Concern Forms. Students also are able to dialogue with administrators and program coordinators who maintain an open-door policy. Evaluation also occurs within each classroom in the form of regular student assessments that may be written and/or performance-based. Some teachers provide their students with additional, specialized questionnaires on which students may communicate their educational needs and reflect on the course and instruction. The End-of-Semester Student Survey, administered twice a year, supports instructional and institutional processes and provides direct, instruction-based feedback to all teachers. Out-of-class, regularly scheduled evaluations for students also take place and include prerequisite testing in reading and math for certain courses, CASAS testing, challenge tests for typing and computer skills, CAHSEE testing, and GED testing. Data and research presented and discussed in meetings, committees and groups allow for staff to better understand, support, and evaluate student learning. Depending on the objectives of staff members, such information may be broad-based or narrow in scope. For example, data pertaining to DACE or the school as a whole is most commonly shared and explained during Back-toSchool meetings attended by all staff in September and February each school year. Once presented and discussed, the data is often used to also define and help clarify goals for the year and, in some cases, future years. Typically, such data is centered on enrollment, completers and leavers, retention, job placement, ADA, and funding. Back-to-School meetings and other meetings attended by the entire staff are the primary means for introducing information of interest and importance to all. Data and research shared in other types of meetings such as Employment Advisory Board and Business & Education Advisory meetings for example, are much narrower in scope. In these cases, the information is most often used by staff members to review, evaluate, modify, and align existing programs and courses with current industry standards and practices, and to help identify needed and viable new programs and courses.

Chapter III Standard 3 PAGE 57

Notes

Regardless of the setting or its nature, ongoing engagement in collegial dialogue, use of data and research, and employment of the RED-I2 process on the part of WVOC’s staff, has led to improvements in programs and courses, which in turn, have positively impacted student learning. Underscoring this point is the fact that 98% of WVOC students participating in the most recent End-of-Semester Student Survey, responded positively to the statement, “Overall, the course met your expectations and will help you achieve your goals.”

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? The mission statement is the overriding guide in all WVOC endeavors as it establishes the school’s primary objectives of career preparation and/or continuing education. Faculty and staff are committed to supporting the school’s stated purposes and goals. This institutional commitment is perhaps best reflected in the positive responses made by students in survey questions regarding their education and training. In addition, LAUSD and DACE set priorities for the school in accordance with the California Department of Education. For example, while there are ten authorized program areas for Adult Education, DACE’s priority is on the four areas that produce the most measurable outcomes – ESL, ABE, ASE, and CTE. On the campus, goals are continuously established and accomplished as existing programs move forward and new programs and processes are developed. Regular review and evaluation occurs in formal meetings that address issues relevant to their immediate long-term needs. The open-door policy and open communication sets precedent for an exchange of ideas and concerns. The prioritization of goals and suggestions depends on budgetary considerations, urgency of need, staff availability, manner of implementation, and the need for further analysis prior to implementation.

Chapter III Standard 3 PAGE 58

Notes

Dialogue and decisions regarding the development of goals occur in various meetings that take place regularly on the WVOC campus to address planning concerns and program changes related to the classroom and campus. Objectives established in these meetings include a wide range of issues tied to effective instruction, student learning, and achievement, as well as the related impact of current economic trends and employment data. Ongoing topics include: Curriculum changes and updates Course sequencing Course completion and graduation rates Certification and pre/post test results Student hours/attendance Program planning Teacher/staff assignments Safe school and emergency responses DACE directives, goals, and priorities Schedule of Classes Technology improvements Staff development “Going green” projects Budget allocations Institutional procedures/processes Advisory feedback Survey results Academic planning Legislative impact/implications (such as AB 2448) Once goals and priorities have been determined, they are communicated to staff through school newsletters, interoffice correspondences, DACE and LAUSD emails, letters and bulletins, and schoolwide and departmental meetings. The establishment and communication of goals includes guidelines and recommendations on how to best accomplish those goals. This process creates schoolwide awareness and an opportunity for collaborative efforts.

Chapter III Standard 3 PAGE 59

Notes

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? WVOC is heavily involved in integrated planning on an ongoing basis. As was previously stated, the majority of the planning takes place in a variety of meetings involving different, but overlapping, stakeholder groups. This overlapping participation results in a more efficient and effective exchange of ideas and increased connectivity and communication between groups of stakeholders. The frequency of meetings depends on the objectives of the group; whereas Administrative Team members meet weekly, others meet monthly, bi-monthly, semi-annually, or annually depending on that group’s core focus and inherent timeframes needed to develop, establish, communicate, train, and accomplish objectives. Data used for assessing and planning purposes is accessed by, and/or shared with administrators, teachers, and staff in consideration (and when indicated, implementation) of changes to programs, courses, and services. Types of such data reviewed include: student enrollment, daily attendance, completions, etc. Such data is obtained from DACE’s computerized SIS which is able to provide statistics on a course-by-course basis or for the school as a whole. Based on the data, programs which no longer meet the needs of students may be replaced with new course offerings. The recent addition of Photovoltaic (Solar Panel) courses is one example of the constant review and evolution of program offerings. On a broader scale, statistical overviews of WVOC and DACE programs are presented to administrators during centralized meetings and then shared with WVOC stakeholders in schoolwide meetings, memos, and school newsletters. The explanation of DACE and school priorities are embedded in these statistical details, and a consistent effort is made to make the information available, accessible, and understandable to all staff.

Chapter III Standard 3 PAGE 60

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.

Notes

Criterion 4:

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? Stakeholders are involved in institutional planning throughout the school year. Types of meetings which address subjects of a more narrow scope, such as department meetings, always have a representative who is able to report directly to administration or to a more heterogeneous group such as the Management Team. Broader scope meetings such as the Leadership and Management Teams’ address a wider range of concerns that affect all programs and services on the campus. All staff members are encouraged and able to participate in the Shared Decision- Making Council for which new representatives are elected by their colleagues annually. The school newsletter which serves as a primary communication tool, regularly invites participation in planning activities and solicits input on a variety of issues. Individual surveys are also distributed to all staff to solicit opinions on, ideas for, and participation in, achieving various objectives. As stated in Chapter I, results from the June 2010 Certificated and Classified Staff Surveys indicated the staffs’ positive responses to the statements: “Opportunities exist for me to provide input involving decisions that affect my work” and “WVOC provides sufficient resources for me to do my job.” Additionally, the certificated staff also responded positively to the statement, “WVOC provides sufficient resources for students to be able to learn what I am teaching.” Resources for WVOC are provided primarily based on state funding which is allocated by LAUSD and DACE. Federal Perkins funds, which are provided through the state based on the number of students identified as being “economically disadvantaged,” are allocated to WVOC each year in varying amounts. These funds are made available for teachers who submit proposals requesting the purchase of materials, equipment, and technology that will enhance their instructional programs. However, it must be pointed out that a failing state economy and its negative impact on educational funding over the last three years has further limited the financial resources which might otherwise have been available to fulfill certain plans. One such example of this recently impacted WVOC in the form of personnel cuts to five of its counseling staff (three counselors and two advisors).

Chapter III Standard 3 PAGE 61

Notes

The counselors, in particular, handled a wide range of services including: the Teacher Mentor Program, Lunchbox Lectures (professional development), student scholarships (provided by community agencies), Student Leadership Council, general counseling, career guidance assessments, and classroom presentations on job search skills. As the budget crisis continues to result in reductions to staff, a renewed effort is being put forth to manage existing resources in order to meet objectives as efficiently and effectively as possible. Alternative funding and resources are also sought to enhance and support school programs. Some of these sources are: Automobile donations Book sales (outside vendors displays) Facility leasing (Ride-Rite, movie industry) Cooperative education courses (Youth Policy Institute, Kaiser, County of Los Angeles) Non-traditional, fee-based courses (Notary Public) Testing services (Microsoft, Certiport, Prometric, etc.) Trade Adjustment Assistance Equipment/supplies donations Schoolwide recycling program for paper, plastic, and aluminum materials In addition to the alternative funding sources cited above, WVOC partners with the Department of Aging which places seniors on the campus as workers and pays their wages. Periodically, WVOC also provides opportunities to unpaid volunteers and interns from local universities and its own internship program to work at the school and gain valuable career-based experience. As with most educational institutions, it is a combination of creative thinking and determined exploration which allows WVOC to seek new sources of support and collaboration.

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? WVOC systematically and formally, collects and analyzes quality assurance data on a schoolwide, and in many cases, a program/department, course, and section-specific basis.

Chapter III Standard 3 PAGE 62

Enrollment, attendance, Completers/Leavers GED certificates, high school diplomas, third-party certifications

Notes

This type of data includes:

Grades, standardized test scores, academic program-level advancements TABE D7 & D8 reading and math, CASAS Learning Center independent instruction contracts Job announcements, job placements, post-course employment status While most of this data is retrieved from SIS, other data is retrieved from noncentralized databases maintained on campus. At WVOC, data and analyses are most often communicated and made public by means of: Internal… Annual and intermittent schoolwide and program/department-specific meetings Shared Decision-Making Council and Student Leadership Council meetings The WVOC Bulletin schoolwide newsletter and The Clipboard newsmagazine Interoffice correspondences and letters from school administrators Password-protected files uploaded to the WVOC website External… Presentations to community agencies, employers, and schools Participation in community-based meetings Postings on the WVOC and DACE websites Community-area distribution of WVOC’s Schedule of Classes and Fast Facts informational flyer/brochure WVOC’s enrollment numbers, its ongoing reputation as a school of quality and excellence, and its ongoing positive relationship with the community, are all signs of the school’s effectiveness at communicating its quality assurance data to its internal and external stakeholders. Over the years, WVOC has also received consistent and ongoing feedback from students who stated that they enrolled in classes, not only because they received the school’s Schedule of Classes in the mail or picked up its Fast Facts flyer at a community event, but most importantly, because of the word-of-mouth comments from friends, relatives, and other WVOC students. In fact, having “heard about WVOC’s programs and classes through friends, relatives, and other students” was the most frequently cited means of becoming aware of WVOC among current students (72%) in the June 2010 Schoolwide Student Survey. Such “personal referrals” would not have occurred if it wasn’t for WVOC’s continued excellence, quality programs and staff, and ability to demonstrate and communicate these facts to stakeholders in a successful manner.

Chapter III Standard 3 PAGE 63

Notes

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? There is an ongoing process for the review of programs based on enrollment, end-of-semester student surveys, student feedback, and formal and informal dialogue with staff and students. As described in Criterion 1, multiple groups meet throughout the year to plan and assess progress on previously established objectives. Resource allocation and integrated planning go hand-in-hand, as one cannot effectively occur without the other. At a minimum, the cycle of evaluation and corresponding planning occurs annually; core activities such as facility usage, course offerings, and teacher/staff assignments occur as often as five times each year prior to the four 9-week terms and the one summer term. The Action Plan is revisited annually and updated as items are accomplished and removed, and new items are added. Annual budget allocations determine fundamental decision-making for the school year, while supplemental funding sources, such as Perkins and WIA, generate additional analysis to decide on those expenditures which will have the greatest impact on student learning. Assessing effectiveness is based on observation and data for each item or area of discussion, and adjustments in planning are made accordingly as situations dictate. The input provided by students, staff, advisory members, and LAUSD and DACE directives, consistently affects planning and is considered integral to the process of promoting and achieving positive student outcomes. Additional data provided by SIS, the school’s Finance Office, and DACE are taken into consideration as measures of effective and efficient use of resources. While all of these activities encourage and foster school improvement, it is clear that WVOC is best able to successfully respond to campus concerns that are not tied to a need for increased or significant outlays of funding. Although there is always more that can be done to improve any school, WVOC effectively addresses and fosters improvement through regular review, assessment, and ongoing planning.

