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					                 SELF-STUDY VISITING COMMITTEE REPORT



         WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES




                                             FOR



            JEFFERSON ADULT EDUCATION

                      699 Serramonte Blvd. Suite #111
                                   Daly City, CA 94015

                       Jefferson Union High School District

                                    March 9-11, 2009


                                Visiting Committee Members
                                  M. Janet Arney, Chairperson
                           Principal (Retired), Educational Consultant
                                     Ms. Celeste Fendell
                             Teacher, San Lorenzo Adult School
                                    Mr. Howard Holtsman
                               Principal, Manteca Adult School
                                   Ms. Rebecca Pestarino
        Program Specialist, Santa Clara Adult Community & Educational Options Center
                                     Ms. Kara Rosenberg
                               Principal, Palo Alto Adult School




WASC FOL 2003-04 Edition
Revised 9/07
                                                                   WASC Visiting Committee Report


                          Chapter I: Student/Community Profile

Students and Community Served by the School
   Jefferson Adult Education (JAE) is located in Daly City, California at the northern most point
   of San Mateo County and just south of San Francisco. JAE started 86 years ago in 1923 and
   is part of the Jefferson Union High School District and serves northern San Mateo County
   and the cities of Brisbane, Colma, Daly City and Pacifica. The District is comprised of four
   comprehensive high schools, a continuation high school and the adult education program.
   Students from diverse cultural backgrounds attend the adult education sites to take advantage
   of career, technical and academic programs.

   Daly City is a hub for retail, health care and small businesses. Over the last 20 years there
   has been significant growth in the area. In addition it has the fifth largest population of
   foreign born residents in the nation. 66.5% of the people speak a language other than
   English at home. 47% are of Asian descent including a large percentage of Filipino. In the
   Jefferson Union High School District 66% of the students speak a variety of 21 different
   languages.

   The ethnically diverse population of Daly City is reflected in the ethnic composition of JAE
   students. Hispanic and Asians represent the largest ethnic groups at JAE. In recent years
   there has been an increase in Brazilian and Burmese students in the ESL program. The
   largest language group at JAE is English due to the number of English speakers in Adult
   Secondary Education, Career Technical Education and Older Adult programs. In the ESL
   population there are more Spanish speakers in the evening and more Asians who attend
   during the day.

   A significant number of Daly City residents over the age of 25 do not have a high school
   diploma. This is reflected in the growth in the Adult Secondary Education Program in the
   last year with more students pursuing a GED or high school diploma. Brisbane has more
   residents with BA degrees or post graduate degrees than the 16.8% with a high school
   diploma.

  The state unemployment rate is much higher than the 4.5% quoted in the report for Daly City.
  The national unemployment is the highest it has been in 25 years. In our rapidly changing
  economy the use of 2000 census data is out of date for household income figures.

  The largest age group at JAE is over 60, representing 33% of the total student population,
  followed by the 25-44 age group making up 26% of the students. The demographics at JAE
  do not match Daly City demographics because JAE serves students from different cities in the
  San Francisco metropolitan area.

 ADA cap for adult education for the Fiscal Year 2008-2009 is 864. During 2007-2008, 705
 units of ADA were generated.



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The JAE office is located at the main site, Serramonte Del Rey, which also houses the District
Offices. Morning, afternoon and evening classes are held at the main site, at three of the
District high schools and at 21 other community sites. The office is open for students
Monday-Friday 8:30 AM - 8:30 PM and Friday 8:30 AM – 4:30 PM.

Adult Literacy and Secondary Education – ASE/GED
Classes are offered mornings, afternoons, evenings and Saturday mornings in a portable
building at the main site. Classes may be taken at any time throughout the year for as long as is
needed to reach the goal of either earning a GED or a high school diploma. There are several
instructional options offered with support services provided through the Tools for Success
program.

The GED Center is an official testing center. Instruction and testing are available in English
and Spanish. GED test preparation is also available online. The GED program has an average
of 200 graduates per school year. JAE strives to support adults who want to improve their
English, earn a high school diploma or GED certificate.

Additional support is provided to qualifying Adult Literacy students who need remediation
through tutoring services provided by Project Read and the Daly City Peninsula Partnership
Collaborative.

The High School Diploma program is an individualized study program which enables adult
students to earn a Jefferson Union High School Diploma. Students attend classes and complete
courses online. CAHSEE preparation classes are also available online. The Adult Education
Director evaluates transcripts and certification for the high school diploma.

JUHSD is contracted by the Workforce Investment Board to provide services for youth. JAE is
responsible for providing services to out-of-school youth between the ages of 17 and 21 years
of age living in San Mateo County through a program called Tools for Success, a federally
funded program. The goal is to prepare students for employment by earning their GED and
participating in paid internships.

Adults with Disabilities
Several adaptive fitness classes are available to support adults with disabilities. These classes
are not found in the brochure.

Career Technical Education (CTE)
Career Technical Education courses are offered with an emphasis on computers and office
technology, health career classes, and ServSafe Certification for food service management.
The retail, auto sales and medical service providers have provided significant employment in
the area. With the current downturn in the economy many of these businesses are closing.
This provides opportunity for job training for JAE.




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English as a Second Language (ESL) and Citizenship
ESL courses provide limited English speakers with the opportunity to improve speaking,
listening, reading, writing, vocabulary and grammar skills. This is the largest program at JAE.
Classes follow a semester schedule and are open entry/open exit. Classes are available at the
main site and other off site locations. Five levels of ESL are offered: Beginning Literacy,
Beginning Low, Beginning High, Intermediate and Advanced. Upon enrollment students are
given an English placement test to determine their level of English proficiency. Students are
assessed on a regular basis for advancement to higher levels of instruction to determine
progress. Student orientation is done at the beginning of each semester to discuss student
goals. Staff is dedicated to preparing student immigrants for citizenship and civic
participation through English and literacy instruction.

CBET - Some multi-level ESL classes are offered at elementary schools and preschools in
collaboration with Jefferson Elementary School District. The classes emphasize family literacy
and help parents realize their potential. Tutoring and childcare is available.

ESL/Citizenship has shown an increase in students pursuing citizenship. JAE has expanded its
individualized citizenship instruction to assist students in their preparation for citizenship.

Distance Learning program, implemented in 2002, provides students with the opportunity to
improve English language skills even though they are unable to attend regular classes. Video
programs or online programs are available.

Technology is incorporated into ESL and ASE instruction. There has been an increase in the
use of technology in teaching and learning. All teachers at the main site have computers and
LCD projectors in the classroom. Students are able to go to the computer labs on a rotational
schedule both day and evening. JAE has a teachers’ blog to share resources, news and
professional development opportunities. Teachers are mentored in integrating technology into
their instruction by the Instructional Technology Coordinator.

