Mid-Term Progress Report San Mateo Adult School I. Introduction Basic Student/Community Profile Data �� A general description of the school The School San Mateo Adult School is located in the mid-Peninsula roughly half way between the cities of San Francisco and San Jose. The main location of the school is in the City of San Mateo, the largest city in San Mateo County. The service area of the school matches that of the San Mateo Union High School District of which the Adult School is one of seven schools. Six cities fall within the service area from San Bruno in the north to San Mateo and Foster City in the south. Millbrae, Burlingame and Hillsborough are cities also served by the Adult School. Operating on a year-round schedule Monday through Thursday, 8:00 a.m. to 9:30 p.m., Fridays, 8:00 a.m. to 5:00 p.m and most Saturdays 8:00 – 4:00, the Adult School strives to meet the schedule needs of adults in the community. In the 2005-2006 school year, the School served 12,026 students in mandated areas, 942 students in fee-based classes. While each year the school has reached its state determined cap on student attendance, a downturn in the number of students entering the school’s largest program, English as a Second Language (ESL), may lead to 2006-2007 being the first year the school does not reach the cap. The growth area of the school is in the programs for Older Adults, a fact that matches the graying nature of the population in the service area. The School includes a Main Campus that houses the SMART Center (San Mateo Adult Resource and Technology) with its three computer labs, individualized learning classrooms and office space. In the East Wing of the campus are a fourth computer lab and 20 classrooms where the bulk of the school’s students attend classes. In addition to the main campus the school has offerings at 44 off-campus locations including senior centers, convalescent hospitals, churches, recreation departments, and elementary schools. . Student Profile Hispanics make up 50% of the student population and 80% of the ESL program. Nearly 85% of the students in the Older Adult program are White. There is substantial Asian representation in both ESL and non-ESL programs. The neighborhood surrounding the main campus has the largest number of Hispanic households and the largest number of people living in poverty in the mid-Peninsula area and a zip code analysis shows that the largest number of the school’s students come from that local area. Beyond the main campus, the city of San Bruno contributes many students to the ESL and ABE/GED and Adult Secondary programs; Burlingame has many of its residents in Older Adult and Adults with Disabilties programs and Foster City sends many students to Older Adult and ESL classes. Staff Of the 106 teachers, 22 are full time. The teaching staff is 13% Asian-American, 4% Hispanic, 1% American Indian and African-American with the remainder White. There are 3 full-time administrators, 3 program coordinators, 7 instructional aides, 7 full-time and 3 part-time clerical, 3 student services aides, 3 custodians, 1 campus aide, 1 tech support specialist and 2 non-teaching credentialed positions. The support staff is 29% Hispanic, 25% Asian, 25% White and 21% African-American. Enrollment The School offers classes in the following program areas: Basic Education including Adult Basic Education (ABE) and General Equivalency Degree (GED); Adult Secondary (ASE); English as a Second Language (ESL) including ESL-Citizenship; Adults with Disabilities (AWD), Vocational; Parent Education; Older Adult, known to the school as the 50+ program, as well as non-state mandated Fee Based courses. In 2005-2006, approximately 51% of the total student enrollment of 12,026 was in ESL , 25% in the Older Adult Program, 10% in AWD, 8% in ABE and ASE, 4% in Vocational, and 2% in Parent Education. There were 942 students in fee-based classes. In the past three years the annual ESL enrollment has dropped by 700 students or 10% continuing a drop from the highest student totals in 2001-2002. Older Adults classes have added 200 students or 7% and Parent Education has significantly expanded from 135 to 335 students. Other program areas have remained stable in enrollments. �� An analytical summary of disaggregated and interpreted student achievement For the High School Exit Exam or CAHSEE results show 67 students have taken the exit exam and 28 students have passed the Math portion and 39 the English Language Arts. The number of positive CASAS test results for the three year period ending June, 2006 has risen from 1017 to 1160. The number of High School Diplomas has moved up from 41 to 44 while the GEDs awarded has fluctuated from 57 in 03/04 to 70 in 04/05 to 57 last year. The number of students passing the Adult Schools citizenship tests has risen from 57 to 125 in the three year span. In the Federal tables reports produced by TOPSpro, the level completion rates for ESL students in both Table 4 and 4B has risen each year for the past three years of complete data. Table 4 rose from 18% to 22% to 31% in the three years, while Table 4B which is the students who have paired test data rose from 60% in 2003/2004 to 62% to 65% by the 2005/2006 year. Significant Findings: �� Schoolwide student goals The impact of the ESLRs on the school are best looked at by department. The ESLRs are: San Mateo Adult School provides opportunities for all students to: 1. Set and meet goals 2. Apply acquired skills 3. Learn independently and collaboratively 4. Communicate effectively 5. Demonstrate respect for others 6. Participate within and contribute to the community ESL Department Adding English Language Civics (EL Civics) to the curriculum was a means to introduce teachers to individualized assessment measures including individual needs assessment, goal setting, checklists, portfolio assessment and performance based assessment. The