The East Side Adult Education Program will provide a learning

environment which fosters student success, encourages lifelong

education, and meets changing community needs.

The statement of purpose as outlined in the Mission Statement has served East Side well by providing clear and comprehensive direction for the program. Representatives from the school community developed it several years ago. During the fall of 2002, the East Side school community considered how the Mission Statement should be changed. After review and discussion by different segments of the school population, a decision was made to retain the Mission Statement in its present form. The WASC Leadership Team agreed that the objectives as written in the mission statement remain relevant and current. It continues to be an accurate and succinct representation of the clear statement of purpose for the entire East Side Adult Education Program.

The Mission Statement is visible to students and staff as it is posted in the offices, student/staff lounges, computer labs, and every classroom at Independence and Overfelt Centers. The East Side Adult Education website includes the Mission Statement in the center of the home page. The Mission Statement is prominent in the "General Information" section of the Teachers Handbook. In the staff questionnaire of fall 2003, an average of 90% agreed the program was achieving the Mission Statement.

The Mission Statement has had a prominent place in the Schedule of Classes. One hundred eighty thousand copies are printed three times a year and distributed extensively in the community. This schedule serves as the primary tool for connecting potential students to the school.

Evidence

Mission Statement signs and flyers

Advisory minutes

Schedule of Classes

Website: http://aenet.esuhsd.org/

Staff survey

Teacher’s Handbook

The development of the expected schoolwide learning results (ESLRs) was a collaborative effort to formulate the learning objectives for East Side Adult Education students. During the fall of 2002, teachers discussed with students their reasons for attending class and their learning goals. In some classes, students wrote individually and in others they worked in small groups as they defined their expectations. As Home Groups formed and worked, all of the student and teacher input was reviewed and summarized. The classified staff met as a Home Group and reviewed the lists of student expectations. The Community Advisory Committee reviewed the learning results in their quarterly meeting and prioritized those in order of importance. All of these summaries were collected and sent to the Leadership Team for consideration. The WASC Leadership Team reviewed the summaries in spring 2003. This proved to be a challenging task because of the wide diversity of programs and varying student abilities and expectations. After deliberation, the final expected schoolwide learning results (ESLRs) were agreed upon and the Leadership Team was confident that the ESLRs delineate learning objectives and complement the school’s purpose as stated in the Mission Statement.

ESLRs were widely distributed and discussed. ESLR signs were ordered and placed in primary site classrooms, student lounges and offices. The ESLRs have been added to the "General Information" of the Teachers’ Handbook, which is distributed annually. They are also included in class outlines and lesson plan forms in some departments. Home Groups and Focus Groups referred to the ESLRs in their evidence gathering and writing. Eighty-seven percent of staff agrees that the program is effectively helping students meet the ESLRs.

All staff received copies of the ESLRs. These learning results are summaries of the basic skills, which were already being taught. A workshop that included teachers from all departments demonstrated ways to incorporate and review ESLRs. Workshop attendees developed a list of methods and activities addressing the application of the ESLRs to daily lessons. The objective of these techniques is to raise students’ awareness of the connection between classroom activities and learning goals and to label learning activities by the appropriate ESLR.

Evidence

ESLR signs and handouts

Staff survey

Leadership meeting agendas

Home groups minutes

Classified staff meeting minutes

Advisory minutes

Teachers’ handbooks

Class outlines/lesson plans

The East Side Union High School District's board governs under the authority of the Education Code of the state of California. At the Governing Board's direction, the Superintendent takes actions to meet Education Code requirements and to implement the work of the district through the administrative team.

The policies adopted by the School Board are consistent with the adult school’s Mission Statement and support the ESLRs and the scope and diversity of the various East Side Adult Education departmental class offerings. Board members are dedicated to student achievement and empowering students to reach their goals.

Since the last accreditation in 1998, the Board and Superintendent supported the building of a new permanent facility at the Independence Adult Center site. This was accomplished through bond passage. Additional bond funds from the passage of Measure G in spring 2001 have been committed for a new permanent building at the Overfelt Adult Center site, as well as an addition at Independence Adult Center to include office facilities. This demonstrates solid, realistic support of the adult education program.