Older Adults
The Older Adults program is the second largest program at JAE. Courses offered include
fitness, literacy, food and nutrition, computer literacy, American Sign Language, applied visual
arts classes, home decorative arts, and music performance arts. JAE values life-long learning
through general interest classes that stimulate a healthy body and mind.

Parenting Education/Home Economics/Health and Safety
Classes offered include Parenting in Spanish, Parenting Teens, Parents as Teachers, and a
parent cooperative nursery school. JAE contributes to children’s success through parenting and
family literacy courses.

Home Economic classes are offered in sewing and alterations, quilting, dress making, food
preparation and home decorative arts.



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 Health and Safety classes include driver’s education and classes on family health.

  1. School’s analysis of student achievement data
ESL and High School Diploma programs analyze student achievement data for the purpose of
granting a high school diploma or GED. ESL moves students to other levels based on student
achievement data. Assessment instruments used are CASAS Tests. The visiting committee team
observed the use of assessment in a goal tracking system in Parent Education and portfolios in
the Computer CTE classes.

  2. Other pertinent data
In 2006 the previous Adult Education Director retired and the ESL/ABE coordinator became the
new director. Program support and direction was restructured at that time and an emphasis was
placed on technology in the classroom and adding more options in completing their high school
diploma. It is important to use current data to assess the community and needs of community.
Our economy is changing daily and an effective adult education program, which was established
to be flexible and adaptable, must keep up with rapid changes and offer new classes as deemed
necessary.




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                                 Chapter II: Progress Report

Major Changes and Follow up since the last WASC Review

In 2003 Jefferson Adult Education had a full WASC visit and received a six year accreditation
term with a mid-term review. In 2006 the school had their one day review. It was discovered
that the 2006 report from the visiting committee is not on file at the school or at the WASC
office; therefore this current visiting committee did not have access to the last visiting committee
report. The WASC office did provide us with a 2003 visiting committee report to review.

The following major changes have taken place at JAE since 2003 WASC visit.

       Communication among staff has improved greatly.
       Jefferson Adult Education is very connected to the community and works closely with
        other entities.
       There is increased collaboration in the design and implementation of specific projects and
        programs through the Daly City Peninsula Partnership Collaborative (DCPPC).
       An Advisory Committee consisting of 12 community members was formed to collaborate
        with Jefferson Adult Education to research and discuss educational needs of the
        community.
       The previous director retired and a new director was appointed.
       Technology has expanded across some program areas.
       There are more options for young adults in classes to complete their high school diploma.
       There has been an increase of class offerings in Parent Education.
       Distance Learning program has developed substantially since 2003.

   Discuss how the school through its action plan has accomplished each of the critical areas for
    follow-up, including the impact on student learning.

It is assumed that JAE listed the action plan items from the 2006 WASC Self-Study Report and
their progress. This committee is not able to validate the outcome because there is no copy of the
2006 visiting committee report. The report did not state how each of the following has had an
impact on student learning.

1. Further communication with staff, students, and community in order to expand programs for
underserved communities.

“Improve communication and develop methods of assessing the educational needs of the
community.”
    Additional community partnerships have been added since the last visit, i.e., Daly City
      and Daly City Parks and Recreation Department
    Bayshore Elementary School District and Bayshore Childcare Services
    Jefferson Elementary School District
    Pre-Schools
    Pacifica Parks and Recreation Department


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      Head Start
      Peninsula Works One-Stop Center

“Create a publicity campaign to inform the community of the Adult Division classes, support
services and resources.”
Since 2003 the school has done the following:
     Publishing of a brochure twice a year
     Bought membership in LERN
     Pamphlets and publicity items are distributed at various community events.

“Create a leadership team representing the major sites and programs to meet regularly with
the director for the purpose of discussing, planning and coordinating the activities of the
Adult Division.”
Since 2003 the school has:
     The Director of Adult Education, Directory Secretary, Distance Learning Coordinator and
        the Instructional Technology Coordinator meet weekly to plan coordinate and discuss
        various program needs.
     The Leadership Team meets monthly.
     The Technology Plan Committee meets twice a year to evaluate technology needs in
        Adult Education and to contribute ideas to be included in the yearly Technology Plan.

“Develop and implement an electronic system of communication among all staff members.”
Since 2003:
    An e-mail distribution list facilitates communication among staff members.
    Jefferson Adult Education Teachers’ Blog is designed as an electronic professional
       learning community to facilitate communication among faculty and staff.

“Improve and maintain the website.”
    The school maintains and updates the website as new classes and services are added.
    The ESL Lessons portion of the website is for students and teachers.
    The school now uses an online attendance system.

2. To facilitate communication at the adult school, a staff handbook should be provided in order
to insure knowledge of all policy and procedures including the safety plan.

“Provide a current handbook to all teachers.”
    A teacher handbook was developed and is available on the website.

3. Integrate the ESLRs into the learning experience and the assessment of student progress.

“Organize and attend workshops on aligning the curriculum with the ESLRs.”
    At a staff meeting home groups discussed ESLRs and how they are incorporated into
      lessons.

“Integrate the ESLRs into course outlines and lesson plans, including CASAS and SCANs
competencies.”


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      The school report stated that since 2003 ESLRs have been integrated into all academic
       course outlines. This visiting committee did not find this accurate.

“Translate the ESLRs into students’ native languages.”
    ESLRs have been translated into Spanish, Chinese and Tagalog.

“Clarify to students the ESLRs and the correlation with the course objectives or benchmarks.”
    Teachers are responsible for correlating ESLRs as part of the discussion of establish
       student and course goals and objectives.
    Goal setting is done as part of orientation at the beginning of each semester.
    ESLRs are include din the ESL student Handbook and are discussed as part of
       orientation.

“Assess student progress in alignment with the ESLRs.”
    Informal observations and feedback from students is used.

“Share information on progress with students.”
    Teachers share CASAS scores and information with students.
    CASAS reading scores and performance in class are the basis for student advancement to
      the next ESL level.
    ESL students are able to record their test scores and see their progress on a page provided
      in the Student Handbook.

4. Ensure that all students in all programs have opportunities for connectedness and knowledge
of all programs.

“To provide all students with opportunities for connectedness and knowledge of all available
programs.”
    Student Handbook is given each semester. Information included: classes and frequently
      asked questions, goal setting, school calendar, ESLRs, a map, and a page for recording
      test scores.
    Del Rey Café serves food daily.
    Band
    ESL Recordings
    ESL Winter Holiday Luncheon
    Field Trips
    End of School year Potluck Party

Summary

Since this visiting committee did not have the 2006 visiting committee’s report, we reviewed the
progress on the report from the 2003 visiting committee. We also found that one of the major
areas for improvement in 2003, ―To integrate the ESLRs into the learning experience and the
assessment of student progress‖ is still a major area for improvement that is now found in the
current action plan. This committee found that the action plan of 2003 contained all steps to be


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completed in 2003. The report did not state how each has had an impact on student learning.