topics for EL Civics are chosen by the students by means of the Student Council with input from teachers. Individual student’s EL Civics assessments are one way to measure the ESLRs as these assessments typically require students to demonstrate each of the ESLRs by the end of a unit. Built into the EL Civics program are field trips for students to accomplish the sixth ESLR. The practice of determining individual student needs inherent in the ESLRs has led to the ESL department making efforts to connect with the state persistence initiatives. Teachers have attended persistence study circles and the one Adult School teacher who is a state presenter for CALPRO has presented to ESL staff who have since proposed ways to increase persistence on the part of ESL students. Vocational The major part of the vocational program’s students are in the Electronic Office class which requires an individualized goal setting meeting with the instructor before entry. A personalized learning plan is set up which tracks computer skills learned and if requested, workplace skills acquired. Other vocational courses employ a verbal goal setting at the beginning of a course and a written evaluation form at the end of the course. ABE/GED/ASE These programs are strongly goal oriented with records kept on each student with an individualized instructional approach and entry and exit interviews. Many students enter through a hearing panel where the goals of the student and the behavioral expectations for remaining in the program are explained. In addition Adult School staff attend exit IEP meeting for students who are leaving high school to attend Adult School classes. Ongoing work continues in the Older Adult and Adults with Disabilities programs. The discussions have centered around the different populations and the difficulty of finding an approach that will yield useful results. The active Older Adult population teachers in the areas of exercise and arts use a verbal goal setting strategy. Significant Developments A description of any significant developments, including program additions, at the school since the last full visit that have had a major impact on the school or specific curricular programs. Building Futures Through working with such groups as the Youth Advisory Committee, PeninsulaWorks Jobs for Youth, and the Tongan Interfaith Council the Adult School recognized a community need for out-of-school youth aged 18-21 to obtain sufficient academic skills to qualify for apprenticeships in local trade unions. A grant was written with local trade union input and was awarded by the local Workforce Investment Board. A program is being piloted in Spring 2007. Expansion of Older Adult programs. The graying of San Mateo is reflected in class offerings at San Mateo Adult School. The age category of 60+ is the largest in the school. The increase in enrollment noted above has led to an increase in ADA in the past three years of 11%. Contraction of ESL The ESL program has seen a steady decline since a 2002 time when many non-native speakers lost their jobs and went to school. The decrease has meant a decline in the number of number of ESL classes offered in the previously standard Monday – Friday schedule and led to new offerings on Saturdays and an increased number of students enrolled in distance learning classes. The Adult School applied for and received a waiver for 2006-2006 increasing the percentage from 5% to 7% of ADA that can be used for distance learning classes. New Staffing A major development for the school has been changes in administrative and program coordinator staff positions. The departure of the Assistant Director in Spring 2005 left a staffing vacancy that eventually led to the addition of a second Assistant Director and an elimination of a program developer position. New leadership was established for all programs except for Vocational Education as the retirement of the program coordinators for Older Adults and AWD, as well as the coordinator for the ASE/ABE/GED in conjunction with hiring of two new assistant directors created a new team for leadership tasks. Parking Lot – Visibility In an effort to increase the visibility of the Adult School to the public, the director took the opportunity provided by the move of the San Mateo High School buses to another location to advocate for the demolition of the busyard in order to create greater visibility of the SMART Center and a new parking lot to serve the school’s needs. A common refrain from the people even after 11 years of SMART Center operation is that they have never known where the SMART Center was or what the building was for. Advocacy Efforts With the number of administrators increased from two to three, the Adult School Director was able to participate more in county wide and state wide advocacy efforts. His efforts on the Workforce Investment Board, in ACSA, the Tongan Interfaith Council, CCAE and CAEAA has raised the stature of the San Mateo Adult School and adult education in general. CAHSEE As with all adult schools, San Mateo has been involved in the process of implementing the CAHSEE as a standard for diploma students. In addition to giving the test on regular dates, the Adult School was able to schedule Saturday administration as well to meet working students’ timeframes. Prior to each CAHSEE test students are invited to participate in special CHASEE prep courses. Improvement in Tech Support The Adult School made a major commitment to providing consistent tech support by creating a full time Adult School only tech specialist position. The improvement in support meant less downtime with computers and applications. It also means a more stable platform for users so that they have been willing to entertain change e.g. a new version of the management information software so that new applications such as web attendance and online registration can be introduced. Tech Mentor