Chapter III Standard 3 PAGE 64

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

Criterion 7:

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? The primary mechanisms used to gather evidence about the effectiveness of the school’s programs and services are: the End-of-Semester Student Survey, the Suggestion/Concern Form, other forms of data (described in Criterion 5), and dialogue and input from over a dozen different groups of stakeholders that meet regularly (described in Criterion 1). Given the primary role instruction plays in student achievement and outcomes, teachers are also evaluated annually. This evaluation includes an assessment of active instruction, lesson plans, student engagement, progress reports, SSLOs incorporation, etc. The school regularly reviews student support services such as those offered in the Learning Center, the Testing Center, the bookstore, the Westside Café, and the Counseling and Registration Office. These evaluation processes involve a variety of stakeholders and encourage the exchange of ideas and feedback which continue to improve the instructional programs and services throughout the school. By constantly reassessing offerings and effectiveness, the school continues to make improvements and modifications that positively impact student learning. Some of the recent improvements brought about through the use of evaluation mechanisms are: Expansion of Learning Center programs and services Reformatting of curriculum content and timeframes to increase learning outcomes Incorporation of forms for students and staff to request classes or make suggestions Expansion of the Distance Learning program Development of student “textbook exchange” procedures Establishment of the Student Leadership Council Addition of “green technology” courses and course content Addition of a computer technology course for ESL/CBET students Update and revision of core procedures and related forms Funding increases resulting from improved Perkins data collection procedures

Chapter III Standard 3 PAGE 65

Notes

Offering of academic courses for concurrently enrolled high school students Redesign of the Schedule of Classes for increased clarity and accuracy Redesign of the school newsletter to increase the inclusion of information pertaining to instructional support, SSLOs, school planning, procedures/ policies, professional development information, etc. Redesign and relocation of job search support services into a Career Resource Center, including the development and implementation of a comprehensive, self-guided, career-management website A recent example of WVOC assessing an evaluation mechanism occurred in 2009 when the End-of-Semester Student Survey was reviewed, assessed, and modified. Feedback obtained from teachers and students indicated that not all students were familiar with, and understood the verbiage and content of the survey’s questions. As a result, the survey was modified. In doing so, questions were revised; verbiage and content appropriate for all levels were used; and the entire survey was translated into the three other native languages that were most common to WVOC’s student population (Spanish, Farsi, and Armenian). By taking these steps, it was believed that the objective of having an evaluation mechanism that yielded results which truly represented the opinions of the students being surveyed, would now be achievable. In 2010, the Schoolwide Student Survey underwent a similar review, assessment, and modification prior to it being fielded later that same year. As illustrated in the preceding examples, WVOC does engage in systematic and regular processes for evaluating assessment mechanisms. However, due to the fact that the type of data most commonly used in these evaluations is of a qualitative nature, it would be in the best interest of WVOC’s students if the school developed and began utilizing more quantitative-oriented processes whenever possible, to assess its evaluation mechanisms.

Evidence: Academic courses and contracts AEWC program information Assessments (TABE, CASAS, CAHSEE, ESL) Back-to-School Meeting materials/packet Budget letters/allocations and planning records Class recommendation form Classroom usage records Completers/graduates data Completers/certificates issued data Challenge tests (Computer skills)

Chapter III Standard 3 PAGE 66

Career Resource Center data and “website” screenshots CTE course assessments

Notes

Copies of procedures

DACE directives/policies DACE-generated data for WVOC End-of-Semester Student Survey questionnaires and results Enrollment data ESL course sequencing information GED testing records/schedule Lesson plan form List of available SIS reports List of “going green” projects List of internship sites Perkins budget, proposals, records Perkins eligibility form Perkins funding data Photovoltaic course information Programs for Adults with Disabilities information Safe school/emergency planning records Schedule of Classes SIS data reports Student enrollment records reports Student hours of attendance reports Subject-specific student assessments Suggestion/Concern Form Teacher-generated questionnaires Updated curriculum/course outlines WVOC Bulletin Young Adult program information Agenda and notes from meetings for: Administrative Team, Leadership Team, Program/Department, Schoolwide Sessions, Shared Decision-Making Council, Technology Committee, Community Advisories, Student Leadership Council, Safety Committee, DACE, Business & Education Advisories, and Employment Advisory Boards

Chapter III Standard 3 PAGE 67

Notes

Major Strengths: Use of internal and external data, dialogue, and feedback to communicate to all stakeholders the school’s effectiveness in producing and supporting student learning

Growth Areas: Greater development and use of quantitative research tools that systematically and regularly measure and analyze the school’s current evaluation mechanisms and their ability to adequately capture quality assurance data for assessing continued improvement of WVOC’s programs, courses, and support services

Chapter III Standard 3 PAGE 68

Educational Programs

Notes

Standard 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? WVOC ensures that all institutional offerings fit its mission to be “…responsive to the needs of our diverse student population [and] prepare them for gainful employment and/or continuing education” by providing high-quality, low cost, short-term courses that are appropriate for the institution; are in demand/need; and/or are on the leading-edge of their fields. This in turn results in steadily increasing numbers/percentages of students progressing through to program completion and thus, being fully prepared for the GED, a high school diploma, entry-level employment, and/or continuing/higher education. The following wide range of stakeholders have been involved in, and provided input for, the selection of courses and program offerings: State and local district education officials WVOC administrators, staff, and students Industry experts and local business professionals

Chapter III Standard 4 PAGE 69

Notes

WVOC’s state-approved and LAUSD-adopted course outlines and programs are chosen based on a number of factors including: Local community and business demands/needs State and local labor market info, trend analyses, and forecasts Institutional data and survey results Community-partnership opportunities WVOC systematically assesses its programs for currency, teaching and learning strategies, and student learning outcomes, utilizing: End-of-Semester Student Surveys Teacher evaluations SIS data State Board Examination passing rates Job placement data Committee member feedback from annual Employment Advisory Board and Business & Education Advisory meetings Supervisor feedback from student internship sites

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. 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? WVOC assesses its students’ learning needs, their varied levels of educational preparation, and their progress toward achieving stated learning outcomes by analyzing both primary and secondary research and information. Examples of primary research and information methods include: Placement tests Interviews, observations, and discussions Surveys Written and oral tests

Chapter III Standard 4 PAGE 70

Demonstrated performance/competence

Employment Advisory Board and Business & Education Advisory meetings Department meetings

Notes

Completer follow-up contacts and job placement data

Examples of secondary research information include: Pedagogical studies Local and state job/career demand and growth projections WVOC student outcome data (i.e., Completers, GEDs, H.S. diplomas, WIA paypoints, etc.) WVOC student passing rates for state licensing/certification/re-certification exams

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? As previously stated in Chapter I, WVOC teachers utilize a variety of instructional delivery systems and methods to accommodate differences in student learning styles and to optimize student learning and achievement. Such examples include: Teacher-directed auditory lectures Visual presentations Kinesthetic/hands-on demonstrations Computer-supported instruction Learning Center assistance and enrichment Independent study By analyzing course outlines, competencies, lesson plans, and syllabi; dialoguing in formal department meetings and informal collegial discussions; and reviewing the demographic background and special educational needs of its student population; WVOC administration and staff determine the most appropriate delivery systems and modes of instruction that fit the objectives and contents of

Chapter III Standard 4 PAGE 71

Notes

its courses and the needs of its students. To evaluate and ensure its effectiveness in this regard, WVOC regularly monitors and reviews such things as: Attendance Test results Completer data and other student outcome results End-of-Semester Student Survey responses Feedback from internship-site supervisors As presented in Chapter I, results from these and other types of data demonstrate that WVOC’s delivery systems and modes of instruction are indeed effectively facilitating student learning.

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? In addition to the schoolwide student learning outcomes, WVOC has also identified the following course/program-specific student learning outcomes: Achievement of course student learning objectives (competencies) Improved literacy rates and CASAS test results Completion of course/program Attainment of GED and/or High School Diploma Job placement Third-Party Certification Passing of licensing/certification/re-certification exams Course completion resulting in certification/re-certification

Chapter III Standard 4 PAGE 72

Notes

WVOC’s administration and certificated staff have identified these learning outcomes as a result of internal meetings and discussions; input from students, industry experts, and local business professionals; state, local, and/or district mandated requirements and competencies; etc. As a result of this ongoing process, dialogue and action continue to take place to assess outcomes and guide improvements in a number of different areas. Some examples of this include: Adding leading-edge programs and courses like Photovoltaics – Intro & Advanced Restructuring lengthy, single courses like Cosmetology into shorter, multiple courses Introducing and integrating the “Introducing Green” sustainability concept into different courses and across different programs Encouraging teachers to be increasingly mindful of employing multiple delivery systems and methods of instruction Working toward ensuring that all students have access to a computer for use somewhere on campus.

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? WVOC is able to establish (Criterion 1), evaluate, and assure the effective quality and improvement of its courses and programs regardless of the type of credit awarded, class location chosen, or delivery mode(s) utilized (Criterion 3). This is because WVOC identifies and meets the varied educational needs of its students through programs that are consistent with its students’ educational preparation and diverse demographic profile (Criterion 2). In addition, WVOC identifies and assesses student learning outcomes to guide improvements in courses, programs, etc. (Criterion 4) in the manner described throughout this Standard.

Chapter III Standard 4 PAGE 73

Notes

Evidence: Student testing/counseling referral document Completer Ratio by Section report CDE 101 E2 follow-up report data for CTE Completers Job placements and employers Employment opportunity notices Number and percentage of Completers for the major program categories Passing rates for programs requiring a licensure exam Number of high school diplomas, GED certificates, and CAHSEE-passing students End-of-Semester Student Survey results Student hours and attendance WIA/CASAS pre/post test results Course outlines and associated competencies Course syllabi, lesson plans, and progress charts Employment Advisory Board agendas and notes Business & Education Advisory agendas and notes List of internship sites Labor market trend analyses and forecasts Number/types of newly added courses Schoolwide Student Learning Outcomes SkillsUSA participants and competition results Schedule of Classes Student Orientation Handbook

Major Strengths: Ensuring that all institutional offerings fit with WVOC’s mission and upholds its integrity Utilizing primary and secondary research/information methods and analysis to assess students’ learning needs, varied levels of educational preparation, and progress toward achieving stated learning outcomes Utilizing delivery systems and modes of instruction that are compatible with the objectives of the curriculum and are appropriate to the needs of the students

Growth Areas: Chapter III Standard 4 PAGE 74

Finding alternative means to meet future needs for new, additional, and/or improved classes and services that might otherwise be impacted by the economic crisis

Program, Student, and Institutional Outcomes

Notes

Standard

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? The identification of appropriate student learning outcomes for each course and program at WVOC involves a wide range of stakeholders, from state and local district education officials, to WVOC administrators and faculty members, to industry experts and local business employers. Beginning with state-approved and LAUSD-adopted course outlines, WVOC annually engages in a systematic process of reviewing, evaluating, continuing/discontinuing, administering, and reevaluating its courses, programs, and student learning outcomes. This process is based on analyses of: Institutional data Course completion and graduation rates Job placement data, certification data, and pre/post exam results Student hours and attendance

Chapter III Standard 5 PAGE 75

Notes

Outside data State and local labor market trend analyses and forecasts Formal and informal stakeholder input and feedback Schoolwide and department meetings Administrator/teacher conferences EAB and B&E Advisory meetings Requests and comments As a result, WVOC has been able to effectively continue making improvements to its courses and programs in such areas as: Class offerings, scheduling, and sequencing In-class instructional resources and technology Course outlines and instructional methodologies “Green technology” and sustainability

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?

Chapter III Standard 5 PAGE 76

As previously discussed, WVOC relies on its wide range of stakeholders for determining specific recommendations regarding appropriate competency levels and measurable student outcomes. For every course and program, there is a list of “hard” and “soft” skills and competencies that students must master or achieve in order to receive a course or program completion certificate, and if desired, be able to advance to higher-level coursework. As a result of this, as well as the school’s use of evaluative tools and data (e.g., tests, surveys, observations, and student performance reports) and the previously stated improvements to the school’s courses and programs, students have a clear path to achieving any and all required student learning outcomes.

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

Notes

Criterion 3:

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? The quality of WVOC’s broad-based and comprehensive instructional programs is evident in the school’s positive student performance data (e.g., course completion and graduation rates; certification and pre/post exam results; job placement data; and student hours and attendance), its impressive student competition results (e.g., SkillsUSA participants and award-winners), and its favorable Endof-Semester Student Survey responses, just to name a few examples. Using student performance data, and guidelines and other input by stakeholders as the criteria for making decisions about its courses and programs, WVOC utilizes various methods of dialogue to try to enhance understanding and agreement about the quality and level of its programs. These methods primarily consist of schoolwide and department meetings, and formal and informal administrator/ faculty discussions. The criteria for deciding on the breadth, depth, rigor, sequencing, time to completion, and synthesis of learning of each program offered is primarily determined by state regulations that are considered by DACE in concert with industry experts and teachers (on a limited basis) when developing curriculum.

Chapter III Standard 5 PAGE 77

Notes

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? Through such things as teacher preparation classes, in-service training, independent research, collegial discussions, etc., WVOC’s staff is very much aware of the different delivery modes, teaching methodologies, and assessment techniques that go hand in hand with the diverse needs and learning styles of its student population. In fact, in postings for new teacher positions, requirements for experience with different teaching/learning styles and diverse student populations is now a regular part of such notices. WVOC regularly demonstrates its efforts in meeting the needs and learning styles of its students. Such efforts begin with the availability and use of student testing and assessment before and during the registration period (be it via the school’s Counseling Office, Adults with Disabilities Office, or members of its faculty). It continues with the use of different modes and methods of teaching and assessment in the classroom throughout the course (e.g., auditory/lecture, visual/textbook, kinesthetic-tactile/ demonstration-hands on teaching and learning; and oral, written, and observational evaluation and assessment). Finally, assessment techniques are employed at the conclusion of the course (e.g., End-of-Semester Student Surveys, Completer follow-up contacts, and student performance data analyses). Although discussions regarding the relationship between teaching methodologies and student performance will occasionally take place in formal department meetings or informal administrator/teacher conversations, much can still be done to improve the quantity and quality of these discussions among all staff members.

Chapter III Standard 5 PAGE 78

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.