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                              Chapter III: Self-Study Process
Comment on the school’s self-study process with respect to the parameters and accuracy.


      Did the school accomplish the five parameters of the self-study?
      Responses to the Five Key Outcomes of the Self-Study Findings:

   1. The involvement and collaboration of stakeholders in the self-study.

   JAE reported that in preparation of the self-study, school community members were involved
   and collaborated. The Leadership Team, composed of the Director, the self-study coordinator
   and the Focus Group leaders provided direction and guidance to the process. School
   community groups were represented in each focus group. Involvement of students as
   stakeholders in the FOL process was not clearly evident.

   2. Clarification of the school’s purpose and Expected Schoolwide Learning Results.

   Based upon the stated philosophy of the adult education division, JAE has a clearly defined
   Mission Statement in place: ―The Mission of the Jefferson Adult Division is to provide all
   participants with the best educational opportunities to achieve their potential as productive
   and responsible members of our democratic society.‖

   Expected Schoolwide Learning Results were originally developed in 2000 by faculty and
   staff through a series of all-staff workshops. In 2005 a questionnaire was distributed where
   teachers gave example of how ESLRs were incorporated into their lessons. Since then,
   ESLRs have been added to some of the course outlines and integrated into the curriculum of
   academic classes and translated to the target languages of the students. The ESLRs were then
   evaluated and discussed in March 2008 as to relevance and measurability. In August 2008
   four groups read and evaluated reports from previous discussions and decided that the
   previously developed ESLRs were still relevant and that measurement was most effectively
   done through observation since it would vary between program areas, instructional settings
   and learners’ needs.

   ESLRs
   The Jefferson Adult Education Division students will be prepared to be:
    Effective communicators who are able to:
          o Acquire listening skills to communicate with others.
          o Utilize spoken and written communications effectively.
          o Incorporate various forms of technology to enhance communications.

      Critical thinkers who are able to:
           o Apply knowledge to personal life situations.



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          o Find and analyze information.
          o Demonstrate problem solving skills.

      Productive individuals who are able to:
          o Set and pursue personal, educational and vocations goals.
          o Appreciate and continue life-long learning.
          o Work independently and collaboratively.

      Active community members who are able to:
          o Demonstrate responsibility for self, family and others.
          o Show awareness and respect for cultural diversity.
          o Locate and utilize available resources and services.

   ESLRs are posted in each classroom, in the brochure, on the web page and in the ESL student
      handbook.

   3. The assessment of the actual student program and its impact on student learning with
   respect to the criteria and the ESLRs
The current FOL document should have highlighted all of the assessment instruments being used
to measure student outcomes and ESLRs. The committee had to request further clarification in
order to fully understand assessment taking place by teachers, other than ESL and GED.
There was evidence in the classroom that students are learning and very involved with
meaningful curriculum. Adherence to the WASC process and ESLRs assessment was not as
evident. The procurement of non-classroom evidence was a major problem for the visiting team.
Teachers in the Focus Group meeting brought in examples of completed student work to the
visiting team. The connection of student work to the ESLRs or to student goals was not clearly
stated either to the student or to the visiting committee.
No formal assessment of ESLRs was evident. Teachers claim they know students are learning
through observation. Individualized classes have assessment tools that are specific to their
curriculum. Some examples are skills mastery check lists, CASAS, pre and post test, GED,
CAHSEE, students portfolios, performance based assessment, El Civics assessments, teacher
observation and student demonstration of learned skills. Some classes offer completion
certificates.
There is some evidence of integration of the ESLRs into ESL, GED, Physical Fitness for Adults
with Disabilities, Basic Computer Education, and Parenting class curriculum in the course
outlines. There is no demonstrated means of measurement.




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4. The development of a schoolwide action plan that integrates subject area, program, and
support plans to address identified growth needs
JAE identified four schoolwide action goals. The four goals are:
      To strengthen the integration of public education service for adults with diverse and
       changing community needs.
      To make site improvements at the Serramonte site in order to provide a safe and pleasing
       environment conducive to learning.
      To improve the measurement of student achievement of ESLRs and course objectives in
       all program areas.
      To assure monitoring of school-wide action plan goals.
The action steps in Goal 1 are marketing steps with the intended results of increasing class
offerings and the addition of more services for the adults in the community. Goal 2 will develop
an eco-friendly environment and improve safety issues at the Serramonte site. Goal 3 will
improve the measurement of student achievement of ESLRs and provide for staff training. Goal 4
will assure the monitoring of the three goals on a regular basis.
 5. The development and implementation of an accountability system for monitoring the
accomplishment of the schoolwide action plan.
Each of the four goals in the action plan includes a section titled Assessment. There is an
informal process in place to ensure accountability. Leadership needs to be in place to ensure that
the accountability system is indeed developed and implemented. Leadership assured the visiting
committee of the intent to monitor the action plan two times a year to insure progress toward
meeting their goals.

      Does the self-study accurately reflect the school’s program for students?
   The visiting committee feels that the data in the self study is not current or accurate for the
   changing community. It is also felt that the school does more than the study discusses since
   the self-study was vague in some places. The instruction observed by the visiting committee
   was relevant, addressed multiple learning modalities, used varying teaching strategies, and
   actively engaged the students.

      Does the observable evidence reflect a sampling of what ALL students are doing and
       producing with respect to the WASC criteria and the school’s expected schoolwide
       learning results?
   The visiting committee observed sample evidence of learning taking place but not necessarily
   clearly tied to the ESLRs.

      Does the observable evidence support the school’s identified areas for growth?
   The visiting committee agrees with the school’s identified areas for growth and identified
   additional areas in assessment and professional development related to monitoring the
   assessment of each goal.




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                     Chapter IV: Quality of the School’s Program


CATEGORY A. ORGANIZATION FOR STUDENT LEARNING
A1.   School Purpose Criterion

      To what extent has the school established a clear statement of purpose that reflect the beliefs and
      philosophy of the institution?
      JAE has a mission that reflects the philosophy of the institution with respect to the
      education of its adult learners. The statement is inclusive and supportive of educational
      pursuit for all adult students.