The Superintendent and Board Members regularly participate in the adult school’s annual High School Graduation ceremony as keynote speakers and as official dignitaries in the Acceptance of the Graduating Class and Presentation of Diplomas on behalf of the Board of Trustees. Board members frequently attend International Day at Independence Adult Center as well as actively participate serving as masters of ceremonies in the Lifelong Learning Exhibit and Older Adult Students of the Year award ceremony.

Evidence

State Education Code

The East Side Union High School Board delegates its authority through the superintendent to the director of East Side Adult Education who leads the adult education program. (Organizational chart illustrates the structure with principals, coordinators, department chairs, teachers working outside the classroom and instructional aides.)

Evidence

Organizational Chart

Classified Assignments IAC/OAC

The governing board of East Side Union High School District monitors results in a number of ways. The Board receives ongoing progress reports from the adult school director. Statistical data is distributed to the Board members a number of times during the year. Board members have visited various adult school sites for classroom observations during Adult Education Week. Additionally, board members eagerly participate in school activities such as graduation, achievement ceremonies, and International Day. During these events, board members interact with students and staff and learn about current adult school issues, needs and successes.

The Superintendent and Board of Trustees monitor the school through their access to Standardized Test Scores for CASAS (Comprehensive Adult Student Assessment System) and for the California High School Exit Exam (CAHSEE). The adult school is regularly audited by the district for compliance to district accounting procedures. Board members receive status reports on budget expenditures. When adult school questions or issues arise, Board members often use district voicemail for quick answers or prompt resolution.

Evidence

Achievement Awards Programs

CASAS test scores

Adult school budget

The school leadership helps facilitate the focus on ESLRs by defining, communicating and monitoring staff roles and responsibilities. Leadership tracks community interests and needs, and it develops plans and procedures for meeting school goals, ESLRs and course needs.

The Leadership Team consists of the director, two principals, and three coordinators. The Leadership Team and department chairs provide support to the certificated and classified staff in their service to students. Most department chairs/coordinators report to their principals: exceptions are the Coordinator of the Child Development Program and the Department Chair for Lifelong Learning and Adults with Disabilities, who report to the director. Frequent meetings keep staff abreast of current issues and reaffirm commitment to excellence in student performance. Staff agreed (89%) that their work is supported by effective guidelines, policies, and procedures.

To meet the needs of a diverse student population, each program specializes in one segment of the adult school curriculum. School leaders give teachers access to current teaching methodologies, relevant classroom materials, assessment tools, and updated technology. Course outlines act as a blueprint for the realization of student accomplishment. Leadership guides the development of course outlines, hires qualified staff to conduct classes and track student accomplishments. All staff work closely together to develop and implement timely, relevant course offerings.

Departmental Teachers’ Handbooks are produced under the guidance of the leadership to help communicate school and program goals, course offerings, policies, and procedures. Some departments also have student handbooks, which guide students in school procedures and departmental requirements.

Evidence

Course outlines

ESLRs

Job descriptions

Leadership Meeting agendas

Staff survey

Teachers’ Handbooks

East Side Adult Education hires top quality professionals and rewards their staff by paying highly competitive wages. In the summer of 2001 the leadership team spearheaded a drive to raise instructor salaries by 13.5%. Instructor salaries now range from $34.31 to $39.50 per hour. Seventy-seven percent of staff indicated that they agree or strongly agree that the school leadership effectively guides the work of the school and empowers the staff. Empowerment of teaching staff is also evident from the student perspective. In the student survey of spring 2003, students reported that teachers provide individual help (78% always, 14% often), are positive and helpful (84% always, 12% often), and encourage them to continue in education (68% always, 22% often). Student surveys were also translated into Spanish and Vietnamese.

There is a high level of trust at the adult school. Good ideas can be generated from any level. Creative risk taking is encouraged. Staff is encouraged to brainstorm new ideas and to vocalize student needs. Staff agrees (87%) that their work is recognized and appreciated and that immediate supervisors show concern and respect and are ready to help (84%). The administrators at East Side Adult Education adhere to an open door policy. This policy allows the administrators to respond to staff needs in a timely and efficient manner. Members of the Leadership Team work closely with staff to ensure that the school accomplishes its mission and that students achieve the ESLRs.

