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To our WASC Visiting Team:
We are pleased to welcome you to the San Mateo Adult School
Our unique SMART Center (1994) along with our all-new East Wing (2001) combine to provide staff and students with one of the premier adult education facilities in the state. The SMUHSD assisted with some of the infrastructure and site preparation costs, as well as the financing the debt on the new buildings, but the construction was paid for entirely from funds generated by the adult school, not from district general funds or bonds. Most all of our classrooms are technology enriched with SMART boards.
Of course the primary reason for our success is our people. We have a highly qualified team of 80 full and part-time faculty, assisted by support from 30 full and part-time staff who share our mission of service to our students. They are both approachable and professional.
Our student body is diverse in every respect: ethnically, culturally, socio-economically, people from around the world of all ages and backgrounds. We help newcomers assimilate in to their new home and long time residents re-train in job skills or keep mind and body healthy and active. Annually about 20% of the district’s graduating class completes one or more classes through adult education. We have a full-time diploma and GED program for those seeking to complete their secondary education.
We enjoy the support of an engaged Community Advisory Board representing people from all of our local cities, employers, business representatives and non-profit agencies. The San Mateo Union High School District, our Superintendent and his cabinet, and our elected school board have continued to support our mission despite difficult budgetary decisions.
Together we have worked hard to establish a true community of learners. We welcome you, as we do all visitors, knowing that our program really speaks for itself!
Larry Teshara
Director
Smace’s 2011 wasc accreditation report
TABLE OF CONTENTS
Chapter 1: Institutional Characteristics………………………………………………………………………… 3
CHAPTER 2: PROGRESS REPORT………………………………………………………………………………………….. 14
CHAPTER 3: TEN STANDARDS…………………………………………………………………………………………….. 18
I INSTITUTIONAL MISSION, OBJECTIVES AND PURPOSES……………………………………………………........ 18
II Organizational Structure…………………………………………………............................................ 22
III Evaluation and Planning……………………………………………………………………………………………… 27
IV Educational Programs…………………………………………………………………………………………………. 32
V Program, Student and Institutional Outcomes……………………………………………………………. 38
VI Student Support Services…………………………………………………………………………………………… 46
VII Human Resources………………………………………………………………………………………………………. 53
VIII Learning Resources…………………………………………………………………………………………………… 60
IX Financial Resources…………………………………………………………………………………………………… 66
X Physical Resources…………………………………………………………………………………………………….. 71
Strengths and Issues ……………………………………………………………………………………………………….. 80
Chapter 4: Action Plan……………………………………………………………………………………………….. 81
Appendices Acronyms …………………………………………………………......................................... 93
Mid-Term Report ……………………………………………………………………………………… 94
WASC Self-Study Report: Institutional and Community Characteristics
San Mateo Adult School
789 East Poplar Avenue
San Mateo, CA 94401
(650) 558-2100
GEOGRAPHY OF OUR SERVICE AREA
San Mateo County is located on the peninsula immediately south of San Francisco and is bordered to the west by the Pacific Ocean, to the south by Santa Clara County and Silicon Valley, and to the east by the San Francisco Bay. The county occupies 449 square miles and has a population of 745,858. (Source: County of San Mateo Profile 2009-2011) Most of the population resides in cities along the eastern corridor bordering the Bay and Highway 101.
FIGURE 1: San Mateo Adult School Service Area
Located in the center of San Mateo County, the San Mateo Adult School serves the cities of San Bruno, Millbrae, Hillsborough, Burlingame, Foster City, and San Mateo. The school began operations in 1914 as the San Mateo Evening School, offering high school subjects and, eventually, classes in “Americanization.” Today, the San Mateo Adult School is one of eight schools in the San Mateo Union High School District, which includes six comprehensive and one continuation high school.
The Adult School’s main campus at 789 East Poplar in San Mateo was established in the early 1990s and houses the majority of the ESL, CTE, Adult Basic Education, and Adult Secondary classes. There are more than 20 off-campus locations throughout the service area , including senior centers, churches, recreation centers, convalescent and assisted living facilities, and elementary schools (see Figure 2: Off-Campus Locations). These off-site facilities are an important part of the school’s effort to make classes more accessible to the community, particularly those students for whom transportation and/or childcare is a factor.
Figure 2: Off-Campus Locations (*child care provided)
DEMOGRAPHICS OF OUR SERVICE AREA
San Mateo County is home to a diverse and relatively affluent and educated population (see Figure 3: Ethnicity of County Residents). Persons of Asian/Pacific Islander and Hispanic/Latino descent each make up over 20% of the population; 34% of residents are foreign born; and more than 44% of the county’s residents speak a language other than English at home. More than 88% of residents have a high school diploma or higher, and almost 44% have a Bachelor’s degree or higher. (Source: U.S. Census Bureau, 2005-2007 American Community Survey; 2008 Quick Facts for San Mateo County.)
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There are pockets of poverty in the school’s service area, most notably in the neighborhood surrounding the Adult School’s main Poplar Avenue campus, where a disproportionate number of single immigrant adults and lower income families live in densely populated multiple-unit buildings. Countywide, approximately 7% of residents live below the poverty level.
One of the implications of these statistics is the affect on parenting and child care. According to the Child Care Coordinating Council, only 43% of the county’s infants and preschool aged children who need full-time subsidized child care receive it. In order to qualify for a child care subsidy, a family must fall below state or federally designated income guidelines that are not in alignment with the high cost of living in San Mateo County. This can create a significant obstacle for parents who want to attend Adult School classes and/or seek full-time employment. In a 2010 survey of the Adult School’s ESL students, we found that 40% of our students live in households with children 18 years old and younger. Nineteen percent of our students are mothers.
The county also has a growing percentage of older adults—on average, 13.3% of residents are over the age of 65, and that number increases to 18% and higher in Millbrae and Hillsborough (see Figure 4: Percentage of Older Adults in Cities Served). The state average is 10.8%. The graying of the population signifies a growing need for social and health services. While 7.5% of the county’s adults aged 16 to 64 have disabilities, that figure jumps to 36% in adults 65 years and older. (Source: U.S. Census Bureau, 2000/2008)[pic]
DEMOGRAPHICS OF OUR SCHOOL
Although approximately 29% of students chose not to specify ethnicity on their registration forms, the data we were able to collect confirms that our enrollment closely reflects the demographics of the community from which we draw our students. (See Figures 5a1 and 5a2, 5b, and 5c.) Almost 30% of our students are 61 or older; at least 10% of our ESL students are 61 and older.
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ENROLLMENT AND STAFFING
The Adult School currently operates on a Monday – Friday, year-round, three-semester schedule. A typical full-time ESL student load is 12-15 classroom hours per week. Our staff of 115 serves approximately 13,000 students in seven program areas in a typical school year (see Figure 6: State-Mandated Programs, Figure 7: Student Hours by Program, and Figure 8: Staff).
|FIGURE 6: ENROLLMENT IN STATE-MANDATED PROGRAMS |2009-10 |2008-09 |2007-08 |2006-07 |
|Adult Basic Education |124 |193 |189 |224 |
|Adult Secondary Ed |869 |956 |900 |856 |
|ESL (includes Citizenship) |5,160 |6,773 |6,600 |6,381 |
|Adults with Disabilities |633 |872 |965 |1,107 |
|Career and Technical Ed (CTE) |583 |938 |874 |836 |
|Parent Education |248 |450 |399 |423 |
|Older Adults (50+) |2,741 |3,261 |3,263 |3,155 |
|TOTAL |10,077 |13,443 |13,190 |12,982 |
|FIGURE 7: STUDENT HOURS by PROGRAM |2009-10 |2008-09 |2007-08 |2006-07 |
|Adult Basic Education |4,723 |6,577 |7,956 |5,889 |
|Adult Secondary Ed |53,968 |58,977 |52,464 |45,281 |
|ESL (includes Citizenship) |566,797 |685,604 |573,152 |570,097 |
|Adults with Disabilities |55,028 |323,830 |332,286 |334,122 |
|Career and Technical Ed (CTE) |31,642 |46,597 |43,419 |41,105 |
|Parent Education |6,934 |14,430 |8,088 |8,955 |
|Older Adults (50+) |107,336 |135,535 |130,454 |116,613 |
|TOTAL |826,249 |1,271,551 |1,148,005 |1,122,064 |
|FIGURE 8: STAFF |Full-time | |Part-time |TOTAL |
|Administrators |[pic] | |[pic] |3 |
|Classified staff |[pic] | |[pic] |26 |
|Teachers |[pic] | |[pic] |86 |
|Volunteers |[pic] | |[pic] |35-40/year |
Due to severe budget cuts and the removal of ADA-based funding for adult school programs in California, we began charging a registration fee for the Older Adults (50+), ABE/GED/High School Diploma, Parenting and ESL classes in January 2010. Classes for CTE had fees raised or had short-term classes changed to the fee-based program. Anecdotally, 50+ instructors have noticed a slight decrease in the number of different classes that 50+ students are enrolling in and a slight decrease in overall enrollment. ESL classes that serve beginning level students, particularly the evening classes, have experienced a large drop off in enrollment. However, other agencies such as the Day Labor Center and other local Adult Schools report that the population has decreased substantially at their locations. The Summer 2010 term was the first time that the school brochure was not mailed to all homes in our service area. Participation in fee-based offerings dropped precipitously and 50+ classes didn’t enroll many new students.
STUDENT/COMMUNITY INVOLVEMENT
Student Council: The San Mateo Adult School Student Council was formed in 2004 as part of the San Mateo Adult School’s EL Civics unit on government. It is comprised of two student representatives from each ESL class and an elected Board of Directors. During elections in the fall, candidates take part in a candidate forum for all ESL classes, and students then vote electronically using the campus computer lab. Once elected, the Student Council meets monthly to discuss business, social, and community matters. It manages a budget of approximately of $3,000/year, generated from student ID sales, and regularly supports social events such as the Thanksgiving celebration on campus. In addition, the Student Council collects food for the Second Harvest Food Drive and has made disaster-specific collections. Student Council officers also represent the students on the school's Facilities Committee and on the Community Advisory Committee. As the voice of the student body, the Student Council has been an important factor in improving communication to students, and has given the students an outlet to voice and act upon their needs.
Community Advisory Board: The role of this 50-member board is to serve as a link to Central San Mateo County’s diverse professions, agencies, and local groups. The board provides ongoing evaluation of and consultation about the Adult School’s course offerings and keeps the school current with the skills identified as being necessary for students to work and live effectively in their community. The board meets three times per year.
OUR MISSION AND SCHOOLWIDE LEARNING OUTCOMES
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OUR PROGRAMS
Career and Technical Education (CTE)
Modern Office Technology is a self-paced, EDD-approved course in which students learn Microsoft Office 2007: Word, Excel, PowerPoint, Access, and Quickbooks Pro 2009 to prepare for entry or re-entry into the workforce.
Our Home Care Aide Training starts students on the path to a career in the fast-growing health field. Students learn to provide non-medical home care to the elderly and adults with disabilities. The course accommodates both native and limited English speakers. Although the course doesn’t qualify for CNA or Certified Home Health Aide certification, many students find employment in entry-level home care aide positions.
In partnership with Boston Reed College, the Adult School offers a Clinical Medical Assistant Training Program. A Clinical Medical Assistant can pursue employment as a healthcare professional in a physician’s office or clinical setting. The program also qualifies as a prerequisite for Boston Reed College’s Vocational Nursing Program.
The fee-based enrichment classes that we offer vary throughout the year, and include photography, cooking, and foreign languages.
High School Diploma /Adult Basic Education/GED
The Adult School runs an individualized, self-paced study center where students can complete coursework toward the Adult High School Diploma, prepare for the GED, or improve basic reading, writing, spelling, and math skills for work, everyday communication, or to help their children with homework. Concurrent high school seniors are eligible to attend late afternoon and evening classes. Approximately 20% of seniors graduating from the comprehensive high schools have taken at least one course from the Adult School.
Building Futures is a unique partnership project between the Adult School and members of the Building and Construction Trades Council’s Apprenticeship Training Committee of San Mateo County and affiliates. The program helps men and women between the ages of 18-25 strengthen academics, earn a GED certificate, and build social and leadership skills for entry to state-certified skilled trades apprenticeship programs.
ESL & ESL/Citizenship
The Adult School’s extensive ESL program offers grammar, pronunciation, and conversation classes at the beginning, intermediate, and advanced levels, as well as individualized ESL computer labs, introduction to Microsoft Word, the Internet, and email, a video production lab, and a job search/resume writing course for ESL students seeking employment (see Employment Data for Students, below, for more information on this class). ESL Citizenship prepares students for the citizenship exam, acquaints them with U.S. culture and institutions, and helps them make use of local community resources.
Our Distance Learning program offers students—especially those who may have difficulty attending classes because of work, childcare, or transportation issues—the opportunity to study English at home or online using books, video tapes, and DVDs in conjunction with an individualized study plan.
Laptop ESL: In collaboration with the San Mateo Foster City School District (SMFCSD) the Laptop ESL class is held three times a year at College Park Elementary School. Parents of SMFCSD students attend the classes twice a week and borrow a laptop to study at home. They learn the basics of computer technology and complete some projects in English. They are introduced to the type of technology that their children are learning in school and they overcome the fear of using computers.
EL Civics is a statewide program that enables students to learn English, enhance their civic awareness, and develop tools to be more active and successful participants in the community. The EL Civics Program has been an integral part of ESL instruction since 2003. Through the program, students and teachers investigate topics ranging from Worker Safety, Cultural Diversity, Environment, and Nutrition. Within each objective, students are assessed on level-specific, real life tasks that have included writing a letter to ask for information or showing competence in reading nutrition labels. Community outreach is integral to EL Civics. Students have attended presentations on topics ranging from immigration and diabetes, taken part in health and job fairs, and have explored their communities through field trips. In addition, through EL Civics, the ESL Program at the Adult School has formed valuable relationships with community groups including police and emergency personnel, hospitals, the US Census, and Second Harvest Food Bank.
Parent Education
Parenting the Adolescent and Now and Future Parent are both approved as court-mandated classes. Students view a portion of a video and are led through a discussion on the childrearing issue that has been presented. In Parent Education through Play parents bring their 1- to 3-year-old children with them to class and learn and practice learning about age appropriate skills. In partnership with the Child Care Coordinating Council (commonly referred to as 4C’s), the Adult School also offers a Childcare Provider Training designed for parents, nannies, family childcare providers, and relative care.
Older Adults (50+)
The school‘s thriving 50+ program includes classes in physical fitness, music, literature, creative and fine arts, and current affairs. Enrollment in these classes is showing growth consistent with the “graying” of the population in San Mateo County. Classes are offered in locations throughout the community, including senior centers, recreation centers, assisted living facilities, and convalescent homes. Our instructors are experts in working with the vast range of physical and cognitive abilities represented in the 50+ population.
Adults with Disabilities (AWD)
The Adult School has collaborated with Community Gatepath for 20 years to provide basic literacy, living and computer skills for disabled adults who are training for employment. We also offer fitness and creative arts classes for older adults with disabilities through Community Gatepath and in convalescent facilities.
Figure 9: STUDENT ACHIEVEMENT
|Diplomas/GED |2009-10 |2008-09 |2007-08 |2006-07 |
|Diplomas |33 |41 |31 |33 |
|GED |57 |31 |36 |35 |
|CASAS Payment Point |2009-10 |2008-09 |2007-08 |2006-07 |
|ABE |15 |13 |23 |13 |
|ASE |114 |51 |24 |16 |
|ESL |852 |1,156 |1,001 |1,076 |
|Citizenship Preparation |107 |141 |118 |110 |
|Civic Participation |879 |788 |420 |552 |
|Citizenship Pass |2009-10 |2008-09 |2007-08 |2006-07 |
|ESL |65 |94 |106 |82 |
|Court-Mandated Completers |2009-10 |2008-09 |2007-08 |2006-07 |
|Parent Education |38 |32 |20 |8 |
Figure 10: Instructional Delivery Methods
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EMPLOYMENT DATA FOR THE REGION
Top employers in San Mateo County include the following companies:
United Airlines Safeway Inc.
Genentech Inc. Electronic Arts Inc.
Oracle Corp. San Mateo County Community College District
County of San Mateo Mills-Peninsula Health Services
Kaiser Permanente United States Postal Service
(Source: County of San Mateo Profile 2009-2011)
According to 2006-2016 industry projections from the Employment Development Department for the San Mateo-San Francisco-Marin region, two out of three new jobs are expected to occur in Professional and Business Services; Leisure and Hospitality; and Education Services, Health Care and Social Assistance. Among the 50 occupations with the most openings are many entry level jobs requiring short-term, on-the-job training, such as food preparation and food service, retail sales, and home health care aides (see Figure 11: Occupations with the Most Job Openings).
Although the county’s unemployment rate remains lower than the state average (8.6% in December 2009 compared to 12.4% statewide), it has more than doubled over the past year, proving our region is not immune to the current economic woes facing the nation (Source: Employment Development Department).
EMPLOYMENT DATA FOR STUDENTS
In keeping with the predominantly service-oriented employment opportunities in the county, the Adult School focuses on preparing students for entry-level service sector jobs that provide critical support for the region’s high tech, biotech, and financial services sectors, as well as the growing health care field. Approximately 2/3 of our largest school population, ESL students, are working or seeking work. Of that group about 1/3 are unemployed.
In addition to the basic English skills needed to enter the work place, the Adult School offers a unique and comprehensive Job Search class for ESL students, which was funded by a Silicon Valley Foundation Grant in 2009-2010 and then renewed at a higher level for 2010-2011. The in-depth curriculum was developed by ESL instructor Martin Doerner and includes modules on Self Discovery, Profile Writing, Elevator Speech, Resumes, Cover Letter, Job Applications, Job Fairs, Online Job Search, References, Salary Negotiation, Job Interview Skills, Job Search Etiquette, Informational Interviews, Online Job Search, and other topics related to the job search process. Class activities include video resumes, video-taped mock interviews, WebQuest computer lab activities, student presentations on job search website functionality, guest speakers, field trips, extensive use of video and role playing. Our curriculum has been embraced and is being used by Green Jobs Academy, a program associated with Peninsula Works and the county Human Health Services department. Approximately 50 students secured jobs as a result of the class in the first year of the grant, according to the students themselves. With a higher level of funding for 2010-2011, the program has expanded to evenings and is expected to put a higher number of ESL job seekers to work.