      To what extent is the purpose defined further by adopted expected schoolwide learning results
      that form the basis of the educational program for every student?
      JAE has adopted ESLRs, which help define teaching and learning objectives. The
      mission statement, philosophy and goals, and ESLRs have all been developed with
      student improvement as a top priority and are published in many places throughout the
      school and community, in the school brochure, and on the website. In addition, the
      ESLRs have been translated into primary student languages and placed as posters
      throughout the school.

      The ESLRs were adopted in 2000, and reevaluated for the current self-study by the entire
      staff. They were still relevant. For each class, teachers developed student goals based on
      the ESLRs. The best assessment of whether the ESLRs were being met was determined
      to be through observation, since there is a variety of program areas.
A2.   Governance Criterion

      To what extent does the governing authority adopt policies which are consistent with the school
      purpose and support the achievement of the expected schoolwide learning results for the school?
      The board supports the goals and objectives developed by the school. The board
      approves supplementary financing, course fees, new classes, the fiscal budget, course
      outlines, staff hiring, and graduation requirements.
      To what extent does the governing authority delegate implementation of these policies to the
      professional staff?
      The governing board delegates responsibility for implementation of policies to key
      administrators: the superintendent, the associate superintendent and a chief financial
      officer and the adult division director. The superintendent and director meet to implement
      policies and determine the direction of the adult curriculum. The district office is very
      supportive of the adult schools and has plans for additional partnerships with the high
      schools.




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      To what extent does the governing authority monitor results?
      The governing authority reviews CASAS and GED results and signs all the high school
      diplomas. The director reports on all student benchmarks to the board of education.

      Student attendance, grades, and test scores are reported to the school board and district
      administration for review.


A3.   School Leadership Criterion

      To what extent does the school leadership make decisions to facilitate actions that focus the
      energies of the school on student achievement of the expected schoolwide learning results?
      All available resources are devoted to student achievement. School policies and
      handbooks define staff responsibilities in a collaborative effort to reach the ESLRs. The
      school has asked individual instructors to incorporate ESLRs into the curriculum, but the
      school has yet to develop schoolwide monitoring of ESLR achievement.
      To what extent does the school leadership empower the staff?
      The administration guides the staff using school policy. School resources are allocated in
      order to facilitate ESLR achievement. Professional growth and input on policies are
      encouraged.
      To what extent does the school leadership encourage commitment, participation and shared
      accountability for student learning?
      The leadership Team directs the activities of the staff using a student-centered approach
      emphasizing individual student achievement of objectives or goals.


      JAE holds annual workshops to inform staff of educational opportunities and support
      services for students. Staff and students share accountability for reaching benchmark
      goals set by the state.

      JAE has a teacher handbook and absence reporting procedures posted on its website, as
      well as safety information, school policies, and course outlines. JAE has recently
      instituted email for all teachers. There is now also a brand new blog for teachers to
      communicate and share ideas with each other. JAE has an active Leadership Team.

A4.   Staff Criterion

      To what extent are the school leadership and staff qualified for their assigned responsibilities?
      Administration and all staff members met the district and state guidelines for their
      respective assignments. Many classified and certificated personnel are highly
      experienced, long-term employees.

      To what extent are the school leadership and staff committed to the school’s purpose?
      The primary goal of the school is student achievement. All energy, expertise and



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      resources are devoted to improving student learning. 100% of the students agreed or
      strongly agreed that the quality of teaching is excellent. The high quality of instruction
      was confirmed in student interviews.

      To what extent does the school leadership and staff engage in ongoing professional development
      that promotes student learning?
      The JAE Leadership Team emphasizes student-centered activities and encourages staff
      members to pursue professional growth. The school’s staff development plan is posted
      on the website. There are direct links from the district website to OTAN and CALPRO.
      It focuses on improving communication, developing instructional practices, updating
      technology skills, and curriculum development activities. This newly-modified portion of
      the website is in itself a measure of the success of professional growth through staff
      development, arising as it does from an OTAN technology course.

      One method of measuring staff qualifications, empowerment, and job satisfaction is to
      look at the length of time staff members remain at their jobs. JAE staff has many highly
      experienced, long-term employees.

A5.   School Environment Criterion

      To what extent does the school have a safe, healthy, nurturing environment that reflects the
      school’s purpose?
      JAE is currently improving the safety of the school environment. New signage and
      lighting have been installed. An emergency plan and disaster supplies are being
      organized. Recycling efforts, that bring the school community together, are being
      instituted. Safety and health are part of the curriculum whenever appropriate. Student
      surveys report a general satisfaction with the safety and neatness of the school plant
      except for the cleanliness of the restrooms.
      To what extent is the school environment characterized by a respect for differences, trust, caring,
      professionalism, support, and high expectations for each student?
      Student interviews confirmed the respect for differences among the staff and students.
      Almost all staff members speak more than one language. Appreciation of cultural and
      racial differences is encouraged in this very diverse staff and student community.

      A high number of community partnerships has been established in order to provide as
      much support for students as possible. Many ESL classes have childcare; students have
      access to additional services at the community centers where adult school classes are
      held.

      CASAS test scores are reported to students in order to develop high expectations in the
      students themselves.

A6.   Reporting Student Progress Criterion

      To what extent does the school leadership and staff regularly assess student progress toward
      accomplishing the school’s expected schoolwide learning results?



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      All staff informally evaluate student progress on the ESLRs. In addition to testing,
      various certificates—of completion, for GED and high school diploma—are awarded.
      Each program uses appropriate assessment tools. Lacking is formal documentation of
      ESLR results.
      To what extent does the school leadership and staff report student progress to the rest of the
      school community?
      The instructional staff shares information with individual students about their progress.
      The JAE Leadership Team reports individual student progress to public agencies when
      required and to CDE, in the case of supplementary funding. ESL classes have end of the
      year parties at which students are awarded certificates of participation. The citizenship
      students are individually acknowledged by the instructor when they earn citizenship. The
      high school diploma program and GED program hold a graduation ceremony to which
      community members are invited. Volunteers are also recognized for their contributions to
      the school community.

A7.   School Improvement Process Criterion

      To what extent does the school leadership facilitate school improvement which is driven by plans
      of action that will enhance quality learning for all students?
      Surveys of students and teachers were taken and analyzed in order to target areas for
      school improvement. After the previous accreditation visit, the school developed a
      leadership team to guide the process of working on the growth areas identified by the
      visiting team and the school.

      To what extent does the school leadership have school community support and involvement?
      With multiple community partnership the school has wide support and participation. The
      community advisory committee meets formally once a year to advise the director on
      community needs and services available to students. Individuals consult with her
      regularly throughout the school year.

      To what extent does the school leadership effectively guide the work of the school?
      The school leadership team has identified three action areas that will be coordinated in
      order to guide the school’s work: marketing, improvement of the environment and
      professional development for student achievement.