Staff is empowered by membership in unions. Certificated staff may elect to join the American Federation of Teachers Union and classified employees belong to the Classified School Employees Association. Contract negotiations and grievance procedures ensure that relevant employee issues are addressed.

School leadership support membership in California Council for Adult Education (CCAE). Membership is available for classified, certificated and administrative staff and students. Representatives from East Side attend or present at the Bay Section Conference usually held in January. Each year the Leadership Team selects one member of the certificated staff and one member of the classified staff to compete for Mid-Peninsula teacher of the year and support staff person of the year. In 2003 East Side staff won both the teacher and support staff Mid-Peninsula award. Some staff have competed at regional and state levels. One faculty member has been awarded funding as a result of teacher applications for classroom grants sponsored by CCAE.

Focus group members realized through the WASC process that members of individual departments are not sufficiently connected to the activities of other school departments or programs or the school as a whole. While each department affirmed they are teaching ESLR skills and students are achieving, there was a lack of knowledge about other departments and a lack of ability to correctly refer students to other branches of the adult school. Departmental members are often unaware of the accomplishments and offerings of the school in other departments. Both teachers and students would benefit by improved communication among all departments.

Evidence

Adult Ed salary listing

Staff survey

Student survey

AFT enrollment forms

CSEA enrollment forms

CCAE Bay Section conference program/registration

CCAE staff awards

The energy of the school leadership is focused on facilitating staff involvement in student success. School leaders involve teachers in curriculum development, textbook selections and development of teaching strategies. Classified staff helps students choose appropriate classes and answer questions about school procedures. Staff agreed (83%)that the leadership encourages commitment, participation and shared accountability.

Leadership supports networking. Department Chairs and Teachers on Special Assignment in most departments are members of program specific networks (The Bay Area Distance Learning Group, South Bay Older Adult Network, Tech Prep, ESL Coordinators Network, etc.) in order to share successes and challenges and benefit from the work of others in meeting students’ needs. Staff is given opportunities to network with community/governmental agencies. East Side representatives serve on boards for The Valley Transportation Agency and the San Jose Senior Commission in order to represent the needs of the students to the community.

Leadership encourages students to be committed partners in the learning process and honors the accomplishments they achieve. Achievement ceremonies are prepared with enthusiastic participation from teachers and classified staff to ensure a quality experience for students. It is a primary focus of all staff members is to ensure students are honored for their achievements.

Leadership promotes student participation in assessment of school programs. Student surveys and student evaluation of individual courses are instruments used to obtain student opinions about the East Side Adult Education classes.

Evidence

Leadership Team agendas

Student Survey

Staff Survey

Minutes from networking groups

Graduation and award ceremony programs

The school follows district and state requirements and guidelines for hiring qualified staff. Open positions plus position information are posted for at least five days at all schools, the district office and online. The Department of Human Resources screens all applicants for positions and references are contacted. Those who pass screening are interviewed to determine if their qualifications meet the job description for a specific assignment. Areas of expertise and prior experience are taken into account. All employees must have fingerprint and TB clearance before being hired.

East Side teaching staff consists of many highly experienced teachers with 38% having eleven or more years of teaching with the adult school and 30% possessing a Masters degree. Students benefit from a teaching staff that is well educated, experienced and dedicated.

Most teachers are required to have valid California teaching credentials issued by the Commission on Teacher Credentialing. The only exceptions to the credential requirement are the instructors for the Community Education classes who are not required to hold credentials. These instructors, however, must substantiate experience and provide professional references in their field of expertise. The school enjoys the talents of many teachers who are well-known experts in their field and teach as a way of giving back to the community. Some instructors teach with more than one credential covering a variety of subjects.

All Administrators possess Administrative Services Credentials. Child Development teachers have Children’s Center Supervisor or Director Permits. Counselors possess appropriate California Counseling Credentials. Adult Education counselors include many veteran counselors from the eleven comprehensive high schools in the East Side district thus creating an important link between the adult school and the high schools. Many students are pleased to find the same counselor they had in high school as they enter the adult school.