FINDINGS FOR THE COMMITTEES
➢ The Central San Mateo County area has a larger than average number of adults age 65 and older and the number is increasing. What effect will this have on each of the school’s program areas?
➢ There has been a large drop in enrollments for the evening ESL program.
➢ The registration fees implemented in January 2010 have brought much-needed funding that helped us avoid large-scale closure of classes and instructor lay-offs, however, it requires a significant amount of staff time to administer. Would offering online registration reduce the time required to administer registration fees, thereby freeing up instructors and administrative staff for duties more directly related to student learning?
➢ The budget cuts have caused the school to limit hours of offerings and to close some classes. Are there alternatives for students or potential students who made use of those cut services?
➢ The ESL population reports a much higher unemployment rate than the county average, 33 percent versus 8.6 percent. How does the ESL program develop opportunities in an area that has a very high rate of professional employment requiring high levels of education to enter?
➢ In an area of limited budgets, how does the Adult School work effectively with the high school to provide services for students in danger of missing out on completing high school?
II Progress report
The Adult School had accomplished most of its Action Plan and was moving forward on the three new aspects identified in the mid-term report, Technology, Persistence and Facilities, when the budget crisis became the focus of the school’s attention. Before the budget crisis happened however, there was another significant adoption by the school, which was the beginning of the school’s involvement with the Professional Learning Communities (PLC) model. This had begun to make an effect on how the school structured its teaching and assessment processes.
Communication
The communication action item was one that had been deemed substantially finished by the mid term review, however SMAS feels that communication is always an ongoing issue. The SMUHSD has made some recent upgrades in its communications with all employees and stakeholders and SMAS has been the benificary of several of them. One upgrade is that now all SMUHSD employees, (and therefore SMAS employees as well) have a school e-mail. Our previous efforts to creates e-mails for SMAS employees were hampered by our lack of appropriate tech resources. The District now also sends out a monthly newsletter to which the Adult School contributes.
During the initial stages of the budget crisis, the SMAS administration demonstrated the increased communication by being in almost daily contact with teachers and clerical staff. Several all school meetings were held for anyone interested to come to hear both SMAS administration as well as the District superintendent’s information.
ESLRs
It was determined that the incorporation of the ESLRs would continue by program.
CTE short term programs had the goals and objectives of the classes stated in the first session and had students determine whether they were what they were seeking from the class. The final evaluation included the ESLRs on the form and asked students to self assess whether they had achieved their goal and whether they had satisfied the individual ESLRs. With the budget crunch, these short term classes became fee-based, but the same format was used to ascertain customer satisfaction.
The two longer term CTE classes, Modern Office Technology and Home Health Care training, remained in the CTE program. The Modern Office class conducts the training on an individual basis and students set goals in an initial interview with the instructor. Certificates of completion for individual goals reached are awarded when students demonstrate mastery of a portion of the curriculum. The Home Health Care Aide trainers outlined the goals and objectives of the course in the initial session and determined whether it met the students expectations.
ESL
All teachers for the ESL program make use of the the TOPSpro update system to report individual student progress. The aggregated data can be accessed from the TOPSpro reports. While these numbers give some indication of the program outcomes, the ESL PLCs continue to work toward clarifying outcomes for the student outcomes and developing means for the assessing of student learning.
The ESL program continued its use of the EL Civics program as a means of measuring individual students’ abilities to meet ESLR expectations. There are four EL Civics topics chosen each year by students with some input by teachers. Individual students demonstrate through the standardized performance assessments that they are capable of achieving the tasks. Teachers are able to see whether each student is able to pass the assessment . These assessments give the teachers better feedback than the CASAS reading and listening tests because, while the CASAS reports do provide an itemized list of items and skills for test questions missed, the teacher and student do not know the content of those items. The CASAS tests are summative instead of formative as are EL Civics tests.
50+ program and AWD programs
The 50 + program has struggled to come up with ways to demonstrate student achievement in all of the program’s classes. Class offering such as ones involving exercise have developed measures of success. Craft oriented classes such as ceramics or painting are able to point to finished products as examples of students meeting goals. Others such as mental fitness classes have found it difficult to come up with adequate measures. The program coordinator and the assistant director in charge of the programs , met with their state counterparts in a series of meetings from 2007 – 2009 to work on developing state standards for programs and measures for success. The 50+ and AWD programs formed a PLC to have teachers work on the issues, and after an initial period of success, found it difficult to continue to get teachers who work limited numbers of hours and in numerous locations, to get together to continue their work.
Professional Development
The Action Plan item relating to professional development was also considered finished at the time of the mid term report, but like communication, it is an ongoing item. With the advent of the PLCs much of the professional development for teachers is now embedded in the PLC process. Teachers in the past two plus years of the PLCs have researched and rewritten the placement tests, developed new rubrics for writing and are working on ones for listening and speaking among other things they undertaken. The teachers have learned to work in a more collaborative manner and have sought to problem solve such questions as “ What do I do if a student is not learning ?”, by gathering new resources and setting up workshops to share information.
SMAS does continue to fund teacher participation in local conferences such as CATESOL, CALPRO workshops, the upcoming CCAE/COABE conference as well as Fall Prevention and the Brain and Aging for 50 plus.
Outreach
The outreach efforts have been curtailed somewhat with the loss of ADA. SMAS no longer advertises in local newspapers unless the program is grant funded and has money in the grant budget for advertising. The school did not send out its usual brochure for the summer of 2010 and the drastic decrease in new students for the fee based and 50 and to some extent other programs, has led the leadership to reconsider the cut in light of the recent budget restoration.
Teacher Evaluation
The teachers through their union with the administration formed a committee to explore ways to come up with a suitable teacher evaluation system. The committee used a model based on the California Standards for the Teaching Profession (CSTPs) and called for a teacher peer review model. The process was piloted and deemed to OK by most participants. As the budget crisis hit, the teachers union got new leadership after the retirement of the long time president. The new leadership wished to continue to study the evaluation model before committing to put it into the Union contract in negotiations. The fact that the State of Californian explicitly notes that adult school teachers need not be evaluated and the worries that any changes in evaluation procedures may raise teachers fears in a time of budgetary declines and therefore possible job cuts, the Union has decided to table the putting of an evaluation policy into the contract.
Technology in the curriculum
Ironically, the year before the budget crisis hit the state of California, there was a surplus of money which came down to schools as one time money which needed to be spent within a short time frame. The grant stipulated that a committee of staff, students, teachers and community members be formed to decide on how to spend the money. The committee decided to invest in the technology infrastructure of the school by outfitting all classrooms in the East Wing with interactive SMARTboards. This upgrade in technology led to professional development in terms of teachers learning to use the boards effectively and to create materials for classroom use. A part time technology teacher mentor position was created. The tech support person also took the classes to become a SMARTboard certified trainer. As the budget crisis progressed, the decision was made to cut costs by attrition. The technology mentor teacher resigned in 2010 and the position was not replaced.
Facilities
In May 2005 the San Mateo High School building was declared unsafe and all classes were taken out the building and held in other locations including in the Adult School portables. The Adult School plan to build the East Wing was fast tracked and construction began in earnest several months later and the High School moved into portables placed on the school’s playing fields. The Adult School had a vision of building a large group instruction building as part of the East campus. Permission was not granted for this part of the project because the High School expected to reclaim the field space for use as a sports practice field. In 2007 It was decided that the High School would not reclaim this land, and the Adult School began to research the possibility of building the envisioned facility. Money was budgeted and plans were put in progress, but the advent of the budget crisis stopped the process.
Persistence particularly in ESL program
The school started orientation classes for the evening ESL which continued for several years. Turnover of personnel and the start of the budget crisis led to the putting of the orientation class on hiatus in 2008-2009 year. At that point the numbers of laid off workers swelled the ESL program to its largest numbers ever and with the budget uncertainty it was decided to put the school’s resources into a regular class rather than an orientation class. With the recent large downturn in the evening ESL population, the teachers through their PLC have decided to return a focus on persistence. They would like to have better data on the effects of consistent student attendance on student performance.
Standard I: Institutional Mission, Purpose, and Objectives
The Standard: The institution that is designed for adult students, to demonstrate strong commitment to a mission that emphasizes achievement of student learning in vocational and avocational endeavors, and to communicating the mission internally and externally. The institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission is accomplished.
Criterion 1: The institution has a statement of mission that defines its broad educational purposes, its intended student population, and its commitment to achieving student learning.
The mission statement as it currently reads:
The search for knowledge, understanding and growth is continuous. The San Mateo Adult School is the catalyst for student intellectual growth, creativity, and sustained health. We develop skilled workers, strong families, and successful communities by offering opportunities to learn at every stage of adult life.
defines the school as one which focuses on developing the individual adult student and at the same time enhancing the community those individuals live in. It is also intended to help push each of the school’s programs toward defining achievable and assessable outcomes. The updating of the statement in March 2010 focused on the learning results of “developing skilled workers, strong families and successful communities” as opposed to our previous mission statement which focused on offering programs . The mission also reflects the efforts of the state wide Adult School community in its move to show Adult School’s effects on Workforce Development, Support of K-12 Education and Community Development.
The outcomes of each of the SMAS departments relates directly to the mission statement:
• The ABE/GED and HSD department extends the services of the K-12 system to ensure that adults complete their secondary education and have the opportunity to become skilled workers.
• The ESL department gives parents the literacy skills to engage in the education of their children, prepares immigrants to become US citizens and readies them with the basic English skills to enter the workforce and retain jobs.
• The CTE department develops skilled workers and provides support and retraining for adults seeking new career opportunities.
• The 50 + program maintains and improves the health of seniors so they can continue to be active and contribute to the vibrancy of their local communities.
• Parenting classes focus on developing the skills that will help preschool and school age youth achieve K -12 success. Some classes provide basic parenting skills to those who have been court mandated and thus help develop the community.
• AWD classes help individuals develop literacy and life skills necessary to pursue work options and to contribute to their community.
Criterion 2: The institution establishes student learning programs and services aligned with its purposes, its mission, and its student population.
The San Mateo Adult School class offerings during the 25 years that it has been WASC accredited, have been consistent in reflecting the makeup of the community that it serves. There has been large enrollments in English as a Second Language (ESL) classes and 50+ program classes which mirrors the population of central San Mateo County. Significant program resources have been devoted to serving Basic Skills, GED and Adult High School Diploma students, people who would not be able to access these services in any other venues. Our clients in these programs are the 15% of San Mateo County residents that the National Assessment of Literacy Skills (NALS) notes as lacking basic literacy skills. Our AWD program has traditionally provided the large number of clients who come to the centrally located Gatepath facilities with assistance in acquiring basic literacy, life and technology skills to help them toward their goals of securing jobs.
In addition to offering classes, SMAS also provides counseling and referral services for many of the school’s students. ABE/GED and HSD programs have counselors on staff who work directly with students who often are in need of more than academic assistance to keep them on a path to reach their goals. ESL registrars also serve as student service aides and can provide referrals to other agencies that can provide food, shelter, abuse counseling and many other services. In all programs the first line of connection to meeting other than classroom needs are the teachers who are trained to direct students with issues to program coordinators, counselors or administrators for assistance.
As the state of California has cut its educational programs and demanded a greater focus on outcomes, the Adult School has refined its mission statement from one that noted the programs offered and the populations served, to one that is broader in its scope of defining purposes and committing to achieving results.
Criterion 3: The mission statement is approved by the governing board and published.
The mission statement is published in the brochure and on our school website. It is posted in classrooms. It was not past practice to bring adult school items such as the mission statement to the school governing board, but with the current flexibility status of Adult School funds occurring at the same time that there is a new SMUHSD administration, there has a move to more closely align adult and high school programs. Adult School staff have served on the SMUHSD Alternative Education Committee which outlined and in some cases developed all educational options in the high school district including the adult school. SMAS will participate in the High School’s strategic planning process which is slated to begin in Spring 2011, As strategic planning progresses the Adult School mission as well as its mission statement may change and at that time then be brought to the governing board. In the meantime the superintendent invited SMAS to present an overview of all its programs to the SMUHSD School Board to keep the trustees informed of the school’s varied programs.
Criterion 4: Using the institution’s governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it as necessary.
The evolution of the mission is a continuing process. The previous iteration of the statement came about through the process of the last full WASC self-study. At that time SMAS was concerned with its lack of visibility in the community. The mission statement that emerged after an extensive process involving several meetings of many school and community members focused on the fact that the school offered programs for adults in specifically named areas. The goal of that mission statement was to educate the wider community of the types of programs that SMAS could provide.
In the ensuing years, the school leadership was actively engaged in working with the state wide Adult School community in developing an identity or brand for Adult Schools and working on establishing core priorities. When the discussion came around to SMAS about the mission statement with the advent of a new WASC cycle in 2010, the leadership team looked at revising the statement to reflect those discussions. The goal was to create a more active and accountable statement. The leadership worked from the previous mission statement, looked at the statewide Adult School efforts and also reflected upon the High School District’s mission statement. A revision was proposed and sent out to all Adult School staff members and then presented to the CAB for comment.
The High School District has begun to develop a process to start a new strategic planning cycle. The Adult School as a partner school in the District will be part of that process and as such the Adult School’s specific mission statement may undergo some alteration.
Criterion 5: The institution’s mission is central to institutional planning and decision making.
The current version of the mission statement is the most active and accountable and as such it makes it more easily referenced in meetings. Particularly with respect to making budget cuts in the past several years, the question, “How does that relate to our mission?”, more clearly directs us to the answers about which projects or courses we should develop.
The relevance of the mission has been discussed from a number of angles in several different settings. One discussion has been initiated by the state’s increasing push toward accountability for Adult Schools. In the Professional Learning Communities (PLCs) and the staff meetings of the ESL program, the accountability push connects to the mission in discussions as to whether our program offerings are leading to, for example, students who are employable, to families whose parents can navigate their children’s school systems and whether ESL learners can make use of and also contribute to community resources.
In ABE/GED and High School Diploma meetings and PLCs similar discussions take place about the students raised literacy skills and graduations contributing to the community. In the 50 + program meetings and PLC sessions the focus has been on the contribution has centered on the successful communities aspect of the mission particularly as it relates to the health of seniors and the lessened impact on the health system.
In Community Advisory Board (CAB) meetings, a common theme is the Adult School’s connection to the community and in particular to graduating lower skilled community members and connecting them to further school or work opportunities. The CAB is made up of a wide range of community organizations, police, health, trade, labor and school groups and has been important in providing feedback on the school programs’ development.
With the state budget crisis the issue of funding has also been one to help focus discussions on the mission. By highlighting the developing skilled workers portion of our the mission and providing resources to develop programs in that area, the Adult School has been able to attract grant money to sustain programs such as Building Futures, which is connecting out-of-school youth to trades opportunities, and Passport to Employment which aids second language adults with securing job and career opportunities.
Areas of Strength and Key Issues to be Addressed
The Mission statement reflects the work of the school.
Mission statement is more assessable than previous versions.
Issues
Mission may need to change with developments at the District or State level.
Evidence for Standard I – Institutional Mission, Purpose and Objectives
Mission Statement
Student Learning Outcomes
Census Data
SMACE website
SMAS brochure
SMUHSD mission statement
SMUHSD vision statement
Powerpoint Presentation to SMUHSD Board of Trustees
Notes from Monday Leadership meetings
CAB meeting agenda and notes
E-mail soliciting input from staff
Flyers for budget meetings
Standard II: Organizational Structure
The Standard: The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. The organizational structure and roles of governance are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.
Criterion 1: The institution recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, learn, and improve.
SMAS, with its administrators in their role of enacting policy for the school, is part of the San Mateo Union High School District (SMUHSD) and as such follows all the federal and state laws and local School Board policies. SMUHSD has weekly meetings for principals, bi-weekly meetings for assistant principals of instruction, monthly meetings for assistant principals of administrative services, monthly professional development leadership meetings for all school principals and bi-annual mandated trainings in FRISK, a communication framework to help promote positive change in substandard employee performance, and sexual harassment. In addition to these meetings where the issues of effective and ethical leadership are raised and developed, the Adult School administrators are all active participants in ACSA. Each of the three principals are active in regional ACSA, one is on the state ACSA Adult Education Council and the Director also serves on the ACSA state Board. The Adult School leadership has taken a leading role in statewide Adult Schools consortium and has worked to develop state goals for the Adult Schools community which have been implemented at the local San Mateo level. In addition to the administrative level of leadership, SMAS has active PLCs which serve to distribute leadership capacity and rely on teacher decisions to help drive the direction of the school. Much of the work being done in improving student learning happens in the PLCs which are directed by the teachers who develop work plans and groups to accomplish their stated objectives.
The current Adult School administration has felt that an important aspect of effective leadership is to have the administrators make themselves available to staff and students and to provide both groups with information relevant to the decision making processes of the school. For example, during the current and ongoing budget crisis, the administration has held a number of all school staff meetings to explain what was happening at the school, district and state level with respect to the budget and its potential effects on SMAS programs and personnel. The superintendent of SMUHSD has also come to the school to explain the budget situation and invite input on the budget through administrative and union involvement in the Budget Advisory Committee (BAC). The leadership of the teachers’ union also meets regularly with administrative staff for informational meetings about other school matters.
Yearly goals are set for each program by the program coordinators or the assistant principals. These goals are set after consideration of the school’s mission statement, information on student achievement from PLC and staff meetings, state developments for adult education, WASC action plan items and the district’s mission. Goals are reviewed by the Monday leadership team and by the school’s director. The director asks for midyear and year end updates on the goals and uses these to evaluate the coordinators and assistant directors. The Director submits goals, some of which are based on program level goals, to the District office and is subsequently evaluated by the superintendent.
Criterion 2: The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in the decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies. Faculty and administrators have a substantive and clearly defined role in institutional governance and exercise a substantial voice in institutional policies, planning, and budget that relate to their areas of responsibility and expertise. Students and staff also have established mechanisms or organizations for providing input into institutional decisions.