      To what extent does the school leadership provide for accountability through monitoring of the
      schoolwide action plan?
      The school has an action plan for the next six years as well as a process for implementing
      and monitoring the plan. The plan allocates personnel, identifies resources needed to
      accomplish the plan and establishes a timeline.

      The leadership team monitors the progress in each step of the school-wide action pan.
      The entire staff meets annually to review progress made.




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                                                                 WASC Visiting Committee Report


    Areas of Strength for Organization for Student Learning Category (if any) that need to be
    addressed to ensure quality education for all students
   A conscientious, efficient and enthusiastic staff dedicated to helping students achieve
    their goals.
   Ongoing acknowledgement of student success
   Community partnerships that provide support for students in order to achieve their
    learning goals.
   Jefferson Union High School District and Jefferson Adult Education maintain a strong
    working relationship that leads to programs that effectively support student achievement.
   A high level of mutual respect among students, teachers, and support staff.


    Key Issues for Organization for Student Learning (if any) that need to be addressed to ensure
    quality education for all students
   Maintain a leadership team with site and program representatives which meet periodically
    to discuss ways of improving student learning.
   Improve bathroom sanitation and disaster plans.
   Measure and document ESLR attainment.



    Important evidence about student learning from the self-study and the visit that supports
    these strengths and key issues include the following:
   Classroom observations
   Interviews with students
   Interviews with staff
   Student portfolios
   Photographs
   Course outlines
   Mission statement and philosophy
   ESL student handbook
   Class schedule and brochures
   Teacher handbook
   Jefferson Adult Education Website
   Professional development plan
   Student surveys
   Interviews with community partners
   Interview with district superintendent, associate superintendent and chief financial officer
   Flyers
   Budget printouts
   Visiting committee report 2003
   Focus group meeting notes




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                                                                     WASC Visiting Committee Report


CATEGORY B. CURRICULUM AND INSTRUCTION


B1.   What Students Learn Criterion
      To what extent does the school provide a challenging, coherent and relevant curriculum for each
      student that fulfills the school’s purpose and results in student achievement of the expected
      schoolwide learning results through successful completion of any course of study offered?


      Jefferson Adult Education provides challenging, coherent and relevant curriculum in six
      program areas; Adult Literacy and Secondary Education, English as a Second
      Language/Citizenship, Career Technical Education, Parenting/Home Economics/Health
      and Safety, Adults with Disabilities, and Older Adult. Some programs are based on State
      Model Curriculum Standards, State Curriculum Frameworks, Job Preparation Standards
      as well as other research based curriculum for specific areas of instruction.

      Each program uses course outlines that are aligned with the adult school’s mission
      statement. These course outlines are updated every three years. Jefferson Adult
      Education instructors provide a nurturing learning environment, 93% of students
      responded to a survey that ―teachers are friendly and helpful‖. JAE teachers use a variety
      of teaching methodologies and techniques that allow all students to learn regardless of
      ability or needs. Another way that JAE meets the needs of students is by offering classes
      at a variety of convenient locations and different times.

      Adult Literacy and Secondary Education - in these program students are assessed and
      involved in setting realistic goals. Instruction is self paced and follows an individual
      customized plan based on assessment. GED is designed to achieve mastery in the high
      school subject areas. GED preparation is offered online. JAE also has Cyber High
      School which offers classes online which can lead to earning a district diploma.
      CAHSEE prep classes are also offered.

      For low income out of school youth JAE provides the Tools for Success Program. This
      program prepares students for employment while earning their GED or High School
      Diploma. Tools for Success provide paid internships and works in collaboration with
      other agencies.

      English as a Second Language – This program provides assessment prior to class
      placement to ensure that students are in the proper level of instruction. CASAS is used
      for pre and post testing. Students receive handbooks to record their individual goals.
      Students demonstrate use of the English language in practical and real life situations.

      The CBET program is incorporated in the instruction to help prepare parents to be
      partners in the education of their children.

      Instruction in Citizenship is also a part of the ESL program and helps to prepare students
      to pass the USCIS test and oral interview.


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                                                            WASC Visiting Committee Report




To support students in using computers to enhance their learning, basic computer literacy
skills classes are offered through the ESL program. A JAE teacher developed a website
that allows students to access many learning activities including El Civics topics both in
class and at home. Several types of software such as All Star and Mavis Beacon are used
to reinforce students learning. Advanced level students have also used wikis to enhance
learning.

Career Technical Education – This program is organized into three components;
medical training, business computer skills and hospitality. The goals of these courses are
to improve student job skills and to meet the needs of the job market.

The medical component courses include Clinical Nursing Assistant, Clinical Medical
Assistant and Pharmacy Technician. The latter two courses are offered in conjunction
with Boston Reed and satisfy the training guidelines established by the California
Medical Board and the California Medical Assistant Association.

Computer Skills for Business offers a variety of classes in computer software programs
such as keyboarding, spreadsheets and Photoshop. Students use books and classes are
self paced. Students can earn certificates of completion.

Parent Education – In conjunction with several elementary public schools a cooperative
nursery school and other agencies JAS provides parent education classes. Lesson plans
are based on input from students that are parents in the program. One of the requirements
for an adult high school diploma is to complete five credits of a parent education class.
This class promotes communication and parenting skills.

Home Economics classes include sewing, food and nutrition, ceramics and other classes.
These classes develop creativity, promote wellness and appropriate social interaction.

The Health and Safety classes are held at convenient locations like senior and
community centers. Classes cover many current health trends such as cardiovascular
health, balance, fitness, health fitness literacy and mindful movement.

Adults with Disabilities – Some classes are offered for individuals with disabilities.
Curriculum covers areas such as arthritis self help, physical and emotional health, visual
arts, socialization and self-esteem improvement.

Older Adults – Classes in this program offer a positive learning climate. Physical fitness
classes help to increase health, Drama, music and painting classes sharpen mental
cognition. Lifelong learning is achieved through other classes such as band, ceramics and
American Sign Language. The wood skills class is a project based learning track.
Students set individual goals. Many completed student projects are entered into
competition at the local county fair.




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                                                                      WASC Visiting Committee Report


B2.   How Students Learn Criterion
      To what extent does the professional staff use research-based knowledge about teaching and
      learning?

      A variety of research based knowledge in teaching and learning techniques is used by the
      JAE instructors. Students are engaged in learning that is based on course outlines.
      Students are self directed and motivated learners. Curriculum is based on California State
      Model Standards as appropriate, national standards for the GED program and teacher
      experience and practical knowledge for the Older Adult Program. Teachers are involved
      in professional growth opportunities such as OTAN, CCAE and CALPRO.