Notes

Criterion 5:

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? As previously discussed, WVOC annually engages in a systematic process of reviewing, evaluating, continuing/discontinuing, administering, and re-evaluating its courses, programs, and student learning outcomes based on analyses of institutional data, outside data, and formal and informal stakeholder input and feedback. As a result, WVOC has effectively continued making improvements to individual courses and programs as well as updates to its overall schedule of course offerings (as reflected in the changes in the number of new courses added over the past three years). Although such data is indeed available and regularly used for planning, it is more often accessed and referred to by the school’s Administrative Team rather than its constituents.

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? Again, WVOC actively engages in an annual, systematic process of reviewing, evaluating, continuing/discontinuing, administering, and re-evaluating its courses, programs, and student learning outcomes based on analyses of institutional data, outside data, and formal and informal input and feedback from stakeholders. As a result, great attention and effort is put forth into making

Chapter III Standard 5 PAGE 79

Notes

sure that the budgeting of WVOC’s resources is as closely aligned with its planning goals and objectives as possible (i.e., new offerings in emerging “green technology” fields like photovoltaic systems and hydroponic organic gardening; “industry-standard” upgrades and improvements to instructional equipment and technology in the classrooms, etc.). While this process may be driven primarily by the Administrative Team at the institution’s upper levels, other stakeholders can and do play a role in this process as well.

Evidence: School testing/counseling referral documents CDE 101 E2 follow-up report data for CTE Completers Job placements and employers Employment opportunity notices Number and percentage of Completers/Promoters for the major program categories Passing rates for programs requiring a licensure exam Number of high school diplomas, GED certificates, and CAHSEE-passing students End-of-Semester Student Survey results Student hours and attendance WIA/CASAS pre/post test results Course outlines and associated competencies Course syllabi, lesson plans, and progress charts Employment Advisory Board agendas and notes Business & Education Advisory agendas and notes Labor market trend analyses and forecasts Administrative and Management Teams’ meetings agendas and notes SkillsUSA participants and competition results Number/types of newly added courses Back-to-School Meeting presentations Schedule of Classes Schoolwide Student Learning Outcomes

Chapter III Standard 5 PAGE 80

Various stakeholders identify and establish appropriate and measurable competency levels and student learning outcomes for certificates, courses, and programs

Notes

Major Strengths:

Quality instruction meets the needs and learning styles of the students Use of data for evaluating, planning, and making changes or improvements to courses and programs

Growth Areas: Reestablishment of Trade Advisory-type meetings with local businesses and employers to better obtain input and feedback on competency levels and student learning outcomes that are more directly related to WVOC’s constituents in general, and its courses, programs, and certificates in particular Increased and enhanced department meetings focusing on issues pertaining to teaching and learning in the classroom Easier to understand and more widely distributed institutional data and feedback

Chapter III Standard 5 PAGE 81

Notes

Standard

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? WVOC is committed to supporting and being responsive to the needs of its diverse student population. To this end, WVOC provides a wide range of services to help students successfully pursue and achieve their educational goals. Students have access to counseling and registration services, offices for special populations, and various school communications. Additionally, as part of the school Management Team’s ongoing meetings, discussions are regularly held regarding WVOC’s support of student learning and the improvement and addition of programs and services. Current, new, and prospective students all have access to the school’s Counseling and Registration Office where they can meet with a counselor to discuss educational goals and program readiness, or obtain referrals to community agencies for assistance regarding personal issues. From July 2007 to June 2010, WVOC’s counselors had more than 4,300 appointments to assist students.

Chapter III Standard 6 PAGE 82

Notes

Academic and career counseling services are provided during normal school hours and are offered either by appointment or, if counselors are available, on a first-come/first-served walk-in basis. Among the specific services the counseling staff can provide are: Evaluation of transcripts for high school diploma Assessment of academic skills Review of related requirements

careers,

necessary

pathways,

and

educational

Recommended placement into programs and courses Additionally, orientations and/or pre-admittance testing for prospective students interested in such specialized programs as Cosmetology and Pharmacy Technician for example, are also provided. To support students from special populations, WVOC has offices on campus that include: Adults with Disabilities AWD works with adult students who have disabilities to ensure appropriate access to courses, facilities, and resources. Depending on the disability, this office also may provide adaptive technology for visually impaired students, sign-language interpreters for hearing impaired students, and other types of assistance to support student learning. During the last three years, over 1,500 students registered with this department have received assistance for nearly 5,000 classes at WVOC. Alternative Education and Work Center AEWC provides teens who have dropped out of high school or are more than one year behind in their credits, the means by which to earn a GED certificate or a high school diploma. As a result of this service, former and potential dropouts have earned over 400 GED certificates and/or high school diplomas in WVOC’s AEWC program over the last three years. Community-Based English Tutoring CBET provides special federal funding to support family education courses that inform and teach parents strategies and skills which in turn, are used to tutor their limited Englishproficient K-12 children. In an effort to maximize student achievement both among these adult parents and their K-12 children, WVOC has received and spent approximately $300,000 from 2007 through 2010, educating nearly 2,500 students through this program. Perkins CTE Improvement Act Perkins provides special federal funding to purchase equipment and other items that improve, enhance, and expand CTE programs and courses enrolled in by “Perkins-eligible” students (i.e., economically disadvantaged, single parents, displaced homemakers, disabled, and limited English-proficiency). Based on the number of WVOC Perkins-eligible students, over $250,000 has been received and spent during the last three years to improve, enhance, and expand the educational experience and outcomes for WVOC’s CTE students.

Chapter III Standard 6 PAGE 83

Notes

Trade Adjustment Assistance TAA helps retrain laid-off workers who have lost work as a result of their jobs being sent to other countries. The TAA office works with the Employment Development Department (EDD) to determine program offerings, services, and courses for eligible workers. Between 2007 and 2010, funds received and spent to retrain these WVOC students have totaled $250,000. Young Adults Office The YA Office works with high school counselors, parents, and concurrent high school students, ages 16 years and older, to place these students in academic and vocational courses needed for high school graduation. During the last three years, just under 400 of these courses were successfully completed by YA Office-registered concurrent 12th graders on track to graduate. In addition, over 3,000 high school students earned elective high school credits while taking CTE classes. WVOC also provides a variety of other student services on campus to meet the personal and career needs of its students. WVOC’s Early Education Center (EEC) serves both the students and community by providing fee-based, on-site childcare for two to five year-olds on a first-come, first-served basis. A campus bookstore and cafe are also available to serve students, as is a Learning Center. A new Career Resource Center has just opened to provide students with a wide range of self-management tools and resources to assist them in planning and achieving their personal career goals. WVOC’s affiliation with the testing centers listed in Chapter II enables its students to now complete required coursework and industry certification exams all at one facility. Every two weeks, the WVOC Bulletin is distributed to WVOC’s staff, read aloud in class for students, and then posted in the classroom. As a primary communication tool and a key source of information for all those on campus, this newsletter keeps staff and students abreast of current and future campus happenings and events, school policies and procedures, student services and achievements, and much more. As will be discussed in Criterion 2, WVOC’s Schedule of Classes is another primary communication tool and key source of information. Also providing information are the school’s website and semi-annual newsmagazine. In total, the student services provided at WVOC have been created with a single focus in mind—the support and achievement of student learning. Evidence from internal data sources (i.e., budgets, sign-in logs, attendance sheets, completion certificates, diplomas, suggestion/concern forms, etc.) show that these services are utilized and help keep students on a path of achievement and success. Additionally, identifying and measuring other ways in which these services could increase student outcomes is necessary for continuous improvement

Chapter III Standard 6 PAGE 84

The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following:

Notes

Criterion 2:

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

The newly redesigned WVOC catalog (Schedule of Classes) is a primary source of information for the school’s course and program offerings, student services, registration information, and important dates and contact numbers. A new Schedule of Classes is printed and distributed every semester (Fall, Spring, and Summer). For ease of use and maximum effectiveness, all course offerings are listed in alphabetical order by program-type, and include: Course description Prerequisites Completion requirements Any additional fees for required materials and/or books Course length Days/hours of course Room number Name of teacher Registration cost

Chapter III Standard 6 PAGE 85

Notes

Also included in the catalog: “How To Read Our Schedule” Table of Contents Semester calendar Start and end dates Registration and orientation dates Registration and admissions policies and information Fees and exemptions information Testing schedules Student services offered and hours of service Names of WVOC administrators WVOC’s address, phone and fax numbers, and website information WVOC’s Mission Statement and SSLOs Campus map While a great deal of information is provided in the Schedule of Classes, some information has been intentionally omitted in recent years as a budgetary, costsaving measure. Such information, which continues to be available on the school’s website, printed in the Student Orientation Handbook, or posted inside the classroom, includes: names of faculty; academic regulations, including academic honesty; student conduct policy; nondiscrimination and sexual harassment statements and Title IX Coordinators; and grievance and complaint procedures. All such information (including that contained in the Schedule of Classes), as well as other information, is located in the Counseling and Registration Office. Transfer credits, diploma requirements, articulation agreements, etc., can also be found in the Counseling and Registration Office, as well as the school’s main administrative office, where it is available for review by staff and students during normal school hours. WVOC does not have a financial aid department or a formal financial aid program. However, classes and programs are offered at a low and very reasonable price and tend to be much more affordable than comparable classes offered at local private vocational schools and community colleges. Additionally, discounts are available for seniors, those on public assistance, adults with verifiable disabilities, and students taking multiple classes in a given semester. AEWC and concurrent high school students may enroll in adult school classes free of charge. At various times throughout the year, there are also opportunities for students to apply or be recommended for WVOC-based scholarships and grants, as well as community, business, and non-profit organization-based scholarships and grants.

Chapter III Standard 6 PAGE 86

Notes

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? As previously stated, WVOC has recently redesigned its school catalog (Schedule of Classes) so that it is easy to use, readily accessible, and highly informational. The new design ensures that readers have all the necessary information required to make informed decisions about WVOC’s courses, programs, and services, while at the same time minimizing the likelihood of misunderstanding and confusion. In fact, to ensure that the most up-to-date information is being presented, the catalog is printed three times a year. Presented in both electronic and paper forms, the catalog is available to students, staff, and the community on the school’s website at www.wvoc.net and in school offices throughout the campus. It is also distributed to schools, libraries, and WorkSource Centers in the surrounding neighborhoods. Prior to being published each semester, a draft of the catalog is given to members of the Administrative Team, faculty, and classified staff, who each review it for clarity, accuracy, grammar, and spelling. Again, polices, procedures, and other relevant information not contained in the school catalog can be found on the school’s website, in the Student Orientation Handbook, or posted inside the classroom. All such information can also be found in the Counseling and Registration Office, as well as the school’s main administrative office, where it can be viewed by the public and staff during normal school hours. To ensure that WVOC-related suggestions, concerns, complaints, and grievances are received, read, and acted on in a timely and professional manner, WVOC has made a Suggestion/Concern Form available to staff, students, and the public in the school’s main administration office. Once returned to the office, all forms are routed to the Principal, who then communicates with the appropriate individual(s) to discuss the matter and determine a course of action. A record of all such matters (and their resolutions) is kept on file in the administration office. Unresolved issues are regularly reviewed by the Principal and the administrative team to ensure progress. When necessary, students and/or staff are contacted and kept informed of such progress. A monthly log of submitted Suggestion/ Concern Form-related activity is maintained in the administration office and is available for review by the Accreditation Visiting Team upon request.

Chapter III Standard 6 PAGE 87

Notes

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 online services and services at off-site locations evaluated? How well are these services meeting the needs of students? Regardless of whether a student plans on attending any of WVOC’s many classes on campus or its three classes at Canoga Park Elementary School, WVOC counselors and teachers work together and separately with students to identify and assist with their educational and personal needs. Evaluation of needs can occur anytime beginning at pre-registration all the way through to the end of a student’s tenure at WVOC. Students’ academic and educational needs are assessed through intake testing in the Testing Center, Learning Center, and Reading Lab, as well as through face-to-face discussions in the Counseling and Registration Office. Students who do not meet the prerequisites for enrollment in specific courses or programs are referred to preparation classes or other resources. WVOC’s counselors provide informal evaluations and recommendations to school services, local community colleges, other DACE schools, accredited schools, and community resources as they deem appropriate. Counselors use the current Los Angeles County Office of Education Resource Guide to make referrals to county and community agencies. Staff members may also refer students to appropriate school support services, school counselors, or outside agencies. Oftentimes, WVOC’s Shared Decision-Making Council also shares and discusses student support concerns, and ideas and strategies that address student needs. Due to barriers imposed by LAUSD and DACE, except for the information and electronic-links provided on WVOC’s website, no other online services are currently available for students.

Chapter III Standard 6 PAGE 88

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.