While SMAS does not have a written policy for any of the decision making processes, there are a number of established ways for non-administrative staff, students and community to have input into the decision-making processes. Each Monday there is a leadership meeting with the three administrators, two other program heads, and the clerical budget person, classified administrative aide and the head of maintenance. Any issues that have come up in the programs areas from teachers or students or any issues that have affected classified staff during the week are put on the agenda and discussed at this meeting. There is also a monthly clerical PLC meeting composed of one administrator, two classified members of the Monday leadership team and all available classified staff. Some action items at this meeting are decided by group consensus and put into effect immediately. Other issues raised which may have a wider school effect are brought to a future Monday leadership meeting for further evaluation. There are two separate student council meetings, one morning and one evening, which are held monthly and which have the teacher liaison and at least one administration member in attendance. The student council’s elected officials meet the week before with the teacher liaison to develop the meeting agenda. Again issues raised at this meeting may be resolved by the council or brought to the Monday meeting. There are also regular staff meetings in the academic programs and quarterly meetings in the 50+/AWD programs with the agenda items solicited from the teachers and program assigned clerical staff.
SMAS has a Community Advisory Board with over 50 active participants which meets three times a year. The CAB provides a forum for community input into the Adult School. SMAS staff also receive direct input about school programs from students or potential students who make direct contact with program coordinators or office staff to request new classes or provide feedback on existing programs. Many times this information is brought to the Monday leadership meeting for discussion.
Criterion 3: The institution relies on faculty, a curriculum committee, and administrators for recommendations about student learning programs and services.
Historically SMAS has relied upon instructors to develop curriculum in each of the program areas. All materials used are either teacher developed or teacher recommended. Teacher often serve as a first level of counselor for students who bring them questions about services that the individual student may need. Teachers can refer students to counselor in ABE/GED, ASE programs or to the student services aide in ESL. In other programs the teacher may refer the student to the program coordinator. Issues or requests for services raised by students may also be brought to teacher meetings or the Monday leadership meetings as outlined in criterion 2 above.
With the development of PLCs at SMAS, the institution made a commitment to incorporating faculty expertise on teaching and student learning in a more focused manner. The Adult School was first introduced to the concept of Professional Learning Communities (PLCs) in the summer of 2008 through an event held at the New Haven Adult School. Ten Adult School staff including teachers and coordinators from several programs attended. Those who went were enthusiastic about the ideas presented, in particular the notion that teachers would work collaboratively to focus on student learning to raise student achievement levels. The Adult School followed up by having Karen Barroso from New Haven Adult present the PLC basics to the whole school October meeting. Professional Learning Community groups formed in the morning and evening ESL programs and since has spread to the Foster City ESL branch. The 50+ met a number of times using the PLC concepts. The Adult Learning Center programs both set up PLC meetings. The clerical staff also formed a clerical PLC that focused on school support issues.
Criterion 4: Through established governance structures, processes, and practices, the governing board, administrators, faculty, staff, and students work together for the good of the institution. These processes facilitate discussion of ideas and effective communication among the institution’s constituencies.
As noted in criteria two and three above there are a number of processes and groups, including the PLCs, Student Council. Monday Leadership Meetings and Community Advisory Board which serve to bring together various parts of the schools’s stakeholders in order to work together for the good of the school. While there are not written procedures or regulations which guide the creation and development of these groups, each of them operates with agendas and notes to keep participants informed of the process and direction of their work. In the WASC groups the existence of PLCs in particular was noted often as a place where the school’s focus on improving student learning objectives was displayed.
Criterion 5: The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with ACS WASC standards, policies and guidelines, and Commission requirements for public disclosure, self-study, as well as other reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission.
This accreditation visit for SMAS is the fifth complete six year cycle that it has undertaken. We have always taken the WASC process seriously and used it as a continuous improvement model to help focus school efforts for change. As noted in the midterm review report, the school had addressed several of the goals completely and not only was working on the others, but the SMAS leadership had developed new goals in newly identified areas of need.
Criterion 6: The role of leadership and the institution’s governance and decision-making organization, structures, and processes are regularly evaluated to ensure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement.
There is a goal setting process each year for the administrative staff and program coordinators which is reviewed at year’s end by the director and ultimately by the superintendent. The CAB also provides feedback on school programs from community members who represent many local agencies and occupations. The PLC process provides a means for teachers to reflect on their efforts to improve student learning.
Evidence for Standard II
History of our PLC
Notes from meetings
CAB notes
Pat Prudhel comments to Board
Sample of School Board policies - Full set available from Administrative Assistant
ACSA Mission statement
ACSA Adult Ed Council mission
SMUHSD Leadership binder
Teachers History of our PLC paper
Agendas for All School meetings
Budget Advisory committee notes
Sample Goals
CAB Mission Statement
Areas of Strength and Key Issues to be Addressed
Strengths
- Good connection with the High School District
- Development of Professional Learning Communities gives more teacher direction to programs.
Issues
- Off site campuses do not always have same access to resources or to PLCs.
STANDARD III: EVALUATION AND PLANNING
Criterion 1: The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.
The current director of the Adult School, Larry Teshara, was brought to the San Mateo Adult School in 1994 precisely to create a collegial atmosphere from what had been previously an adversarial relationship between administration and staff. One of his steps was to create a weekly leadership meeting where program heads, staff and administration could share relevant information about school work. A process was developed where information from the leadership meeting would be able to be shared with program area meetings and information about program work could be brought back to the leadership meeting for dialogue and reflection. This process has had its refinements through the years and one of the action steps of the 2004 WASC was to continue to develop patterns and forms of communication, a task which was deemed accomplished by the midterm Visiting Committee in 2007, but as within all large organizations, continues to be an evolving process.
A major development in the area of focus on continuous improvement of student learning began in the summer of 2008 when the Adult School sent a team of ten, including representatives of the ESL, ABE/GED, High School Diploma, 50+, and CTE programs as well as both assistant directors who have direct oversight of these and other school programs, to hear a presentation about Professional Learning Communities and their possible implementation in Adult Schools. All staff who attended were excited by the possibilities that were presented and were most struck by the PLCs’ focus on the concept of “What are the students learning?” as opposed to the notion of “What are the teachers teaching?” This seemingly simple shift of focus would provide a means of changing the school culture from one of focusing on school course offerings and professional development geared to give teachers tools and information to present to students. Instead the current, ongoing efforts are pointed toward looking at individual student achievement and finding ways to aggregate that achievement data to look for program and schoolwide ways of improving learning.
In Fall 2008, the Adult School held a meeting for all staff where Karen Barroso from New Haven Adult School presented the basics about what a PLC is and what the role of participants in PLCs would be. Program area groups then brainstormed how a PLC might work. In the months following the large group meeting, each department worked to form PLCs. At the present time, there are four separate PLCs for the ESL program, one each for morning, afternoon and evening at the main Poplar Avenue campus and the fourth at the Foster City site. There are PLCs for the ABE/GED program and another for the High School Diploma program. There is a 50+ program PLC and a clerical PLC. Each of the individual PLCs have meeting schedules set by the participants and these vary according to participants ability to meet and proximity to a common meeting place, variables which always made common planning difficult for any adult school enterprise.
Criterion 2: The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals and states the objectives derived from them in measurable terms to the degree that they are achieved can be determined and widely discussed. The institutional members understand these goals and work collaboratively toward their achievement.
The Adult School has several levels of goal setting which intersect in various ways. Administrators are required to submit goals and progress updates each year to the District Office administration. Each administrator is involved with District level initiatives and standing committees, a portion of the work of which affects the Adult School. For example, since the District moved into Program Improvement (PI) status in 2009-2010, an Alternative Education Task Force (AETF) has been formed to address the District achievement levels for students in the lower socioeconomic and special education subgroups. Discussions at the AETF meetings have focused on placement issues for special education students, and has led to an Adult School goal for one Adult School Assistant Director of clarifying the special education students’ options and pathways to success in the Adult School. This also included the collecting of achievement data for former high school special education students who are now in the Adult School. A second topic of discussion at the AETF that has affected goal setting for the Adult School has centered on finding a computer based learning system that can help high school students achieve both better learning results and credit recovery. As the lack of success for high school students can lead to placement in Adult School concurrent classes or separation of the student from the high school and a placement at the Adult School, our administrative participation directly affects Adult School functioning.
Because each of the Adult School administrators is directly involved in supervision of one or more Adult School programs, some of their goals are focused on improvement of specific programs. Program leaders for the CTE program and the 50+ program also submit goals to the Director. All goals are compiled and shared at the Monday Leadership meetings, with the expectation that program specific goals will be shared with program teachers and staff.
A closer link with student performance is at the PLC level. Here teachers look at specific student performance data and set future PLC agendas based on the results. Some examples of work that teachers have done in the past two years are: the development and comparison of results of exit level tests, the assessing of writing samples and creation of discussion of rubrics, the initial move toward defining speaking assessments and piloting of rubrics, the revising of the placement test to include more information on speaking, listening and collecting of student goals. With the development of PLCs these comparison of results have focused on developing formative means of enhancing student learning. At this point the school has not developed a defined set of outcomes from which to create SMART goals, that are, in PLC terminology, quantifiable goals by which the school can measure its progress in raising student achievement levels.
A word about the collection of student data. As mentioned in the Progress Report, the Adult School collects a great deal of summative data. We have the CASAS payment point reports and the subsequent NRS federal tables that the CASAS test score populate. There is also the aggregate TOPSpro outcomes data that is generated from teacher input. The problem for the CASAS scores is that because it is a standardized test, it is not necessarily tied to the curriculum that teachers are teaching. There are also questions of reliability in the aggregated TOPSpro data. With the state forces moving toward a time of clear emphasis on outcomes related to placing transitioning adults to training, and work, the Adult School would like to find more appropriate individual measures that will help the school connect to the state goals in particular the goals of transitioning adult school students to career, training or other school opportunities.
Criterion 3: The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data.
One result of the ongoing budget crisis has been the heightened scrutiny that each of the school’s programs are under to provide a rationale for continued funding in a time of fewer resources. In effect this has focused each program area on attempting to clarify student outcomes. Discussion of the outcomes occurs at the Monday leadership meetings where program heads share what is happening in their programs with respect to efforts to meet community needs while staying within a restricted budget. The discussion takes into consideration the school’s mission, the SMUHSD district needs, state efforts to move Adult Schools toward a system that focuses on school and career transitions and the necessity of providing more quantifiable outcomes.
One issue that has come up is that up until the advent of flexibility, most of the information that the school based its decision making processes on was not quantitative except for attendance data. In the time when filling classes meant more state revenue, the school looked at populations to serve and assumed that because students continued to come to classes meant that those students were achieving outcomes they desired. It would be helpful to have all programs in SMAS examine the information they collect in terms of demographic, testing, persistence, outcome and transitions to other programs. In some cases such as the 50+ program, it will be necessary to define outcomes which will be quantifiable and are more precisely matched with the school mission. In other programs such as the the academic programs and CTE, it will be important to create means of transitioning students and following up on their successes. With this refined information on all programs it would be easier to determine clearer school goals for each program and the school. Evaluation would change to be not based mostly on the quality of the students’ experience, and more on broader measures including how each program ismeeting defined outcome goals.
Criterion 4: The institution provides evidence that the planning process is broad-based, offers opportunities for input by appropriate stakeholders, allocates necessary resources, and leads to improvement of institutional effectiveness.
While the Monday leadership meeting is the ongoing point where the business of the school is discussed and planning and evaluation often take place, input for the meetings comes from many sources. Students directly contact program leads or the director or bring items to the Student Council. Clerical staff speak with clerical or other staff who attend the Monday meetings or they bring up issues at the Clerical PLC . Teachers have staff meetings, PLCs or direct contact with program heads or the director to contribute their ideas. Community members attend the CAB or call the administrators with issues that affect them.
An example of input into the planning and resource allocation process occurred when the school administration provided information on the budget crisis to all school staff and then all involved brainstormed possible ways to implement budget reductions. Consensus was to cut the school calendar so that reductions were shared across the board. When ARRA funding became available, SMAS was able to restore some weeks on the calendar and to hold summer school when the SMUHSD district limited summer school offerings.
Criterion 5: The institution uses documented assessment results to communicate matters of quality assurance to appropriate stakeholders.
The assessment of student learning is conducted on an ongoing basis by the instructors within these programs in conjunction with the program coordinators, site coordinators, and the students themselves. Strategies for assessing student learning include instructor observation, informal student conferencing, and, in the case of the ESL and ABE programs, entry level skills testing to ascertain appropriate placement levels and determine the readiness of the students to matriculate from one level to the next. Student input is actively sought across all five programs and is used to help set individual goals with each student who are primary stakeholders and to adapt instruction and offer modifications appropriate to the student’s needs. Assessment mechanisms vary from program to program but generally include a combination of qualitative and quantitative methods. The former include instructor observation, student self-reflection, and dialogue; and the latter include tests, quizzes, pre- and post- activity questionnaires, and other standardized mechanisms for assessing performance. These assessments are used to ascertain that learning has taken place and to identify areas in which further skills development is still necessary. Instruction is continuously modified based on student outcomes in order to ensure continued student achievement. More detail of individual programs is listed in criterion three above.
The results of documented assessments are made available to stakeholders in various formats. The WASC report is on the SMACE website and the profile contains relevant school data. The Adult School has quarterly Community Advisory Board meetings and data is usually presented in conjunction with a presentation or update on a particular program often by the students of that program themselves. A recent example is the students and teachers of the Passport to Employment program discussing the results of the students’ efforts to attain employment after working through the course content. In January 2011, all the programs of the school made a presentation to the San Mateo Union High School District School Board. The presentation format included student data and results. The Adult School has also participated in local groups such as the ESL network, combined ACSA regions 5 and 8 meetings, ROP meetings and other local groups and shared student results. Administrators and teachers have met with local legislators, including city councilmen, local state assemblymen and state senators, and county board members both at the Adult School and at their offices, to share the Adult School story.
Criterion 6: The institution assures the effectiveness of its ongoing planning and resource allocation processes by systematically reviewing and modifying, as appropriate, all parts of the cycle, including institutional and other research efforts.
Administrative and teaching staff at SMAS are continually involved with organizations which serve the larger Adult Schools community. The Director is a member of the statewide ACSA board and is liaison to different ACSA Councils. One assistant director is on the ACSA Adult Education Council and both he and the director meet regularly with fellow administrators in both the South Bay and the Peninsula region. All administrators and some teachers yearly go on WASC visiting teams to other adult schools. Administrators and teachers were involved with local Bay Area wide efforts to refine outcomes for 50+, AWD, Parenting and ESL programs. Teachers attend CALPRO, CATESOL and other staff development opportunities and keep abreast of developments outside SMAS. The school has an active teachers’ union which monitors events at other schools. All of these sources of information connect the school to what is happening in the wider community and this information is brought back to SMAS for discussion about how it effects our program planning. This broader perspective informs staff meetings at the clerical, teacher and administrative levels because it is used as an evaluation tool to compare the program planning and results that occur at SMAS with outside organizations.
Criterion 7: The institution assesses its evaluation mechanisms through a systematic review of their effectiveness in improving instructional programs, student support services, and other learning support services.
SMAS Monday meetings give the school an ongoing place to monitor the processes of each program. One of the goals for the upcoming cycle of WASC would be to make the review process based more on review of quantitative data and to move the examination of all school processes to one that is based on studying student outcomes results.
Strengths
- Leadership team meets weekly and provides consistent and timely planning.
- Strong connection to community through Advisory Board, District wide and state wide committees.
Issues
- Performance and outcome data is not always available for all programs for evaluation and planning purposes.
- It is difficult to plan with ongoing budget uncertainty.
Evidence for Standard III
Notes from Monday Leadership meetings.
PLC agendas and notes
Goals by program
Alternative Education Task Force plan
PLC resource materials
TOPSpro data
ASAP reports
Mission statement
Community Advisory Board agendas and minutes
List of CAB members
AFT information
School Board presentation
Standard IV: Educational Programs
The Standard: The institution offers high quality educational programs in recognized and emerging fields of study that culminate in identified student outcomes leading to certificates, licensure, or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by the institution.
Criterion 1: The institution demonstrates that all educational programs, regardless of location or means of delivery address and meet the mission of the institution and uphold its integrity.
All locations of the Adult School are overseen by administrators or program coordinators who hold the same high level of curriculum standards no matter where the classes are held or through which delivery system they are received. The administrators and program coordinators meet weekly to discuss programs at all locations.
San Mateo Adult School recognizes that “the search for knowledge, understanding programs to benefit the adult student populations. In all our classes, instructors work with students to “set and meet goals” as they work towards intellectual growth, creativity and sustained health.
In the Older Adult classes, students demonstrate “sustained health” – mental, physical, social, spiritual and emotional, as they take art and exercise classes. The art classes are individually paced and allow students to set and meet goals, work independently and with each other. Exercise classes are more structured and allow students the opportunity to learn from each other as they work towards their physical goals. Now, the Older Adult Programs are fee supported with cost dependent on participant’s age and open to all ages, providing for even more interaction with the community.
The ESL program reaches ELL students from the ages of 18 – 90 years old, at the main Campus and offsite locations. In class, students do needs-assessments to allow students to set their own language goals, work independently and collaboratively to learn English. Through the EL Civics program, students take part in four community-based modules a year to study topics such as Preparing for Emergencies and the The Census. Central to EL Civics is connecting students to the community, so students attend presentations, go on field trips and give back to the community through an annual Food Drive and Earth Day Clean-up of the campus. To foster community and understanding within the diverse cultures, International Day and Night provide venues for student sharing and increased appreciation of multi-cultural US.
In Parenting Classes the students learn and apply important parenting skills. In these classes, students work independently on homework assignments and collaboratively in class to become better families and thus improve their connection to the community.
The HS Diploma program serves both high schools students who need credits to graduate, as well as returning students who want to earn a HS Diploma. Students work closely with a HS Diploma Advisor to set and work towards program goals, develop learning strategies that will benefit them in the workforce. Students learn and apply new knowledge and skills as they follow their individualized program of study.
