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EAST
SIDE UNION HIGH SCHOOL DISTRICT
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Chapter I Student/Community Profile A History Historical records indicate that adult education has been servicing the residents of San Jose since the early 1870’s. This long history of service is indicative of the role that the program has played in the educational growth of the city. Prior to World War I and continuing through the post World War II period, adult education grew and prospered. Meeting the needs of an ever-growing immigrant population was a central focus of the program. However, trade and vocational programs expanded rapidly in the post-war period. In 1967, an agreement was reached by four school districts in San Jose to provide a regional vocational program for high school students. These four districts (East Side Union High School District, Campbell Union High School District, San Jose Unified School District, and Santa Clara Unified School District) formed the Metropolitan Adult Education Program (MAEP). In 1969, Milpitas Unified School District joined the MAEP. This consortium lasted until 1979 when Milpitas withdrew from a portion of the program. Santa Clara followed suit in 1981. Both agencies eventually developed separate educational programs, but remained as part of the vocational training consortium. In January of 1987, the East Side Union High School District (ESUHSD) followed the lead of Milpitas and Santa Clara and withdrew from the MAEP in order to create its own adult education program. East Side has remained as part of the vocational consortium. The East Side Union High School District Adult Education Program began its independent operation in July of 1988.
Our Community/District The East Side Adult Education Program (ESAEP) is an integral part of the city of San Jose and of the ESUHSD’s educational program. The ESUHSD is located along the eastern foothills of San Jose, California and encompasses a 180 square mile area bordering the "Silicon Valley" extending from Milpitas in the north to Morgan Hill in the south. It is one of the largest high school districts in the state, comprised of eleven high schools, one continuation school and five alternative high schools with a student enrollment in excess of 24,000 for school year 2002-03. The population of the greater San Jose area has shown tremendous growth in the past fifty years. From a sleepy but bustling area of 95,000 during the early 1950’s, it has grown to exceed 1,800,000 industrious souls. The city of San Jose is currently the third largest city in California (behind Los Angeles and San Diego) with a population of 925,000 (January, 2003). It is the 11th largest city in the United States. The self-reported ethnic breakdown of the city is as follows: 36.0% White, 38.2% Hispanic, 26.6% Asian/Pacific Islander, 3.3% African-American, and 3.9% Other. The educational attainment of the citizenry of San Jose as indicated by the US Bureau of Census in 2000 is as follows: Less than 10th Grade 10.8% Some High School 10.9% High School Graduate/GED 18.1% Some College 20.9% Associate Degree 7.7% Bachelor’s Degree 20.8% Graduate/Professional Degree 10.7% The ESUHSD is a reflection of the city of San Jose. It has a diverse population of over 434,000 across a full spectrum of socio-economic strata. While the socio-economic groups are diverse, there remains a relatively large low-income population in the district. The ESUHSD is a district rich in cultural diversity. Over 75 separate ethnic groups are represented within its boundaries with over 80% of the population having a language other than English as its primary language. There are 56 native languages spoken by the residents of the East Side educational community and over 5,056 of its students are identified as limited English Language Learners (ELL). The ESAEP mirrors the district’s diversity, both demographically and socio-economically. The diversity of the district is shown in the many ethnic grocery stores, restaurants and churches, primarily (Hispanic/Mexican), Vietnamese, Indian and Chinese. Community events vary, some featuring ethnic themes (Chinese Moon Festival, El Cinco de Mayo, Dia de los Muertos, Tet Festival, Ocktoberfest) and some without (Race Car Swap Meet, American Kennel Club Dog Show, Berryessa Art and Wine Festival, Destruction Derby). Residents and visitors enjoy the Mexican Heritage Cultural Center, Raging Waters (water amusement park), Santa Clara County Fairgrounds (county fair and more), events sponsored by the Mexican American Community Service Association (MACSA), tours at Reid-Hillview (small plane) Airport or Mirassou Winery. Shopping includes Eastridge Shopping Mall, Berryessa Flea Market (world’s largest), and ethnic specialty shops (Tropicana Hispanic Mall, Pacific Rim, Vietnamese shopping enclaves, and Indian markets). Major parks include community gardens (Emma Prusch Farm Park), Chinese Friendship Gardens (Overfelt Park), Youth Science Institute (Alum Rock Park) and extensive bicycle trails (Coyote/Heller Park). The district is also close to downtown San Jose attractions: Sharks Hockey, The Tech Museum, Children’s Discovery and SJ Art museums, HP Pavilion, Center for Performing Arts, and a multitude of culturally diverse festivals and events. The ESAEP prides itself in that it services the needs of this diverse and ever-growing educational community. Working with limited funds due to state CAP and statutory revenue limit increases, the program continues to service a population far in excess of its state reimbursement. In school year 2002-2003, the program exceeded its CAP by over 311 ADA. ESAEP is the 19th largest Adult Education program in the state of California and the largest in Santa Clara County. During the school year 2002-03, the program served nearly 28,000 students in a variety of programs and accumulated an ADA total of 3116.2. CAP for 2002-03 was 2812. Both the ESUHSD and the ESAEP are in a growth mode. The Adult Education Program has shown a 15.2% growth in ADA from 2001 to 2003 and a 23.7% growth since 1999. Over the past five years, the ESUHSD has grown from 22,675 students served to 23,847 while the ESAEP increased from 24,586 to 27,948 students served. One reason for this growth may be that East San Jose offers some of the more affordable housing in this area. That, along with the fallout of a down economy in the "Silicon Valley", is a probable reason for the increase as "downsized" employees seek to reinvent themselves by re-entering the educational milieu. Facilities The ESAEP is located on two primary campuses and at numerous sites throughout the district and community, providing excellent accessibility to all clientele. The two primary facilities are the Independence Adult Center (IAC) located at 625 Educational Park Drive and the Overfelt Adult Center (OAC) located at 1901 Cunningham Avenue. IAC began its operation in 1988 on the Independence High School campus. From there it transitioned to its present location across from Independence High School. At this location, it was originally housed in twenty portable classrooms. There were also restroom facilities, an administration office, and a student lounge as part of the complex. Limited parking was also available. The administration office, which is still being utilized, is a 6,480 square foot facility that includes a staff lounge, conference room, department chair office, counseling and support service offices, teacher workroom, administrative offices, clerical support staff work stations, staff bathrooms, CalWORKs office, and limited storage space. Through the dedicated efforts of previous administrations and the passage of Measure A, (a general obligation bond approved by the voters of the East Side Union High School educational community in 1991), funds were raised and allocated for the construction of permanent buildings for the IAC site in 1997. The current IAC is a 39,000 square foot single-story facility. It has seventeen classrooms, four computer labs, a science lab with prep room, assessment center, resource center, career center, bookroom, department chair office, student lounge, and separate restroom facilities for students and faculty. The building is wired for Internet access and the introduction of twenty-first century technology. Classes in High School Diploma (HSD), Adult Basic Education (ABE), Vocational Education, GED, Lifelong Learning (LL), English as a Second Language (ESL), and Community Education are held on the site. Generally, classes are held from 8:50 am — 9:40 pm on Monday through Thursday and from 8:50 am — 3:40 pm on Fridays. Our Community Education Program and Citizenship Program also fill the site to capacity on weekends. OAC is housed in portables in an area adjacent to William C. Overfelt High School. These portables have been in use since 1985 and were previously occupied by MAEP. An administrative portable building was added to the site in 1991. Currently, the site is comprised of seven modular classroom buildings and a modular office building. All buildings have Internet access capability. There are eleven classrooms, a computer lab, two restroom facilities, a student lounge, and a 3,600 square foot office building. The office building contains the ESL Resource Center, a teacher workroom, department chair office, administrative offices, CalWORKs office, staff lounge, conference room, staff restrooms, and clerical support staff workstations. The ESL Program is the primary activity at this site. Current plans call for replacement of all portable facilities at OAC and IAC with permanent buildings. Money allocated from the passage of Measure G, a general obligation bond passed in 2002, will be the funding source for these improvements. Programs The Adult Education Program offers classes in the following departments: Adult Basic Education (ABE) Adult Basic Education is a non-credit literacy program for adults with basic skills below the eighth grade level who are fluent in English. An individualized course of study is prescribed for each student according to his or her