WEST VALLEY WEST VALLEY - West Valley Occupational Center

Transcription

West Valley
o ccupational center
Los Angeles Unified School District • Division of Adult and Career Education
self-study report
Western AssociAtion of schools And colleges
April 11 - April 13, 2011
SELF-STUDY REPORT
WESTERN ASSOCIATION OF
SCHOOLS AND COLLEGES
FOR
WEST VALLEY OCCUPATIONAL CENTER
6200 Winnetka Avenue, Woodland Hills, CA 91367
April 11 - 13, 2011
Los Angeles Unified School District
Division of Adult and Career Education
Table of Contents
Preface
Accreditation Visiting Team
List of Self-Study Committee Members
Organizational Charts
I – Institutional and Community Characteristics . . . . . . . . . . . . . 1
II – Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
III – Standards
Standard I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Standard II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Standard III . . . . . . . . . . . . . . . . . . . . . . . . . . . .
56
Standard IV . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
Standard V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Standard VI . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Standard VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Standard VII . . . . . . . . . . . . . . . . . . . . . . . . . . .
Standard IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Standard X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
82
105
IV – Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
V – Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Preface
Welcome to West Valley Occupational Center. You will soon discover what I did upon
arriving here as Principal in July 2009; the staff here is among the most dedicated and
committed to students that I have seen. Beginning with my first all staff Back-to-School meeting in September 2009, I shared the
following beliefs:
Everyone and every organization has room for improvement
In order to improve, we all need to engage in reflection from the personal/position level
to the organizational level
Engaging in perfunctory activities and going through the motions is a waste of time;
therefore, all activities/processes we take on will be meaningful and valuable
Good systems, including communication, make for better efficiency, more effectiveness,
and less confusion
Data is important to improvement, comes in many forms, and should be used to further
guide inquiry into/validation of ongoing improvement and student achievement
This accreditation self-study process was the quickest and most thorough way for me as
a new Principal to learn about the school. As such, we embarked on this journey together,
looking at ourselves honestly and completely. We engaged everyone in a conversation and
practice around reflection by identifying steps for reflection and then creating an acronym
and logo to help people remember those steps: RED-I2 – Review, Evaluate, Determine,
Implement, and Inform. One way we maximized participation and minimized overwhelm
with regard to the self-study process was by instituting the use of worksheets to facilitate
the communication of information/data that was captured relative to each criteria. As we
came to the end of the self-study process, having completed our Action Plan, we realized
that this journey has in fact laid the foundation for strategies, processes, and activities to
move us from “good” to “great” on an institutional level. I want to thank WASC for providing the initial structure and impetus for WVOC’s latest
continuous improvement efforts. And, while we are glad to have a WASC Visiting Team
come to validate what we say we do, the fact of the matter is,
this process has already enabled us to validate what we do;
brought to our attention what we need to work on; and given us
the confidence that we can get it done together. Finally and most importantly, I want to thank the staff not only
for their existing and ongoing commitment to our students, but
also for their time, hard work, and contribution to this institutionwide process. WOO HOO: YOU ROCK!!!!!