In the CTE program, adults of all ages learn computer and work skills to improve both work and personal lives. Two computer classes offer students the option of working independently in a classroom setting or in a more structured classroom environment. Home Health Care students learn important skills of taking care of the elderly or the sick, which can be used to get jobs with private households on in their own families. SMAS also works with Boston Reed to offer certification in growing medical fields. Finally, SMAS makes sure it reaches students with disabilities through its work with the Gatepath program. For younger adults, students learn computer and literacy skills to prepare them for work. In art and exercise classes, students keep their bodies and minds healthy while working in a community environment.
In conclusion, SMAS meets the Mission and addresses the Schoolwide Learning Outcomes by offering our students a range of independent and collaborative venues for pursuing their educational needs. As we go into tight economic times, it will become more important for the school to be able to assess how successful these programs are in meeting the mission. In that case, it will be important for departments to refine assessment tools that can be used to evaluate the success of a program.
Criterion 2: The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy of its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.
San Mateo Adult School strives to meet the diverse education needs of its students by providing classes for students who want a structured learning environment and those students, workers, parents and those looking for work, who require a more flexible setting. Whether students are looking for job training skills, ESL, parenting support, a chance to finish a high school diploma or are retired, they will find something that fits their schedule.
SMAS is dedicated to helping adults develop necessary job skills to enter the workforce or to strive for better employment. Work training classes are offered at varied sites and range from medical certification, in conjunction with Boston Reed, to ESL classes to improve the language skills of the large immigrant service workforce. Students who take computer classes through the CTE program can take classes during the day if they are not working. These self-paced classes allow for students to take time off for interviews and if they study 20 hours a week, they can meet the extension requirements for continued benefits. For working students can take evening computer classes through CTE to brush up on specific computer skills. Adults in the Adults with Disabilities classes, offered in conjunction with Gatepath, learn important literacy and computer skills so they can become productive members of the community.
SMAS recognizes that many of its adult students have families and work to help them become better parents. ESL classes are open entry to accommodate parents who have child-care challenges if the child is sick or on vacation. As these parents improve their language skills, they are better able to support their children’s education. Distance Learning meets the needs of parents with small children not yet in school, who do not have the time to attend classes. The ESL Laptop class, which is held onsite at an elementary school, offers both ESL and computer instruction. Parenting classes are offered to the public at large and also serve families who are in the court system. Parenting through play program is geared to parents of young children who are particularly interested in supporting their children’s physical and mental development.
Students who have specific academic goals can find their place in either the ASE program or GED. First, they are counseled to which program is most appropriate and beneficial and then work closely with an Advisor to set and meet their academic goals. Both concurrent high school seniors who are missing a class to graduate from their home schools on time, and out of school students, whose education was interrupted, are served by the HS Diploma and GED programs. Approximately 20% of SMUHSD graduates have taken at least one class at SMAS.
For adults who are retired but who want to continue learning and enjoy the camaraderie of the classroom, the 50 + program offers art and exercise classes. SMAS also offers older adults a chance to give back to their communities by volunteering in ESL and Citizenship classes. Older adults who are incapacitated by physical limitations, such as stroke, enjoy music classes held on-site in long-term care centers.
Finally, adult students with physical or mental disabilities are accommodated in both regular and special classes. Computer classes offer track balls for seniors who find the mouse difficult to use and an ESL student who can not write, but use the computer, has his work scanned . HS Diploma and GED program, with their one-on-one support, work with students to identify the strengths and provide reasonable accommodation when necessary. Finally, SMAS works with Gatepath to serve young adults with disabilities who need literacy and computer skills to enter the workforce.
SMAS also serves students, who for whatever reason, did not finish their schooling. IN ESL classes, many students are immigrant mothers who left school to raise their families and are now catching up. Also, ESL Classroom aides work one-on-one with literacy students in ESL who never learned how to write in their own languages. Finally, GED and HS Diploma programs help both young and old adults whose high school education was interrupted.
In conclusion, SMAS is most successful in meeting the needs of students who require flexibility in scheduling to pursue their academic or creative endeavors. Our students are workers, parents, people looking for work and retirees, all of which thrive with our flexible offerings. One challenge we face is how we capture and analyze the data of who are students are. In addition, another challenge, is how we continue to serve our students in tighter economic times.
Criterion 3: The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum to the current and future needs of its students.
SMAS offers students a wide range of learning opportunities at its various sites and strives to meet the different learning styles of its students. The GED and HS Diploma center in the SMART Center is open morning, afternoon and evening and offer self-paced plans to suit the students’ needs. ESL students can attend classes at the main campus, in the morning, afternoon and evening. In addition, ESL students are served in Foster City and San Bruno at satellite sites. Day laborers who are looking for work can study at ESL at the San Mateo Worker Resource Center. Students can also use the Distance Learning program to borrow videos, do homework and meet weekly for one-on-one help. Open enrollment for ESL students serves our students who have schedule challenges with family and work. Most of the 50 + classes are held at Senior Centers and Recreation Centers in an attempt to be near the populations of older learners. Parenting classes for parents and toddlers are held at a local elementary school so parents and siblings can attend while K-5 children are in class. The Laptop class in the ESL program offers childcare for younger children and is held at another local elementary school. Classes for students with Disabilities are held onsite at Gatepath and long care home facilities to reach those students who may not be able to get to class. Computer and vocational classes are held onsite at the Poplar Campus to take advantage of computer labs and classroom space.
SMAS recognizes that its students have varied learning styles and strives to meet these styles in the classroom. In 50 + art classes, teachers use oral, written and kinesthetic teaching strategies to support student learning new skills and expressing heir creativity. Exercise classes meet the needs of older adults who are interested in strengthening their bodies. HS and GED students read, write, watch videos and use computers to master their subjects. Students in Parenting classes use video, text and homework and the Parenting thru Play offers a more experiential learning experience as parents and children practice activities that can improve find motor skills and prepare the students for the classroom. A recent workshop in Learning Differences in the ESL Department has lead to teacher experimentation with different teaching strategies and shared ideas at a Brownbag lunch. The AM PLC plans to continue this dialogue of how to reach students who aren’t learning.
With multiple locations, flexible schedules and instructors who use multiple teaching strategies in the classroom, SMAS strives to meet the varied needs of its diverse student population. With tighter budget times, there is a chance that satellite classrooms will be cut to save funds. If this happens, the school will have to address how to best meet the needs of those students who will lose access to classes perhaps through the use of technology. In addition, while SMAS recognizes that its students have varied learning styles, it does not have a systematic way of assessing how well classes and programs are doing to meet those needs.
Criterion 4: The institution identifies student learning outcomes for courses, programs, certificates, licensure exams and other completion indicators; assess student achievement of those outcomes; and uses assessment results to make improvements.
At SMAS, students and instructors work together to ensure that students are reaching for and meeting both program and course-wide SLO’s. Depending on the program and course, assessments are both structured or more organic. For example, assessment of student work in 50 + art classes is based on how well the students learn new techniques. In a sense, for the art students, their finished piece of work is their “test”. In ESL classes, students are tested in each level before they can advance to the next level. Because of the fluid nature of the student population, students are also continually assessed in class and moved to a more appropriate level if needed. ESL teachers are also working in the PLC to make sure level SLO’s and assessments are standardized across the level. At the end of the course, students will receive either a certificate of completion or a certificate indicating how many hours studied. In addition, with the EL Civics programs students are assessed by written or oral examination or on their portfolio of work for the unit.
ASE and GED students receive both diplomas and certificates upon graduation and are continually assessed as they work towards their academic goals. Their one-on –one relationship with their advisors is crucial to students successfully meeting their goals and preparing them for assessments. When the trade unions were providing entry tests to their apprenticeship programs, students transitioned from the ASE program to the Building Futures program to gain job skills. Court-mandated Parenting class students who complete the course, receive a court-approved certificate of completion. Parents in the Parenting Thru Play program measure success by their children’s development and parent input on activities is used to improve the class.
CTE students are assessed both individually, in the Modern Office Technology class, and as they finish projects in the traditional classroom classes. Home health care students receive a certificate that lists the 20 content areas that they have studied. Boston Reed classes lead to more formal certification in health care jobs. Students in the Adults with Disabilities Class are assessed as they work through computer based literacy and computer skills program. In art classes, their finished work is a concrete outcome of what they have achieved.
In conclusion, due to the flexible and ongoing nature of adult classes, assessment and recognition of achievement is continual. Because of the emphasis on individual attention, students are supported as they reach their goals.Perhaps the greatest challenge, is for programs to better articulate what they expect of the students and to create assessment tools.
Tasks:
Both 50 + arts and exercises classes are working towards creating on-going assessments, maybe observation checklist for exercise classes or a portfolio of photos of students art work, to assess their students. The 50+ program is thinking about incorporating an art show as part of the school’s International Day Celebration, to show off the best of the students’ projects.
ESL classes are working to standardize what is expected of students before they are promoted to a new level.
The ASE Program has talked about standardizing writing assessments and also tracking students who have graduation and gone on to other programs.
One challenge is how to better utilize the data we get, through TOPSPRO and ASAP, to help us track our students.
Criterion 5: The institution assures the quality and improvement of all instructional courses and programs offered including continuing and community education, short-term training courses and programs, and contract or other special programs, regardless of type of credit awarded, delivery mode or location.
SMAS strives to provide the best instruction to its students by hiring qualified teachers, but by also encouraging teachers to work collaboratively to become better teachers. For example, 50+ teachers have attended presentations on topics specific to teaching older adults, such as fall prevention, which can be applied to both exercise and arts classes. In addition, the exercise class teachers are working together to develop class SLO’s specific to their classes. For ESL teachers, ongoing teacher development is both formal and informal. Instructors at their respective sites meet regularly with colleagues to share teaching strategies. The PLC has been an invaluable tool, providing the time and structure for instructors to work together to develop level-wide assessment tools and to share strategies. A workshop in Learning Differences was the result of questions raised in the PLC and has launched anew direction in how to support students with special needs. ESL instructors also take part in technological training ranging from creating websites and using new software and hardware in class. Likewise, HS Diploma instructors meet regularly to update program materials, making sure they are timely for the students, and to talk about how best to incorporate technology into the program. Staff have attended workshops to improve their teaching, including a class on how to teach Algebra, after it was added to the HS Exit Exam.
Overall, SMAS instructors are passionate about working with adult students and strive to work together to best serve our students’ needs. Perhaps our biggest challenges are the limitations of space and time, and current budget challenges. As SMAS classes are spread over different sites and are held throughout the day, it is difficult to find common time for instructors to meet. In addition, one grave concern is how we can maintain the excellence of our services during these times of cutbacks. By continuing to focus on our students needs, SMAS strives to continue to be an important part of our students’ lives.
Strengths
- Programs reach a broad population by having flexible hours and locations.
- Passionate instructors who are trained to work with specific populations.
Issues
- Better assessment tools need to be developed to provide more accurate individual data in some programs.
- Gathering and analysis of data needs to be more systematic and applied system wide.
Evidence for Standard IV
Course Outlines
Student Learning Outcomes statements from teachers
Curriculum documents from individual programs
Sample lessons
TOPSpro reports
ASAP reports
Staff meeting notes
SMAS brochure
CASAS test results
Skills checklists
Student demographic data
Sample student folders
Standard V: Program, Student, and Institutional Outcomes
The Standard: The institution uses established procedures to design, identify student learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving courses, programs, and student learning outcomes.
Criterion 1: The institution has established policies and institutional processes to guide the development and evaluation of courses and programs. These procedures lead to the assessment of quality and improvement.
Historically the SMAS has had as its mission to provide quality educational opportunities in the ten areas that were originally mandated by the state legislature and set in the California Education code. The school also saw as its target audience those in the community who were lacking the basic skills or the requisite resources, personal and/or financial, to avail themselves of training programs or other learning options which are available in such places as community colleges or ROPs. To meet this goal the school leadership has had continuous review processes in place. The school has been WASC accredited for twenty five years and has used its self study model in its intended role as a continuous improvement process. The school also has an ongoing structure of meetings of staff, teachers, coordinators and administrators, which leads to a cycle of development, analysis and adjustment that leads to ongoing improvement.
The San Mateo Adult School has developed and adjusted courses according to community need and student interest. Staff are trained to follow up on requests from the community. For example, a typical path for requests for a new class or adjustment of an ongoing offering might be: a community member calls or visits the Adult School seeking a particular type of class; the front desk person or other staff member relays the request for information to the appropriate program coordinator. The program coordinator would ascertain if there were a significant amount of interest for a new course and if so, the program coordinator would take the request to the Monday leadership staff meeting for discussion. A decision would be made about whether to pursue the development of a new course or make changes to existing offerings.
With regards to developing and maintaining relationships within the community, one example is evident at the Worker Resource Center in San Mateo. At the request of the Samaritan House which operates The Worker Center for the City of San Mateo, SMAS provides ESL classes at this facility, whose primary mission is the safe and efficient placement of day laborers in short-term jobs with local contractors, businesses, and homeowners. ESL teachers at the Center adapt instruction to meet the unique needs of this learner community. Training and lessons comprise of: basic work skills, job search, worker safety, and immigrant rights, among others.
Within individual SMAS programs there are also internal established processes for developing appropriate and challenging courses. The ESL program works within its Professional Learning Communities, PLCs, comprised of classroom teachers with administrative support to refine class offerings. Teachers in the 50+/AWD and CTE create classes based primarily on community feedback and course completion survey results. Suggested classes and course outlines for HS Diploma are subject to meeting state standards and with graduation requirements established by the High School District Board of Trustees .
With the advent of flexibility, it is currently unlikely that new classes which are not fee-based will be added, but existing offerings may be altered to better serve student and community needs.
Criterion 2: The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, programs, and certificates. The institution regularly assesses student progress toward achieving those outcomes.
SMAS’s credentialed and diverse faculty work to ascertain competency levels and the resulting measurable outcomes among all courses. In an effort to effectively involve primarily teachers in a structured way, SMAS began the Professional Learning Communities, (PLC), process over two years ago. Part of the PLC process calls for the programs to review their curricula and to establish the essential learnings for students and then to develop measures to determine if students are achieving success. By October 2010 there are ongoing PLCs in the morning, evening and Foster City ESL program, the ABE/GED and HSD programs and PLC informed staff meetings in the 50+/AWD programs.
The SMAS Community Advisory Board (CAB) has been in operation for 14 years. Its members come from community agencies, workplaces and other school sites in the Central San Mateo County area. The CAB meets quarterly at the school’s main campus and one of its roles is to have members provide input into school course decisions and monitor the school’s measures of success.
Methods may vary and the end products take many forms, but each department continues to design challenging curriculum and apt means of evaluation.
ESL and ESL/Distance Learning students are assigned an instructional level based on a teacher developed placement test. This placement instrument was completely re-designed during the previous year by the teachers in the PLC. Levels of instruction in the ESL program are based on the state model standards for ESL. Once a student is placed in a class, instructors rely on teacher observation, quizzes and exit tests, and CASAS reading and listening tests to gauge students’ English ability and readiness for promotion to the next level. Teachers in the ESL program at the San Mateo site are collaboratively developing formative assessment instruments to gauge student learning at intervals within a semester. The evening ESL teachers at the Poplar Avenue site have adopted a particular text series for use at the beginning and intermediate levels and use the assessments as a formative measure. Standardized testing exists for the ESL program in the form of CASAS reading tests administered six times a year and EL Civics performance assessment testing which occurs four times a year. Students in the Advanced level ESL classes also take CASAS listening tests.
ESL/Citizenship students are tested individually using the Government and History as well as the Oral Assessments standardized tests from CASAS. This program typically has near 100% success in students passing the real life citizenship exam, if the students study a sufficient number of hours at SMAS. Teachers choose text materials or adapt materials from the USCIS website. Citizenship teachers also train volunteers to work with students in one-on-one or small groups settings in order to give students the more practice before their interviews.
Students in the 50+ and the AWD programs cover a wide range of physical and cognitive needs, which makes standardized course development, goal setting, and evaluation difficult. Because of such, assessment is often subjective and the program teachers are largely responsible for determining student objectives, but SMAS teachers often work with site staff at such class locations as the Gatepath, an organization which provides services for adults with developmental disabilities, facilities or the Senior Focus Adult Day Care to determine appropriate learning measures. Skills checklists, teacher notes, and constant observation best serve many 50+ classes such as adaptive arts, ceramics, and fitness. In courses for adults with disabilities, which include computer and reading literacy, goals and objectives are specific to each student, with the means of assessing how they are to be achieved determined in conjunction with Gatepath staff. Corresponding tests are given by the teacher, and results are compiled in individual binders. Instructors in these areas are working with the program coordinator to refine standards of collecting and reporting student outcomes that can be used for future program planning. The lack of a program PLC structure and common meeting times has made the progress on this slower than some other programs.
Students and instructors of ABE/GED/ASE, on the other hand, rely mainly on achieving the High School Diploma or GED to ascertain appropriate outcomes. Courses and programs are evaluated every year, to determine whether the courses are up to date and meet State and local SMUHSD standards. As a result, appropriate changes may include adding more current information on students’ worksheet packets or revising practice tests. The department keeps a binder of State guidelines on hand at all times. Teachers are working in PLCs to update and review appropriate software and other learning materials.
As of winter 2010, the CTE program has two courses. Home Health Care Provider curriculum is developed by the nurse/teachers who teach the course. They work with the local agencies to determine skills needed and levels of competence. In a classroom setting students work through the skills and are provided with a certificate with a checklist of the twenty skill areas and a record of which have been attained. The Modern Office Technology, a self-paced computer program in a lab setting, uses skills lists by Microsoft Office program to determine student progress toward certificates.
Former short term CTE classes have now been moved to the fee-based program. Classes in this category move students toward a pre-determined goal, for example an introduction to the basics of Photoshop, and student success is determined through surveys as to whether students feel they have accomplished the goal.
The two parenting classes are Parent Education through Play which has parents working with their preschool age children on appropriate fine motor and cognitive processing activities that develop children’s abilities. Parents are assessed informally through discussions at the end of each session as to whether they understand the concepts that were taught. The Now and Future Parent and Parenting the Adolescent classes are court mandated classes which use discussions of video clips and homework assignments to check student progress toward learning positive parenting techniques.
Measurement of achievement outcomes vary for each department, and in some cases are current works in progress. While successful results are evident in many program areas, classes within the 50+/AWD and Distance Learning programs are revising their respective processes of tangible assessment. Classes such as adaptive art and fitness that serve the increasing older adult population might benefit from skills checklists that roughly measure students’ physical and cognitive abilities for a given assignment.