needs and goals. High School Diploma (HSD)/General Educational Development (GED) Secondary education to adults aged eighteen or older is provided in two ways: the High School Diploma Program and the GED Preparation. Students must complete 190 credits to receive a diploma. Beginning in school year 2006, students may also be required to pass the California High School Proficiency Exit Exam (CAHSEE). Students wishing to acquire a GED certificate are provided a customized program to prepare them to pass the five-part GED subject area tests. English as a Second Language (ESL) English as a Second Language instruction assists the non-native speaker of English to build skills in listening, speaking, reading, and writing English while adjusting to life in the United States. Six levels of instruction are offered ranging from Beginning Literacy to Advanced Low. Students who complete this program often transition to the High School Diploma Program or to community college to pursue further educational goals. Citizenship Students in Citizenship and ESL/Citizenship classes prepare to take the citizenship interview given by the Bureau of Citizenship and Immigration Services.To enroll, students must be within six months of qualifying to apply for citizenship. Citizenship courses are for the near-native speaker of English; ESL/Citizenship courses are for students needing basic English language training along with civics instruction. As part of the interview preparation, all students practice a variety of interview techniques using the citizenship application, everyday language situations, and the 100 questions of U.S. History and Government are their primary course content. Vocational Education (Voc Ed) Occupational courses offered by the East Side Adult Education Program are concentrated in three main career areas: Business and Office Skills, Medical Occupations, and Early Childhood Education. Students completing these courses earn certificates which list the competencies acquired. In addition, students who complete the Early Childcare Education classes or the Accounting Clerk classes can earn college credit at San Jose City College, De Anza College, or Evergreen College. Adults with Disabilities (AwD) The Adults with Disabilities Program consist of classes specifically designed for the mentally ill, transitioning seniors, frail elderly, and developmentally disabled. Offered primarily at residential facilities, its vision is to meet students’ changing needs, provide opportunities to acquire and maintain practical life skills, and establish an environment where students can explore and stay connected to their community. Lifelong Learning (LL) Lifelong Learning is designed to assist the needs and interest of our growing senior population. Offered at various sites throughout the district, classes are designed especially for adults over 50 to assist them in exploring and developing mental, physical, creative, and technological skills and expanding their community knowledge and activities.
Parent Education Parent Education is a program designed to assist parents in working with their children as they develop chronologically and emotionally. Such topics as conflict resolution, setting guidelines and establishing consequences, anger management, and problem solving are all part of the curriculum. Community Education (Comm Ed) The fee-based Community Education Program is designed to meet the changing and expanding needs of the community and to promote personal and professional growth and development. The program is supported entirely by student fees. Over 600 sections are offered, including many classes online. Course offerings are determined by community interest and demand, and vary from computer and business related courses to finance, cooking, sports, languages, and the arts. Funding Funding for the East Side Adult Education Program is primarily an apportionment from the State of California. Other funding sources include grants, the community education program, lottery funds, funding for over CAP CalWORKs students, rental fees, vending machines, and some scholarship donations. The primary grants are from the Adult Education and Family Literacy Act (PL 105-220, Sections 225-231) and the Carl D. Perkins Vocational and Technical Education Act of 1998 (PL 105-332). Administration/Leadership One Director and two Principals currently administer the ESAEP, each with specific areas of responsibility. There are also three coordinators who assist in the day-to-day operations of the program. Various departments also enlist the support of resource teachers and teachers on special assignment to assist them with instructional/operational issues. The administrators and coordinators constitute the leadership team. The team meets on the first and third Tuesday of each month to discuss issues and problem solve matters relative to the district and the Adult Education program. The administration and coordinators are assisted in their efforts by a counseling staff, a group of department chairs, and a cadre of classified staff.