Western Association of
Schools and Colleges (WASC)
Accreditation Visiting Team
Chairperson
Ms. Laurie St. Gean, Deputy Superintendent
Southern California Regional Occupational Center
Members
Ms. Lisa Knuppel, Coordinator of Instructional Programs
Coastline ROP
Mr. Joseph Krupa, Related Trades Instructor
Terminal Island Adult School
Mr. Phuong Nguyen, Vice Principal Alhambra High School
West Valley Occupational Center
Self-Study Committee Members
Accreditation Steering Committee
Veronica Montes, Principal, Co-Chair
Don Kihara, Assistant Principal Operations, Co-Chair
Kathy McBean, Coordinator-Adults with Disabilities, Co-Chair
Steve Rosen, Instructor/Advisor-Perkins, Co-Chair
Accreditation Leadership Team
Administrator
Representative
Certificated Staff
Representative
Classified Staff
Representative
Angela DiMascio
Richard Fischetto
Minh Duong
William Gooden
Clark Jackson
Sandy Thomas
Don Kihara
May Lahham
Luis Lopez
Kathy McBean
Veronica Montes
Rod Pearce
Steve Rosen
Student Representative
Lily Nino
Teresa Arellano*
Marion Sumera
Bettina Roe
Kathryn Dorsey
Larry Montenegro*
Kay DeGennaro
Geraldine Hoppe
Suzanne Blauvelt
Edgar Monterroso
Classified
Cosmo/Culinary/Health
Saturday
Business AM
Business PM
ESL AM
ESL PM
Industrial AM
Industrial PM
* Indicates Institution Group Co-chair
Lou DiCarlo
Academic
Kathy McBean
Standard 3
Evaluation and
Planning
Leadership Team Advisor
Institution Group
Representatives
Martha Martinez
Henry Asher
Mercy Van Delft*
Olga Hakopyan
Dory Higgins
Nancy Munkres*
Edith Hoffmann
Holly Rogers
Estela Horta
Vivian Wood
Steve Rosen
Standard 5
Program, Student
and Institutional
Outcomes
Jon Jenkins+
Chrystal Lott
Dina Tarrab
Ed McBride*
Kimberly Frelow+
Francine Menashe
Jennifer Chang
Ana Cevallos
Emmett Ross
Michele Stiehl*
Angela DiMascio
Standard 6
Student Support
Services
Standard 8
Learning
Resources
Hal Ginsburg
Julian Inchaurregui*
Narine Gasparian
James Palumbo
Reginald Woolfolk
Megan Ing
Patrice Watterson*
Dina Diment
Pam Sherman
Eddie Vaisman
Don Kihara
+ Indicates replaced member who no longer works at WVOC
Richard Lepik*
Roxana Lugo
Paula Verbit
Sonia Khrapkova
Linda Glasgow
Cathy Rendon
Mike Eivaz
Nazeli Zelyan*
Sandy Thomas
Jan Whelan
Veronica Montes
Standard 4
Educational
Programs
Accreditation Institution Groups
Larry Montenegro
Reginald Woolfolk
Kimberly Frelow+
Member
Member
Member
Minh Duong
Laura Corona
Jessicilia Santos
Ilse Rivera
Greg Salapatas
TK - Toolkeeper OT - Office Technician
ICA - Infant Care Aide
CR - Community Rep
TA - Teacher Assistant
* Indicates individual no longer works at WVOC
SLI - Sign Language Interpreter
R - Reader
OCA- Out-of-class Advisor
Tomacie Crayton
Member
Teresa Arellano
Member
Member
Susana Castillo-TA
Susy Moran*
Member
Member
Sandy Tsai
Silvia Estrada
Member
Member
Sandy Thomas
Kathy McBean-OCA
Member
Member
Christine Martin*
Member
Emmett Ross
Estela Horta
Ruth Alarcon
Dory Higgins
Member
Paul Gutierrez
Linda Glasgow
Member
Becky Clapp
Member
Hyder Ali*
Member
Olga Munoz
Member
Robert Pilloud
Co-Chair
Barbara Cheski
Don Kihara
Pam Sherman
Steve Gilner
Classified
Standard 3
Member
Bill Gooden
Co-Chair
Business PM
Standard 3
Leadership Tm. Advisor
Program Group
Representatives
Kathy Nicholson
Carlos Garcia
Richard Fischetto
Industrial PM
Standard 4
Fidel Carlos
Pilar Zorrilla
Kim Shirley
Rod Van Zeller
Stewart Tada
Simon Ramillo
Mike Paradis
Anthony Palos
Edgar Monterroso
Frank Mirth
Martha Martinez
Norman Lobo*
Richard Lepik
Kip Kennedy*
Jon Jenkins
James Hernandez-TK
Hal Ginsburg
Ingrid Saurer
+ Indicates individual was added
JPS - Job Placement Assistant
V - Volunteer
SA - Student Aide
SBW - Student Body Worker
Nazeli Zelyan
Marion Sumera
Holly Rogers
Jackie Ingrassia
Susan Holtz
Catherine Eredia
Dina Diment
Sharon DeBerry
Ana Cevallos-OT
Katrice Adams-Mubiru Mike Burns
Jaya George
Terry Cao
May Lahham
Cosmo/Culinary/
Health
Standard 4
Accreditation Program Groups
Sheryl Kinne+
Steve Rosen
Cathy Rendon
Andrew Plat
Donnalee Parish*
Andrea Murphy-SLI
Nancy Munkres
Tony Miller-R*