Classified staff members come to the program well qualified. Many (51%) are bilingual, which is a great asset to students in the ESL and Citizenship departments. East Side clerical staff is expert in student customer service. They are courteous and welcoming to potential students and, with direction from the counseling staff, have mastered the art of accurate student placement. Students report office or site staff is pleasant, efficient, and helpful (64% always and 22 % often).

Evidence

Sample job posting

Sample job description

Samples of completed Adult Education application

Human Resource Records

Staff Survey

Student Survey

The primary focus of teachers, administrators and classified staff is to meet student needs as stated in the Mission Statement. This is observable in the office reception area, in the placement procedure, in the classrooms, in counseling appointments, and in Student Council. The staff demonstrated commitment by their involvement in developing the program’s Mission Statement and ESLRs and is devoted to addressing them in the curriculum and in classroom instruction.

Teachers are strongly committed to bringing quality education to their students. Students report that their teachers give them individual help when needed (78% always), are positive and helpful (84%), and that their teachers encourage them to continue their education (68%). Teachers feel that their work is recognized and appreciated (87%) and that school policies and guidelines are supportive of their educational efforts (69%).

The East Side staff’s commitment to fostering student success is evidenced by its participation in opportunities for professional growth through associations such as California Association of Teachers to Speakers of Other Languages (CATESOL), California Council for Adult Education (CCAE), California Adult Education Administrators’ Association (CAEAA), and Association of California School Administrators (ACSA). Teachers also demonstrate commitment by completing subject related professional development or by participating in organizations related to their subject fields such as art guilds and museum associations, etc.

Placement in the correct class is an important part of student success. The school staff is committed to ensuring that students receive proper placement as easily as possible. Prospective students initially meet an experienced member of the classified staff. Referrals and self-placement for programs that do not require placement (Lifelong Learning, Adults with Disabilities and Community Education) are easily done. Students requiring placement are given brief interviews, and signed up for assessment (High School, GED, Voc Ed, or ESL). ABE students are referred to a class where the teacher assesses them. After assessment, High School, Voc Ed., and GED students see a counselor.

The school is strongly committed to lifelong education (71% of students are age 30 to 70+). In addition to attracting a range of lifelong learners throughout the school, the Lifelong Learning department offers fifty classes at centers widely spread throughout the district specifically designed to meet the educational interests and needs of students age 50 and over. Ninety-three percent of all staff agree or strongly agree that the program encourages lifelong learning.

The program accomplishes "meeting changing community needs" in various ways. The Community Advisory Committee meets three or four times a year. Representatives from a variety of businesses/agencies attend the meetings to assist the Adult Education Program in responding to changing community needs and setting goals. Many departments track students’ future needs with class or program evaluation forms.

Focused on community changes, ESL tracks immigration statistics. Keeping current on trendy hobbies is a focus of the Community Education department. Surveys on students needs have been included in the Schedule of Classes that is mailed to 180,000 homes and businesses. Networking with staff from other adult schools helps keep programs such as Community Education and Lifelong Learning abreast of changing desires such as a preference of tai chi instead of yoga as a way to keep fit.

To ensure quality teaching and adherence to the goals as stated in the Mission Statement, department chairs in many departments observe teachers to provide feedback on teaching techniques, relevancy of lessons, student involvement and incorporation of ESLRs.

Evidence

Mission Statements and ESLRs posted in offices and classrooms

ESLRs posters in offices, lounges, conference rooms

ESLRs meeting minutes

ESLRs classroom activities listing

Placement documentation

Student and Staff surveys

Advisory Committee minutes

Samples of individual class or department assessments or surveys

Samples of the classroom observation forms for individual departments

Staff members report that they keep current on trends in their area of expertise (89%). Seventy-five percent agree that staff development opportunities are effective, relevant and promote student learning. One quarter of the staff do not agree that they receive adequate staff development.

Department chairs and their respective principals meet regularly to address departmental needs. Many teachers are regularly offered workshops to address curriculum, new technology, materials and improving student success. Some departments have had no school sponsored staff development since the elimination of "Back to School" night in 2000. Staff expertise would be enhanced by the reinstatement of the annual beginning of the year faculty training and the scheduling of relevant in-services for all teaching staff.