Areas of improvement here include a more consistent, comprehensive (general and specific) and data-driven system of evaluating learning outcomes.
Criterion 3: High-level instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.
All SMAS courses have certificated instructors who are credentialed in their appropriate teaching fields. Classes for the ESL, ABE/GED and HSD programs are all based on appropriate California standards. The classes for the ESL program are on an 18 week term for two terms with a shortened summer session which is a recent change. The calendar was changed and semesters lengthened at the request of the teachers who felt a need to provide more instruction time for students who attended in the evenings and also to complete the material necessary for student success at the next level. Evening students attend four evenings as opposed to the five days that are available to morning and afternoon students. Students demonstrate through teacher developed tests as well as standardized tests that they are making appropriate progress to be promoted to the next level with the majority of students who attend regularly passing the necessary exams and being promoted to the next level. EL Civics is an important demonstration of the ability of students to synthesize instruction to produce a tangible result (portfolio, project, interview etc.). EL Civics units are three weeks long and the high number of students who are able to accomplish the tasks demonstrate the ability of teachers to provide instruction effectively.
The CTE department currently has one self-paced class, Modern Office Technology, in which students are assessed initially and then provided with materials to learn computer skills that they will need for an office environment. While the rate of progress for students depends somewhat on prior knowledge of the subject and on having sufficient reading ability to follow the texts, all students who attend regularly are able to finish tasks and demonstrate improved computer competence. The Home Health Care class is instructor led and students are assessed on the competencies that the course requires to complete in order to earn the certificate. Students who attend all class sessions have a very high rate of completing skill assessment and being placed by home care provider agencies.
Former CTE classes which are now fee-based survey students after each class to see whether the students have met the class objectives and instructors adjust objectives or pace as needed. Over 90% of the students feel that they have accomplished course goals.
Classes in 50+/AWD are ongoing and essentially self-paced, many of which take place in facilities where students have a wide range of competency levels and abilities. Because the school offers very few sequential (i.e., beginning, intermediate, advanced) classes, teachers must be very adept at designing curriculum and using teaching strategies that accommodate a scope of learning styles and skills. As a result, progression is also subject to teacher discretion and class needs; students meet specific requirements to move forward to the next stage of a class.
In ABE/GED, students follow a more precisely outlined course that determines advancement. Those in the ABE program work through an individualized program to elevate their reading proficiency level to the ninth grade level required to enter GED preparation. Once this level is reached, students work with GED preparation materials. Practice tests given to GED students require a passing score of 500 points or higher, per subject, to register for the official test. Virtually all students who pass the practice tests, pass the actual GED tests. If this goal is not reached, students receive more preparation work until the test is taken again.
High School diploma instructors monitor the pace that students proceed through materials and discuss the difficulty of the units. A typical student who attends regularly will finish a five unit course in about a month and so could earn 15 – 20 units a semester toward their degree. Students with more than 40 units left to complete their High School Diploma are usually counseled to enter the GED program, so most students in the ASE program can earn their degree in less than a year’s time.
While all courses at SMAS are able to show student achievement of course material, the demonstration of the transfer of learning is most evident in the ESL and 50+ programs. In most cases, achievement is best evident in daily life application. Students in ESL demonstrate in-class lessons by interacting with society: communicating with the public and neighbors, navigating street signs and the DMV, reading and reviewing bills, understanding and filling out job applications, and so forth. Additional student events such as Earth Day clean-up and hosting a Red Letter Day to write letters to state legislators show a direct correlation between lesson plans and measured learning outcome. Similarly, teachers in the 50+ & Adults with Disabilities program adapt instruction specific to subject area, such as creative art and fitness suitable for students that include older adults and senior citizens. Quality of instruction is validated through visual exhibits and classroom displays of student artwork, for example, that document student progress as well. Continued relevance within the community is represented as a group art piece, completed by older adults with disabilities, currently in the lobby of Mills-Peninsula Hospital. Likewise, the capacity of older adults to physically and properly orient themselves at the completion of a fitness class, applying learned skills to everyday activities, also improves quality of life long after the lesson
In spite of successful student output documenting and describing extensive, unique curriculum offered at the Adult School, an area for growth for all programs might be clarifying the length of time it takes a student to complete course units and how students can progress from one program to another. By determining length and amount of time it takes for students to move forward, the school will have approximate means to modernize courses and better measure transitions to other programs as well as academic outcomes.
Criterion 4: The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.
The Adult School uses a variety of teaching methodologies to reach a diverse and evolving student population. Ongoing staff development and workshops aid instructors in all programs, keeping teacher skills and course curriculum up-to-date and dynamic.
In teacher directed classes in the ESL and Citizenship programs, a communicative focus on lifeskills lessons gives students the ability to demonstrate newly learned abilities which they can then transfer to their interactions in the community. Ongoing staff development opportunities such as attending conferences and collaborating with other teachers in PLCs give teachers the means to learn and use new teaching current techniques to both present material and to assess student learning. The ESL program addresses a diversity of learning styles by also incorporating experiential learning opportunities such as the community garden and the ecology clean up day. Teaching technology enhancements in the classroom, SMART boards and several student computers, allow a greater variety of instruction and aid student focus. There are two computer labs available for ESL instructors who can bring students in to use a number of ESL learning software, both computer and internet based, or to use Microsoft Office programs to create individual or group presentations. The ESL department also has a distance learning options for students to study at home where students can borrow videos with corresponding text materials. After completing the home work, students make an appointment and meet with an instructor individually to review the work. Unfortunately distance learning classes at off site locations were the victim of budget cuts. The SMAS is currently reviewing options for new distance learning options through internet based modules developed using Moodle, a program for developing on line courses, which will require less direct teacher involvement but still provide students with some direction to their learning.
Teachers in the 50+/AWD program utilize tactile and visual techniques among classes in creative writing and the arts, adaptive art, ceramics, and fitness. Collaborative projects further emphasize the importance of group learning and cohesiveness as well as individual progress. Hands-on demonstrations, color charts, and textured materials become orientation and guidance tools in class. In many art classes, these older adult students create portfolios visually documenting increased physical and cognitive function. For all instructors, participating in resource workshops and in-services leads to integration of new teaching techniques, and a heightened awareness in serving several unique populations.
Although many classes in ABE/GED/HS Diploma are designed as self-paced, teachers meet in PLCs to discuss what works best for each individual program. Instructors assist the students on a one to one basis, and additional attention is given as needed. In addition to text materials, students make use of computers and video to learn course content. To remain current on learning needs and approaches, teachers in these programs have attended CALPRO conferences when relevant topics are available The assistant director who oversees the ABE/GED/HSD programs has had extensive experience working with students with learning differences and he has provided expertise to teachers who are working with individual students and he has also provided workshops for teachers in the ESL department.
Similarly, curriculum in CTE Modern Office Technology class is adapted to each student’s skill level. Instruction in computer software classes combines one-on-one discussion, visual cues, and hands-on learning at individual stations. Measurement for completion and success are then programmed for each student, with their level of understanding monitored though skill building exercises and concept reviews.
An extensive scope of teaching methods across all departments reflects the diverse and ever-evolving community for whom the Adult School serves. Relevant and modernized technological approaches, group work and partnerships, and a variety of kinesthetic, experiential, and tactile methodologies all combine to create unique and measurable student success.
Criterion 5: The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.
For the past fourteen years the SMAS has held a Monday afternoon leadership meeting which includes all school administrators, each of whom have direct program head responsibilities, and program coordinators among other members. It is one of the charges of this group to review the currency of each of the classes of the school. This is partly done through the sharing and discussion of school wide attendance data, testing results and payment point achievement information. Other factors that are weighed by the group include examining course offerings in other adult schools or community colleges both locally and in other similar population areas of the state. Information from meetings that are attended by administrators and staff are put on the agenda such as ACSA state and local councils, curriculum coordinators groups, state consortium and state wide planning groups are brought in. This meeting gives the school a platform to compare developments at state, local and district levels and to discuss SMAS course offerings and their student outcome results.
Planning future needs is now, with the advent of the flexibility era of school funding, an evolving work in progress. Where in the past a major measure of the success of a class or program was the number of students that attended, this measure is now overshadowed by other considerations. Classes and individuals served need to reflect new funding priorities by the district and the state. While student satisfaction continues to be very important, SMAS is placing more emphasis on the achievement of student outcomes that are more in line with funding priorities. To be better able to do this and plan for future changes and needs, SMAS continues to review its procedures for determination of appropriate schoolwide outcomes, collection of these outcomes and the basis for future analysis of programs on the updated procedures.
Criterion 6: The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, and programs. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.
SMAS does report its outcomes in both broad and detailed terms to people and organizations outside of the school in order to determine the relevancy and currency of its programs. Recently a presentation was made by SMAS to the SMUHSD School Board both to inform the trustees about the school’s programs and outcome data and to seek input into SMAS’s role in the district. SMAS is in continuous contact with legislators from the city level, e.g. the mayor of San Mateo, to state, local assemblyman Jerry Hill and Senator Leland Yee, to federal, Congresswoman Jackie Speier, all of whom have spent time on the campus and are acquainted with the population the school serves and the outcomes that the school expects to achieve. The school also tests the currency of its programs and outcomes by working with grant funding agencies such as the Silicon Valley Grant Foundation which has funded the Passport to Employment program, an ESL class which aids students to get employment. The priorities of SVF, that is to create family sustaining jobs and a valid integration into local communities for immigrants, have been deemed by SVF to be similar to the mission of SMAS and therefore worthy of continued funding of SMAS classes. Other current initiatives that test the currency of SMAS programs and outcomes include ALLIES, a collaborative effort on the part of adult schools and community colleges to align their curricula and transitions practices for their ESL programs. Preliminary meetings with College of San Mateo teachers and administrative staff have revealed that many SMAS students move on to and are successful in the college environment. All of these efforts point to the ongoing nature of SMAS’s efforts to remain relevant and current despite budget uncertainties that make planning more problematic. All of these efforts are overseen by Monday leadership group.
Strengths
- The Adult School has embraced the notion of ongoing planning by setting up and paying ESL instructors to participate in PLCs. The teachers meet regularly to address the issues of planning, evaluation and implementation.
Issues
- Data collection, analysis and planning on data is not system wide or consistent.
- The School does not currently have a system to track what happens to students who leave the institution for other educational or training situations.
Evidence for Standard V
Mission statement
Monday Leadership meeting agendas and notes
Staff meetings agendas and notes
PLC meetings agenda and notes
Course Outline
Graduation requirements
Community Advisory Board members list
Community Advisory Board agenda and minutes
Teachers credentials
List of teaching websites
Software list
Exit exam samples
Skills checklist examples
EL Civics units
CASAS test samples
Professional Development opportunities list
Brochure
Text of Principal for a Day
WASC – Standard VI - Student Support Services
Criterion 1: The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and enhance achievement of the mission of the institution.
Within each department of San Mateo Adult School an initial assessment is given to all students to determine the correct level and suitability of the program prior to enrollment or within the first two class meetings. Determination is conducted either by written assessment, verbally, or both. Specific student support services for each department are provided in detail as follows:
Students interested in obtaining an Adult High School Diploma or pursing a GED Certificate receives an initial interview with an academic advisor. Adult High School Diploma candidates provide transcripts for further review to determine necessary coursework needed to complete the diploma requirements. GED Certificate candidates are given 3 short assessment tests to determine appropriate program whether it will be the ABE (Pre GED class) or the GED program. Once tests are evaluated, the instructor prepares appropriate material. GED students are also given the opportunity to work one-on-one with Adult School staff to discuss their goals after receiving a GED Certificate. A packet of information is provided detailing steps to apply to a community college. Assistance is also given in filling out the application and applying for financial aid.
Students interested in San Mateo Adult School’s English as a Second Language Program, also known as ESL, are welcomed and evaluated at the ESL Registration desk through a written placement test and a series of oral questions to determine which class level is appropriate. Placement tests are scored upon immediate completion of the test, allowing the student to begin attending class immediately. Within the ESL Department, students also take a state mandated CASAS test to measure their level of knowledge. The test is administered six times a year in classes and individually shortly after new students enroll. At the instructor’s request, the results are forwarded to them to aid in the preparation of learning material for the students.
The ESL Registration desk also provides students with information about additional classes’ available, support, advice and information on other issues such as transportation, housing, medical assistance, personal assistance, etc. Follow-up phone calls or on-campus visits are often made by ESL staff to check on the progress/outcome of many students. ESL students also have the opportunity to attend a program aimed at helping them find employment in the Bay Area, focusing on job search techniques, filling out applications, resume writing and interviewing techniques.
Students interested in enrolling in a CTE class are evaluated as needed prior to enrollment through a series of questions to determine their knowledge and level of the various computer programs offered. Once a level is determined and knowing what the student is interested in learning, a suggestion to the appropriate program is made. In the instructor-directed programs, the instructor will evaluate the student within the first or second meeting to determine the suitability of the class and make suggestions for alternative programs if the current level is too high for the student. In the individualized computer program, no baseline level of computer knowledge is needed. Through a series of questions asked by the instructor, a curriculum is developed. Throughout the program, performance is monitored through assessments and reviews which are corrected and recorded. In all programs offered, modifications in the curriculum are made to assist students having difficulty learning the subject matter and to promote a positive learning experience. Students also have the opportunity to speak with a representative from Peninsula Works who provides a 45 minute workshop several times a month, providing students with job search information, resume writing and interviewing techniques.
In some of the San Mateo Adult School’s Older Adults classes, during the first class meeting, a questionnaire is given to each student to determine their health status and expectations of the class. The instructor then reviews the answers and determines whether the program is appropriate for each individual student or if an alternate class would be better. Each program can be modified to the needs of the student to help them meet their expectations of the class.
The San Mateo Adult School also offers parenting courses, approved as court mandated classes, to provide adults with information on caring for children. Progress is monitored by results of homework for each class session. Upon successful completion of the course a certificate is provided to the students. Within the other parenting classes offered, student input is used to create the curriculum of the class. This type of structure helps provide for the needs of the students. Methods and procedures are researched to provide the most current information.
Criterion 2: The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: The institution’s official name, address(es), telephone number(s), website; Educational mission; Course certificate and program offerings; Academic calendar and program length; Available student financial aid; Available learning resources, Names of administrators and faculty; Names of governing board members; Admission requirements; Student fees and other financial obligations; Academic regulations, including academic honesty; Nondiscrimination statement; Acceptance of transfer credit.
All information concerning San Mateo Adult School’s procedures and operations, class offerings, resources and staff information is provided to students either through the San Mateo Adult School’s website (), published brochure, and the information desks (Main Desk, ESL Registration Desk, and the ABE/GED Desk) in the main building at 789 E. Poplar, San Mateo. Students are welcomed and encouraged to come into our main office to inquire about any classes, additional services needed outside our programs or any other questions or concern they may have.
Financial aid is determined by department at the discretion of the department advisor. All inquiries made to the instructor are forwarded to the department advisor and a response is provided to the student in a timely manner.
Criterion 3: The institution provides information on the locations or publications where other policies may be found.
Information concerning class offerings and school policies are available in the San Mateo Adult School’s brochure which is published three times a year (Fall, Spring, and Summer). Once a rough draft is produced, it is proofread by a number of staff members prior to printing to ensure the information is accurate and easily understood. Once the brochure is printed and sent back to the Adult School, a two-day process is completed to distribute the brochure into our service area (Burlingame, Foster City, Hillsborough, Millbrae, San Bruno, and San Mateo) which includes homes, libraries, Senior Centers, and Recreational Centers. Information about the brochure and classes are also available at the main desk of the Adult School office.
For any grievance against the San Mateo Adult School staff, procedures are followed as stated in the teachers or CSEA contracts. Complaints are referred to an administrator and if the complainer is not satisfied with the response or if there is a chance there may be further action needed, an administrator will write up the complaint, actions taken and a file copy would be kept with the Administrative Secretary. For all accidents/injuries, a form is also completed and filed at the Adult School Office. As to date, no formal grievances have been made. Information about non-discrimination and sexual harassment policies is published in each brochure.
Criterion 4: The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs.
The San Mateo Adult School continually provides support to all students to ensure a positive learning environment. Based on assessments through written and verbal questions, a plan of study is prepared for students as a whole or in some cases alternate styles of learning created for individual needs. The San Mateo Adult School prides itself in the ability of all staff members to listen to the concerns of the students and provide them the guidance they need to be successful.
Within the Adult High School Diploma program, two folders are created for each student (one for the office and one for the student) outlining the necessary coursework needed to complete work towards the Adult High School Diploma. Because the Adult High School Diploma program admits students from many different school districts, this will provide students with the information at all times during the course of study as to which classes are needed to meet the graduation requirements as well as know which classes will meet the community college prerequisite course requirements.
In the GED program, the individualized learning environment allows the instructors to adapt material to the appropriate reading level of each student based on the assessment tests given to the student prior to the beginning of class.
Students enrolled in the San Mateo Adult School ESL program ask for advice and opinions from the instructors and advisor. The staff will then discuss with an individual student their specific goals and provide them with a plan of action as to which class to take based on their academic level provided during the orientation process, outlining the steps to take towards meeting their goal.
In the CTE department when needed students are evaluated and provided with information on the type of vocational course they should start based on a verbal evaluation of the individual student’s skill level. Through the Instructor-directed programs, additional assistance is provided to students when needed. In the individualized vocational program, course material is adapted based on the instructor’s evaluation of the student. Continuous support is provided throughout the course. Assistance with resume writing and interviewing techniques is also provided to all students in need of this service.
For the San Mateo Adult School Older Adults program, classes are adapted to meet the needs of all levels of older adults interested in coming to our program. Depending on the need or limitation of the student, the instructors are happy to accommodate all who attend.
Throughout the year, students continually ask and request if certain classes will be available in future semesters. All requests are forwarded to the department advisors and taken into consideration when new semester courses are determined.