One Adult School ESL instructor was selected to participate in the TIMAC project in Sacramento, a group devoted to developing technology mentors in adult schools. He has returned and works as a peer providing technical and curriculum support. Teacher Evaluation One of the Visiting Committee Report’s Schoolwide Critical Areas for Follow-up that originally was not included in the Action Plan is, “ Administration and Adult Teachers Union collaborate to ensure that teachers receive periodic formal feedback.” In response to this item a Teacher Evaluation process has been developed and is being piloted with ESL instructors. The final form of the process will be negotiated with the Teachers Union. Orientation Part of the persistence efforts is to have an orientation to the school and ESL program for the evening students. Many of the students have little education and have not been to school in the United States. GED Group Intake A new intake process was developed for day GED students to enable students to start the classes more quickly. A combined small group orientation and registration is held by the GED instructor in order to give the students access to class by making only one appointment. Saturday Offerings A major expansion for the Adult School is to have classes on Saturdays. It began in response to ESL asking for classes on days they were not working. It has expanded to include vocational classes, parent education classes, ESL classes at the day labor center and Older Adult classes. Parenting Collaborations One of the fastest growing segments of the school is the parenting programs. Many of the classes are held in collaboration with other entities, including San Mateo County Probation Department, the Childcare Coordinating Council (4C’s) and KQED. New budgeting software/data The Adult School as part of the San Mateo Union High School District was included in a new software system, CECC, which tracks budget and personnel transactions. The system provides more information quickly than the previous system. Combined with ASAP, the attendance program, and TOPSpro, the state’s accountability system, CECC is able to provide more useful data for the leadership team to propose and devise solutions to problems. Loss of EDD A mainstay of efforts to connect Adult School students with jobs was the presence of an EDD employee on campus 4 days a week. With cutbacks at the County level the service was eliminated. Ongoing Improvement �� A description of the school’s procedures for the implementation and the monitoring of the single schoolwide action plan The school established two committees in addition to the leadership team to oversee the progress of the action plan. Each committee was charged with overseeing efforts to implement two of the major goals of the action plan. The committees met every three until the summer Fall of 2005 when they felt that the major portions of three of the major action plan goals had been met. (Details below in the Action Plan section). It was felt that the fourth goal, having to do with the ESLRs, was best accomplished at department levels. With changes in leadership to all the major programs, the action plan goal concerning ESLRs is ongoing. II. Report on Schoolwide Action Plan Progress �� Comment on the accomplishment of each schoolwide action plan section; cite evidence including how each area has impacted student achievement, i.e., accomplishment of one or more of the schoolwide learning results and academic standards. Schoolwide Action Plan: Goal 1: Integrate ESLRs into curricula, develop and implement measurement tools. For detailed individual program comments on this section of the plan see Goals above. In general for most programs significant progress has been made on ESLR inclusion. Instead of devising specific ESLR forms to add on top of existing curriculum, the connection between the curriculum/assessment practices and the ESLRS has been emphasized. A great deal of emphasis has been placed on student goal setting. What remains to be done in most cases is to collect ESLR data as achievement data. The emphasis on individual student appears to be a cause for increased student persistence and an increase in positive standardized tests results. Update curricula to include ESLRs Distribute curricula to staff Develop ESLR assessment tools Pilot ESLR assessment Refine ESLR assessment Distribute and implement assessments schoolwide Goal 2: Expand and improve communication patterns to students, staff, teachers and administrators through a variety of approaches. Conduct regular staff meetings The leadership team meets weekly to discuss school issues. The ESL Department holds monthly meetings for morning and afternoon main campus programs. The Older Adult program meets altogether yearly after the October meeting and the fitness instructors, the largest number of OA teachers, meets a second time in the year. Other departments meet as needed. Hold monthly Student Council meetings Morning and evening student council meetings are held during the first week of each month to discuss student issues and to manage the budget money generated from the sale of student IDs. Distribute monthly schoolwide calendar A schoolwide calendar was developed and distributed for 8 months but it did not appear to elicit much interest from the teachers or students as many of the calendars were not picked up from teachers boxes or were recycled unread. The project was abandoned although recently a printed yearly school calendar was created and distributed and discussion about an online calendar was started. Distribute staff Policy Book The school handbook was developed and distributed to all staff in October 2004. A revised edition is due in early 2007. Create regular student newsletter This was tried in two ways and was carried on sporadically for about a year and a half. In the first instance, teachers and students were