Francine Menashe
Chekameh Kazerouninia
Megan Ing-SLI
Jaqueline Hudson*
Kathryn Dorsey
Vince Agricourt-JPS*
Michael Huberman
Maria Galvan
Bill Gooden
Business AM
Standard 5
Sally Weiland
Bill Vlachos*
Paula Verbit
Mercy Van Delft
Dina Tarrab
Tera Straker
Yensin Noree
Geraldine Hoppe
Narine Gasparian
Stephanie AngelGillard-OCA
Angelica
Tjahjonugroho
Richard Rose
Luis Lopez
ESL PM
Standard 5
OT - Office Technician
Clark Jackson
Karen Robbins
ICA - Infant Care Aide
Patrice Watterson
Joe Sovinski
Olivia Romo
Bettina Roe
Hugo Olano
Connie Lopez*
Katalin Joo
Laura Harrower
Pilar Hanson
Joy Friedkin
Mike Eivaz
Pete Demovic
+ Indicates individual was added
JPS - Job Placement Assistant
V - Volunteer
SA - Student Aide
SBW - Student Body Worker
Oscar Will*
Robert Tash*
Aldo Robles
Mike McLouth
Roxana Lugo-CR
Richard Low
Crystal Lott-SLI
Gregory LaBomme
Richard Killman
Julian Inchaurregui
Gary Fitzgerald
Mark Everett
Bruce Crespo
Michael Daniels
Jennifer Chang
Art Contreras
Luis Ayala
Suzanne
Blauvelt-SLI
Donna Armbrister*
Denise Yap
Edith Hoffmann
Rod Pearce-OCA
Saturday
Standard 8
Henry Asher
David Aloisi
Industrial AM
Standard 8
Fredi Rivas
CR - Community Rep
TA - Teacher Assistant
* Indicates individual no longer works at WVOC
TK - Toolkeeper Paolo Yu-TA
Member
Brana West
Tim Sheridan
Anton San Luis-TA
James Palumbo
Rafael Nieblas-R*
Patricia Munoz-TA
Ed McBride
John Mears
Anita Lemonis*
Sofia Khrapkova
Rosana Jeronymo
Olga Hakopyan
Delia Grant
Kay DeGennaro
Smita Bhatte-SA
Karen Hribar
Rajinder Dhillon
Angela DiMascio
ESL AM
Standard 6
R - Reader
Vivian Wood
Member
Jan Whelan
Member
Eddie Vaisman
Member
SLI - Sign Language Interpreter
David Urena-TA
Member
OCA- Out-of-class Advisor
Michele Stiehl-OCA
Member
Bita Malekamadi
Member
Joanne Spangler
Venus Karimi-TA
Member
Lori Scruggs-TA
Mitch Kahn*
Member
Member
Hilda Herrera-OT
Member
Member
John Farnsworth
Member
Dylan Reade-TA
Lou DiCarlo
Member
Tatiana Rodzinek-TA
Drake Darkwater-TA
Member
Member
Ivonne Chavez-IA
Member
Member
Charlie Sorenson
Erick Chalmers
Co-Chair
Member
Veronica Montes
Randy Bostic-OCA
Leadership Tm. Advisor
Academic
Standard 6
Co-Chair
Program Group
Representatives
Accreditation Program Groups (continued)
Sally Vuong
Yolanda Valle
Morris Turner+
Manuel Rodriguez
Edwin Rodriguez
Frank Revilla
Fernando Pulido
Roger Monsalve
Leon Cushenberry*
Willie Anderson
Don Kihara
Custodial
Standard 10
Richard Wormus
Sara Vasquez
Judith Trestor
Joan Schulman
Janine Quint
Birdie Poverny
Ken Phillips
Steven Ori
Robin Liedtke
George & Tanya
Grasso
Rilla Fisher-Pugh
Henry Castillo
V (8)
SBW (5)
SA (6)
ICA (2)
Veronica Montes
Community &
Students
Organizational Charts
President
Monica
Garcia
Los Angeles Uniﬁed School District Board of Education
Member
Marguerite
LaMotte
Member
Tamar
Galatzan
Member
Member
Steve
Zimmer
Member
Yolie
Flores
2010-2011 ORGANIZATIONAL CHART
District 2
District 1
District 3
District 4
District 5
2010-2011
CHART
2010-2011ORGANIZATIONAL
ORGANIZATIONAL
CHART
DIVISION
OFORGANIZATIONAL
ADULT AND CAREER
2010-2011
CHARTEDUCATION
DIVISIONOFOFADULT
ADULTAND
ANDCAREER
CAREER EDUCATION
DIVISION
EDUCATION
DIVISION OF ADULT AND CAREER EDUCATION
L o s
A n g e l e s
U n i f i e d
L o s
A n g e l e s
U n i f i e d
L o s
A n g e l e s
U n i f i e d
L o s
A n g e l e s
U n i f i e d
S c h o o l
Member
Nury
Martinez
Richard
Vladovic
District 6
District 7
D i s t r i c t
S c h o o l
D i s t r i c t
S c h o o l
D i s t r i c t
S c h o o l
D i s t r i c t
Superintendent
Ramon
Cortines
Superintendent
Superintendent
Ramon Cortines
Superintendent
Ramon
Cortines
Chief Academic Officer
Ramon Cortines
Chief Judy
Academic
ElliottOfficer
Chief Academic
Judy ElliottOfficer
Chief Judy
Academic
ElliottOfficer
Judy Elliott
Division
of Adult and
Career Education
Division
Education
DivisionofofAdult
Adult and
and Career
Career Education
Executive
Director
Ed
Executive
Director
Ed Morris
Morris
Assistant Director
Assistant Director
Budget / Fiscal Services
Budget / Fiscal Services
Assistant
Director
Assistant
Director
Alicia
Nocum
Budget
/Nocum