Teachers learn skills through the process of credentialing and credential renewals. As they fulfill the requirements of the State of California for continuing education plans, teachers complete their professional growth and/or renewal requirements through seminars, workshops, individual staff development and spearheading school projects. All administrators serve as professional growth advisors to teachers as they complete the credentialing and credential renewal process.

The staff survey shows that 28% regularly network with other professionals and almost a third attended college classes or workshops in the last five years. New teachers receive orientation, which includes assistance with teaching strategies, materials, equipment, and information about the site where the class will be held. Department Chairs assist and observe teachers at the beginning of a new assignment to be sure students are receiving top quality instructional services and to offer ongoing support.

Limited funds are available for teachers, aides, and clerical support staff to attend workshops and conferences. When offered, staff development has been conducted mainly by departments or programs. Certificated and classified staff development is provided for most programs at the two major sites, Independence Adult Center and Overfelt Adult Center. ABE/GED/HSD and Voc Ed teachers participate in an annual teacher observation process called Cross-Pollination.

Classified staff development generally targets the use of emerging technologies/software, greeting and referring potential students, and addressing student issues. Classified staff meets to discuss relevant issues and map out solutions. New employees are paired with experienced staff as part of the orientation process.

Teacher workshops, which address current needs, are held frequently throughout the year for many department. Lesson planning, strategies and techniques for ensuring student attainment of the ESLR skills are addressed. Text and software publishers periodically bring their materials for presentation and viewing. Classified and certificated staffs take advantage of computer training offered through the district office. The Child Development Program offers activities based on an annual survey, which determines the needs of the staff.

To determine what technical training services would most benefit staff, the Technology Committee developed and administered a Staff Technology Survey. It covered hardware, software, and Internet skills and asked the big question, "In what would you like to be trained?" The results were tabulated and appropriate training classes have been scheduled to meet the needs.

High School Diploma, GED, Vocational Education, and ABE administrators and department chairs plan staff development annually. Subjects addressed are based on needs and current trends in education and evaluations follow each workshop. ESL department leadership determines the topics for teacher training with input from instructional staff and evaluations. ESL has two general staff development nights a year and many small workshops that address specific subject areas. The Child Development Program Coordinator regularly meets with staff to provide coordination of lab and lecture activities. The Lifelong Learning, Adults with Disabilities and Community Education departments currently have no school sponsored staff development.

Teaching staff is informed of relevant upcoming workshops offered by outside agencies such as CATESOL, CCAE, and California Adult Literacy Professional Development Project (CALPRO) workshops. Teachers who attend have paid travel expenses and substitutes to carry out curriculum in their absence. Departments receiving 231 benchmark funding are most able to afford staff development. The Leadership Team encourages staff development by providing staff with opportunities to provide training at school workshops and professional conferences.

Evidence

Classified staff training agendas

Certificated staff training agendas

Human Resource’s Training Announcements

New teacher orientation checklist

Leadership Team agendas

Teachers’ Handbook

Staff Survey

Safety is well addressed at the adult schools. The comprehensive schedule of the security staff at the primary sites ensures a feeling of protection to all students, faculty and support personnel. Students at all sites report feeling safe (81% always, 13% often).

Effective procedures ensure security and safety. Security and janitorial staff carry walkie-talkies and all primary site classrooms are interconnected by a district telephone system. Emergency evacuation charts and emergency disaster response plans are posted in classrooms and offices. Frequent drills (fire, earthquake) keep students and staff prepared.

Health is addressed at the district level by employee benefit fairs, free flu shots and alerts from the district risk management team (for example SARS alert.)

The physical environment of both Overfelt Adult Center (OAC) and Independence Adult Center (IAC) is well maintained and attractive. IAC is a relatively new campus having had its inaugural semester in the fall of 1998. The gardens at the current OAC campus are a delight to students and staff. Both campuses have an annual cleanup day when the staff and students review the entire campus and upgrade where necessary.