Certificated and Classified Staff The Adult Education program is served by a dedicated and hardworking certificated and classified staff. Their ethnic distribution is depicted in the following tables: CLASSIFIED Hispanic 47.3% Filipino 6.6% Asian 19.7% White 21.4% Black or African American 5%
CERTIFICATED Hispanic 15.3% Filipino 6.4% Asian 14.1% White 55.9% Black or African American 6.4% Hawaiian/Pacific 1.5% Other 1%
Student Profile The students that attend the ESAEP are a diversified group, both ethnically and socio-economically. The ethnic make up in 2002-03 was the following: Hispanic 51% Filipino 5% Asian 32% American Indian. .05% Black or African American 2% White 10% Hawaiian/Pacific Islander 0.5%
Within these groups the following languages were designated as "native language": English 19% Cambodian 1% Spanish 46% Tagalog 3% Vietnamese 19% Korean 1% Chinese 7% Other 4%
The unduplicated count of students who attended Adult Education classes in 2002-03 was 27,948. The numbers in each program were as follows: Adult Literacy 558 Vocational 1,603 High School Diploma/GED 5,418 Parent Education 307 English as a Second language 11,671 Lifelong Learning 2,577 Citizenship 186 Comm. Education 4,443 Adults with Disabilities 1,185
The percentage distribution of students by program is as follows: Adult Literacy 2% Vocational 6% High School Diploma/GED 19% Parent Education 1% English as a Second Language 42% Lifelong Learning 9% Citizenship 1% Comm. Education 16% Adults with Disabilities 4% Within the HSD program, 2,748 students are concurrently enrolled high school students. These students are deficient in credits and are taking courses to fulfill their high school graduation requirements. Students attend these courses only after they have completed a full day in the comprehensive high school education program. In 2002-03 over 24% of the students who graduated from the ESUHSD did so only because of credits earned by completing Adult Education courses. Additional Information
Core Performance Indicators in ABE in 2003 from 2002
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Expected Schoolwide Learning Results (ESLRs) In the fall of 2002, the Leadership Team of the East Side Adult Education Program (ESAEP) considered how to begin the WASC Focus on Learning (FOL) Self-study. Upon review and discussion of the FOL procedures, the team recognized the importance of meeting the five parameters of the self-study. Developing the Expected Schoolwide Learning Results (ESLRs) proved to be an extremely large task since East Side has many programs, schedules, major locations and different outreach sites. Some of the teachers work part-time in other districts, besides East Side; others work full-time elsewhere during the day and only in the evenings with adult education. In a dedicated effort to meet the parameters of the FOL Manual, the Leadership Team decided to start the process in the classroom with the students. The Principals, Coordinators, and Department Chairs, working with their Home Groups, started informing the teaching staff of the WASC procedures and defining the meaning of ESLRs. They directed teachers to discuss with students what their learning goals or purposes were in attending adult education. In some lower level ESL classrooms, teachers worked with the entire class while in other ESL levels, students worked in small groups. Other higher level students were able to work individually in Adult Basic Education (ABE), General Education Development (GED), High School Diploma (HSD), and Vocational Education (Voc Ed). They wrote of their learning goals and what they expected by attending the adult education program from the student point of view. For Adults with Disabilities (AwD) and Lifelong Learning (LL), the Home Groups met in various grouping of students, teachers, and department chairs. Teachers were also asked to give their learning objectives for students. Again, the focus was on student success and "what each student should know, understand and be able to do upon exit from the school or by the time the student completes the program." All of the student and staff responses were turned in and tabulated by the Home Groups. Each Home Group developed and summarized the learning goals into statements encompassing all of the answers that were submitted. The Classified and Community Advisory Home Groups also took part by reviewing and discussing the developing learning results. Representative members of the Community Education Program (Comm Ed) participated in this discussion until the official Home Group was established in late spring. The Home Group statements were next given to the WASC Leadership Team. By then, the Focus Groups had been formed, and the chairs had been appointed so were part of the team. During several meetings, the Leadership Team met, analyzed, and discussed the list of ESLRs that had been developed. Along with much compromise and wordsmithing, the common topics or themes were clustered together and stated as schoolwide learning results. After this lengthy and thorough process, the Expected Schoolwide Learning Results - the ESLRs -were finally decided. A programwide memo reporting the progress on the newly formed ESLRs was distributed to all adult education staff. As the Focus Groups started reviewing the program, gathering information, and eventually writing their responses to the criteria questions, the ESLRs were always included in the process. The Home Groups have had follow-up meetings emphasizing the ESLRs: discussing ways to raise student awareness of them and highlighting their use in lesson planning. East Side Adult Education continues to give importance to the Expected Schoolwide Learning Results for students and in their roles at school, home, work, and in the community. |