Fiscal
Services
Alicia
Budget
/ Fiscal
Services
Ed
Ed Morris
Morris
Alicia
Nocum
Alicia
Nocum
Executive Director
Executive Director
Division
School
Division
School
Operations
Operations
Division
School
Division
School
Administrator
Operations
Administrator
Operations
Career Technical
Technical
Career
Education / Grants
Education
Grants
Career Technical
Technical
Career
Director
Education
// Grants
Director
Education
Grants
Andres
Ameigeiras
Administrator
Andres
Ameigeiras
Administrator
Isabel
Vázquez
Director
Isabel
Vázquez
Director
Andres Ameigeiras
Andres Ameigeiras
Program/Policy
Human
Staff Relations
Program/Policy
Development Human
Resources
Staff Relations
Development
Isabel Vázquez
Apprenticeship
Isabel
Vázquez
Apprenticeship
Resources
Program/Policy
Human
Development Human
Resources
Program/Policy
Staff Relations
Program
for
• 20 Community
Adult Schools
Development
Resources
Adultsforwith
Program
• 20 Community Adult Schools
Disabilities
• 10 Occupational/Skills Centers Adults
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Program for
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Schools
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• 20 Community
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Staff Relations
Adults with
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Program Disabilities
CTE Programs
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CTE Programs
Perkins
Perkins
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Apprenticeship
Apprenticeship
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CTE
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Division
Strategic
Division
Strategic
Planning
/ Performance
and and
Planning
/ Performance
Division
Strategic
Instruction
Division
Strategic
Instruction
Planning
/ Performance
and
Planning
/ Performance
Executive
Director
Executive
Director and
Instruction
Instruction
Ed Ed
Morris
Executive
Director
Morris
Executive
Director
Parent
Parent
Education
/
Education /
SRLDP
Parent
SRLDP
Education
/
Parent
Workforce
SRLDP
Education /
Investment
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Workforce
SRLDP
(WIA)
Investment
Act
Workforce
(WIA)
Investment Act
Workforce
(WIA)
Technology
Investment Act
Services
(WIA)
Technology
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Technology
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Technology
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Ed Morris
Ed
AEWCMorris
AEWC
AEWC
Curriculum
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October 13, 2010
chapter
one
InstItutIonal, CommunIty &
student CharaCterIstICs
NotEs
ChapTeR I:
INsTITUTIONal, COmmUNITy
& sTUDeNT ChaRaCTeRIsTICs
INTRODUCTION
West Valley Occupational Center (WVOC) is the largest of five regional
occupational centers in the Division of Adult and Career Education (DACE) of
Los Angeles Unified School District (LAUSD). DACE is also comprised of five
skills centers, one regional occupational program, one employment preparation
center, and 21 community adult schools. WVOC, the first regional occupational
center in LAUSD, was established in 1965. Originally named Adult Education
Training Center, the school’s name was changed in 1968 to the now familiar West
Valley Occupational Center to better reflect the fact that it would be serving not
only adults, but also youths who left high school before graduating.
In 2008, WVOC’s name was changed for a third time in its history to Education
and Career Center, West Valley Campus as a result of DACE’s attempt to link all
of its schools under a single, unifying “brand” name that would be recognizable
throughout the communities it serves. After only a couple of years, however,
DACE decided to again change course, and eventually, eliminated the “ECC
brand” altogether. As a result, in the spring of 2010, West Valley resumed using
its long-time West Valley Occupational Center name much to the pleasure of its
staff, students, and community who believed that the WVOC name was already
a recognized and valued “brand.”