The school receives high marks in the student and staff surveys for comfort, cleanliness and appearance. Comfort level is raised by student and staff lounges that are inviting and provide microwaves and vending machines. Keeping the school grounds and classrooms clean and well tended enhances the general health and safety of students and staff. Heating and cooling systems are regularly checked and cleaned.

The quality of the educational environment is reflected in feedback from teachers. Staff reports that they are proud of the program (61% strongly agree and 35% agree.) Students present ideas and suggest improvements at Student Council meetings, held at both primary sites and three outreach sites. Students are empowered as they become part of the decision making process.

The nurturing environment and high expectations are also evident through less tangible means. Guidance starts at the moment the prospective students are warmly greeted by helpful classified staff or teachers. Upon entry, students are assisted with defining their learning objectives and are carefully nurtured and supported through the classroom experience. Accomplishments are highly praised. Further evidence of caring and support of staff for the students is found in the survey, which indicates that they (70%) feel free to discuss problems with teachers, office staff, and counselors.

Ninety-four percent of teachers agree or strongly agree that the program provides a learning environment that fosters student success. Students feel that their teachers are concerned and attentive. Some teachers have a district voice mailbox and encourage students to call and let them know about absences or tardiness. Postcards are sent to students that have been absent for a long period. Teachers and staff are committed to assisting students and clearing roadblocks to education. Students feel that they receive support, supplemental services and help with educational planning.

Staff provides information and assistance for life problems of the students. This assistance can range from helping to fill out forms to information about housing and medical care. Strong partnerships with governmental offices keep school staff abreast of assistance offered through the city and county. The school provides resource information through resource teachers, flyers and booklets about available assistance. The counseling staff and instructors are committed to assisting students with educational and other life needs. Seventy-eight percent of students feel that they always get individual help when they need it and 14% feel they often get such help. Staff demonstrated their concern for students by participating in a successful clothing drive for needy students at a facility in the Adults with Disabilities Program.

Students demonstrate appreciation for the caring educational environment found at East Side by assisting in the classroom and helping each other during difficult times with personal needs such as transportation to class. One former student expresses his gratitude by voluntarily maintaining the lovely flower gardens at OAC. Students feel nurtured and are able to nurture others through strong involvement in the Holiday Food Drive and Toys for Tots. Students demonstrate strong school spirit in classes that have potlucks to celebrate end of semester accomplishments and by their participation in school events and ceremonies.

Evidence

Security staff schedules

Student and staff surveys

Evacuation charts

Classroom Emergency Procedures Handbook

Fire/earthquake drill/reports

Samples of resource information available to students

Flyer for AwD clothing drive

Flyers about charities (with student participation)

Programs from school events

A strong atmosphere of professionalism, support and high expectations exists at East Side. Diversity is one of the defining characteristics of East San Jose. The faculty values the wonderful opportunity of working with a diverse population. Ethnic diversity of the East Side staff is reflected in the fact that many (52% of classified and 26% of certificated) speak a native language other than English. The richness of cultures and perspectives available in the student body is drawn upon daily in classroom situations and lesson planning. International Day is celebrated each spring with performances, food from many cultures, and guests from the community and the school board who come to honor diversity and mingle with students.

In addition to general diversity found in the community, school surveys and statistics show that the students are widely diverse in age, educational achievement, employment status and educational needs. Through the many educational departments or programs at East Side and the dedication to individual educational planning, the school is able to meet the diverse educational needs and interests of its community.

An atmosphere of respect and trust prevails at all levels in East Side Adult Education. Staff agreed or strongly agreed that the school provides an environment that fosters student success and one that is characterized by respect for differences and trust (87%) and high expectations (69%). Students feel that their classroom environment is characterized by respect for teachers and other students (77% always and 17% often.) Teachers feel that their supervisors respect and support them (44% strongly agree and 40% agree.) Input from students via Student Council demonstrates respect and consideration. Council members express the needs of the student population and are involved in the decision making process.

To promote and support high expectations, students are helped to develop clear, realistic goals. Teachers correct and return assignments promptly, students are provided timely and helpful feedback, and the school honors accomplishment by presenting certificates of completion and providing award and graduation ceremonies. Eighty-six percent of staff agree or strongly agree that the school program is effectively helping students meet the expected schoolwide learning results.