Notes

Criterion 5:

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? To assist those students in need of academic counseling or personal counseling referrals, WVOC has two trained counselors on staff with Pupil Personnel Services credentials, one of which is the Assistant Principal of Adult Counseling Services (APACS), who oversees the Counseling and Registration Office. These counselors attend LAUSD training workshops, participate in the counseling academy, and follow LAUSD counseling guidelines and publications, including the DACE Counseling Handbook, which was recently updated to streamline counseling services at DACE schools. Counselors meet regularly to discuss student support, graduation planning, transcript evaluation, and new policies and/or procedures. Year-end data and outcomes are used to adjust counseling services, as well as enhance support in classrooms. Teachers, administrators, and counselors review student success indicators such as number of graduates, program and course completers, GED tests passed, etc. Strategies are then developed to help increase these outcomes, which may also involve the implementation of new counseling and registration practices. One recent example is a point-ofservice “follow-up” survey designed to gather data about the impact WVOC’s counseling services have on enhancing student development and success.

Chapter III Standard 6 PAGE 89

Notes

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? All institutional policies governing the storage and maintenance of student records are aligned with LAUSD and DACE policies and procedures. Academic records of all graduates are kept on a permanent basis. Student records in paper form are stored in locked file cabinets, with the most recent records kept in the Counseling and Registration Office (for adult students) and in the AEWC Office (for AEWC students). Archived records are stored in the SIS Office and the Records Room based on the student’s year of attendance. Since 1996, electronic records are saved in SIS or other program databases as appropriate. Students may access their records by submitting a written request and presenting a valid form of identification. Parents may obtain the records of minors in accordance with the federal Family Educational Rights and Privacy Act (FERPA) regulations. WVOC makes every effort to maintain the privacy of its students’ records, while at the same time providing for ease of access upon proper request and identification.

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. 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?

Chapter III Standard 6 PAGE 90

Quantifying the effectiveness of student support services in terms of their contribution to student outcomes is challenging for all educational institutions. And while WVOC is fully supportive of its student population and provides many different programs and services to assist students in meeting their educational goals, except for the point-of-service “follow-up” survey, no formal assessments evaluating the effectiveness of any of the school’s student support services and

Notes

their positive impact on student learning outcomes are currently in place. Instead, student support services are informally assessed and reviewed by means of student feedback and other data (i.e., sign-in and attendance log, suggestion/ concern form, etc.) on an ongoing basis throughout the year, and shared with the school’s Administrative and Management Teams by means of discussions taking place during regularly scheduled meetings. In October 2009, WVOC administration implemented use of a Campus Concern Form (later modified to be a Suggestion/Concern Form). One intended use was to capture concerns related to support services for the purpose of improving the services identified. As a result, it was noted that teachers were not consistently and accurately using the Counseling Referral Form; therefore, the following efforts were employed to ensure due process for students: Review of Due Process Procedures at the Back-to-School Meeting Modification of the Student Orientation Handbook Regular reminders in the school newsletter The management team has determined that success will be measured by a reduction in the number of concerns in 2010-2011 as compared to 2009-2010. Another recent example of a practice put into place as a result of this overall process is the requirement that each teacher now submit a copy of their course syllabus (and any subsequent revisions) to the Principal. These syllabi will then be shared with the staff in the Counseling and Registration Office, where the information will ultimately be kept on file and provided to students desiring greater detail and clarity on classes for improved guidance and decision-making. Also, as previously stated, discussions regarding issues, concerns, or resources pertaining to student support services often take place during WVOC’s Shared Decision-Making Council and Management Team meetings. Although WVOC receives mostly positive feedback from students about the programs and services it provides, the degree to which these programs and services contribute to student achievement and positive outcomes, and the ways in which they might be improved as a result, are largely unknown. In order to address these issues, systematic, regular, and formal evaluation and analysis are needed.

Chapter III Standard 6 PAGE 91

Notes

Evidence: Student Orientation Handbook Graduation plans, credit evaluation forms, counseling handouts Suggestion/Concern Form and log Completion certificates, GED certificates, high school diplomas CASAS benchmarks, course-level advancements Job placements and employers CDE 101 E2 follow-up report data for CTE Completers WVOC Catalog/Schedule of Classes WVOC website Counseling appointment book and referral form Classroom posters of policies Vocational code of ethics (Cosmetology, Nursing, Pharmacy Tech) WVOC Bulletin Records policy and FERPA law List of support services and related usage, budget, and outcome data

Major Strengths: WVOC is committed to supporting and being responsive to the needs of its diverse student population by providing a wide range of programs, services, and resources to help them overcome barriers and successfully pursue and achieve their educational goals

Growth Areas: Currently, no means of systematic and regular evaluation exists for studying and measuring the relationship between WVOC’s student support services and student achievement and learning outcomes

Chapter III Standard 6 PAGE 92

Human Resources

Notes

Standard

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? WVOC assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services. All staff is qualified in this manner as prescribed by State, LAUSD, DACE, and/or school regulations, guidelines, policies, procedures, and practices. For example, each certificated staff holds a valid California credential that matches their assignment. Credential requirements such as education, training, and experience vary depending on the class/assignment. As presented in Chapter I, WVOC’s certificated staff, numbering 125 in all, is both well-educated (76% has a Master’s and/or a Bachelor’s Degree) and experienced (79% has worked in the field of education for 10 years or more). In addition, non-certificated staff must meet LAUSD’s minimum requirements in terms of education, training and experience in order to be hired by the District. Among WVOC’s 57 classified staff, 72% has a Bachelor’s Degree, an Associate’s Degree, and/or has completed vocational courses, and 57% has been employed at WVOC for five years or more. WVOC further assesses staff by engaging in a comprehensive hiring process described in Criterion 2.

Chapter III Standard 7 PAGE 93

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? WVOC’s policies, procedures, and practices related to human resources are dictated largely by State, LAUSD, and DACE guidelines and regulations. To ensure that its personnel are sufficiently qualified to guarantee the integrity of programs and services, WVOC engages in a comprehensive hiring process. For certificated staff (classroom teachers and Teacher Advisors), this process includes the following: 1. W VOC’s administrative team first identifies a vacancy and the specific needs of the position during regular Administrative Team meetings and informal discussions. 2. A job announcement is prepared using a WVOC template that clearly and specifically lists the required and preferred qualifications which meet both the school’s needs as well as the State/LAUSD/DACE requirements, such as credentials and completion of the Child Abuse Awareness Training. 3. T he announcement is posted on campus in the main office and on the DACE website to allow WVOC staff and outside teachers the opportunity to apply.

Chapter III Standard 7 PAGE 94

4. A ll applicants are carefully screened and evaluated through a rigorous selection process. Applicants’ educational background, prior teaching experience, expertise in the field, professional credential(s) and/or certification(s) held, references, etc., are all carefully evaluated and checked.

Notes

5. I nitial interview candidates are selected based on a rubric which considers the following: letter of interest, resume, education and training, and experience. Next, the supervising administrator contacts references of the selected interview candidates. 6. I nterviews are conducted by the supervising administrator and another administrator using a thorough and formal interview questionnaire. While one or more teachers have at times been included on the interview panel/ selection committee, this generally has occurred on a rare basis. As a result, administrators have recently begun discussions regarding the establishment of Department Chairs for every program. One of the roles of the Department Chairs would be to participate in the selection process of faculty within their particular program area. This would ensure that faculty is more involved in the hiring process. Hiring permanent classified support personnel such as Building & Grounds workers, Office Technicians, Accounting Technicians, etc., is dictated by LAUSD. As such, job-specific descriptions, qualifications, and hiring criteria and procedures are posted on LAUSD’s website. LAUSD then tests, screens, hires, and ultimately, ranks those individuals. When a position becomes available at a school site, the school must interview and select from LAUSD’s ranked list. WVOC’s administration engages in a formal interview process to ensure an appropriate match for the school and the individual. When hiring non-permanent personnel such as Teacher Assistants and Student Aides, the supervising administrator works with the applicable program supervisor to follow a similar process as the one used to hire classroom teachers and Teacher Advisors, to ensure that the best possible applicant is hired. Criteria, qualifications, and procedures for selection of faculty are clearly and publicly stated on the job posting announcement. Since WVOC only offers classes and services that are consistent with its mission and goals, all job descriptions are directly related to institutional mission and goals. In addition, the job posting describes duties and responsibilities. Both as part of the application review and during the interview itself, potential staff is evaluated in terms of his/her knowledge of the subject matter and/or service to be performed, teaching effectiveness, and potential to contribute to the mission and goals of the institution. In addition, potential applicants are asked to exhibit their teaching skills by preparing and demonstrating a lesson. Finally, all job posting announcements are sent to both DACE and to the teachers’ union (UTLA) as a safeguard to assure that hiring procedures are consistently applied. As evidence that this hiring process does in fact result in the hiring of highly qualified teachers at WVOC, 95% of WVOC students responding to the following statements from the most recent End-of-Semester Student Survey, felt that (“always” or “usually”): Their course lessons were well prepared, organized, and understandable Their course-related questions and concerns were addressed Overall, their course met their expectations and will help them achieve their goals.

Chapter III Standard 7 PAGE 95

Notes

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? All personnel are evaluated either formally utilizing LAUSD or WVOC developed forms, or informally by means of regular discussions. Tenured teachers and administrators are evaluated every three years utilizing LAUSD’s Stull evaluation procedures. This year-long process begins with the evaluated employee and the evaluator (administrative supervisor) setting goals using the LAUSD Initial Planning Sheet (IPS) for the academic year, which are aligned to the California Standards for the Teaching Profession (CSTP) or to the California Professional Standards for Educational Leaders (CPSEL). Observations are scheduled and conducted, and then discussed between the employee and the administrator. Final commendations and recommendations are issued by the evaluating administrator in May. Results are electronically sent to LAUSD Central Office personnel and become part of the employee’s permanent file. Non-tenured teachers are observed at least once annually by their supervising administrator, utilizing an observation form developed by WVOC staff to include specific criteria to ensure performance consistent with WVOC’s mission, goals, SSLOs, and commitment to student achievement and the following formal process: Administrator creates an observation calendar Teacher is informed in advance of date and time of visit and pre-observation request Teacher submits pre-observation documents Administrator conducts visit and documents on an observation form Administrator and teacher meet within two weeks to review and discuss the results of the observation Non-certificated personnel are evaluated annually in alignment with LAUSD’s calendar using the District’s evaluation forms. Criteria for this formal observation

Chapter III Standard 7 PAGE 96

Notes

are set up to measure the degree to which assigned employees are effectively performing their assigned tasks on a daily basis. Following the observation, a timely evaluation is returned to the employee (if necessary, with suggestions on work improvement) in order to maintain effective and efficient school operations/management. In addition, Building and Grounds workers receive a monthly inspection evaluation conducted by their (Plant Manager) supervisor. All evaluations, both formal and informal, are intended to help employees successfully progress down a path of continuous self-improvement and development. While WVOC meets all LAUSD and DACE minimum guidelines as they pertain to evaluation of personnel, self-study findings indicate that a more comprehensive evaluation plan could likely further improve student learning outcomes.

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. 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? Teachers are directly responsible for, and actively engaged in, providing instruction to students to facilitate student learning of the course outcomes (competencies) and SSLOs. They discuss how well students are learning and how to improve learning during formal department meetings, informal dialogue between colleagues, meetings with their supervisor after classroom observations, etc.

Chapter III Standard 7 PAGE 97

Notes

Teachers have indicated (and have been observed) using a variety of methods to measure student learning, including: written and oral quizzes, tests, and activities; demonstrations and performances; and observations and discussions; all of which in turn, get documented on progress charts. In addition to the methods above, teachers have indicated using the responses from the End-of-Semester Student Survey to modify their teaching methodologies and improve student learning by planning more time for hands-on practice, utilizing more visual aids and handouts, incorporating more opportunities to work in small groups and/ or teams, etc. Teachers have also engaged in improving student learning by providing valuable, detailed input to DACE’s Instructional Unit regarding proposed changes to the content and sequencing of courses. At the administrative level, WVOC reviews the following schoolwide and individual teacher/class data when determining effectiveness and plans for improvement: Enrollment and attendance Completers and Leavers Progress charts Observation form notes Job placements and third-party certifications (if applicable) Suggestions/concerns from students and staff End-of-Semester Student Survey response summaries While the data that has recently been reviewed by, and the assistance and guidance that have recently been provided to teachers seems to have begun yielding meaningful results, a comprehensive plan for evaluating effectiveness, nevertheless, still appears to be lacking. As a result, WVOC’s administration will be collaborating with staff to modify the evaluation process for the 2011-2012 school year.

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? WVOC upholds LAUSD’s written code of professional ethics for all of its personnel. All LAUSD documents relative to professional ethics can be found on its ethics website at www.lausd.net/ethics. Among the documents on this site are: Employee Code of Ethics Employee Code of Conduct with Students

Chapter III Standard 7 PAGE 98

Board Resolutions regarding Respect; Employee Attendance Policy

Notes

The expectations and standards presented in these documents are discussed and distributed to all WVOC employees at the annual Back-to-School Meeting in September. Additionally, a binder containing applicable policies is kept in the administration office for review by staff at any time. The school newsletter periodically also presents sections that focus on ethical behavior. Finally, posters that promote integrity are displayed in the main office where all staff sign-in/out every day.