WVOC is located at 6200 Winnetka Avenue in Woodland Hills, California. The
school’s main phone number is (818) 346-3540, and its internet website address
is www.wvoc.net.
Chapter I
PAGE 1
Notes
Institutional Characteristics
Management and Operations
WVOC’s administrative team is comprised of a Principal, two Assistant Principals
of Operations (APOs), one Assistant Principal of Adult Counseling Services
(APACS), and one Business Education Coordinator. The school’s management
team consists of all members of the administrative team as well as other staff
members including: several program advisors, the Financial Manager, Plant
Manager, Student Information Services (SIS) Coordinator, School Administrative
Assistant (SAA), Campus Café Manager, Computer Support Technician, and a
School Safety Officer (SSO).
WVOC operates 46 weeks a year, Monday through Saturday, with classes in
the morning, afternoon, and evening to accommodate students’ scheduling
needs. Covering more than 40 different subject areas, the school’s schedule
offers a variety of over 100 new and continuing high-quality, low-cost, stateapproved courses in Career and Technical Education (CTE), Academics [Adult
Basic Education (ABE) and Adult Secondary Education (ASE)], and English as
a Second Language (ESL). These courses are designed to support WVOC’s
students in their roles as workers, parents, and community members.
WVOC Courses
Newly Added Courses
Eliminated Existing Courses
Source: WVOC Schedule of Classes, Summer 2007-Spring 2010.
Chapter I
PAGE 2
Total Existing On-Going Courses
Operating with an annual budget of approximately $10.1 million for the 2009-2010
school year, WVOC receives its funding from the state and federal governments
through DACE. Originally, WVOC received funding based on Average Daily
Attendance (ADA) from the regular state apportionment of Adult Education
(1040) and Regional Occupational Centers/Programs (1402) funds. Beginning
with the 2009-2010 school year, and continuing through 2012-2013, funding is
now allocated from Tier III unrestricted/flexible funds based on 2007-2008 ADA
levels. As a result, LAUSD is now able to use these funds at its discretion rather
than using them specifically to serve adults.
Notes
School Finances
In addition to this regular budget allocation, WVOC also receives funding from
Adults with Disabilities, Carl D. Perkins Grant, Community-Based English Tutoring
(CBET), Trade Adjustment Assistance (TAA), Workforce Investment Act (WIA), and
class fees. Instructional materials allocation (IMA) funding that is designated for
specific uses is also received by WVOC. To help assist many of its students with
their educational-related expenses, WVOC also receives monies from various
entities within the community such as Woodland Hills Woman’s Club, Flade
Foundation for Vocational Training, Grainger Corporation, Vocational Education
Foundation, and American Legion Post of Van Nuys, #193.
Certificated Staff
In general, WVOC’s current certificated staff, which totals 125 and consists of a
slightly higher percentage of females than males, is also predominantly White,
well educated and experienced, and employed at the school part-time. The
overwhelming majority of staff holds credentials in two areas: Adult Education
and/or Vocational Education/Career and Technical Education. Approximately
one-half of the staff also has: 10-19 years of experience in education; 10 or more
years of service at WVOC; and speaks at least one language other than English.
Gender
2003
2010
Source: WVOC Certificated Staff Survey, December 2003 and June 2010.
Chapter I
PAGE 3
Notes
Race/Ethnicity
2003
2010
Highest Education
2010
2003
Employment
Classification
2003
2010
Type of Credential Held
2003
2010
Full-Time
N/A
37%
Adult Education
Designated Subjects
31.7%
46.5%
Part-Time
N/A
63%
Vocational Ed./CTE
Designated Subjects
44.7%
46.5%
Total
N/A
100%
Elementary or Multi
Subjects
5.9%
11.4%
Secondary or Single
Subjects
8.2%
10.5%
Administrative
9.4%
7.9%
Chapter I
PAGE 4
Notes
Years of Service in Education
2003
2010
Years of Service at WVOC
2003
2010
Languages Spoken Other Than English
2003
2010
Armenian
3.7%
1.8%
Farsi
0.0%
2.6%
Spanish
85.1%
29.8%
Other
11.1%
24.6%
Total Multilingual
27.0%
50.9%
Total English Only
73.0%
49.1%
Chapter I
PAGE 5
Notes
Due to the fact that adult education teachers in all subject areas have been
excluded from the tenure process since 2003 (except for a short six-month period
during 2009 in which only Academic and ESL teachers could apply), only seven
of WVOC’s certificated staff are in fact tenured; the overwhelming majority are
contract teachers (115), with three being probationary.