      After completing the TIMAC through OTAN, a JAE coordinator now mentors other
      teachers in how to integrate technology into their instruction. The school has also
      purchased a subscription to Discovery Education Video Streaming which offers short
      segments on a variety of topics such as history, geography and culture. Discovery
      Education Video is seen as a great resource by instructors and is used often in the
      classroom to enhance student learning.

      Teachers are involved in a variety of continuing education opportunities such as monthly
      meetings, periodical subscriptions and membership in professional organizations.

      Does the professional staff design and implement a variety of learning experiences that actively
      engage students at a high level of learning consistent with the school’s purpose and expected
      schoolwide learning results?


      Students at JAE are actively engaged in a variety of learning experiences. A number of
      instructional strategies are used by JAE teachers to actively engage students. Instructors
      use innovative techniques such as KWL, group work and videos in the classroom.

      ESL students have weekly access to a computer lab which enhances instruction through
      the use of the internet and language learning software. El Civics objectives are also
      implemented and assessed by the teaching staff. Distance learning programs are available
      for students who are unable to attend class on a regular basis. Videos and books are also
      provided for home study. Teachers meet with students on a weekly basis to review
      homework.

      ASE uses technology and a multi-modality approach in the acquisition of knowledge and
      skills. To prepare for the GED students learn test taking and study skills as well as
      problem solving and critical reflection.

      GED is primarily a focused self-directed learning experience. Teachers work with
      students individually to develop strategies that will result in successful completion of the
      GED examination.

      JAE coordinates with the district high schools to use the computer labs to offer classes


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                                                                     WASC Visiting Committee Report


      that are needed to meet the employer demand for job skills. Classes use projectors for
      demonstration and verbal instruction that is easy for students to follow.

      Older adult program provides many learning opportunities such as sharing of ideas,
      perspectives and social interaction. Visual arts and exercises classes are offered.

      Students of all levels can participate and gain knowledge from the sewing classes and
      wood skills. Students learn to develop creativity, improve skills and a finished project.
      Students enter their projects in competition.

      The parent education program is based on experiential learning. Parents are involved in
      classroom activities, analyze and evaluate child behavior and learn from guest speakers.
      Parents share thoughts, opinions, family traditions and cooking festivities.

B3.   How Assessment Is Used Criterion

      To what extent is teacher and student use of assessment frequent and integrated into the
      teaching/learning process?


      Some programs use a variety of standardized and teacher made test to provide meaningful
      feedback. Different types of assessments are used in all academic and skills programs as
      required. GED formal assessment is well established. ESL and ABE use CASAS tests.
      Quizzes, worksheets, project based and teacher designed assessments are commonly used
      in other programs. Assessment is used to adjust instruction on an individualized
      classroom basis such as fitness and band. The student survey showed that 85% of
      students ―get personal help from the teachers‖.

      Are the assessment results the basis for measurement of each student’s progress toward the
      expected schoolwide learning results?


      Student progress is assessed by informal teacher observation. Some other forms of
      assessment are work portfolios, hands-on assignment, discussion and student reports of
      successful employment.

      Practice tests are used to assess student progress toward GED completion, tests are
      reviewed by the teacher and meetings are held to discuss progress. ABE students are
      assessed for GED readiness by testing and informal teacher assessment. Monitoring of
      student performance and feedback is given regularly.

      A variety of assessments are used for CTE students, such as sample work, demonstration,
      tests and teacher observation of student performance. Performance based assessments are
      common in this program as well as end of chapter (text book) evaluation exercises.

      Non-academic classes use informal assessment to determine achievement. These include
      performance based activities and one on one discussion.


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                                                                    WASC Visiting Committee Report


    Are the assessment results the basis for regular evaluation and improvement of curriculum and
    instruction?


    Assessment results are regularly used by teachers to evaluate and improve their
    curriculum. Instructional strategies, staff development and materials are also realigned
    from assessment results.

    ESL uses TOPSPro, CASAS and informal assessments. Teacher observation and
    feedback quickly allow the teacher to adjust the pace of the class in response to student
    needs. Alternate assessments are used to evaluate the Citizenship Preparation classes.

    Parent education assessments are used to validate parent goal achievement. Parent
    meetings are also a valuable tool for this program. Parenting for Academic Success is the
    curriculum that is used.

    Teachers in the Older Adult program give verbal feedback and observe student work.
    Students have opportunities to request particular course content. Teacher observation and
    feedback quickly allow the teacher to adjust the pace of the class in response to student
    needs.

    Are the assessment results the basis for the allocation of resources?

    Based on the assessment results, resources and materials are provided to programs based
    on needs. For example CASAS generated benchmark funds are used for material
    acquisition. However the teacher survey shows a need to clarify to staff how funding is
    allocated for instruction materials.

Areas of Strength for Curriculum and Instruction Category (if any) that need to be addressed to
ensure quality education for all students
   JAE is a flexible and dynamic program in a welcoming and supportive environment that
    adapts to an ever changing community and responds effectively to its needs.
   The staff is aware of cultural, linguistic and academic diversity of students and provides
    excellent instruction using a variety of learning modalities and strategies to address
    student needs.
   Students are active participants in setting personal goals, assessing progress, and defining
    instructional needs.
   Excellent integration of technology into ESL and ABE/GED to increase student learning.




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                                                                 WASC Visiting Committee Report


Key Issues for Curriculum and Instruction (if any) that need to be addressed to ensure quality
education for all students
   Improve measurement and documentation of student achievement in ESLRs progress and
    attainment.
   Improve teacher communication and networking in order to share information and
    resources and build school community among staff members.
   Increase staff development opportunities particularly in areas of technology.
   Increase staff development opportunities for teachers in all program areas.


Important evidence about student learning from the self-study and the visit that supports these
strengths and key issues include the following:
   Self study report
   Classroom observations
   Focus Group meeting
   Course outlines
   Evidence binders
   Staff and student surveys
   Teacher feedback
   Meeting with students
   School catalog




                                              22
                                                                       WASC Visiting Committee Report


C.    SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH


C1.   Student Connectedness Criterion

      To what extent are students connected to a system of support services, activities and
      opportunities at the school and within the community that meet the challenges of the curricular/co-
      curricular program in order to achieve the expected schoolwide learning results?