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? Several factors go into determining appropriate and sufficient staffing levels for WVOC. These include: budgets, course offerings, support services, facilities, and LAUSD norms [which are based on enrollment and average daily attendance (ADA)]. In determining its appropriate and sufficient levels, WVOC’s administrative team: Reviews its budgets which come in the form of both teacher hours and money (DACE allocates budgets based on anticipated State revenues and the previous year’s ADA.) Prioritizes courses, schedules, and support based on evaluation of current offerings and their outcomes, student enrollment, student survey results, employment trends, and community need Reviews its budgets again to determine the school’s ability to offer the prioritized classes and support services Assesses classroom and office space usage While all of WVOC’s staff is appropriately prepared and experienced to support the institution’s mission and goals, the school is not currently sufficiently staffed in terms of number due to substantial budget cuts stemming from the recent fiscal crisis. As a result of the reduced number of personnel, WVOC has restructured the organization of administrative supervision and support staff. Overall, the school’s personnel work effectively to support its programs and services. This is also reflected by the predominantly positive survey responses from staff and students. However, reductions in the budget have adversely impacted WVOC’s ability to provide additional classes and services.

Chapter III Standard 7 PAGE 99

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? WVOC implements and enforces personnel policies that have been determined by LAUSD in collaboration with the various unions to ensure that all policies and procedures are consistent and equitable. These policies are available for review on the LAUSD website and the website for each of the bargaining units. Included in these policies are the hiring processes developed by WVOC (as described in Criterion 2). In addition, WVOC is in the process of revising the Faculty and Classified Handbooks which will be provided not only to new staff members but existing members as well. A binder containing forms and directions related to school policies and procedures also can be found in the Principal’s office. This binder is accessible to all. In terms of employee personnel records, confidential records kept at the school site are maintained by the School Administrative Assistant in a locked cabinet. Staff can access their records by contacting the SAA; copies can be provided at their request. LAUSD’s “work” number gives employees and their verifier confidential access to employment information twenty-four hours a day, seven days a week. This service is used for loan applications, apartment leases, credit card applications, etc.

Chapter III Standard 7 PAGE 100

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

Criterion 8:

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? Not only is professional development a key component in LAUSD’s overall philosophy regarding the importance of employee growth and development, so too is it a key component in the philosophy held by the overwhelming majority of WVOC’s staff. As stated in Chapter I, staying current in their field of expertise through ongoing professional development and continuing education are things that WVOC’s staff considers to be essential to the continued success of both their own longevity and that of the school as a whole. Through announcements in the WVOC Bulletin and/or on the sign-in counter, the school administration regularly provides information and encourages all staff to participate in a wide variety of professional development opportunities provided by various entities. Information regarding LAUSD-provided professional development opportunities is available on the LAUSD website. In addition, DACE provides professional development opportunities for staff in the form of conferences, regular supervisor meetings/ trainings, and association and organizations meetings. Staff is also informed of opportunities provided by outside agencies such as CALPRO (California Adult Literacy Professional Development Project), CCAE (California Council for Adult Education), CATESOL (California Association of Teachers of English as a Second Language), Women Educators, CAROCP, and other industry organizations. As an example, many teachers take advantage of the presentations at the annual DACE Fall and Spring Conferences to update their teaching skills in Distance Learning, ESL, Academics, CTE, ABE, and other educational arenas. Similarly, at the monthly Plant Managers’ meetings, Plant Managers receive valuable information and training which they are required to share with their Building and Grounds crew.

Chapter III Standard 7 PAGE 101

Notes

Regular formal and informal observations of WVOC personnel help in identifying the teaching and learning needs of all employees. Checked items and written comments on staff evaluation forms identify specific areas that are needed for self-improvement. In addition, informal dialogues between the staff and the administration provide insight into areas of concern regarding teaching and learning. All employees are also surveyed annually regarding areas of interest for on-site, noon-time “Lunchbox Lecture” professional development programs. While continued self-improvement through professional development activities is encouraged and supported at WVOC, follow-up to ensure evaluation of these activities in terms of their ultimate impact on teaching and learning, does not presently take place on a formal or systematic basis.

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.

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? Human resource planning at WVOC is integrated with institutional planning during discussions at weekly Administrative Team meetings and at monthly Management Team meetings as described in Criterion 6. WVOC systematically assesses the effective use of human resources by reviewing data that include: Enrollment vs. attendance reports Potential small class reports Program outcomes (HSD, GED, completion certificates, certifications, etc.) Budgets Out of class percentages (Advisors and support staff) Contract requirements (Small classes, support staff, etc.) Labor market trends Suggestions

Chapter III Standard 7 PAGE 102

Human resource decisions emanate from institutional needs and plans for improvement

Notes

Utilizing the RED-I2 process, WVOC ensures that:

Human resource decisions are based on the results of evaluation of program and service needs Human resource needs in program and service areas are met effectively Results are used as the basis for improvement

Evidence: Commission on Teacher Credentialing website – Credential Requirements AE & CTE CAAT certificate log LAUSD webpage for Human Resources Policies and Forms Evaluation of Certificated Management Personnel Initial Planning Sheet Evaluation of Certificated Management Personnel Observation/Conference Sheet Evaluation of Instructional Personnel Initial Planning Sheet WVOC Teacher Observation Form LAUSD Personnel Commission 702 Performance Evaluation for Probationary and Permanent Classified Employees Final Performance Evaluation for Probationary Classified Employees LAUSD – UTLA Bargaining Agreement Article X – Evaluation and Discipline LAUSD Policy Bulletin- 4649.0 Application Rubric Application Evaluation Form WVOC Teacher/Advisor Interview Form WVOC Certificated Posting Template WVOC Hiring Process Flowchart Administrative meeting agendas and notes WVOC Schedule of Classes WVOC Notice of Assignment Changes 1145 & “Greenie” forms WVOC teacher hours allocation Teacher Effectiveness reports

Chapter III Standard 7 PAGE 103

Notes

Small Class reports Teacher Hours Usage reports Observation calendars Job descriptions (Classified B&G, Office Technician, etc.) Suggestion/Concern Form monthly summaries B&G Monthly Inspections reports Bulletins showing professional development opportunities Lunchbox Lecture lists and sign-in sheets Application Packet (letter of intent, resume, CAAT, credential) Staff survey (professional development, education, experience, organization) End-of-Semester Student Survey Back-to-School Meeting Packet Annual written formal evaluation Documentation of faculty participation in professional development activities Faculty Handbook Mentor Program binder

Major Strengths: As part of a large school district, WVOC’s staff has access to a plethora of professional development opportunities, job opportunities, information regarding policies and procedures, and templates and guidelines for evaluation

Growth Areas: Although WVOC meets all LAUSD and DACE minimum guidelines as they pertain to evaluation of personnel, the self-study findings indicate that the school lacks an authentic formal process to evaluate effectiveness and utilize the results to further improve outcomes for students. Although WVOC meets all LAUSD and DACE minimum guidelines as they pertain to the hiring of personnel, the self-study findings indicate that the school lacks input from staff, other than that of administrators, in the selection process. While continued self-improvement through professional development activities is encouraged and supported at WVOC, follow-up to ensure evaluation of these activities in terms of their ultimate impact on teaching and learning, does not presently take place on a formal or systematic basis.

Chapter III Standard 7 PAGE 104

Learning Resources

Notes

Standard 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? Information about student learning needs, including such things as technology, instructional materials, and other areas and items critical to student learning is provided to the Administrative Team by faculty, Learning Center staff, a Media and Materials Assistant, an Information Technology Technician, the Technology Committee, students, and others. While WVOC does not have a traditional, centralized library, teachers do provide subject-specific reference and support materials to their students in their classrooms. In addition, all classrooms have internet access to facilitate virtual library support. As a result, faculty and staff work together with the Administrative Team in an ongoing effort (both formally and informally) to regularly review and evaluate the effectiveness of the school’s “library collection”/physical and virtual reference and support materials in terms of its quality, depth, and variety, as well as its technology in terms of it meeting the range of students’ needs; and when/where necessary, effectively taking action to make the identified enhancements and improvements.

Chapter III Standard 8 PAGE 105

Notes

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? Be it from teachers in the classroom or support personnel in other locations throughout the campus, all students have access to, and receive instruction in, information retrieval in order to integrate and apply coursework learning; conduct different types of research; participate in job search activities; and ultimately, identify resources and technology that support their goals to enter the workforce or continue their education. Students are taught and assessed these competencies and SSLOs by means of demonstrations, lessons, exercises, quizzes, exams, etc. As previously stated, while WVOC does not have a traditional, centralized library, teachers do provide subject-specific, physical and virtual/electronic reference and support materials to their students in their classrooms. WVOC’s faculty and staff work together with the administrative team in an ongoing effort to assess the effectiveness of the institution’s “library collection”/ physical and virtual reference and support materials, as well as its technology; and when/ where necessary, effectively take action to make the identified enhancements and improvements.

Chapter III Standard 8 PAGE 106

WVOC procedures binder

Notes

Evidence: Schoolwide master planning calendar Schoolwide equipment inventory report Schoolwide room utilization chart Technology plan ESL Computer Lab Classroom internet connections Classroom and “on-loan” available audio-visual equipment Classroom sets of textbooks Request forms for equipment, materials and supplies, photocopying, technology assistance, textbooks, and general suggestions/concerns Instructional Materials Account allocation Schedule of Learning Center and Career Resource Center hours Department meeting agendas and notes Schoolwide Student Learning Outcomes

Major Strengths: Information about resources pertaining to student learning needs is provided to the administrative team by faculty, Learning Center staff, a Media and Materials Assistant, an Information Technology Technician, the Technology Committee, students, and others WVOC’s administration, faculty, and staff all working together in an ongoing effort to assess the effectiveness of the institution’s “library collection”/ physical and virtual reference and support materials, as well as its technology; and when/where necessary, effectively taking action to make identified enhancements and improvements

Growth Areas: The quantity and quality of formal meetings focusing on issues pertaining to learning resources for and in the classroom should be increased and enhanced Current methods for teaching and assessing information retrieval competencies to students in the classroom should be quantified and shared with teachers throughout the campus by means of formal communications (e.g., schoolwide meetings or in-service trainings; notices in successive school newsletters; and/or memos) to better ensure optimal student development in this area

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Notes

Standard

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 sufficient revenues to support educational improvements? 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?

Chapter III Standard 9 PAGE 108

WVOC’s mission “…to providing a quality educational environment responsive to the needs of our diverse student population that prepares them for gainful employment and/or continuing education,” is the foundation for all institutional planning which is integrated with financial planning. Due to the state’s budget crisis, WVOC’s total budget has decreased by 25% since 2007-2008, while its

WVOC Schoolwide Budget

2007-2008

2008-2009

Total Operating Budget

$12,215,250 $11,361,651 $10,077,722 $9,127,504

Teacher Hours Allocation Budget

$7,811,833

$8,554,223

2009-2010 $5,967,668

Notes

teacher hours allocation budget has decreased by 30% during the same period. It should be noted that personnel costs represent just over 90% of the total budget. 2010-2011 $5,967,668

Source: LAUSD Financial Reporting Database, 2007- 2010.

Despite the reduction in the budget, WVOC still has sufficient revenue to support educational improvements such as the opening of new classes that are in demand (e.g., Photovoltaics, ESL Conversation, etc.). One reason for this is that LAUSD and DACE have begun to more rigorously enforce contract language, resulting in closures of classes that do not meet the minimum attendance requirements. The other reason is that specially funded programs such as Perkins, WIA, and agency grants (i.e., Trade Adjustment Assistance and Youth Policy Institute) are not subject to LAUSD spending flexibility. These savings have allowed WVOC to open new classes that meet the demand of the community and the labor market. Prior to this year, WVOC had not had to establish priorities among competing needs because of the sufficient resources these types of funds provided to purchase most items requested by teachers. Underscoring this point (as stated in Standard III) is the fact that over 90% of WVOC’s teachers in the June 2010 Certificated Staff Survey responded positively to statements beginning with, “WVOC provides sufficient resources for….” In addition to reviewing the school’s mission while engaging in financial planning, WVOC also considers the priorities of LAUSD and DACE. As a result, for the 2010-2011 budget cycle, one of the school’s goals is to increase the number of CTE completers by a minimum of 10%, and to create a formal process for documenting third-party certifications. Given the current economic climate, WVOC can not predict future funding beyond June 2011; therefore, the short-term plan for this budget cycle is to utilize all funds to maximize student learning outcomes since monies left at the end of June will likely be reclaimed by LAUSD. WVOC’s financial planning process relies primarily on institutional plans for content and timelines. As presented in Chapter I, the school’s student outcomes are evidence that past fiscal expenditures have supported achievement of institutional plans. Finally, DACE is kept informed about WVOC’s fiscal planning and its link to institutional planning through its receipt and review of all school documents submitted for budgets, including: Budget Planning Worksheets (BPW), Budget Adjustment Requests (BAR), “greenies,” contracts, CTE Plans, etc. Additionally, DACE accesses and monitors the “Dashboard” performancemanagement database which shows how a school is doing in real time relative to teacher hours used, class sizes, attendance, etc.