Evidence

Invitation and program for International Day

Student and Staff surveys

Programs for Achievement Awards Ceremonies

Examples of student achievement certificates

Many assessment tools are employed to determine student progress and vary by department and class. Progress is determined by tests and quizzes (both oral and written), completed work or projects, participation in class activities, teacher observation of skill usage, student self-evaluation, and peer critiques. Assessment is an ongoing process that is valued and sought by many students. TOPSpro entry/update records are used to gather student input on attainment of goals. Departments use reports from the TOPSpro software as a tool for future planning.

Course outlines provide the framework for evaluation of student performance. Assessment techniques to be used in each class are delineated in the course outline. ESLR signs have been printed and are visible at both primary sites and are provided to all instructors in the school. Teachers in all programs are encouraged to review the ESLRs and have students identify which ESLRs apply to actual classroom lessons. This type of exercise helps students to realize the scope of learning that occurs on a daily basis.

The school uses formal testing for competencies that include ESLR skills. These include the regularly scheduled CASAS tests in ESL, Citizenship and ABE under the auspices of the 231 Grant. These tests indicate student achievement in the form of defined benchmarks. Teachers receive results of tests to monitor student progress and to develop appropriate lesson plans. In other formal testing procedures, the High School Diploma Program, GED and vocational education programs utilize a survey version of the TABE (Testing Adult Basic Education) to determine placement. High School Diploma CASAS tests (pre and post) in designated subject areas are administered and results are used to target instruction. In 2002-2003, high school students began taking the California High School Exit Exam (CAHSEE). East Side Adult Education piloted the California High School Exit Exam in the spring of 2002 and over 70% of the adult students successfully passed the English Language Arts section. Additionally, the North West Evaluation Assessment (NWEA) tests were administrated in High School Diploma/GED/ABE classes for about five years to help identify gains and target instruction.

Many departments have leveled educational steps and strong assessment tools verify readiness for the next level or identify the need for additional work or a change in teaching technique or strategy. ABE is an example of a department that has mastered accurate assessment for placement and next level readiness. When attainment of the ESLRs is accomplished, students are rewarded with praise, awards, credits, certificates and diplomas. In 2002-2003, East Side Adult Education graduated 116 students in the Diploma Program and another 80 earned GED certificates. These concrete indicators of success are the end result of the process of setting and assessing goals.

Evidence

Portfolios

Student Folders

Photos of completed work on display at the Lifelong Learning exhibit

Samples of Citizenship tests

CASAS test results

Placement tools

Grade and credit records

GED completers

High School Diplomas

Benchmark reports

ABE Reading/Math Exit Tests

ABE Progress Report

The school hosts well attended High School Graduation ceremonies and GED Recognition Receptions. The Lifelong Learning and Adults with Disabilities students have displayed their work at the District Office annually for the past thirteen years. An annual "Older Adult Students of the Year" award ceremony is held for students in these two departments. The Citizenship department highlights its students’ accomplishments by having students return to class to receive a gift and relate experiences to other students. CalWORKs students in ESL, High School Diploma, ABE, GED and Voc. Ed have received incentive awards for attendance and progress. ESL completers have an achievement ceremony. Many students earn certificates and some are awarded scholarships. Individual adult students may be presented with awards or commendations by the school board at board meetings.

Volumes of data collected from CASAS testing and TOPS forms are available for the Board of Trustees to validate accountability. The Director of Adult Education makes an annual report to the Board with an accompanying hardcopy of statistical data. Members of the leadership team commit to keeping district staff updated on student progress through Principals’ Meetings.

Throughout the school year, members from the community are encouraged to come into the classrooms and speak to the students. Manny Jimenez, a representative from the One-Stop Career Center offered his services to teach students on how to log on the CalJOBS web site. Once an account is created, students have access to resources such as job leads, resume writing, networking, and career counseling. This type of community partnership both benefits students and helps inform the community of students’ progress and of available adult education opportunities.