Staying current in their field of expertise through ongoing professional development
and continuing education is something that WVOC’s certificated staff considers
to be essential to the continued success of both their own longevity and that of
the school. Over the last two years, nearly all (98.2%) of the staff has attended
industry or LAUSD/DACE-sponsored activities, educational institution courses,
and/or other professional growth activities. Most of the staff also belongs to at
least one professional organization, such as the California Association of Regional
Occupational Centers and Programs (CAROCP) or the California Council for Adult
Education (CCAE). Overall, nine out of ten (90.3%) certificated staff members feel
that WVOC’s effectiveness in providing information about professional growth
activities throughout the school year is “excellent” or “good.”
Additionally, nearly all of the certificated staff positively agrees (“strongly” or
“somewhat”) that:
“Opportunities exist for me to provide input involving decisions that affect
my work.” (91.3%)
“WVOC provides sufficient resources for me to do my job.” (93.0%)
“WVOC provides sufficient resources for my students to be able to learn
what I am teaching them.” (92.8%)
“WVOC is a school that is clean, safe, and conducive to student learning.”
(94.7%)
Classified Staff
In general, WVOC’s current classified staff which totals 57, is made up mostly of
Hispanic and White females. The majority of the staff: has a training/educational
background consisting of vocational courses and/or Associate’s Degrees; less
than 10 years of service at WVOC; and speaks at least one language other than
English.
Three-fourths (77%) of the classified staff works full-time as Toolkeepers,
Buildings and Grounds Keepers, and as office personnel in the Administration,
Registration, and Finance offices. The other one-fourth (23%) works part-time as
Teacher Assistants, Instructional Aides, Sign Language Interpreters, and Student
Aide Workers.
Chapter I
PAGE 6
Gender
2003
2010
Source: WVOC Classified Staff Survey, December 2003 and June 2010.
Race/Ethnicity
2003
2010
Highest Education
2003
2010
Chapter I
PAGE 7
Notes
Years of Service at WVOC
2003
2010
Employment
Classification
2003
2010
Languages Spoken
Other Than English
2003
2010
Full-Time
N/A
77%
Armenian
0.0%
1.9%
Part-Time
N/A
23%
Farsi
4.3%
1.9%
Total
N/A
100%
Spanish
39.1%
40.7%
Other
56.5%
29.6%
Total Multilingual
82.1%
72.2%
Total English Only
17.9%
27.8%
Like their certificated staff counterparts, the classified staff has continued to
be actively involved in professional growth and development. Nearly two-thirds
(61.1%) of them have attended industry or LAUSD/DACE-sponsored activities,
educational institution courses, and/or other professional growth activities.
The majority belong to professional organizations such as the California State
Employees Association (CSEA), CAROCP, and others.
Additionally, nearly all of the classified staff positively agrees (“strongly” or
“somewhat”) that:
“Opportunities exist for me to provide input involving decisions that affect my
work.” (75.9%)
“WVOC provides sufficient resources for me to do my job.” (92.6%)
“WVOC is a school that is clean, safe, and conducive to student learning.”
(90.8%)
Chapter I
PAGE 8
Notes
Mission Statement and
Schoolwide Student Learning Outcomes
During the 2009-2010 school year, WVOC reviewed its Mission Statement and
Expected Schoolwide Learning Results (ESLRs, which the school referred to
as SKILLS) in an effort to make certain that each of them reflected ideals and
expectations that were appropriate and applicable to all students. The result
of this process, which involved every staff member working collaboratively to
provide input and feedback, was a revised Mission Statement and a more refined
and measurable set of Schoolwide Student Learning Outcomes (SSLOs), formerly
called ESLRs/SKILLS. In addition, the school’s accreditation Leadership Team
established a protocol to ensure regular review of the Mission Statement and
SSLOs once every three years or sooner if major changes to WVOC’s programs
should occur, or other circumstances should warrant it.
Mission Statement
West Valley Occupational Center is committed to providing a quality
educational environment responsive to the needs of our diverse
student population that prepares them for gainful employment
and/or continuing education.
West Valley Occupational Center provides opportunities for
all students to become...