Chapter III Standard 9 PAGE 109

Notes

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 short-term 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? During initial financial planning at Administrative Team meetings in March, WVOC’s Principal provides each administrator with a copy of the allocation documents, a spreadsheet of all current year teacher assignments, etc., though not necessarily a list of all anticipated fiscal commitments such as ongoing copier, caterer, and cleaning service contracts. In the course of the self-study process, the Team discovered that until last year, the long-term fiscal planning priority for the school was to open more classes to produce ADA, regardless of the cost effectiveness of these classes. Now however, guided by, and more in sync with its mission to “prepare [students] for gainful employment and/or continuing education,” WVOC’s funding priorities are first and foremost, existing classes that do just that and which meet the minimum attendance requirements, as well as new classes that are in demand and related to fields with positive projected employment. WVOC’s Administrative Team also reviews documents provided by DACE indicating DACE’s priorities. Although costs such as health benefits, worker’s compensation, etc., are all calculated into WVOC’s budget planning worksheets to ensure inclusion in the school’s fiscal planning, finances such as long-term liabilities and obligations, including debt, insurance costs, building maintenance costs, etc., are managed by LAUSD and/or DACE.

Chapter III Standard 9 PAGE 110

Processes and forms for financial planning are provided to the administrative teams at budget planning workshops conducted by the Adult Fiscal Services Unit (AFSU) and at Principal’s meetings. They are also available on the LAUSD and DACE websites. All forms are submitted to AFSU where they are reviewed, signed-off, and inputted into the Integrated Financial System (IFS), and then forwarded to the Adult Personnel Services Unit (APSU) where they are also

Notes

reviewed, signed-off, and inputted into Budget Tools for Schools (BTS). While the process is recorded in both IFS and BTS, the details are not widely known among WVOC’s staff. Staff members get a very basic overview of the process and the budget at the annual Back-to-School Meeting in September. Also, some budget items are discussed with the Shared Decision-Making Council during regular monthly meetings. To improve understanding of the budget process and for the purpose of transparency, WVOC’s Principal has invited staff to meet with her anytime during the school’s normal hours of operation to learn more about the details of the budget.

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? Since WVOC receives its budget in March for the school year beginning in July, the Administrative Team is able to plan and make changes throughout the year to ensure that the school reaches its goals for student learning. WVOC’s quarterly audit statements, Review of Student Body Quarterly Financial Reports, indicate that the school is in full compliance and integrity. On occasion, however, issues can still arise. In these instances, WVOC provides immediate response to correct any audit exceptions. An example of such an instance took place in 2009 when the school received notice questioning the appropriateness of a WIA purchase. WVOC’s Principal proceeded to inform the school’s Financial Manager who then provided clarification and submitted it within two days to successfully resolve the issue.

Chapter III Standard 9 PAGE 111

Notes

As with long-term liabilities and obligations, stated in Criterion 2, LAUSD and/or DACE manages reserves required for emergencies. In fact, DACE’s reserves were such that schools would have been able to withstand the additional significant cuts to the 2010-2011 school year budget, had the district not taken back $42.9 million last November that DACE was hoping to set aside for the 2011-2012 school year. As was previously discussed in this report, WVOC receives its funding allocation from DACE based on funds received by LAUSD from the state, as well as from special funds from federal programs such as WIA, CBET, Perkins, etc. Since funds are actually made available once an allocation letter is received, cash flow problems are not an issue for the school. As for insurance, being that WVOC is an LAUSD entity, all of its insurance needs are covered by LAUSD.

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 procedures for reviewing fiscal management are dictated by Federal, State, and LAUSD regulations and practices and are regularly implemented. All procedures and forms are available on the LAUSD website. In addition, LAUSD provides and sometimes mandates training for both the Financial Managers and Principals to ensure compliance with regulations. LAUSD provides schools with access to a District credit card that is connected to the school’s funding sources to facilitate purchases. Both the Financial Manager and the Principal are required to complete periodic online training in order to be able to continue using this Procurement Card (P-Card). In addition, purchases made with the P-Card must be logged-in and described in detail by the Financial Manager, and then approved by the Principal for each month. LAUSD sends emails informing the Principal when items are either ready for approval or have not been entered in a timely manner. This is just one example of oversight of finances. In addition, the Financial Manager must submit quarterly reports to the Coordinating Financial Manager (CFM) for LAUSD, regarding all student body accounts. The CFM conducts routine audits and submits the reports to the Principal. WVOC’s last report in June 2010, indicated that the school was doing “great.” Because the school participates in federal and state programs such as WIA, Perkins, and CBET,

Chapter III Standard 9 PAGE 112

Notes

all WVOC staff working with, and paid by these programs must submit a Monthly Multi-Funded Time Report describing and accounting for the daily activities they perform throughout each month. As a result, WVOC is automatically audited every year in one of these programs, and must submit documentation verifying that it is in full compliance. During the last six years, WVOC has submitted all requested documentation regarding both payroll records and expenditures and has been found to be in compliance.

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? While WVOC itself does not hire an external audit agency to provide feedback on its processes, LAUSD’s Office of the Inspector General and/or independent audit firms are utilized to conduct audits and reviews on behalf of the District, and to identify opportunities for improving efficiency and effectiveness. In June 2006, KPMG LLP was hired to perform a compliance audit for fiscal year 20052006. WVOC provided all requested documentation and the findings indicated the school was in compliance. WVOC, in reviewing the effectiveness of its past fiscal planning as a part of planning for current and fiscal needs, analyzes and discusses the following data at regular Administrative Team meetings: Weekly potential small class reports Teacher hours balance Monthly substitute usage Monthly ADA report Teacher effectiveness report LAUSD Financial Reporting Database End-of-Year Balances

Chapter III Standard 9 PAGE 113

Notes

Criterion 6:

The institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement. 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? WVOC assesses its use of financial resources by reviewing, analyzing, and discussing data sources listed in Criterion 5. This however, is limited to financial resources related to, or converted from, teacher hours. WVOC ensures that it assesses its use of financial resources systematically by reviewing at least some of the described data at each Administrative Team meeting. Through the use of monthly and year-end reports supplied by AFSU, WVOC has been able to determine that it is effectively utilizing its financial resources related to teacher hours. In 2008-2009, WVOC was ranked 26th among 35 schools in effectiveness based on the AFSU reports. In 2009-2010, WVOC moved all the way up to second and third in teacher hours usage and effectiveness, respectively. The Administrative Team used the results of these evaluations as the basis for continued improvement in the effectiveness and efficiency not only of the school’s financial management system, but also its four major educational program areas.

Evidence: WVOC budget binders with allocation letters DACE Budget Manuals Budget planning documents (BPW, BAR, greenies, contracts, RPA) Assignment spreadsheets Weekly Potential Small Class reports Teacher hours balance Monthly substitute usage Monthly ADA and Teacher Effectiveness reports LAUSD Financial Reporting Database end-of-year balances Student Body Quarterly Financial reports

Chapter III Standard 9 PAGE 114

Audit requests LAUSD financial management website policies and procedures, and support documents (IFS, BTS, FRDB, Procurement Services Group, Accounts Payable)

Notes

DACE Specially Funded Guidelines (CBET, Perkins, WIA)

Request for Purchase Order form Request for Check form Donation letters Youth Policy Institute contract

Major Strengths: WVOC relies on its mission and goals as the foundation for its financial planning Financial planning is integrated with, and supports all of WVOC’s institutional planning Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements The financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision-making WVOC practices effective oversight of all its finances and regularly evaluates its financial management processes, using the results of the evaluation to improve financial management systems

Growth Areas: While WVOC complies with all regulations as they relate to use of financial resources and effectively utilizes them to achieve its stated mission, it is a process that should be better understood by, and involve more stakeholders As indicated in Criterion 6, WVOC currently only assesses its use of financial resources as they relate to teacher hours. Considering the outlook of the next budget cycle, WVOC must begin to assess the use of other financial resources so that it can prioritize such things as instructional materials, supplies, equipment, marketing materials, etc.

Chapter III Standard 9 PAGE 115

Notes

Standard

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 offcampus sites safe and sufficient? All school site procedures involving physical resources are aligned with LAUSD and DACE policies and procedures. WVOC utilizes a multi-faceted approach in providing for safe and sufficient physical resources to support student learning and assure the integrity and quality of its programs and services. Mandated reports and plans which support safe campuses (e.g., Safe School Plan, Injury Illness Prevention Program, and Chemical Safety) are prepared and submitted to LAUSD annually. As the foundation for this process, WVOC adapts these plans annually to conform to its physical campus, programs and courses, and staff and students to ensure maximum integration and effectiveness. Despite this effort, self-study findings indicate that some issues relative to emergency preparedness still have not been addressed (i.e., conflicting information given prior to and during drills, frequency and time of day of drills, and restocking of emergency supplies). WVOC determines the safety and sufficiency of its physical resources and continues to make improvements by utilizing an ongoing evaluative process which includes:

Chapter III Standard 10 PAGE 116

Walk-through inspections performed by both WVOC personnel and personnel from LAUSD’s Office of Environmental Health and Safety (OEHS)

Emergency preparedness practice drills that involve all WVOC staff and students

Notes

Safe School Planning Committee meetings

Input and feedback from students and staff provided on Suggestion/Concern forms “Trouble calls” from WVOC’s Plant Manager to LAUSD’s Maintenance and Operations (M&O) office to address urgent safety concerns (These calls are prioritized by M&O and are responded to within 48 hours, depending on the level of urgency.) Ongoing review and monitoring of course requirements, equipment and inventory, and facilities/classroom usage When it comes to scheduling classes and ensuring safe standards, WVOC has the benefit of a large, dedicated campus with numerous buildings and classrooms. In addition, WVOC currently offers three classes to parents (ESL, CommunityBased English Tutoring, and Computers) at Canoga Park Elementary School. Since this site is an LAUSD-owned property, it too is subject to and compliant with the same standards that WVOC uses.

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.

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? WVOC’s Administrative and Management Teams are engaged in ongoing planning and evaluation of its facilities and equipment. Input is also obtained from instructional and non-instructional staff, the Technology Committee, members of the Shared Decision-Making Council, and students. Using input from the schoolwide community, along with the LAUSD reports mentioned in Criterion 1 and record-keeping systems such as the Equipment Inventory Status Report, etc., WVOC is able to ensure that program and service needs are effectively being considered when making decisions about physical resources and/or the replacement and maintenance of these resources.

Chapter III Standard 10 PAGE 117

Notes

By systematically reviewing and evaluating the effectiveness of its decisions, WVOC is able to ensure that its facilities and equipment are maintained and meet the needs of its programs and services to the greatest extent possible. Data and processes used in this ongoing, systematic review include: Analyses of enrollment/attendance data Course completion rates, industry certifications Job placement and continuing education data Student and staff surveys Department planning meetings Facility and room usage charts Annual schoolwide inventory Formal/informal dialogues with staff and students Business & Education Advisory, and Employment Advisory Board agendas and notes

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. 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? 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.

Chapter III Standard 10 PAGE 118

Benefiting from being the sole tenant and managing entity of the property at which it operates, WVOC is able to assure that the campus facility is accessible, safe, secure, and healthful for all students and staff. Examples of how this is achieved range from continually monitoring and making sure that the school’s physical resources are constructed and maintained in accordance with all relevant laws, regulations, rules, and guidelines; to having at least two LAUSD School Police Safety or Special Security Officers patrolling the campus throughout the day and evening while school is in session; to providing ample free parking on campus in proximity to all buildings and classrooms. While recent survey results show that nearly all of WVOC’s students and staff (95.7% of students, 94.7% of certificated staff, and 90.8% of classified staff) positively agree (“strongly” or “somewhat”) that “WVOC is a school that is clean, safe, and conducive to student learning,” self-study findings and Suggestion/Concern forms indicate that maintenance of some parts of the campus still lack attention and action, and therefore, need to be addressed.

Notes

Again, as a result of WVOC using an LAUSD-owned property for its three offcampus classes, the property is subject to and compliant with the same standards that WVOC uses.