The ESL Department has a Student Council, comprised of a president, vice-president, secretary and treasurer which meet once a month. There are two student councils, one representing the day program and one representing the evening program. Elections are held every September and officers are elected by majority vote. The purpose of the council is to hear the concerns and suggestions of the ESL students in a setting which only ESL students attend and one administrator. The Student Council will then take the suggestions and present them to the administration for further discussion or implementation. The minutes of each meeting are kept on record. The council also oversees the extra-curricular activities of the Adult School such as purchasing benches for students to use during breaks, provide food for various holiday celebrations and support the San Mateo Adult School ESL soccer team, comprised of evening ESL students. Money for such purposes is generated from the sale of student IDs.
Criterion 5: The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function.
Within each department of San Mateo Adult School, the the program coordinator or lead administrator is responsible to monitor the success of each program, evaluate and determine appropriate action needed if problems arise. Professional workshops are also available to all staff members if they are interested in a particular support support issue. The Monday Leadership meeting is used to discuss issues that arise in individual programs.
Through the English Second Language department, PLC and staff meetings are held to evaluate and re-evaluate the current programs offered.
In the Adult High School Diploma/GED program, PLC and staff meetings are held with all staff members in the department to verify that State regulations are being followed and all instructional staff understand and are aware of new procedures that need to be implemented.
The CTE staff is in communication with the departmental advisor as needed to discuss the programs in demand for the current employment market by evaluating job announcements.
Criterion 6: The institution maintains student records permanently, securely, and confidentially with provision for secure backup of files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records.
In the Adult High School Diploma department, all official transcripts and student records are kept in a file cabinet. A request to view the records or transcripts must first be approved by the Administration.
The original assessment tests given to prospective ESL students are sent by student to their registered class and handed to the instructor along with the registration form. The CASAS tests given to each ESL student are kept on file and available to all instructors when requested. Because of the volume of paperwork required, test scores are kept for three years according to state law.
Within the other departments of San Mateo Adult School, coursework assessments are kept by the instructor and can be reviewed through the approval of the instructor.
Criterion 7: The institution evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.
San Mateo Adult School continues to discuss the needs of the students. Departmental surveys are given to students in various programs and returned to the Departmental Advisor for review. Based on the results of the survey, the course curriculum is discussed and evaluated to see where improvements if needed can be made. All staff at the Adult School has always been willing to help students with not only their education, but to help them through personal crisis. Through a networking atmosphere, current information is continually being researched and gathered to ensure the accuracy of information provided.
The ESL Registration desk provides not only educational counseling, but information concerning career planning, housing applications, job applications, disability payments, transportation, emergency housing/shelter, domestic violence, prenatal classes, citizenship testing, health referrals, community service, childcare, maps/directions, obtaining a social security card, and registering children for school/summer camp to name a few.
Instructors in the ESL Department hand out student surveys which are reviewed and discussed during staff meetings to see if any suggestion could or should be implemented into the program. A majority of the ESL staff and instructors make a point to know each individual student and to work with them throughout the semester, learning about their lives, hardships and to provide assistance they may need.
In the Adult High School Diploma program, all students who meet the high school graduation requirements are asked to complete a diploma exit interview with one of the Adult School staff. During this interview the student will answer questions pertaining to their vocational and educational goals. Also included is a student comment section asking the student to evaluate the Adult School and to give a 1 to 10 rating of the program’s satisfaction level. The results of these surveys are reviewed during staff meetings. Surveys are kept in the Adult High School Diploma department. The counselor is also in constant contact with the instructors to talk about student progress or lack of progress and to determine if a change in the student’s plan of action is needed.
The Older Adult Program instructors continually talk with the students about their interests concerning advanced classes stemming from the one they have just completed. The information is then relayed to the advisor who takes it under consideration in preparation for the next semester. Student input is very important in the department to allow the Adult School to continue to meet the needs of their older adult students and provide an exciting and positive learning environment. Older Adult School staff also attend educational seminars and workshops to keep abreast of the changing needs of the older adult population.
The CTE department continually researches the needs of the current industry through job requirements to provide the most up-to-date software instructional material available for preparation for many into a successful venture in the employment world. The department also considers the needs of the student population who desire to stay on top of the current software programs, for their own knowledge. These procedures are determined mostly by student surveys and the need to upgrade computer skills for successful employment.
Areas of Strength and Key Issues to be Addressed
Areas of Strength
• Ability to adapt all programs to provide a conducive learning environment for all skill levels.
• Ability to develop an understanding of the students needs and provide guidance and the best possible solution to any situation.
• Preparation to accomplish long term goals beyond the Adult School, through inspiration, belief, knowledge and information.
Key Issues to be Addressed
• Making sure all students are fully aware of all the programs and classes available, especially within the Older Adult and ESL population.
• To emphasize to ESL instructors the importance of the CASAS test scores which will allow them to see what is needed for the support of student learning.
• Make all students aware of extra-curriculum activities within the Adult School.
Evidence for Standard VI
Input materials for all programs
Registration forms
SMAS Brochure
Exit interview items for ASE/GED
Agency referral list
List of onsite presentations by outside agencies
Job descriptions of counselors, student service aides
Student council agenda and minutes
Student folders sample
School website information
Sample transcript analysis
Standard VII: Human Resources
The Standard: The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, to ensure institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.
Criterion 1: The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.
The Adult School insures the quality of its program by announcing vacancies to as many qualified candidates as possible and following up with an interview process that will result in a good match for the schools needs. SMUHSD has used EdJoin, an on-line school jobs application site, since 2009. All SMAS positions are now announced on EdJoin which has led to a much larger number of applicants for all positions and, for the most part, a greater number of highly qualified applicants, although the downturn in the economy may have added to that effect.
In all cases, specific requirements such as appropriate credentials, minimum educational requirements, specific skill sets and relevant experience in similar school environments are clearly stated.
Criterion 2: Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution.
Procedures for selection of potential new personnel have been developed by the Human Resources Department at the SMUHSD district office. All phases of the recruitment and hiring processes go according to these procedures for all job openings in the District.
Candidates for all positions are reviewed in several phases:
❖ résumé review by the program coordinator or administrator in charge in order to select the most promising candidates;
❖ verification of appropriate teaching credential, background and references,
❖ interview of the finalists by a committee of appropriate administrators, instructors and clerical staff,
❖ Final review by the district HR department to ensure that the interview process complies with district HR policy. All instructors must have a current credential from the State of California.
All teachers are credentialed in their appropriate field which is determined by education courses or less commonly by work experience. A work-experienced candidate, must provide proof of five years of experience in the area to be taught and then obtain a preliminary Adult Vocational Credential. Work experience credentials have been issued for teachers in the CTE and 50+ programs.
Teachers in classes offered as part of our Community Education (fee based) program are not required to have a teaching credential. As a consequence, they are not eligible for benefits and are not subject to the bargaining unit representation. Their interview process includes verification of appropriate experience, a Live Scan background check and proof of a recent negative response to a TB test.
Criterion 3: The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented.
Classified employees are automatically part of the District wide CSEA union. All new hires in this unit are evaluated at two months, six months and one year and are on probation for that first year in accord with district policy. These employees are evaluated yearly after that. All classified staff are evaluated using a standard form which has 20 areas of performance that are reviewed by the appropriate program coordinator or administrator. Each evaluation is then reviewed by an administrator or by a second administrator if the first review was done by an administrator. All materials are then sent to the District Office for final review and filing.
Credentialed teachers can join the AFT local chapter which is a different group than the CTA local that represents the high school teachers. This unit represents only SMAS teachers, and while joining the union is voluntary, the chapter does represent all teachers except for those teaching fee-based classes. State law does not require Adult School teachers to be evaluated, but the teachers and administration formed a committee to develop an evaluation process in 2008. A format, based on the California Standards for the Teaching Profession, CSTP, was worked out and piloted, but with the advent of the budget crisis, the teacher’s union held back on putting a final version of the evaluation procedure into the contract. Currently all teachers are evaluated informally through a review of student attendance, observation of a teacher’s following of curriculum guidelines and instructor participation in meeting the school’s goals. This is done by administrators in charge of each program.
The Program Coordinator who oversees the 50+ and AWD program frequently visit classrooms to observe both the instruction and subsequent student activities. A key determiner of instructor success is the students’ attentiveness, enthusiasm and responses to instructional activities. The Program Coordinator will discuss her observations with the teacher and make specific recommendations for changes and schedule a follow-up observation to verify that satisfactory progress has been achieved if a change is needed.
Credentialed instructors in the CTE program are evaluated less frequently and on a less formal basis because most teachers do not have full year assignments and the program is relatively small in size. Performance feedback is also obtained through questionnaires that are completed as a means of assessing teacher performance and the student’s success in meeting stated student learning outcomes. Most of the short term CTE classes will move to the fee-based program so that SMAS will have only two CTE classes by spring 2011.
Teachers in the fee-based program are observed by the program manager during their first and second meetings and have their performance evaluated after each observation. Such visits will continue until the program manager is satisfied with the instructor’s classroom performance and professional behavior. Thereafter, visitations occur less frequently, since the classes tend to be short in duration.
Criterion 4: Faculty and others directly responsible for student progress toward achieving stated student learning outcomes maintain as a component of their evaluation, effectiveness in producing those learning outcomes.
• ESL instructors follow the guidelines of Professional Learning Communities (PLC), so that instruction is focused on what students need to learn and what they accomplish, not what the teacher is teaching. Instructors are encouraged to plan and work together to improve their students’ learning outcomes.
• The ESL department uses CASAS standardized tests to evaluate student progress in English Language Skills. Both immediate learning outcomes and student progress are documented. However, the ESL student population, by its very nature, represents a challenge for longer-term summative evaluation. Shifting work schedules, relocation, personal responsibilities, and language barriers often make the gathering of meaningful data difficult.
• In the Diploma Program, school staff performs an exit interview with each student to determine the success of the program in meeting the prescribed learning outcomes. Information on student success is discussed at the ASE PLC meetings.
• In the ABE/GED Program, computer based systems provide immediate feedback to both teacher and student. Students, working independently within the prescriptions of the instructor, will have met their short-term goals by attaining a score of 500 or better on each practice test.
• The CTE Program uses an exit questionnaire. The results quantify both the success of the teacher in providing a suitable instructional environment and the student’s self-assessment of how well their personal goals were met.
Administrators and program coordinators in charge of the school’s individual programs are involved in all processes which determine student learning outcomes. Because of this fact, all personnel involved with teacher evaluation use their knowledge of student learning outcomes as a basis for discussions of teacher effectiveness. As noted in the evaluation and planning standard, SMAS is not to the point in its collection and analysis of data where it can measure individual teacher performance against quantifiable goals.
Criterion 5: The institution upholds a written code of professional ethics for all of its personnel.
The SMAS has a Faculty Handbook that combines standards from the California Education Code, district policy, the input of administrators, instructors, union representatives, and appropriate policies from comparable adult schools. In addition, the San Mateo Adult School posts an internet protocol to prohibit access to porn, hate, shopping, music download and other inappropriate websites and web services. SMAS is part of the SMUHSD district and follows all board approved policies. If there are any questions where policy has not been determined SMAS has access to SMCOE lawyers through the SMUHSD Human Relations department.
Criterion 6: The institution maintains a sufficient number of qualified faculty (members). The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution’s mission and purposes.
• In all programs, the need for faculty and staff is based on (a) Program priorities established by the Adult School and (b) demographics of our student population (50+, HS diploma, basic and advanced ESL needs, etc.).
Despite the cut in funding, SMAS has maintained a sufficient number of personnel in classified, certificated teaching and certificated administrative ranks to continue to offer a quality educational program. A cut in the school calendar was agreed to by the CSEA union in order that the school would not lay off any classified workers. The elimination of some locations, Saturday classes and the closing of sections by attrition (teacher retirement) has caused class sizes to rise some, but most all classes continue to be of manageable size and are in the 25 – 30 student per class range. All remaining teachers are appropriately credentialed and highly qualified by training and experience to teach their assigned classes. No programs have been eliminated but most of the classes that were short term CTE offerings were converted to fee-based which caused there to be fewer sections as potential students/customers chose not to pay the higher prices. The administrative staff of three, which was smaller than the recommended number as noted in previous compliance reviews has remained the same, and they have been assigned more tasks on the SMUHSD district level particularly in support of committees devoted to moving the District out of Program Improvement. The three administrators have extensive experience in the academic program areas of HSD/GED/ABE and ESL.
Criterion 7: The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.
• The Adult School follows the board approved district's policies. Some of the more pertinent policies are placed in the Adult School’s Teachers' Handbook which contains a comprehensive listing of protocols and procedures that reflect District Policies and standards and apply to employment, conduct, and professional conduct of the staff.
• The grievance process can be found in the union contracts which are posted on the SMUSHD website and accessible through a link on the SMAS website. There are separate unions for teachers and classified staff which positions them to better address issues unique to the unit.
• Policies concerning personnel records include a requirement that all such files be kept in a locked cabinet accessible only by the administration. An employee wishing to check the accuracy of his/her personnel file may make an appointment with an administrator or the administrative secretary to view its contents. Administrators suggest that the employee might consider bringing a member of the union to verify any statements that may be subject to a negative interpretation.
• State and federal policies are posted in the SMART Center staff break room.
• Teachers and staff that feel that an issue has arisen that may require development of a new policy would bring it to the program coordinator or administrator or in the case of programs which have regular staff meetings, to a meeting for discussion. If the policy is to be program specific, a new protocol may be developed within the program by teachers, classified staff and the program head. In this case, the new procedure would be reported on at the Monday Leadership meeting. If the procedure would be applicable beyond one program, it would be discussed at the Monday meeting and information about the new policy would be disseminated by program leads.
Criterion 8: The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs. The institution plans professional development activities to meet the needs of its personnel. The institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
• Program Managers have considerable flexibility when selecting areas of professional development that are purposeful and relevant to program, teacher or student needs. Each Program Manager must secure the authorization of his/her supervising administrator before approving a staff member’s attendance at any professional development class or workshop. Release time will be provided when necessary.
• The Adult School holds a number of “how-to” in-house workshops each year, including how to make the best use of instructional technology (computers, lab, Smart boards), best practices in the classroom (responding to students, giving feedback to students), information brought back from attendees at CATESOL workshops, CALPRO workshops, and tips on handling learning disabilities. The emphasis in all professional development activities is to enhance student learning and achievement of outcomes, in accordance with our focus on PLCs.
• All on site teachers have access to shared folders on the SMAS website () where they can view, store and share instructor materials, student resources, and administrative policy notes. This can promote valuable insights as to how individuals within a department or grade level are successfully addressing shared instructional challenges.
• SMAS has used money generated from the 231 grant to provide staff development opportunities for the ABE/GED, ASE and ESL programs which generate the money through CASAS testing, EL Civics outcomes and student completion of diplomas and GEDs. The 50+ program instituted an optional senior pass donation for classes which provided for staff development and materials for its program’s teachers. The senior pass has now become a mandatory fee for 50+ students. With the inception of the PLC model at the SMAS, the school looks at staff development embedded in the PLC process. Teachers work collaboratively on issues that they have identified that relate to students achieving outcomes.
Criterion 9: Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.
• The Adult School has a proud history of accommodating all of its stakeholders. The impact of any staffing decision on Administration, clerical staff, instructors, and students must be carefully evaluated. Up until 2009 SMAS was funded by ADA which meant that the school had to attract customers to come through its doors in order to maintain adequate funding. In those circumstances, the administration strives for a non-intimidating atmosphere for the staff and instructors in keeping with a “business model” that includes customer service, cooperation, and a focus on student outcomes. This atmosphere is conducive to determining the school’s effectiveness based on the quality of our human resources. If staff members of any type are not meeting the needs of the student “customers” then they are free to walk away and there is a consequent effect on school funding. Despite the fact that there is no more ADA funding, the school continues to maintain a focus on a quality experience for all students.
• While the Adult School is well equipped to provide this service, funding availability is a critical factor in insuring the continued availability of these services. With budgets being cut back, the Adult School must make hard choices that are likely to affect our response to the community’s needs. And because budgets are often not finalized in a timely manner, planning is especially difficult. Resources can’t be allocated until the budget is firm; instructional activities can’t be planned; student outcomes can’t be identified and an appropriate level of staffing can’t be determined.
Strengths
- A diverse staff in terms of life and work experience, that works well with the diverse student population.
Issues
- Because state budgets are often not finalized in a timely manner, planning is especially difficult. Resources can’t be allocated until the budget is firm; instructional activities can’t be planned; student outcomes can’t be identified and an appropriate level of staffing can’t be determined.
- An inconsistent ability by all staff to access professional development.
- No formal agreement has been reached on teacher evaluation
Evidence for Standard VII
EdJoin posting samples
Job descriptions
SMUHSD interview policies
Teacher credential fields
Professional Development by program
Requirements from CTC for work based credential
AFT contract
CSEA contract
List of class schedule
Student Learning Outcomes
Faculty handbook
Sample Board policies
Program reduction list
SMAS Brochure
Monday Leadership meeting notes
Standard VIII: Learning Resources
The Standard: Learning resources for students are sufficient to support the institution’s educational programs and other activities in whatever format and wherever they are offered. Such services include library services and collections appropriate to the size and scope of the institution, its courses and programs. There are tutoring programs, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that learning resources may be used effectively and efficiently. The institution systematically assesses these resources using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the resources.
Criterion 1
The institution supports the quality of its instructional programs by providing library, technology, and other learning resources that are sufficient in quantity, currency, and variety to facilitate educational offerings.
SMAS has a variety of resources available for teaching and student learning. Most of those that require computers are at the main campus, but audio and video resources have been made available at off campus locations. The following is a list of resources by program.
English as a Second Language
Hardware, Non-Computer/SMART Board: The SMART Board, an interactive white board, is utilized both as a visual tool as well as to provide class lessons that are stored on a local computer. Each of the rooms in the east wing of the Poplar campus is equipped with a SMARTboard. A networked, internet ready computer, a DVD player and a VHS tape player are all connected to the board which acts as a touch screen computer to access any of the media inputs. The SMART Board makes it easier for the students to see pictures for their lessons. It provides additional support and is a tool to help the students learn.
Computer Aided Instruction: The list of instructional programs used in the ESL department include Easy English 1 & 2, the three levels of the Ellis English learning suite , English For All, Lexia Reading, and Live Action English. The school also provides a list of learning resources available on the internet on the school website. In addition, teachers have created materials such as a PowerPoint presentation that resembles a version of the Jeopardy game, complete with the theme song – which challenges the students to practice more English and better diction.