Effective Communicators who:
Utilize spoken and written communication in their field of study
Follow verbal and written directions
Responsible Individuals who:
Exhibit positive work ethics
Demonstrate respect for others
Work independently and collaboratively
Productive Individuals who:
Set and meet goals
Identify resources and technology that support their goals
Possess skills necessary to enter the workforce or
continue their education
Chapter I
PAGE 9
Notes
Support Services
To support its students in overcoming barriers that might otherwise hinder their
success, WVOC offers a wide range of services to complement its instructional
programs. These services include:
Academic/Career Counseling
Adults with Disabilities Program
Alternative Education and Work Center
Automated Teller Machine
Campus Bookstore
Career Resource Center
Child Care - Early Education Center
Community-Based English Tutoring
Community Classroom/Internships
Distance Learning
Free Parking
Learning Center
Perkins CTE Improvement Act
Testing Center (GED, TABE Reading & Math)
Trade Adjustment Assistance
Veteran’s Education Benefits Program
Westside Café
Young Adult Program
Instructional Delivery Systems, Methods,
and Strategies
To best accommodate the different means of learning that WVOC’s students
require, the school offers a variety of instructional delivery systems, methods,
and strategies to help optimize student learning and achievement. While
most classes at WVOC are offered by means of a teacher-directed, in-class
model, other models are regularly utilized as well. Students may participate in
individualized instruction or independent study in the Learning Center to work on
their high school diploma, prepare for a variety of exams including the General
Education Development (GED) test, or improve their reading or math skills in order
to achieve the prerequisite levels for enrollment in CTE courses. Students may
also participate in at-home, Distance Learning to improve their ESL skills or learn
Citizenship. Yet another option for students in various programs is Internship,
which offers them valuable, real world experience.
Among the methods of instruction most frequently used by the majority of
WVOC’s teachers to assess students’ needs/goals, are such things as: general
class feedback, personal interviews, and written questionnaires. Among the
methods most commonly used by the majority of the teachers to assess students’
achievement are: student performance/competence, completion of assignments,
and written and oral tests.
In incorporating the SSLOs into their lessons, the majority of WVOC’s teachers
utilize each of the following strategies: group discussions and activities; sharing
and promoting personal experiences of students; and highlighting and celebrating
students’ personal attributes and general diversities. Teachers nurture a learning
atmosphere consisting of open communication and understanding; mutual trust,
respect, and support; and individual responsibility and independence, all while
integrating the SSLOs.
Chapter I
PAGE 10
Notes
In June 2010, WVOC’s End-of-Semester Student Survey was updated and given
to the students. The survey allowed the students to evaluate their courses and
their teachers’ degree of effectiveness in the classroom. The results of the survey
were tabulated and returned to the individual teachers, enabling the teachers
to review, evaluate, enhance, and improve their current methods of instruction.
Additionally, a schoolwide tabulation of results by department was generated
and given to the Principal and the rest of the administrative team to address any
areas they deemed necessary.
Overall, the results of the survey were extremely positive and demonstrated
that WVOC’s teachers are focusing their efforts and attention on effective
communications and quality instruction in order to increase student achievement
and positive student outcomes.
Students Responding “Greatly” or “Somewhat”
Overall, the course met your expectations and will help you achieve
your goals
Students Responding “Yes”
Spring 2010
97.7%
Spring 2010
You were given the WVOC Student Orientation Handbook when the
course began
100.0%
You were given the course syllabus when the course began
83.0%
Students Responding “Always” or “Usually”
Spring 2010
The school bulletin was read out loud to the class and posted in the
room
79.3%
You were given the opportunity to participate in student leadership
activities
66.3%
You were given the opportunity to work in small groups or teams
80.6%
Your assignments were graded, recorded, and then shown or
returned to you promptly
90.2%
Your course-related questions and concerns were addressed
94.5%
Lessons were well prepared, organized, and understandable
94.8%
Lessons included lectures and presentations
89.8%
Lessons included hands-on practice of the course materials
91.3%
Lessons included visual aids
85.0%
Lessons included handouts
85.2%
Lessons included out-of-classroom activities or guest speakers
40.8%
Lessons included one or more Schoolwide Student Learning
Outcomes
78.5%
Lessons effectively prepared you for quizzes and tests
93.0%
Source: WVOC End-Of-Semester Student Survey, June 2010
Chapter I
PAGE 11
Notes
Significant Changes
Since WVOC’s last accreditation in April 2005 and its one-day progress review in
April 2008, a number of significant changes have taken place, both internal and
external to the school. Included in these changes, which are described in greater
detail in Chapter II, are:
Seven school administrator changes
Changes in DACE’s administration which impacted supervision of, support
to, and priorities for, the school
DACE’s implementation of annual regional Employee Advisory Board
meetings to replace locally-held and attended school-based Trade Advisory
Committee meetings, which inadvertently, has distanced and diminished the
involvement and input of WVOC’s stakeholders
DACE’s adoption of new CTE curriculum which may lead to restrictions
on the types of assignments many teachers can teach and the number of
assignments these teachers can be offered; thereby possibly resulting in a
less versatile faculty
The current economic crisis facing the state and LAUSD which has resulted
in a domino effect that continues to negatively impact the school’s personnel,
programs, and services
It should be noted that despite suffering a significant loss of staff (certificated,
classified, and interns) due to severe budget cutbacks, WVOC has still been able
to maintain its high-quality, educational programs by reallocating resources and
creating more efficient and effective approaches to meeting the needs of its
students.