encouraged to submit articles or items of interest to a staff secretary who typed and copied the newsletter. The difficulty of getting articles led to the school paying a teacher to work as coordinator of the project and having her involve students in the process. It again proved difficult to get student involvement and the newsletter died with the teacher’s retirement. Fifty percent of classes will develop Web pages The project is underway. The Adult School sponsored a teacher to attend the TIMAC mentoring program and he is assisting teachers with creating websites for their classes. Pilot monthly video news and broadcast on close-circuit television news on the Main Campus This project was attempted and proved too difficult to sustain. Goal 3: Develop and execute projects to improve outreach and expansion to various student groups. Continue relationship with local newspapers The school continues to send write-ups of classes to local weekly papers which have traditionally given space in the past. Paid advertising has been used to promote classes in bi-yearly education sections of local papers. Newspapers are invited to school events including International Day and graduation. Continue to explore additional childcare options for students The School continues to explore with the Childcare Coordinating Council (4C’s) ways to provide childcare. An attempt to modify facilities on the main campus to accommodate children proved unfeasible. The Adult School also worked with Family Service Agency to explore a collaborative use of an off-campus childcare facility but the initial costs were too high for the project to continue. Participate in theme-based fairs at off-campus locations The Older Adult programs participates in a minimum of 4 events a year including the San Mateo County Fair, the Martin Luther King Center Health Fair and the Jackie Speier sponsored Conference on Aging. The ESL program participates in several events a year including the San Bruno Moon Festival and various elementary school fairs. Increase advertising for all classes In addition to newspaper advertising, the School has invested in banners which are able to be used in various locations and developed a calendar that highlights its programs. The Adult School is in the process of installing a marquee sign that will advertise classes and school term openings. The ESL program registrar sends public service announcements to non-English speaking radio stations. The Adult School participated in the wrap-around portion of broadcasts of a popular ESL teaching segment of the local public broadcasting system. Continue to conduct community needs assessments Through participation in various community groups, hosting the thrice yearly meeting with the Community Advisory Board, monitoring local labor trends, and surveying student needs, the Adult School maintains an ear to the ground for local needs. Maintain classroom computers A full time tech specialist position was created to address computer and software maintenance issues. The availability of the tech specialist has made it possible to do preventive maintenance on a regular basis for the first time. Ensure cleanliness of facilities in the evening and off-campus Cleanliness of facilities has been addressed through Student Council meetings. If issues arise they are brought to administrative attention immediately because at least one administrator attends every Student Council meeting. Educate clerical staff regarding all classes and locations The clerical staff meets before the latest brochure is distributed and program leaders explain the class offerings. Improve publicity for higher profiled graduation ceremonies Invitations are sent to all District High Schools, the Board of Trustees, Community Advisory Board and the event is publicized on the website. Goal 4: Develop, communicate, and implement yearly, cost-effective, department- specific professional development plans compatible with finances available. Communicate existing policies on professional development to all staff on a regular basis The ESL department is informed of staff development opportunities at monthly meetings. CALPRO offerings are posted as they become available and all teachers are invited to attend. Local CATESOL and CCAE conferences are widely announced and attended by staff. Older Adult teachers who gather less frequently are told at the annual schoolwide meeting about the funds available for staff development. Fitness instructors have had several in-services. Notices of local conferences on aging are given to each Older Adult instructor and each year an in-service developed by a consortium of several local adult schools is offered to all Older Adult instructors. The ASE/ABE/GED programs go to CALPRO workshops and have in-service staff development on instructional software. Hold twice yearly meetings devoted to curriculum development ESL department has a minimum of 4 meetings a year to implement EL Civics curriculum. In addition topic specific groups, e.g., technology in lessons and level specific groups are paid to develop curriculum. ASE/ABE/GED departments meet regularly to discuss curriculum. Vocational teachers meet with the program coordinator to discuss curriculum. Older Adults and AWD instructors meet at the annual meeting and topic specific instructors meet at other times in the year. Develop resource list for classes A booklet was assembled and distributed by the ESL registrar. In addition whenever the Community Information Handbook, developed by the County Library system is updated and available, copies are given to all teachers. Conference attendees share info to staff through structured in-service Instructors in the academic programs that are held on the main campus, ESL as well as ABE/GED/ASEinstructors share resources and information gathered from major conferences.
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