Computer Access: There is limited usage of computers in classrooms – generally only one computer station in classrooms, although several of the classrooms have an additional computer. Usually these computers are ones that the students can use during the break or after class though some of the intermediate to advanced classes will have students access internet information from them during lessons that require student groups to find information about a subject and present it to the whole class. There are two open lab settings available to students – Mon-Fri 12:00-1:00 and Mon-Thurs 4:20-6:20 – with a teacher present to assist them with any problems they may have with any of the programs. Additionally, many teachers encourage students to use technology by providing websites that students can log into at home or in libraries.
The ESL Department has two computer labs with 25 or more student stations. Teachers may reserve a lab to use for instructional purposes when access to application programs, internet access, or computer aided instruction is a part of the day’s instruction.
Application Software Instruction: ESL students may enroll in classes which introduce the basics of the computer, typing and some fundamentals of word processing (Microsoft Word) and accessing the internet. These are structured classes that present instruction in word processing, document formatting, and file management at a language level appropriate to the non-native speaker of English.
Passport to Employment – ESL Job Search Class
Computer Access: In keeping with the modern job search methodology much of this class is taught using online resources such as resume builders and online job search sites. Students learn about the tools in a class setting and then use the computer lab to work on their individual job search plans.
ABE/GED/Diploma
Computer Aided Instruction: The list of instructional programs used in the ABE/GED/Diploma department include Access 21st Century, Apple Pie Music, Cars Dollars and Sense, GED, Pre GED, Language Clues, Lexia Reading, Pay Day, and Skills Bank.
The department is investigating the use new GED software, GED Online, that the students can use from home. There will be a fee for the use of it; and not made available at first to all students – just those who the teachers judge as able to benefit from it and likely to use it.
The pre-GED software provides the teachers with information about quiz scores as well as how long the student was using the program. Students can then be administered GED practice tests as well, success on which provides a good indicator that the student will be able to pass the actual GED test.
The instructors feel technology is useful, students like it, teachers are able to use it as a tool to evaluate student performance. The school is open to their software needs and is always willing to listen to requests for new software
Application Programs
The ABE/GED/Diploma: program offers a class in application programs that the students may use for certain writing and research projects. Programs include Microsoft Internet Explorer (under supervision), and Microsoft Office Suite (primarily Word).
Computer Access
The classroom is basically open from 8:30 in the morning until 8:30 at night and is only closed for one half hour for lunch. Almost all students are assigned use of the computers in the lab. Occasionally there will be a student who does not want to utilize the computer; when the teacher informs them that many of the GED questions are actually in the software program they will overcome their fear and end up liking it. The software provides another option (besides textbooks) for the student to learn. The pre-GED programs are set up so that each student proceeds at their own pace. It is independent learning, but the teacher will step in when the student needs their help.
Career and Technical Education
Computer Aided Instruction: The only program that falls into this category is “All The Right Type”, a self explanatory touch-typing tutorial which is offered in the Modern Office Technology class.
Computer Applications: The Focus of the CTE Program in on Microsoft Office Releases 2003 and 2007. Extensive support materials are available for Microsoft Word, Microsoft Excel, and Microsoft Power Point with a new addition of Microsoft Outlook.
Support materials are also available for Quicken.
The instructor feels that the Adult School provides the most current computer software needed to prepare students for the current job market industry.
As far as the hardware and software provided in the Electronic Office, the instructor feels that there are no shortcomings or changes needed. Microsoft Office is what is needed in the job market, and we are meeting all those requirements by providing both Microsoft 2003 and 2007 at this time.
Computer Access: The CTE program is focused primarily on application software for home and business applications. The Electronic Office, also known as the Modern Office Technology class, is an open lab setting that allows individual students to work at their own pace on a variety of software programs. To assess current skills and determine appropriate individual learning outcomes, the student will first meet with the instructor to determine which programs the student needs/wants to learn. Hands-on training is stressed so that students will gain skills and experiences necessary to re-enter the job market. Students submit hard copy (printed) assignments for grading. If the student demonstrates a skill level that reflects a satisfactory working knowledge in a particular program, s/he is free to begin another program. However, if their performance indicates they have not achieved that level, additional materials will be supplied to the student to assist them in achieving a satisfactory level of performance. Records are kept of both student assessment and concept reviews.
Additional services provided:
• Daily typing tests are administered to help the students maintain and improve their keyboarding skills.
• Non-students may take the test for a $15 fee. Upon completion of the typing test a certificate is provided.
• A certificate of completion is provided when the student finishes the class. It details the various programs that have been completed.
• Help in preparing a resume is available.
• The instructor provides a list of websites which address job prep and interview techniques.
Older Adult/50 Plus
The Older Adult/50 Plus program supports offers two computer literacy classes which are fee supplemented. Both provide basic instruction in common computer applications.
Computer Assisted Instruction: CAI is not a part of the current program.
Computer Applications: The students have access to the full Microsoft Office Suite along with the Internet Explorer. During certain phases of the instruction, Microsoft Word Pad is used.
Computer Access: The computer lab is available only during schedule class hours. Classes are normally offered on Wednesday and Thursday afternoons and not in the evenings in order to accommodate the senior population.
Criterion 2
The institution provides ongoing instruction for users of library, technology, and other learning resources so that students are able to develop skills in information competency.
English as a Second Language
All ESL students have access to lab time where they can work independently on learning English through computer based programs or the internet. Lab times are at from noon to 1 pm and from 4:20 – 6:20 and a teacher is present to assist students. Students working on special projects such as Powerpoint presentations for their classes can have extra time to do so at lab times. These students also have a greater need for data access and retrieval, since many projects reflect many hours of student work. Data access can include the following:
Access to the Internet: A variety of web page links suitable for non-native learners of English can be found through classroom web pages. Instructional time during regular class hours is scheduled to familiarize students with these sites and how to access them usually through demonstrations on the SMARTboards.
Portable Hard Drives: Students creating larger video projects will use USB hard drives to store digital data for their projects video projects. There is a Video ESL class in the afternoons where students can focus on the use of digital video and improve English skills at the same time.
Thumb drives: Students in the ESL Word/Internet/E-mail class routinely use portable thumb drives to store their projects. Thumb drives can be purchased at the school bookstore.
Designated Student Storage Folders: Instructors may create on-line student folders for storing large projects. Folders have the advantages of being accessible from anywhere in the network and being subjected to periodic system scans for viruses and other malware.
All use of non-network controlled storage devices is monitored by our in-house IT staff to prevent viral infection of the network.
ABE/GED/Diploma
The ABE/GED/ASE programs do not have open access to the internet except under direct teacher supervision, and storage and access of individual data is not generally encouraged. Students are shown how to access any learning resources that are online or in programs on the local computers. If they have questions, they can ask the instructor or the instructional aide for further assistance.
Career and Technical Education
The CTE Program uses individual network folders for all student work. The network folders make it easier for the instructor to provide practice files for student projects, along with providing an additional level of security for the network. The instructor in each of the classes, and the instructional aide in the case of the Modern Office Technology class, are available to provide additional instruction if a student is unable to do the work after the initial teaching.
Older Adult/50 Plus
Students enrolled in the Computer for Older Adult classes are taught the basics of file storage, as many are only interested in web access and not long term data storage. Thumb drives are occasionally used by the students in instances, but it is relatively rare.
With the focus on technology in the classroom at the Poplar Avenue site in recent years, the use by teachers has increased substantially. A major problem that has developed is the network which was sufficient five years ago for the amount of use at that time, is no longer able to handle all the traffic at peak times. Computer slowdowns have made it difficult for some teachers to complete their planned lessons. The cost of upgrading the network is substantial and may not be feasible in the current budget times.
In addition to the technology resources noted above, SMAS provides print materials in terms of textbook or copied materials as needed. ABE/GED/ASE and ESL programs earn federal WIA grant money by achieving payment points for testing and granting of diplomas and GED. Some of this money goes for class sets of books, subscriptions to classroom sets of magazines and other supplemental materials including software and realia.
Other SMAS programs that do not have a separate funding mechanism for purchase of supplemental materials usually rely on copies of teacher generated materials. Access to copiers and computers is limited at sites away from the main Poplar Avenue campus. Many instructors at off campus sites will come to the SMART Center on a regular basis to make copies or pick up other supplemental materials for their classes.
Usage of all materials is reviewed at program area staff meetings and through program coordinators and head administrators at the Monday Leadership meeting.
Strengths
- SMARTboard Technology in the ESL wing and new computers in the Modern Office Technologies class have been kept current until the recent downturn.
Issues
- Budget constraints make it difficult to maintain current technology for job market classes.
- Development of non face-to-face courses would aid in reaching students who are unable to currently access services.
- Both ESL computer labs are aging and have significant down time for some computers.
Increasing use by on campus teachers causes internet connections to be often unuseable.
Evidence for Standard VIII
Software licenses
Computer classes listings
SMARTboard workshop materials
List of class sets of textbooks
Class curricula samples
Sample EL Civic lesson using computers
Monday Leadership notes on technology
Internet protocol
Passport to Employment materials
Program websites
Standard IX: Financial Resources
The Standard: Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.
Criterion 1: The institution relies upon its mission and goals as the foundation for financial planning. Financial planning is integrated with and supports all institutional planning.
In its recently-revised mission statement, the San Mateo Adult School targets three areas of outreach in its effort to “develop skilled workers, strong families and successful communities, by offering opportunities to learn at every stage of life.”
Thus, any budget and financial decisions, from long-term and annual budget planning down to weekly leadership meetings where finances are continuously discussed, are made amid this mission backdrop, of how best to serve the school’s broader community. When the budget crisis was first developing, the school administration announced to the staff that its policy would be to continue to serve as many students as possible and to maintain high quality programs.
This “community” is extremely multi-faceted: students finishing their high school diplomas and/or preparing for college; younger and middle-age workers and families with children in the schools learning English or computer or vocational skills; longtime foreign-born residents studying to become U.S. citizens to further integrate into their community; or senior adults in the 50+ programs striving to maintain active, vibrant, healthy lives.
Along those lines, any cuts in the school’s programs are made with the idea of minimizing the impact on students. The school calendar was cut by 2 weeks in the summer, saving $200,000 annually, in an attempt to spread the impact evenly among all programs.
The school also closed some smaller ESL classes at two satellite locations, reduced the hours for its Distance Learning (students check out audio-visual ESL material for home study), stopped offering Saturday classes at its main campus, and stopped offering GED study on Friday afternoons, besides also reducing the work calendar by a few weeks for clerical staff.
Criterion 2: Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements.
The current economic downturn that has hit California harder than most states has made financial planning even more imperative, especially as it pertains to the school’s mission and goals. Budget and available finances, both current and future, are a constant topic of discussion at the weekly department head meetings. Plus on a quarterly basis, school spending relative to the number of students served is evaluated. The resulting decisions are made in light of how the school can spend its money most efficiently, helping as much of its core constituents as possible. The Adult School director is part of the SMUHSD Management Partners Group (MPG) which meets weekly. The MPG is composed of the SMUHSD cabinet including the school district’s chief business official, and the high school principals. All budgetary matters which affect school’s are brought to that group and the superintendent meets yearly onsite with all schools’ teachers and classified union members at the time that he is formulating the overall SMUHSD budget.
And while the school seeks to minimize the adverse affects of its reduced funding and spending, it’s also seeking to ensure that the remaining money is well-spent in achieving educational gains. For example, in the past two years the school has launched a Professional Learning Committees (PLC) program in which teachers meet regularly throughout the school year to discuss ways to improve teaching strategies, student progress, and the assessment of those resulting educational gains, all in light of the school’s mission-target audience.
Unlike three or four years ago, when state funding was more of a constant, based on an ADA formula under which the San Mateo Adult School was able to operate in the black and have money left over for its reserve fund, future funding is very insecure. The school’s funding from the state has been cut to $4.7 million for the current fiscal year, with the school district in the 2010-2011 proposed budget reducing that amount 25 percent further, down to $3.7 million, as part of across-the-board reductions throughout the high school district. The million dollar cut was reversed mid-year when the district found out that it did not need to return as much money to the State as a “fair share” cut to Basic Aid districts. With continuing budget uncertainty, the cut has been reinstated for the upcoming 2011-2012 budget.
SMAS did receive ARRA, federal stimulus money from the district and so was able to allow the school to remain open through last summer and next, save for the traditional summer break in August that previously was two weeks long but starting last year was extended to four weeks in order to save money.
SMAS also is seeking new sources of revenue. One grant is the form of a new grant for the ESL program, Passport to Employment, a job search class for non-native speakers, which was first funded by the Silicon Valley Grant Foundation in 2009-2010 for $65,000. The success of the program led to its being funded at $100,000 for the 2010-2011 year.
In January 2010, SMAS also instituted new or higher registration fees for all programs which has raised approximately $250,000 in calendar year 2010. The school continues to receive money for student test performance for CASAS and EL Civics programs. The amount for the current fiscal year will be about $350,000.
Criterion 3: To assure the financial integrity of the institution and responsible use of financial resources, the financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making.
The state’s current and ongoing budgetary woes make both long- and short-term financial difficult. The adult school was required to submit a proposed budget to the district by June 1 for the coming fiscal year, and the district’s budget wasn’t approved until late June, just days before the start of the new fiscal year on July 1. Moreover, the district was also required to submit to Sacramento a funding/spending plan for the next three years, including both best- and worst-case scenarios depending on the state funding available.
And yet despite these local deadlines, the state itself had yet to pass its own budget (a common occurrence during tight financial times), a budget that would of course have a direct impact on the school districts and their adult schools. Thus, the adult school and school district have no idea how much money is forthcoming for the current school year, even months into that school year, plus there’s a very real possibility of further cutbacks in funding instituted mid-year.
This chronic uncertainty and tardiness at the state level forces the local schools to “fly blind,” as it were, when it comes to financial planning. School financial planners must prepare budget plans hoping for the best but preparing for the worst, and it makes timely and accurate dissemination of money issues to the employees very difficult but the school has made every effort to keep all school constituents informed through teacher, staff and Student Council meetings.
The administration attempts to keep all parties informed of any changes in the financial situation of the school. The Director attends prinicpals’ meetings for the District where the broad outlines and details of the budget are discussed. He brings back that information to Monday staff meetings where Adult School program leaders hear it and then subsequently pass on the information to their department meetings.
Criterion 4: The institution practices effective oversight of finances, including management of financial aid grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets.
The Adult School is part of the San Mateo Union High School District and follows the District’s policies for reporting on all programs and moneys. The District uses the county wide financial program, CECC, to track all revenues and expenditures. The District undergoes an external audit twice annually, and the most recent annual audit report to the governing board noted that this was an exemplary school district with respect to accounting practices.. Previously, any recommendations arising out of these audits have centered around ensuring the school has enough “redundancies” in its fiscal processes to ensure no financial mismanagement or irregularities.
An example of this redundancy for the Adult School is that teachers needing a substitute for one or more classes are now required to fill out a pink sheet with the request, and with the administrative staff then finding an appropriate substitute teacher and writing in his or her name on that same form. The teacher also notes on his/her attendance form that a sub was needed for a particular date. This provides an additional “check and balance” to ensure that when substitutes submit a request for payment for any classes taught, the school has sufficient written verification that those classes were indeed taught.
Regarding any federal or state financial grants, funding for those programs is handled via a separate spending/accounting category. The money must be spent in the same fiscal year for which it was designated, and the school must report to the state , in the case of state administered federal funds, three times during the year, giving a progress report on how the money is being spent. Additionally, further paperwork is often required – for example, a separate teacher hourly pay request sheet for times when federal stimulus money is being used.
Those additional grant funds are typically tied to student performance (e.g., CASAS and EL Civics tests and gains), thus ensuring a more direct link between the school’s financial planning and spending, and student achievement.
The SMAS assistant director in charge of administrative services works closely with the SMUHSD budget managers to manage the Adult School’s budget.
Criterion 5: The institution regularly evaluates its financial management progresses, and the results of the evaluation are used to improve financial management systems.
Again, the external audits are not done once, but twice annually, and recent fiscal reviews have found no “exceptions” in the accounting processes. Two administrative staff members handle the school’s bookkeeping load -- one for finances related to certificated employees and the other for the certified staff – and those two employees report both to assistant director in charge of administrative services and to the director for finance in the school district office.
Moreover, the accounting system software currently used by the adult school matches the system used by the district office and also in the San Mateo County schools office, ensuring all money both incoming and outgoing can be easily tracked and accounted for. The district maintains tight controls on even small expense report items, for example, requiring original receipts (not photocopies) to be included with reimbursement requests, and only with administrative approval.
All financial transaction information for the school district is presented to the school’s governing board and any need for further updating of procedures is discussed and voted on at those sessions. All budget materials are posted on the SMUHSD district website.
Criterion 6: The institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement.
A constant topic at our Monday department head meetings is how to get the most bang for the buck, and how to stretch the school’s money to meet the most student needs.
As the overseer of the adult school’s budget, the assistant director for administrative services has regular contact with the high school district’s assistant superintendent in charge of finances. The school also reviews quarterly report on student attendance versus the cost for each class and program, to ensure efficient use of finances.
The cuts made in response to the budget crisis were made with the idea of keeping most of the adult school’s core offerings intact. Currently there is a freeze on opening new sections but the school through the leadership team reviews the impact on students’ access to education if there is a retirement of a teacher. If the class is a core program for the school’s mission, a replacement teacher would be hired.
Similarly, recently instituted fees for ESL classes and raising fees for 50+ classes in the past year appear to have negatively impacted some students and reduced attendance for some classes. Those fees and the best way to implement them with only minimal negative consequences is under continued review.
Strengths
- There has been good communication on budget issues.
- Support from District Office has been consistent through the budget crisis .
- The implementation of fees has raised a significant amount of money to keep programs going.
Issue
- Lack of a stable budget process at the state level.
Evidence for Standard IX
Budgets for SMAS
Flyers for budget information meetings
Budget Advisory committee reductions list
Newspaper articles on local budget issues
Superintendent’s budget statements
Payroll procedures/materials
SMAS budget reduction discussions notes
CECC notes
Standard X: Physical Resources
Criterion 1: The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery.