Progress Report The Three Year Progress Report was submitted to the East Side Union High School Board in April 2001 and subsequently to the Accrediting Commission in May 2001. Since that time, the East Side Adult Education Program (ESAEP) leadership has continued to implement the major recommendations of the last WASC Visitation Team. The following are the updates that have been made in response to recommendations from the last WASC visit: Progress Report of WASC Major Recommendations Major Recommendations:
In a continuing effort to keep pace with current technology, new computer systems were installed in ABE, GED, ESL classes, and in the HSD Math Lab. Over $100,000 has been expended in these classrooms and labs. Funds for these purchases came from a combination of grant money, the general fund, and Measure G. The new computers has afforded the opportunity to use the latest software and web-based tutorials. Older computers have been reassigned to other classroom for student use. Also, the ESAEP purchased the initial licenses of a new academic package from PLATO Learning Inc. Future budgets will include additional purchases of licenses to increase student and teacher use of these programs. Grammar software CD’s have been made available for purchase from the bookstore providing students with additional study tools for home use. Funds from the 231 Grant have given the ESAEP the opportunity to increase and enhance technological access for students and to help fund staff development. These funds have also made possible the beginning of a process to install teacher presentation systems in each of the classrooms. These computerized video projector systems with Internet access add variety and innovation to the classroom curriculum. The ESL Program has used grant funds to obtain a digital camera, digital camcorder and numerous document cameras for classrooms. In addition, new software has been acquired so teaching staff can create tests (Quiz View), develop word searches and crossword puzzles (Crossword Companion), and design interactive web pages (Dreamweaver and Coursebuilder). For Vocational Education and Community Education classes, the teaching theater has been recently augmented with an LCD ceiling-mounted projection system connected to a new teacher’s station. This new learning environment includes 30 new Pentium 4 student stations in room 303. The medical software was upgraded and Microsoft Office 2003 was also installed. The addition of the new equipment has allowed the Program to broaden Vocational and Community Education course offerings. The Adults with Disabilities Program has acquired over 20 computers that have been made available at two outreach sites. One location is a senior-assisted living agency with an Alzheimer’s unit where the teacher will incorporate computer usage into classes already being taught. The second location is at a psychiatric facility where a new Computer Basics Class has start that meets three times a week. Community Education has established partnerships with Piedmont Hills, Yerba Buena, Silver Creek, and Santa Teresa High Schools in order to offer state-of-the-art classes without significant capital investments. Some offset of costs has come in the form of software licenses, software purchases, or monetary commitment for lab upkeep. The ESL Program has also developed partnerships with Oak Grove High School, and Smith and Montgomery Schools to offer state-of-the-art classes without significant capital investments. Some offset of costs has come in the form of software licenses, software purchases, or monetary commitment for lab upkeep. Purchasing PLATO, a multimedia software program directed toward individualized instruction, is a good example of how staff researches and evaluates new acquisitions to make sure they are current and adult-student based. It is also important to be able to accommodate different learning styles and service the broadest number of departments and students. Teachers in the ABE/GED/HSD/Voc Ed Programs spent personal time visiting different school sites to evaluate Plato software and its competitors before deciding on the package. The PLATO Learning Systems academic software was purchased to better address individual student’s needs and track progress. ABE, GED, the HSD Programs have held a series of workshops to familiarize teachers and lab staff with the contents of the package. Teachers designed curriculum templates in PLATO to meet a student’s need and augment their lesson plans with the new software and its flexible structure adding a new dimension to their teaching style. Using the existing course templates and the ten new English and Math templates, ABE, GED and HSD teachers have planned the computer course work for the upcoming semester. The ESL Technology Committee explored new curriculum, Computer Competencies, and several teachers designed class projects during the summer 2003. Working under a grant from the CDE, citizenship lessons were produced by adult education staff as an online source for any ESL/Citizenship or Citizenship student to use. Community Education (fee-based) instructors have been offered the opportunity for staff development by attending Opening Meetings when these occurred across all departments. Due to the targeted scope of the curriculum, their subject area’s disciplines are not integrated. However, there does