Evidence

Director’s report to the Board of Trustees

Graduation ceremony videos

Photos of Lifelong Learning exhibit

Photos and programs of awards ceremonies

Cal JOBS Website

Improvement plans for the school are discussed and developed at Leadership Team meetings with input from the school community. The Principals and Coordinators relate plans to departmental staff and guide them in working to implement the improvements. Plans for progress (formal and informal) are also developed, implemented and monitored within departments. Improvements are measured by their impact on students and their educational goals. Curriculum is updated and expanded regularly.

Usage of state-of-the-art technology by students and staff is the focus of the schoolwide Technology Plan. The Technology Committee, composed of representatives from all programs, finds solutions to problems, develops an agency technology vision and builds and monitors the Technology Plan.

Advice from the Community Advisory Committee, which consists of representatives from city and government agencies, non-profit organizations, private businesses, and East Side Adult Education staff members, is valued for planning purposes.

The school departments developed action plans during the last WASC accreditation process and the school has implemented ideas outlined by the 1998 visiting committee. Since the last WASC visit, the school leadership has made many improvements including formation of programs to reach the hard-to-serve student populations, distance learning and EL Civics. The school has established and maintained successful partnerships with community agencies and now provides classes at the two primary campuses and forty-four satellite sites. Potential students have convenient access as school sites are near their homes.

East Side’s WASC Leadership Team has devised a concrete action plan to ensure continual improvement. A primary focus of the school staff will be the implementation and monitoring of the plan.

Evidence

Leadership meeting agendas

Advisory Committee agendas and minutes

Distance Learning funding application

EL Civics grant application

On-line registration forms

Plans for new facility

Community survey

There is a strong relation between the school and the community. Community members volunteer time and expertise in classes. Members of the community also show support for the adult school by sitting on the Community Advisory Committee, which meets three or four times a year to discuss issues and advise the school on how to better serve its students and how to effectively address the various needs of the community. This committee has taken a key role in assisting the adult school, participating in the WASC self-study and in spring 2003, they devised and distributed a community survey. The survey has been an effective means of gauging the community’s opinion of the adult school and has set in motion plans for better marketing the school to the community.

The school continues to elicit notable support from the school district and the community in the form of off-site class locations for the adult school. In addition to the two primary sites, there are adult school classes available at forty-four outreach sites. Wide accessibility to program entry benefits hard-to-reach students.

Networking is encouraged on many levels. Meetings with community agencies, membership in networks with other adult schools and service on relevant governmental committees keep school staff aware of community needs and networking partners aware of the needs of the East Side students.

The commitment of the school leadership to the school improvement is clearly evidenced by the financial commitment to garner bond funds to build a $5.5 million dollar state-of-the-art adult education facility at the Independence Adult Center campus. This vision became a reality in 1998. The East Side Adult Education program has had enthusiastic support from the community. In 2002, voters backed a second bond measure (Measure G), which will allow the program to build a new facility at Overfelt Adult Center and a new office building at Independence Adult Center. The passing of Measure G gives evidence of the community’s connection to the value of the school district and the adult school.

Evidence

Agendas and minutes from Community Advisory

List and Map of off-site locations

Minutes from networking meetings

Plans for IAC campus

Measure G

East Side’s Leadership Team has developed a clear school purpose, focusing the school on student achievement of the ESLRs. They have empowered a well-qualified staff, developed and maintained a positive school environment, reported student progress and implemented improvements.

The Leadership Team keeps current on changing community needs, state and national educational legislation, mandates and trends in order to effectively guide the work of the school. Membership in adult education professional organizations and networking with other adult education administrators helps leaders in this endeavor.

A strong atmosphere of professionalism, support and high expectations exists at this adult school. The supportive attitude of the administration filters throughout the school. The leadership’s open door policy reflects the respect and trust that is evident at all levels. Administration supports and effectively guides the focus of the East Side staff on student service and student achievement.

Evidence

Leadership team meeting agendas

Community survey results

ACSA minutes

Staff survey

East Side Adult Education has implemented recommendations outlined in the 1998 WASC visiting committee document and reported progress in the mid-term three-year report. The Leadership Team is committed to monitoring progress on the Focus on Learning action plan and continued development and monitoring of the process of empowering students with ESLR skills.

Evidence

1998 WASC Visiting Committee Report

2001 Mid-term report

2004 WASC action plans