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? As previously stated, WVOC assures the feasibility and effectiveness of physical resources in supporting its institutional programs and services by planning and evaluating its facilities and equipment on an ongoing basis, taking the utilization of these resources, other relevant data, and input from staff and students into account. (See Criteria 1 and 2 for the list of processes used.) Given these processes, plans for physical resources are able to be modified and repurposed, and equipment re-directed, increased, or decreased as needed. One recent example of this was the relocation of the Photovoltaic classes from Room 209 to Room 47. As a result of this move, not only was a large classroom area that was once used for a now outdated, former Print Shop class facility repurposed and modified into a modern solar panel assembly and installation class facility, it also allowed the Photovoltaic classes to be held directly adjacent to the school’s other related Construction Trades classes. In terms of capital plans, such projects are most often dictated by institutional planning, curriculum requirements, and safety considerations. Regardless of the project’s nature, capital plan requests are first submitted to, and reviewed by DACE. Once approved, the requests are forwarded to and carried out by LAUSD-assigned personnel. Recent examples of projects requested and installed through this process include: Air conditioning units and new flooring in most of the bungalow classrooms Shade structures over the stage area in the campus park and over the eating area adjacent to the campus café Electric door access to the administration building for the disabled

Chapter III Standard 10 PAGE 119

Notes

Requests for capital plans related to work orders involving issues of safety (i.e., the resurfacing of an uneven and cracked walkway area, deteriorated classroom flooring, a roof that continues to leak, etc.), are forwarded on to the Local Area 1 M&O Division as a work order. M&O then prioritizes, schedules, and performs the repairs. While WVOC follows LAUSD processes for reporting issues relating to safety, cuts in LAUSD’s budget have seriously impacted the timeline in which M&O addresses and resolves these issues.

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? To ensure that facilities decisions emanate from, and are integrated with institutional needs and plans for improvement, all physical resources decisions are evaluated by WVOC based on those needs and plans. As a result, proposed equipment purchases for programs and classes are first evaluated (and prioritized when necessary) based on information pertaining to the: Learning needs of the students Demand for the program/class Needs of the teacher Age and condition of the existing equipment Degree to which the proposed equipment is aligned with current industry standards and practices Analyses of state and local labor market data related to the program/class, including job/career demand and growth projections, and current and future wages and benefits figures

Chapter III Standard 10 PAGE 120

After assessment, proposed equipment purchases are then either made and paid for outright by WVOC or, in the case of equipment to be paid for with Perkins funds, submitted to DACE for review and approval prior to purchase. By means of engaging in this process prior to making decisions regarding its physical resources, and then engaging in a systematic process of reviewing

Notes

and evaluating the effectiveness of those decisions afterwards (via analyses of course attendance and completion rates; industry certification and job placement data; student and staff surveys, etc.), WVOC is able to ensure that its physical resources decisions are aligned and integrated with, and meeting the needs of, its students and the school as a whole.

Evidence: Mandated safety reports (Safe School, Injury Illness Prevention, Chemical Safety) Safety inspection reports Equipment Inventory Status report Facilities/Classroom Utilization report Building and Grounds Inspection sheet Building and Grounds Allocations Alterations and Improvements Requests Safe School Planning Committee plan, agendas, and notes Lease agreement and insurance policies for the facility Suggestion/Concern Form and Plant Manager Assistance Form Trouble Call log and Work Order sheet Technology plan Student Orientation Handbook WVOC 2010 Student and Certificated & Classified Staff Surveys WVOC Bulletin

Major Strengths: Adaptation of LAUSD-mandated plans to conform to WVOC’s physical campus, programs and courses, and staff and students; thereby ensuring maximum integration and effectiveness in providing for safe and sufficient physical resources that support student learning Use of various personnel and informational resources for ongoing planning, review, and evaluation of WVOC’s facilities and equipment to ensure that student, program, and service needs are effectively considered, and are aligned and integrated with decisions about physical resources Assuring that WVOC’s campus facility is accessible, safe, secure, and healthful for students and staff Having security personnel patrolling the campus throughout the day and evening while school is in session

Chapter III Standard 10 PAGE 121

Notes

Growth Areas: Self-study findings indicate that some issues relative to emergency preparedness still have not been addressed (i.e., conflicting information given prior to and during drills, frequency and time of day of drills, restocking of emergency supplies, etc.) Self-study findings indicate that maintenance of some parts of the campus lack attention and action

Chapter III Standard 10 PAGE 122

chapter

Four Action Plan

Notes

Chapter IV: Action Plan

Recognizing the ongoing value of a well-constructed Action Plan, WVOC took an innovative approach to the Plan’s development by creating new tools and exercises designed to include and engage all stakeholders and enhance their understanding of the process. Initially, special worksheets were developed for use in evaluating each Standard’s criteria. The worksheets rephrased the criteria sub-questions as statements to increase clarity for the readers and to better elicit comprehensive, schoolwide input for each of the Standards and their respective Major Strengths and Areas for Growth. During the Steering Committee’s review of the Areas for Growth, rather than engage in the traditional exercise of selecting three or four to address in the Plan, the Committee reviewed all of the Areas for Growth in light of their relationship to one another. The result of this was the development of four comprehensive categories which would enfold and address all of the items: 1) Data Driven Decision-Making, 2) Communication, 3) Institutionalization of Processes, and 4) Involvement of Stakeholders. Building on the groundwork laid by the Steering Committee, the Leadership Team then studied the Areas for Growth within these four categories. In a very informative, data-driven exercise, each member indicated by a show of hands which category would best address each item. The “aha moment” came when the Team began to realize that there was tremendous overlap and that all of the items fit into at least one of the four comprehensive categories. Later, these four categories were pared down to three, as it became evident that Involvement of Stakeholders was already an integral part of each of the other three categories. These realizations further reinforced the belief that WVOC was on the right track with its Action Plan process, and that by identifying these comprehensive categories, much more extensive improvements could be achieved in the Plan. This contemplative and methodical approach should have far-reaching, positive consequences throughout the campus, resulting in broad-based improvements.

Chapter IV PAGE 123

Notes

Steps in the Development of WVOC’s Action Plan Step 1: S teering Committee developed initial worksheets for each Standard to enhance evaluation and facilitate collection of self-study data and input from all stakeholders Step 2: U tilizing these specially developed worksheets, Program Group and Institution Group members responded to individual criteria statements for each Standard, identifying initial Areas for Growth Step 3: S teering Committee reviewed and counted frequency of responses for initial Areas for Growth Step 4: Writers summarized input and wrote narrative drafts for each of the Standards, including Areas for Growth Step 5: D rafts were reviewed by stakeholders during Program Group meetings resulting in validation/modification of each of the Standards and their accompanying Areas for Growth Step 6: S teering Committee created a summarized list of Areas for Growth from which four common categories were identified: 1) Data Driven DecisionMaking, 2) Communication, 3) Institutionalization of Processes, and 4) Involvement of Stakeholders Step 7: L eadership Team reviewed the Areas for Growth and determined which Areas fell into the four common identified and interrelated categories Step 8: L eadership Team then determined that Involvement of Stakeholders could be incorporated into the three other major categories Step 9: Steering Committee established rationale for selection of Action Plan items The Steering Committee identified previous Action Plan items and current Areas for Growth that would not be included in this Action Plan and presented the justification for those decisions in the Areas for Growth List by Category & Rationale document. Examples of justifications included: District and Division governance Current budgetary limitations Items already being addressed Remaining previous Action Plan items and current Areas for Growth were then incorporated into this Action Plan. Multiple Areas for Growth are addressed within this Action Plan’s activities and tasks as a result of the categorization Step 10: A ll stakeholders reviewed and provided input on the final draft of the Action Plan Step 11: Leadership Team approved the final Action Plan

Chapter IV PAGE 124

Chapter IV PAGE 125

APACS, Support Services Advisors

Principal, Financial Manager, Committee Members

1. May 2011 2. May-Jun. 2011 3. May-Jun. 2011 4. May-Jun. 2011 5. Sep. 2011 6. Oct.- Dec. 2011 7. S ep.- Dec. 2011 8. Sep. 2011Apr. 2012 9. May-Jun. 2012

1. Jun. 2011 2. S ep.-Oct. 2011 3. Sep.-Oct. 2011 4. Sep.-Oct. 2011 5. Nov. 2011 6. D ec. 2011Feb. 2012 7. Mar. 2012 8. Apr. 2012

1. Establish committee of stakeholders 2. R eview existing data sources and how they are used 3. D evelop new/needed data sources 4. Create a data collection plan 5. Collect data 6. Review collected data relative to Student Support Services 7. Evaluate the effectiveness of each of the student support services and the data sources 8. Modify services accordingly

Timeline of Tasks

1. Establish committee of stakeholders 2. R eview existing data sources and how they are used 3. D evelop new/needed data sources 4. Create a data collection plan 5. Collect data 6. Review collected data relative to the financial resource areas 7. Establish priorities for spending 8. A llocate and spend resources accordingly 9. Evaluate the effective use of the money and the effectiveness of the data sources

Tasks (Apply RED-I 2)

1. Committee established 2. Meeting agendas & minutes 3. Meeting agendas & minutes 4. Data collection plan 5. Data 6. Meeting agendas & minutes 7. Meeting agendas & minutes 8. Stakeholder surveys Sept.- Establish baseline data June- Assess & monitor improvement

1. Committee established 2. Meeting agendas & minutes 3. Meeting agendas & minutes 4.Data collection plan 5.Data 6. Meeting agendas & minutes 7. Meeting agendas & minutes 8. Data collection plan and financial documents 9. Meeting agendas & minutes

Measurement of Progress

Memos Bulletin Meetings Website Email

Reporting Overall Progress & Informing Stakeholders

Resources

Resources for all activities and tasks include time and input of stakeholders, and basic supplies and materials; therefore, only additional resources are listed in the “Resources” column.

Use data to evaluate the effectiveness of Student Support Services

body

Class fees IMA Student

Use data to evaluate and drive the effective use of the following financial resources:

Activity

Responsible Party(s)

Rationale: Throughout the self-study process many areas for growth were related to data driven decision-making. WVOC recognizes that increased and improved data driven decision-making will directly and indirectly enhance student achievement outcomes and overall school improvement.

Goal: Increase the use of data to evaluate effectiveness of classes, programs, and services, as well as effectiveness of data collection tools.

DATA DRIVEN DECISION-MAKING

Chapter IV PAGE 126

Meeting Chairs, Administrators

Administrators, Meeting Chairs

Open committee meetings to stakeholders

Meetings

1. Create/use standardized formats for agendas & minutes 2. Keep minutes utilizing recording device 3. Share/post minutes on website 4. Include meeting key points in Bulletin

1. Consider staff schedule when planning meetings 2. A nnounce meetings in Bulletin 3. Post meeting announcements and agendas utilizing standardized format 4. A nnually create a master calendar for all routine meetings 5. D istribute calendar at Backto-School meetings

1. Establish guideline committee that includes various stakeholders 2. Create communication grid that includes types of messages, vehicles, and timeliness 3. Train administrators and other primary communicators 4. Train administrators and other primary meeting chairs (regarding conducting quality meetings and establishing meeting goals) 5. Evaluate effectiveness

Tasks (Apply RED-I 2)

1. May 2011 2. May 2011 3. May 2011 4. May 2011

1. Immediate/ Ongoing 2. Immediate/ Ongoing 3. May 2011 4. Jun. 2011 5. Sep. 2011

1. May 2011 2. May 2011 3. Sep. 2011 4. Sep. 2011 5. Sep. 2011, Feb. 2012, Sep. 2012

Timeline of Tasks

1/2. Copies of agendas & minutes 3. Minutes on website 4. Number of times in Bulletin

1. Stakeholder surveys Sept.- Establish baseline data Feb./Sept.- Assess and monitor improvement 2. Number of meeting announcements in Bulletin 3. Copies of postings 4/5. Master calendar in Backto-School packet

1. Committee established 2. G rid created 3/4. Training meeting agendas & minutes 5. Stakeholder surveys Sept.- Establish baseline data Feb./Sept.- Assess and monitor improvement

Measurement of Progress

Memos Bulletin Meetings Website Email

Recording device Laptop Computer

Resources

Resources for all activities and tasks include time and input of stakeholders; therefore, only additional resources are listed in the “Resources” column.

Principal, Committee

Responsible Party(s)

Establish verbal and written communication guidelines

Activity

Reporting Overall Progress & Informing Stakeholders

Rationale: Throughout the self-study process many areas for growth were related to issues of communication. WVOC recognizes that increased and improved communication will directly and indirectly enhance student achievement outcomes and overall school improvement.

Goal: Improve the quantity, quality, and clarity of written and verbal communication.

COMMUNICATION

Chapter IV PAGE 127

Meeting Chairs, Administrators

Principal, Café Manager

Department Meetings

“Coffee with the Principal”

1. Schedule one per semester per time block (AM, PM, Sat) for staff 2. Schedule one per semester per time block (AM, PM, Sat) for students 3. Include schedule in master calendar 4. Announce event in Bulletin 5. Plan for coffee and snacks 6. Evaluate effectiveness

1. Formalize departments which include each stakeholder 2. Establish regular meetings that consider staff schedules to maximize participation/ communication 3. Provide meeting schedule to be included in master calendar 4. Establish department meeting goals with input from department staff 5. F ollow all tasks listed in “Meetings” above

Tasks (Apply RED-I 2)

1. Sep. 2011 2. Sep. 2011 3. Sep. 2011 4. A s scheduled 5. A s scheduled 6. End of Semester

1. May 2011 2. Sep. 2011 3. Sep. 2011 4. Sep. 2011 5. Sep. 2011

Timeline of Tasks

1-3. Master calendar includes events 4. Number of events in Bulletin 5. Receipt for coffee/snacks 6. Staff/Students - Number of attendees on sign-in sheet; follow-up survey

1. Department chart 2. Stakeholder surveys Sept.- Establish baseline data Feb./Sept.- Assess and monitor improvement 3. Master calendar includes department meetings 4. First meeting minutes indicating goals 5. See “Meetings”

Measurement of Progress

Bulletin Meetings Website Email

Memos Bulletin Meetings Website Email

Coffee & Snacks

Resources

Resources for all activities and tasks include time and input of stakeholders; therefore, only additional resources are listed in the “Resources” column.