1.1: Against what criteria and by what processes does the institution evaluate the safety of its facilities?
The school uses various federal and state standards to evaluate the safety of its facilities. Safety is evaluated by the head of maintenance and by outside inspectors.
The San Mateo fire marshal performs a yearly inspection of the campus. All cords are wired properly. There are no exposed wires. Fire alarms and sprinklers are checked every quarter and inspected yearly. Fire extinguishers are serviced annually. The elevator in the SMART Center is serviced monthly. A fire drill is conducted at least once a year. Teachers perform duck and cover drills with their students. Each classroom has an emergency kit, and there are first-aid kits on campus. There is emergency lighting inside and outside classrooms in case of power outage.
OSHA standards are strictly followed. For example, bookshelves over 5 feet high are bolted to the wall.
The school complies with the Americans with Disabilities Act. For example, all classrooms and restrooms are wheelchair accessible.
The school is in the process of aligning its disaster plan with the parent district. One assistant director attends all SMUHSD disaster plan meetings. In January 2011, SMAS installed columbine locks, that is locks with a push button lock on the inside, which are designed to lock the door from the inside. We followed up the installation with an “intruder alert” drill.
The head of maintenance for the school is vigilant in checking the school grounds for hazards and finding ways to make the institution a safe place for students and staff. Other recent examples of safety enhancement include installing speed bumps, installing more outside lights and redesigning the approach from the parking lot to Poplar Avenue.
1.2 Upon what data has the institution determined the sufficiency of its classrooms, laboratories, and other facilities? What mechanisms does the institution employ to evaluate how effectively facilities meet the needs of programs and services?
The school conducts faculty meetings, staff meetings, technology meetings and student council meetings to determine the needs of its programs and services and to evaluate how effectively it is meeting those needs.
The SMART Center oversees the operation of the entire school. This includes, but is not limited to: administration, payroll, finance, attendance, front desk, book room, registration, technology, data center, supply room, designated counseling and all programs.
There are 18 classrooms and 3 portables on the east Poplar campus. Each classroom:
- Is 960 square feet.
- Has windows on both sides
- Is wheelchair accessible
- Has a heater/air conditioner
- Has internet and phone access
- Has electrical wiring and fixtures installed according to code
- Has 2 white boards, a SMART Board and an LCD Projector
mounted on the ceiling
- Has sufficient storage space
- Has fluorescent lighting
- Has teacher and student workstations
- 9 classrooms have water
Four computer labs are on site: the east campus lab, Skylab in the SMART Center upstairs, Electronic Office and Mercury.
The computer lab on the east campus has:
- 31 computers
- A SMART Board
- A video editing area with Macintoshes
Skylab has 29 computers.
The electronic office classroom has 33 computers.
The Mercury lab has 31 computers.
The Adult Learning Center/GED and Adult Learning Center/Diploma rooms are used as classrooms. There are 11 computers for ABE/GED and 9 for ALC/Diploma.
Additional equipment includes: printers, scanners, 10 servers, switchers and routers, 27 laptops, VOIP telephones, DVD players, VCR’s, TV’s and 2 PA systems (one installed permanently on east Poplar campus and one moveable system).
The Venus and Saturn rooms are used for meetings and as classrooms.
The east campus also hosts the maintenance office that houses the burglar and fire alarm system, a student lounge, a staff room, 2 restrooms for staff, and 4 restrooms for students.
Three major parking areas provide extended parking for students and staff.
The Foster City campus has whiteboards, a computer, wireless internet access, overhead projectors and an LCD projector.
The San Bruno ESL site has recently had new whiteboards installed.
3. How well does the institution meet its facilities needs? Does the institution use the same criteria and processes for determining safety and sufficiency of facilities at off-campus sites? To what extent are off-campus sites safe and sufficient?
Offsite facilities meet many of the same criteria as the Poplar campus and in many cases must meet additional requirements. There are various community-based organizations and facilities that partner with the adult school. They not only must meet general federal and state standards but may have additional regulations from San Mateo County, the Department of Health, the Fire Department, the Department of Aging or other agencies. Facilities which serve older adults, for example, have criteria they must meet to obtain licensing and secure annual renewal.
For the 50+ program, the Department of Health licenses all sites. San Mateo County conducts site monitoring for review of regulations and compliance. The San Mateo Fire Department conducts annual safety reviews.
For convalescent sites, the Department of Aging conducts annual inspections of hospitals and affiliates for patient care and compliance with the Joint Commission on Accreditation of Healthcare Organizations (JCAHCO) and the Health Insurance Portability and Accountability Act (HIPAA). OSHA conducts outside audits annually to ensure compliance in the areas of medical records, for consistency and accuracy in record maintenance for retirement and assisted living; kitchen services from an environmental and nutritional standpoint, including hygiene, safety and risk; and health and safety procedures for older adults.
There are also annual physical plant audits and insurance-risk audits.
Many sites have monthly internal audits and inspections for health and safety, including sprinkler systems.
The staff director of the 50+ program visits all recreation departments weekly and other sites at least once per semester.
In residential and convalescent programs, a teacher and an organization staff member are present to ensure the safety of all participants.
All sites have rooms and facilities to meet the needs of all 50+ classes, and many have gym facilities and stages.
Criterion 2: The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services.
2.1 How does the institution consider the needs of the programs and services when planning its facilities?
At San Mateo Adult School, the needs of the programs and services are evaluated via:
a. Weekly Administration Meeting. Members include administrators, head of maintenance, department heads and clerical staff. Members discuss enrollment for each program and the corresponding facilities needs. A report of the current conditions and upgrades is submitted. This includes any replacement of equipment needed or performed. For example, a request to paint all buildings was submitted at this meeting and was later fulfilled.
b. Monthly Faculty Meeting. Teachers have an opportunity to voice concerns and requests. Teachers may also make requests directly to the head of maintenance. The head of maintenance evaluates requests to reconcile teacher and student needs with safety requirements and standards.
c. Clerical staff meetings. Clerical staff meets at least once per trimester to discuss items such as the school brochure (course catalog), changes in payroll (for example to plan for use of federal stimulus (AARA) funds, and collection of funds for classes and registration. For example, this group met to plan for new registration fee for ESL classes and changes in fees for 50+ classes and other programs.
d. Some jobs are routinely done. In August when school is out, the maintenance team does a major cleanup of all classrooms. Major cleanup includes waxing the floors and cleaning windows. Throughout the school year, maintenance projects continue as needed, such as on-going window washing and quarterly filter replacement for air conditioners.
e. Student council also allows students input regarding the need for maintenance. For example, it was suggested by the student council to replace bathroom floors with a more durable surface that was easier to keep clean. This request was honored.
f. In special circumstances, a committee is formed with representatives from faculty, staff and administration. Teachers and staff then have opportunities for input during their respective meetings. For example, when the east Poplar campus was being designed, teachers’ requests were honored regarding the type of tiles they wanted, placement of electrical wires and outlets, and windows on both sides of the classrooms.
2.2 What processes ensure that program and service needs determine equipment replacement and maintenance?
The school ensures that needs are met via meetings listed in criterion 2.1.
In addition, the ESL technology committee meets every semester to evaluate equipment needs. This committee writes a plan for equipment and technology use in the curriculum annually. This committee includes representatives from students, faculty, the technology department and the administration. The committee actively solicits opinions from students regarding the effectiveness of technology use in classes and needs for the future. With recent turnover in personnel for both tech support and the loss of the technology teacher trainer, the technology committee has not met. The new tech support team will be picking up some of the training responsibilities which were formerly the job of the technology teacher. The tech support team notes that the computers in both the ESL labs are old and because of the constant use, the room 24 lab breaks down a lot. With the budget crisis the usual rotation of upgrades which includes the computers in the four labs, Electronic Office, Mercury, Skylab and room 24, was halted. With ARRA funds, SMAS was able to upgrade Mercury lab. Some individual replacement computers were installed in room 24 but both Skylab and room 24 will need to be replaced. The tech support team is also attempting to find solutions to the slow network and internet connection speeds which occur during the main teaching hours, but the problem is the old network architecture of the school. Replacement costs for this architecture are very high and out of the school’s budget range at this time.
Further, the maintenance team keeps a list of maintenance needs and requests, and communicates regarding their status during staff meetings
2.3 How does the institution evaluate effectiveness of facilities and equipment in meeting the needs of programs and services?
The school evaluates effectiveness via the same meetings and processes used in planning facilities and in equipment replacement and maintenance. These are listed in criteria 2.1 and 2.2.
2.4 How effectively does the institution use its physical resources?
The Poplar campus facilities are in operation from 8 a.m.-10 p.m. Monday to Thursday, 8 a.m.-4 p.m. on Friday and occasionally on Saturday, in order to provide programs and services to meet students’ needs in a timely and convenient manner.
The school provides ESL classes; a program for area residents aged 50+; a high-school concurrent program; GED, ABE, high-school diploma and district credit recovery programs; a building futures program to provide young people internships in promising careers; an electronic office program to train people for office work using technology; and fee-based classes in such areas as computers, hobbies and exercise.
Technology personnel conduct training and brown bag lunches for teachers and staff to educate them on technology use, including use of SMART boards and computer hardware and software, integration of technology with the curriculum, use of passwords and other safe practices for computer use, and upgrades of hardware and software.
The school also rents or otherwise provides facilities for parent education, Boston Reed, SMART Board training and other organizations and classes.
Criterion 3: The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment.
3.1 How does the institution assure access to its facilities?
The school is centrally located close to freeways and bus lines. The school complies with the Americans with Disabilities Act and Section 504 Act for students with disabilities. The new classrooms on the east Poplar campus, for example, were designed to be wheelchair accessible.
3.2 How does the institution ensure that it has sufficient control over off-site facilities to maintain their quality?
All classrooms are evaluated by administrative staff before scheduling classes so that each classroom maintains standards. Facilities are visited by administrators and other staff members to ensure that they meet student and program needs. Many offsite facilities must maintain standards equal to those of the Poplar campus and may need to meet additional requirements. See criterion 1.3 for more information.
Criterion 4: To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account.
4.1 By what process does the institution assess the use of its facilities? How often does the evaluation occur?
Facilities are evaluated at the start of each trimester. The number of, size of, and equipment in classrooms are compared to enrollment to determine the sufficiency of facilities and equipment. This is done at the administrative committee meeting. Members of the meeting are: Larry Teshara, Tim Doyle, Fred Thompson, Tom Jung (Vocational Program), Geri McGovern (50+ program), Michele Costello (Finance), Toni Martinez (Administrative Assistant) and Tommy Ly (head of Maintenance).
The ESL technology committee meets every semester to evaluate equipment needs. This committee writes a plan for equipment and technology use in the curriculum annually. The committee includes representatives from students, faculty, the technology department and the administration. The committee actively solicits opinions from students and faculty regarding the effectiveness of technology use in classes and needs for the future. The school could use a technology committee that spans the entire school instead of by department.
4.2 How does the institution use the results of the evaluation to improve facilities or equipment?
The results of the evaluation are used to plan for future classes. Staff and administration are included in the planning process before any capital improvements.
4.3 What process does the institution follow to make capital plans? How are long-range capital projects linked to institutional planning?
Capital improvement projects go to bid first. The SMUHSD handles all large projects and in the case of capital improvements it would contract with a construction management firm that provides a detailed plan/description of capital improvement. Once the school board approves, this goes out to public bidding. The lowest bidder that meets all the requirements of the proposal is accepted. Examples of completed capital planning projects include new and expanded parking lots, painting of the facility, tiling all restrooms, improving ballasts for overhead lighting, adding Smart Center signage for the school, fencing, landscaping, installing a student garden, renovation of Smart Center, improving exterior lighting and installing speed bumps. When the dimensions of the budget crisis started to become known in 2008, all further capital plans were put on hold.
4.4 How do planning processes ensure that capital projects support institutional goals?
Representatives from all affected groups are included in the planning process to ensure that the needs of all parties are met. Examples include soliciting feedback from teachers during the design of the classrooms on the east Poplar campus and including students and teachers in technology committee meetings to ensure that technology is effectively integrated with the curriculum to meet student needs.
Criterion 5: Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement.
5.1 How does the institution ensure that facilities decisions emanate from institutional needs and plans for improvement?
Staff meetings are held monthly.
Administrative meetings are held weekly.
Facilities meetings are held 3 times a year.
Student council meets once a month to express any concerns. Included in this meeting are the student president, vice president, secretary and two representatives from each class.
5.2 What evidence is there that the institution bases its physical resource decisions on the results of evaluation of program and service needs? How does the institution prioritize needs when making decisions about equipment purchases?
Meetings are held to purchase equipment. Prioritization is based on the needs of the school and programs that are offered. Everyone has a voice, including students, faculty, staff and administration. One example of this is a student council request for more outdoor seating for students. Representatives from that meeting brought the request to the faculty meeting to get teacher input and then to the administration meeting for a final plan. Another example is requests from students, the student council, and teachers for increased parking. These requests were made to the administration in student council meetings and faculty meetings. Administrators deliberated on how to meet this request during administrators’ meetings. As a result, students and administrators petitioned the district and were granted the district’s former bus yard for use as a student parking lot. Evidence includes minutes from meetings and annual technology plans.
5.3 How does the institution determine that physical resource needs in program and service areas are met effectively? How effectively are those needs met?
The determination is made via student council, faculty, staff, and administrators’ meetings. The agendas can be open to allow requests for changes or additions to existing resources, or to allow discussion of program needs and the best way to meet needs effectively.
The school meets its physical resource needs very effectively. The school provides classrooms of an adequate size and number to serve all students who solicit services. The school serves a large number of students and rarely has waiting lists for classes. The new classrooms on the east Poplar campus are large, well furnished and well maintained. The level of technology exceeds that of most adult schools. The school is able to provide facilities not only for its own classes, but also for district meetings, for outside organizations to provide programs and services for community residents, and for training for teachers from outside our school and outside our district.
Strengths
- All the buildings and infrastructure were built using Adult School funds generated from student attendance.
- All planning and execution of building was done in a fiscally responsible manner.
- Student input into the school via the Student Council benefits the school.
- The good relationship between the Adult School and parent District means the Adult School receives district assistance on infrastructure projects.
Issues
- Uncertain state budget amounts make it difficult to schedule upkeep and upgrades.
- Network bandwidth is too narrow to handle peak teaching time demands
Evidence for Standard X
Map of facilities
SMARTboard manual
Disaster plan materials
MOUs with offsite facilities
Sample permits for elevator, fire sprinkler etc.
Columbine lock information
Safety training memos
ESL technology plans
Parking lot plans
Standard I: Institutional Mission, Purpose, and Objectives
Strengths
- Mission statement gives a clear direction to SMAS efforts and is able to be assessed.
Issues
- Mission may change with developments at the District or State level.
Standard II: Organizational Structure
Strengths
- Good connection with the High School District
- Development of Professional Learning Communities gives more teacher direction to programs.
Issues
- Off site campuses do not always have same access to resources or to PLCs.
Standard III: Evaluation and Planning
Strengths
- Leadership team meets weekly and provides consistent and timely planning.
- Strong connection to community through Advisory Board, District wide and state wide committees.
Issues
- Performance and outcome data is not always available for all programs for evaluation and planning purposes.
- It is difficult to plan with ongoing budget uncertainty.
- .
Standard IV: Educational Programs
Strengths
- Programs reach a broad population by having flexible hours and locations.
- Passionate instructors who are trained to work with specific populations.
Issues
- Better assessment tools need to be developed to provide more accurate individual data in some programs.
- Gathering and analysis of data needs to be more systematic and applied system wide.
Standard V: Program, Student, and Institutional Outcomes
Strengths
- The Adult School has embraced the notion of ongoing planning by setting up and paying ESL instructors to participate in PLCs. The teachers meet regularly to address the issues of planning, evaluation and implementation.
Issues
- Data collection, analysis and planning on data is not system wide or consistent.
- The School does not currently have a system to track what happens to students who leave the institution for other educational or training situations.
Standard VI - Student Support Services
Strengths
- Ability to adapt all programs to provide a conducive learning environment for all skill levels.
- Ability to develop an understanding of the students needs and provide guidance and the best possible solution to any situation.
- Preparation to accomplish long term goals beyond the Adult School, through inspiration, belief, knowledge and information.
Issues
- Making sure all students are fully aware of all the programs and classes available, especially within the Older Adult and ESL population.
- To emphasize to ESL instructors the importance of the CASAS test scores which will generate money to fund services for the support of student learning.
- Make all students aware of extra-curriculum activities within the Adult School.
Standard VII: Human Resources
Strengths
- A diverse staff in terms of life and work experience, that works well with the diverse student population.
Issues
- Because budgets are often not finalized in a timely manner, planning is especially difficult. Resources can’t be allocated until the budget is firm; instructional activities can’t be planned; student outcomes can’t be identified and an appropriate level of staffing can’t be determined.
- An inconsistent ability by all staff to access professional development.
- No formal agreement has been reached on teacher evaluation
Standard VIII: Learning Resources
Strengths
- SMARTboard Technology in the ESL wing and new computers in the Modern Office Technologies class have been kept current until the recent downturn.
Issues
- Budget constraints make it difficult to maintain current technology for job market classes.
- Development of non face-to-face courses would aid in reaching students who are unable to currently access services.
- Both ESL computer labs are aging and have significant down time for some computers.
- Increasing use by on campus teachers causes internet connections to be often unusable.
Standard IX: Financial Resources
Strengths
- There has been good communication on budget issues.
- Support from District Office has been consistent through the budget crisis .
- The implementation of fees has raised a significant amount of money to keep programs going.
Issue
- Lack of a stable budget process at the state level.
Standard X: Physical Resources
Strengths
- All the buildings and infrastructure were built using Adult School funds generated from student attendance.
- All planning and execution of building was done in a fiscally responsible manner.
- Student input into the school via the Student Council benefits the school.
- The good relationship between the Adult School and parent District means the Adult School receives district assistance on infrastructure projects.
Issues
- Uncertain state budget amounts make it difficult to schedule upkeep and upgrades.
- Network bandwidth is too narrow to handle peak teaching time demands.
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