remain a need to gather staff together for program improvement, and fee-based teachers, unlike ADA-generating staff, cannot be paid through dismissing classes early. A classified Supervision Chart is distributed to all classified and administrative staff regarding supervision of each individual. This clarifies the lines of supervision and shows that assignments are equitable. Community Education has created a networked, real-time registration system so that staff can see at-a-glance the status of a class and how many students are enrolled to provide accurate information to the public; this is also provided in hard copy with updates on a daily basis during peak registration periods. Notices to Community Education teachers with email addresses are being sent over the Internet for prompt communication. With limited funds, the ESAEP approached the on-line Registration Project" where the only cost would be the time spent. With Boston Reed’s registration solution, the Program offered Community Education students the option to enroll online with a $1.50 fee per use starting the Fall 2004. For several semesters the technician position (for Career Center) was posted and an active search took place. But, the lack of a qualified /experienced applicants and budgetary concerns has placed this position on hold. However, the Program has done other things to assist students in career planning and job placement: The East Side Adult Education Program has a partnership with the One-Stop Center, which provides a workable connection with EDD (State of California Employment Development Department). A representative from that Center has come to speak about how to log onto the CalJOB Website. Then, once an individual has registered online, he/she can go to the One Stop Center for further assistance: writing a resume, making a cover letter and attending workshops. Partnerships with Boston Reed have made more medical Vocational Education classes available with certification that is accepted during job upgrades or job searches. The Community Advisory Board continues to have quarterly meetings. Some of the non-profit representatives have given technical assistance and occupational outlook information. The Student Council at the Independence Adult Center (IAC) has installed a Student Job Board in the IAC Student Lounge. Job openings are posted and student council members keep the information current. Student Surveys in Community Education reflect that students primarily enroll to build skills for a hobby, and secondarily, to build skills for business. Low enrollment in career-related fee-based classes such as Job Search, Job Prep, Resume Writing and Career Tools has led the Program to limit offering such courses under the fee-based program. CalWORKs in addition to providing references and assisting with resumes, informs students of job training programs in the community. SUMMARY OF CHANGES
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FOCUS GROUP A A1 School Purpose A1.a To what extent has the school established
a clear statement of purpose that reflects the beliefs and philosophy of the
institution? MISSION STATEMENT 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 A1.b To what extent is the purpose defined further by adopted expected schoolwide learning results that form the basis of the educational program for every student? 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. Expected Schoolwide Learning Results APPROPRIATE TO THEIR PERSONAL/ACADEMIC/PROFESSIONAL NEEDS, STUDENTS WILL BE ABLE TO: Acquire and Apply Learned Skills Communicate Effectively Use Higher Level Thinking Skills Work Collaboratively and Independently Utilize a Variety of Resources, including Technology 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 ESLR training meetings summary A2 Governance Criterion A2.a To what extent does the governing authority adopt policies, which are consistent with the school purpose and support the achievement of the expected schoolwide learning results for the school? 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 Achievement Awards Programs (Graduation and Lifelong Learning) A2.b To what extent does the governing authority delegate implementation of these policies to the professional staff? 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 ESUHSD Directory Organizational Chart Classified Assignments IAC/OAC
A2.c To what extent does the governing authority monitor results? 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 Copy of PowerPoint presentation to Board Achievement Awards Programs CASAS test scores California High School Exit Exam (CAHSEE) sample test Adult school budget
A3 School Leadership Criterion A3.a To what extent does the school leadership make decisions to facilitate actions that focus the energies of the school on student achievement of the expected schoolwide learning result? 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 A3.b To what extent does the school leadership empower staff? 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 CCAE grant award letter A3.c To what extent does the school leadership encourage commitment, participation and shared accountability for student learning? 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 A4 Staff Criterion A4.a To what extent are the school leadership and staff qualified for their assigned responsibilities? 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 A4.b To what extent are the school leadership and staff committed to the school’s purpose? 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 com |