      JAE provides a wide variety of support services, some of which are in collaboration with
      community partnerships, such as: the Workforce Investment Board, Project Read, Our
      Second Home, and childcare for evening ESL students through an Assets grant. In
      addition, teachers assist students with resume writing, creating job portfolios, and
      referrals to community organizations for: medical needs, psychological evaluations,
      parenting support, childcare needs, and children’s school issues. All of this is intended to
      assist students in meeting the ESLRs. A student survey demonstrates high satisfaction
      with staff and with the school. Many activities support the feeling of community in the
      school. A respectful and friendly attitude has contributed to building connectedness
      between students and staff. Some of the co-curricular activities that take place are
      potlucks, communication and refreshments during class breaks, field trips, holiday events,
      and an annual volunteer recognition and acknowledgment of students’ progress for ABE.

      Although there is no formalized orientation or placement process, incoming prospective
      students are welcomed by taking into consideration culture, special needs, age, language
      level and placements. Many staff members are bilingual in the languages used by the
      students. Instructors encourage students to accomplish their goals. A counselor is
      available to evaluate student records for the High School Diploma Program. Students
      have their transcripts of academic records analyzed by the counselor and are then referred
      to the Director for information on options available.

      The GED Program and the High School Diploma Program combined host one annual
      graduation ceremony to celebrate achievements of the students. Community members
      serve as speakers and applaud collective achievement. Students are connected to the
      community through guest speakers who inform them of community events and
      multicultural events.

      Del Rey Café on the Serramonte campus provides nutritious and low cost meals during
      the school sessions.

      JAE offers the Tools for Success Program for at-risk youth ages 17-21 who wish to
      pursue GED or a high school diploma. This is a model program which has been
      providing comprehensive educational and vocational counseling, advocacy and support
      services in North San Mateo County for over 20 years. The school is in partnership with
      the county Human Service Agency with funding provided by the Workforce Investment
      Act.



                                                  23
                                                                          WASC Visiting Committee Report


          JAE also has a partnership with Project Read, a volunteer organization that provides
          tutoring to ABE students to enable them to improve their reading skills enough to enter
          the GED program. In the past, this program has been very successful in assisting students
          to make enough reading gains to pass the GED.

          JAE is linked to all Jefferson Elementary Schools providing adults support for their
          literacy needs.
C2.       Parent/Community Involvement Criterion

          To what extent does the school leadership employ a wide range of strategies to ensure that
          parental and community involvement is integral to the school's established support system for
          students?


          JAE works in collaboration with programs in the community to provide support for adult
          students when seeking ongoing education. JAE has been proactive in their outreach to
          senior citizens. JAE has a high profile in the community. It is felt that the personal
          approach is the most effective method to reach students. The Director is a board member
          of the Daly City Peninsula Partnership Collaborative which works with social agencies
          and generates funding through grants. Personnel from JAE attend English Language
          Advisory Committee meetings. JAE is represented at health fairs, library events,
          community events and civic events. Community involvement has been expanded by
          developing an electronic system whereby staff and students are able to access the JAE
          website and obtain additional information.

          A focus of JAE is visibility in the community. Evidence of flyers shows numerous
          community partnerships by which both school and community members benefit. The
          Director and staff are continually working to explore and establish new partnerships.

          JAE has a community advisory board that meets annually and advises the principal on
          community needs and the offering of services. Individual contact is kept up throughout
          the year.
          In order to help adult students take advantage of support opportunities, JAE has
          established collaborations with many community programs. Through membership in the
          Peninsula Partnership Collaborative, the Adult Education Director has been able to bring
          visibility to JAE and opportunities to students. The collaborative group works with social
          agencies to generate funding.

  Areas of Strength for Support for Student Personal and Academic Growth Category (if any) that
  need to be addressed to ensure quality education for all students


         Active Community Advisory Board resulting from long standing collaboration and
          support form civic organizations, community partners and business partners

         Many staff members are multilingual and multicultural to better assist the diverse student
          population


                                                     24
                                                                 WASC Visiting Committee Report


   Student assistance by an experienced, multilingual and multicultural staff

   JAE participates in a wide variety of collaborations that help students find support
    services to enable them to continue their education.

Key Issues for Support for Student Personal and Academic Growth Category (if any) that need to
be addressed to ensure quality education for all students


   Strengthen the integration of public education services for adults with diverse and
    changing community needs.

   Expand website to increase community awareness of classes, support services and
    resources available

   More effective outreach programs targeted to potential student population including
    Older Adult and High School Diploma

Important evidence about student learning from the self-study and the visit that supports these
strengths and key issues include the following:


   Self study report
   Observations of community partnership classes
   Focus group meeting
   Leadership Team meeting
   District Office staff meeting
   Flyers
   Display of community events
   Student portfolios




                                              25
                                                                       WASC Visiting Committee Report



D.    RESOURCE MANAGEMENT AND DEVELOPMENT


D1.   Resources Criterion

      To what extent are the resources available to the school sufficient to sustain the school program
      and effectively used to carry out the school's purpose and student achievement of the expected
      schoolwide learning results?
      JAE receives resources from a variety of federal, state, local and private sources. Most
      funds are derived from the state ADA apportionment (Senate Bill 1641, passed in 1976),
      which is based upon JAE’s 704 units of ADA this school year. The 2007-2008
      equalization of adult education funding will provide $2,645.30 per unit of ADA. One
      unit of ADA is equal to 525 hours of attendance. ADA has dropped for three consecutive
      years, which coincides with a new online attendance system.

      Except for specific grants and categorical funds, there are no budgets allocated for each
      teacher and program. Due to the diverse nature of the adult program and the limited
      funds for instructional materials, teachers are very creative in developing their own
      materials and, therefore, limit their needs from the adult general fund to only essential
      supplies and materials. The practice has been to distribute the funds as requested by the
      teachers with a sense of fairness and balance that the Director must provide. Although
      there has been no teacher committee established for the allocation of our limited
      resources, the Director has been able to accommodate most teacher-requested materials.

      Currently, the JAE employs forty-one certificated personnel, including three site
      coordinators and seventeen classified employees. Nine certificated personnel are full-
      time employees working more than 24 hours per week; the remaining twenty-nine
      certificated employees work part-time.

      Typically, teachers consult with the Director to participate in content area conferences
      and conventions. All teachers have the opportunity to attend conventions or professional
      workshops as needed such as CATESOL, CCAE and CALPRO. As new teachers enter
      JAE, many questions regarding operational concerns and procedural policies are
      generated. The JAE teacher handbook has been updated and is currently available online
      through the JAE website.

D2.   Resource Planning Criterion

      To what extent do the governing authority and the school execute responsible resource planning
      for the future?


      JAE receives appreciable support from the JUHSD administration in many aspects of its
      operations. The administration, coordinators and teaching staff consult regularly to
      anticipate and address the needs of various programs. These needs are often met
      promptly. After each P1 (first ADA reporting period), P2 (second ADA reporting period)



                                                  26
                                                               WASC Visiting Committee Report


    and annual ADA reporting interval is completed, adjustments are made to assure that the
    adult program costs are within the budgeted allotments.