Responsible Party(s)

Activity

Reporting Overall Progress & Informing Stakeholders

Chapter IV PAGE 128

Principal, Plant Manager, Management Team

Establish a comprehensive plan to include all aspects of emergency preparedness 1. Establish committee of stakeholders 2. Review existing policies, procedures, and staff input; identify areas of concern 3. Draft a comprehensive plan 4. Implement updated plan 5. G ather staff feedback on implementation of each phase of plan 6. R e-evaluate and modify annually or as needed

1. Establish committee of stakeholders 2. Review existing written documents defining roles and responsibilities of all staff positions by department 3. C reate a data collection plan 4. Collect data 5. Review collected data 6. W here necessary, create new or modify existing documentation to accommodate specifics of positions at WVOC

Tasks (Apply RED-I 2) 1. Committee established 2. Meeting agendas & minutes 3. Data collection plan 4. Data 5. Meeting agendas & minutes 6. Written documents defining roles and responsibilities of all staff positions

1. Committee established 2. Meeting agendas & minutes 3. Comprehensive plan 4. Agendas, minutes, notices, and other documentation 5. D ocumentation of staff feedback 6. Agendas & minutes, staff input

1. May 2011 2. M ay-Jun. 2011 3. Sep.-Oct. 2011 4. N ov. 2011Apr. 2012 5. O ngoing following each phase of plan 6. M ay-Jun. 2012

Measurement of Progress

1. May 2011 2. May-Jun. 2011 3. Sep. 2011 4. S ep.-Oct. 2011 5. Nov. 2011 6. D ec. 2011Feb. 2012

Timeline of Tasks

Memos Bulletin Meetings Website Email

Reporting Overall Progress & Informing Stakeholders

Money for emergency supplies & equipment

Resources

Resources for all activities and tasks include time and input of stakeholders, and basic supplies and materials; therefore, only additional resources are listed in the â&#x20AC;&#x153;Resourcesâ&#x20AC;? column.

Principal, SAA, Management Team

Establish a written document defining the roles and responsibilities of all staff positions

Activity

Responsible Party(s)

Rationale: Throughout the self-study process many areas of growth were related to a lack of institutionalization that exists in a number of areas. WVOC recognizes that the institutionalization of procedures, activities, tasks, events, etc., will directly and indirectly enhance student achievement outcomes and overall school improvement.

Goal: T o implement systematic, regular, formal, and widely communicated processes until they have been effectively implemented and utilized for a minimum of three years.

INSTITUTIONALIZATION OF PROCESSES

Notes

Moving forward, WVOC’s commitment to continuous improvement will result in the Action Plan being reviewed by the school’s Management Team at its monthly meetings. In addition, meeting chairpersons will provide updates on relevant Action Plan items to the Management Team when applicable. New activities and tasks recommended by stakeholders will be reviewed and added as determined by the Management Team utilizing RED-I2.

Evidence: Standards worksheets Narrative evaluation forms Meetings agendas and notes Areas for Growth List Areas for Growth by Category table Areas for Growth List by Category and Rationale

Chapter IV PAGE 129

chapter

Five Glossary

Notes

Chapter V: Glossary

Terms are defined in italics or on indicated pages 1040 (p.3)

A designation for Adult Education funding.

1145 (p.48)

A form used for official verification of an adult teacherâ&#x20AC;&#x2122;s assignment(s).

1402 (p.3)

A designation for Regional Occupational Centers/ Programs funding.

A-BASIS (p.26)

A basis for payment of salary encompassing 261 paid working days.

AALA (p.48)

Associated Administrators of Los Angeles

AB 2448 (p.59)

Signed into law in September, 2006, California State Assembly Bill 2448 set into motion a major shift in the targeted student population for ROC/Ps from adults to high school students requiring a reduction in the adult student population to 10% of each ROC/Psâ&#x20AC;&#x2122; total enrollment during the five year period between 20062011.

ABE (p.2)

Adult Basic Education

ACCESS (p.15)

A public paratransit service provided for the disabled.

ACS (p.51)

Accrediting Commission for Schools

ADA (p.3)

Average Daily Attendance

AEWC (p.21)

Alternative Education and Work Center

AFSU (p.110)

Adult Fiscal Services Unit

APACS (p.2)

Assistant Principal of Adult Counseling Services

APO (p.2)

Assistant Principal of Operations

APSU (p.110)

Adult Personnel Services Unit

ASE (p.2)

Adult Secondary Education

AWD (p.83)

Adults with Disabilities

B-BASIS (p.26)

A basis for payment of salary encompassing 221 paid working days.

Chapter V PAGE 131

Notes

Chapter V PAGE 132

B&E Advisory (p.29)

Business and Education Advisory

B&G (p.104)

Building and Grounds

BAR (p.109)

Budget Adjustment Requests

BAR (p.28)

Bureau of Automotive Repair (State of California)

BIG SUNDAY (p.49)

An annual â&#x20AC;&#x153;Day of Serviceâ&#x20AC;? in which thousands of community volunteers participate with the Office of the Mayor of Los Angeles in coming together and participating in good deeds and projects such as planting trees, painting over graffiti on murals, serving meals to the elderly, etc.

BLOCK GRANT (p.27)

A lump sum amount of money used for multiple funding purposes within a given/specific category/area

BPW (p.109)

Budget Planning Worksheets

BTS (p.111)

Business Tools for Schools

CAAT (p.103)

Child Abuse Awareness Training

CAHSEE (p.21)

California High School Exit Examination

CALPRO (p.101)

California Adult Literacy Professional Development Project

CALWORKS (p.26)

California Work Opportunities and Responsibility to Kids

CAROCP (p.6)

California Association Centers/Programs

CASAS (p.22)

Comprehensive Adult Student Assessment System

CATEGORICAL FUNDS (p.26)

Restricted use of state budget funding allocations for specific programs.

CATESOL (p.101)

California Association of Teachers of English as a Second Language

CBET (p.3)

Community-Based English Tutoring

CCAE (p.6)

California Council for Adult Education

CCTC (p.132)

California Commission on Teacher Credentialing

CDE (p.74)

California Department of Education

CERTIFICATED (p.3)

A designation for a school employee holding a position requiring certification (i.e., a teacher with a teaching credential issued from the CCTC).

CFM (p.112)

Coordinating Financial Manager

CLASSIFIED (p.6)

A designation for a school employee holding a position not requiring certification (i.e., an Office Technician or a Custodian).

Regional

Occupational

A student who receives a completion certificate after meeting a course’s requirements/competencies.

CPSEL (p.96)

California Professional Standards for Educational Leaders

CSEA (p.8)

California State Employees Association

CSTP (p.96)

California Standards for the Teaching Profession

CTE (p.2)

Career and Technical Education

DACE (p.1)

Division of Adult and Career Education

DISTANCE LEARNING (p.10)

A program that provides workbooks and other materials to students in order for them to learn English or Citizenship on their own time outside the classroom.

EABs (p.26)

Employer Advisory Boards

ECC (p.1)

Education and Career Center

EDD (p.15)

Employment California)

EL Civics (p.31)

English Literacy and Civics Education

EPA (p.28)

Environmental Protection Agency

ESL (p.2)

English as a Second Language

ESLRs (p.9)

Expected Schoolwide Learning Results

FERPA (p.90)

Family Educational Rights and Privacy Act

GED (p.10)

General Education Development tests

GREENIE (p.48)

A form used by administrators to formalize a teaching assignment request.

HARD SKILLS (p.76)

Skills taught in a course that are readily assessable and measurable (i.e., typing, math, spelling, reading, etc.).

HSD (p.102)

High School Diploma

IFS (p.110)

Integrated Financial System

IMA (p.3)

Instructional Materials Account

INSTITUTIONALIZATION (p.30)

The incorporation or existence of specific criteria (i.e., systematic, regular, formal, and widely communicated) in a process.

IPS (p.96)

Initial Planning Sheet

LAUSD (p.1)

Los Angeles Unified School District

LC (p.32)

Learning Center

LEAVER (p.57)

A student who leaves or “drops” a class before completing the required course competencies.

Development

Department

(State

Notes

COMPLETER (p.20)

Chapter V PAGE 133

Notes

Chapter V PAGE 134

LVN (p.23)

Licensed Vocational Nurse

M&O (p.117)

Maintenance and Operations

NABCEP (p.28)

North American Board of Certified Energy Practitioners

OEHS (p.116)

Office of Environmental Health and Safety

PARCEL TAX (p.16)

A common term for a school district “qualified special tax” that when approved by voters, would levy a flat rate tax on every parcel of land within that district’s boundaries, in order to provide additional funding for such things as: teachers’ salaries, books, materials and supplies, computers and other equipment, etc.

P-CARD (p.112)

Procurement Card

PERKINS (p.3)

Carl D. Perkins Grant/Perkins CTE Improvement Act

PRIMARY DATA/ RESEARCH (p.43)

Also called field research, this research involves the collection of data not already in existence, through such means as surveys, interviews, etc.

PROBATIONARY (p.6)

A non-tenured teacher on track to become tenured; Probationary or non-tenured teachers are not generally afforded the same due process rights as tenured teachers and as such, may be non-renewed without cause at the option of the employer upon proper notice of the intent not to renew by the employing school board at the end of any contract year.

QUALITATIVE DATA/ RESEARCH (p.43)

This research involves the collection of data that exists in a descriptive form (i.e., words, pictures, etc.), and as such, tends to be more subjective.

QUANTATIVE DATA/ RESEARCH (p.43)

This research involves the collection of data that exists in a numerical or statistical form, and as such, tends to be more objective.

RED-I2 (Preface)

A process of reflection and assessment consisting of the following five steps: Review, Evaluate, Determine, Implement, and Inform.

ROC/P (p.26)

Regional Occupational Centers and Programs

RPA (p.114)

Request for Personnel Action

SAA (p.2)

School Administrative Assistant

SDMC (P.35)

Shared Decision-Making Council

SECONDARY DATA/ RESEARCH (p.43)

Research information already in existence based on, and obtained through, previous studies, reports, published articles, data forms, etc.

SIS (p.2)

Student Information Systems

SKILLS (p.9)

Student Knowledge Integrating Lifelong Learning Strategies

A partnership of students, teachers, and industry working together to ensure that America has a skilled workforce. Students competing in local competitions may advance on to state and national student competitions.

SOFT SKILLS (p.34)

The types of skills which are much more difficult than â&#x20AC;&#x153;hard skillsâ&#x20AC;? to assess and measure, such as: peopleoriented, team-player, goal-oriented, self-starter, multi-tasker, etc.

SSLOs (p.9)

Schoolwide Student Learning Outcomes

SSO (p.2)

School Safety Officer

TAA (p.3)

Trade Adjustment Assistance

Notes

SKILLS USA (p.24)

TABE (D7 & D8) (p.10) Tests of Adult Basic Education (for Reading and Math) TENURED (p.6)

A teacher who by law, must be afforded certain procedural rights prior to dismissal or termination.

THIRD-PARTY CERTIFICATION (p.63)

A certification provided by a party outside the school (i.e., Microsoft I.T. Academy, State of CA Bureau of Automotive Repair)

TIER III FUNDS (p.3)

Unrestricted and flexible use of state budget funding allocations.

TITLE IV (p.26)

A federal law establishing general rules that apply to the student financial assistance programs.

TITLE IX (p.86)

A federal law that requires gender equity for students in educational programs that receive federal funding.

UNDUPLICATED STUDENT (p.17)

A student who may be enrolled in multiple courses, who nevertheless, gets counted only once as an enrolled student for statistical purposes.

UTLA (p.35)

United Teachers of Los Angeles

VICA (p.28)

Valley Industry and Commerce Association

WASC (Preface)

Western Association of Schools and Colleges

WIA (p.3)

The federal Workforce Investment Act of 1998 offers a comprehensive range of workforce development activities through state and local organizations designed to benefit adults, youths, and laid-off workers. The purpose of these activities is to promote an increase in the employment, job retention, earnings, and occupational skills improvement of participants.

WVOC (p.1)

West Valley Occupational Center

YA (p.84)

Young Adult

Chapter V PAGE 135

Schoolwide Student Learning Outcomes West Valley Occupational Center provides opportunities for all students to become...

Effective Communicators who: Utilize spoken and written communication in their field of study Follow verbal and written directions

Responsible Individuals who: Exhibit positive work ethics Demonstrate respect for others Work independently and collaboratively

Productive Individuals who: Set and meet goals Identify resources and technology that support their goals Possess skills necessary to enter the workforce or continue their education

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