    Each month the Director and the clerical staff attend a formal budget meeting with
    JUHSD business officers to gauge the rate of spending against the projected budget.
    These meetings provide the opportunity to restate JAE’s concerns regarding the facility
    and capital outlay needs to support the program. At these meetings, long-range plans for
    major improvements to the program are discussed

    Approximately 10% of the total revenues for JAE are generated by grants and foundation
    funds. The additional resources secured through grants have allowed JAE to continually
    expand into the community and provide many opportunities for our adult population. It is
    expected that the grants within the program will continue to provide additional resources.

    Two years ago JAE went to an online attendance system. All teachers who work at one of
    the sites that are part of the JUHSD network are able to take attendance online. Those at
    community locations continue to use scantron sheets. The two methods of input, the
    ADA report reflects attendance into one report each week.

Areas of Strength for Resource Management and Development Category
   JAE receives appreciable support from the JUHSD administration in many aspects of the
    operations.
   Partnerships between JAE and various community agencies lead to contributions of
    many resources to the adult learners in the community.
   JAE management team has been successful in writing to foundations and state
    agencies to acquire additional funds to support the adult learners.


Key Issues for Resource Management and Development Category
   Clarify to staff how funding is allocated through the general adult education fund and
    specific grants and the process for approving funding for instructional materials.
   Make improvements at the Serramonte site in order to provide a safe and pleasing
    environment conducive to learning.
   ADA has dropped over the last three years, JAE needs to investigate if the new online
    attendance system is the problem or JAE implemented a minute by minute system in
    GED preparation program.




                                            27
                                         WASC Visiting Committee Report




Evidence
   Meeting with all Focus Groups
   Meeting with Director
   Meeting with Leadership Team
   Review of P1
   Review of detailed budget
   Meeting with attendance clerk




                                    28
                                                                 WASC Visiting Committee Report




                                    Part B:
                 Synthesis of Schoolwide Areas of Strengths and
                  Schoolwide Critical Key Issues for Follow-up

General Comments:
The Visiting Committee feels that Jefferson Adult Education Leadership and staff put forth a
dedicated effort in the self-study Focus on Learning process. The Visiting Committee
encouraged the Leadership Team to expand their efforts to better measure learning results in
all departments related to the ESLRs in the future. During the site visit, the visiting
committee felt that efforts were made to involve all staff but that efforts fell short and some
staff was not aware of the process in detail.

The important evidence that supports both the school areas of strength and the critical areas
for follow-up include discussion with the Leadership Team, the school’s self-study,
conferences with members of all focus groups, subject area/support groups, observation of
classroom and support areas, examination of student work, interviews with students and
community members, communication with district office staff and a member of the
Governing Board.



Schoolwide Areas of Strength The staff is aware of cultural, linguistic and academic
 diversity of students and provides excellent instruction using a variety of learning modalities
 and strategies to address student needs.
 Jefferson Adult Education management team has been successful in writing to
    foundations and state agencies to acquire additional funds to support the adult learners.

   Jefferson Adult Education participates in a wide variety of collaborations that help
    students find support services to enable them to continue their education.
   Jefferson Union High School District and Jefferson Adult Education maintain a strong
    working relationship that leads to programs that effectively support student achievement.
   The staff is aware of cultural, linguistic and academic diversity of students and provides
    excellent instruction using a variety of learning modalities and strategies to address
    student needs.

Schoolwide Critical Areas for Follow-Up
   Improve measurement and documentation of student achievement in ESLRs progress and
    attainment.
   Make improvements at the Serramonte site in order to provide a safe and pleasing
    environment conducive to learning.




                                             29
                                                                WASC Visiting Committee Report


   Strengthen the integration of public education services for adults with diverse and
    changing community needs.
   Assure monitoring of school-wide action plan goals.




                                             30
                                                                         WASC Visiting Committee Report



                          Chapter V: Ongoing School Improvement
 Include a brief summary of the schoolwide action plan

As the WASC Self-Study process was finalized, the Leadership Team met to review, summarize,
discuss and prioritize the information that had been compiled by the focus and home groups and
written into the report. This resulted in the School-Wide Action Plan.


Comment on the following school improvement issues:

          Adequacy of the schoolwide action plan in addressing the critical areas for follow-up Consider
           these questions: Do the action plan sections address the critical areas for follow-up?
   A specific area of growth was to improve teacher communication and networking in order to
   share information and resources and build school community among staff members. Teacher
   survey strongly indicated the desire to know more about budget allocations. This was not
   addressed in the action plan.

        Will the action plan steps enhance student learning?
   The action plan contains items to enhance the environment of student learning. The third
   goal could lead to enhanced learning through increased staff development. Nothing is stated
   on the assessment of student learning as related to the specific goal.
   1. Increase student services in community
   2. Make the school site safer and more pleasing and
   3. Increase involvement in staff development

          Is the action plan a “user-friendly” schoolwide action plan that has integrated all major school
           initiatives?
   The action plan is user-friendly and clearly stated.

       Is the action plan feasible within existing resources?
   The visiting team in conjunction with leadership discussed the feasibility of building
   improvements and additional costs for staff development in these times of budget crisis and
   economic crisis. The visiting committee feels confident that the school leadership will
   devote the necessary resources to implement the action plan over time as resources allow.

        Is there sufficient commitment to the action plan, schoolwide and system wide?
   The leadership team, the Governing Body, staff, students and community are committed to
   the success of the JAE and carrying out the goals of the action plan.




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                                                                 WASC Visiting Committee Report




Existing factors that support school improvement
The leadership team has developed a very positive professional working relationship with the
staff and community partners. There is evidence by the visiting team that they are committed
to continued improvement within the school.

Impediments to school improvement that the school will need to overcome in order to
accomplish any of the action plan sections
The actions beyond the initial assessment should include the relationship of the ESLRs to
student learning. Measurable assessment strategies with specific benchmarks linked to the
ESLRs would improve the action plan. The link between school improvement and student
learning is vital to the FOL process. As all groups meet on this process, it will be imperative
to emphasize this link to student learning remembering to review ―what each student should
know, understand and be able to do upon exit from the school.‖

Soundness of follow-up process to monitor accomplishment of schoolwide action plan
The monitoring and means of reporting are based on communicating with staff and community
members through meetings, minutes, verbal and written communication. All groups involved
must continue the process to assess attainment of the ESLRs. The alignment of authentic
assessment strategies with the school improvement process should enhance the school’s
progress toward an improved education program that will truly focus on learning.




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