Chapter I
PAGE 12
NotEs
COmmUNITy ChaRaCTeRIsTICs
Geography
Although some students travel great distances from outside areas, WVOC
primarily serves the residents in an area of Los Angeles County called the San
Fernando Valley. The “Valley,” as most people refer to it, is a 346 square-mile
area that is home to nearly 1.8 million people. With a growth rate of 1.3% over
the last three years, the majority of the Valley’s residents (80%) live in twentyseven “named” communities, with the remainder living in six independent cities:
Burbank, Calabasas, Glendale, Hidden Hills, Los Angeles, and San Fernando.
Source: The Valley Economic Alliance, 2010.
Chapter I
PAGE 13
Notes
Demography
Just as the San Fernando Valley is very large in terms of area, so too is it very
diverse in terms of resident race/ethnicity, region of origin, age, education, type
of household, and income.
Race/Ethnicity
2005
2008
Foreign-Born Region of
Origin in Area
2005
2008
White
42.7%
41.8%
Latin America
21.4%
20.8%
Hispanic/Latino
41.6%
42.4%
Asia
15.2%
15.5%
Asian
10.0%
10.0%
Europe
3.1%
3.2%
Black/African
American
3.6%
3.6%
North America
0.6%
0.4%
Native
American
0.3%
0.2%
Africa
0.5%
0.5%
Pacific Islander
0.1%
0.2%
Oceania
0.1%
0.1%
Other
1.7%
1.8%
Total Foreign-Born in
Area
40.9%
40.5%
Total U.S.-Born in Area
59.1%
59.5%
Total
Age
2005
2008
Highest Level of
Education
2005
2008
9 years & younger
13.7%
13.1%
Never graduated H.S.
23.5%
21.8%
10-19 years
14.7%
14.5%
High School Diploma
20.9%
20.6%
20-34 years
21.0%
20.3%
Some college
18.5%
19.3%
35-54 years
30.3%
30.3%
Associate’s Degree
7.3%
7.3%
55-64 years
9.9%
10.2%
Bachelor’s Degree
20.2%
20.8%
65-84 years
9.3%
9.9%
Master’s Degree or higher
9.6%
10.2%
85 years & older
1.1%
1.7%
Total
Total
Chapter I
PAGE 14
100.0% 100.0%
100.0% 100.0%
100.0% 100.0%
Type of Household
2005
2008
Families w/
children or other
relative living in
same home
66.9%
67.6%
Individuals
living with at
least one nonrelative in home
7.6%
Individuals living
alone in home
25.5%
Total
100.0% 100.0%
Income
2005
2008
$49,999 and under
48.0%
43.3%
$50,000-$99,999
31.2%
29.7%
$100,000-$149,999
11.7%
14.3%
$150,000-$199,999
4.1%
6.3%
$200,000 and over
5.1%
6.4%
7.0%
25.4%
Total
Source: R
eport of U.S. Census American Community Survey,‘05/‘08,
by Valley Economic Research Center, 2006/2010.
100.0% 100.0%
As is the case in any community, jobs and employment are critical to the
vitality of the San Fernando Valley. Still considered to be the world’s center for
entertainment, the Valley is also a major supplier for aerospace and defenserelated technologies, education and healthcare, high-tech manufacturing, retail
trade, and management and professional occupations. Altogether, these sectors
represent approximately eight out of every 10 jobs in the Valley.
Notes
Employment and the Economy
Based on the most recent available data, of the Valley’s 871,040 person
workforce, the vast majority (78.1%) are employed by private businesses, while
local governments employ 10.0%. Just over one in ten workers (11.7%) are selfemployed and the rest (.2%) are unpaid family workers.
For the Valley’s employees and employers, however, the economic downturn of
the past several years continues to be a significant problem. As of 2008, onesixteenth of the workforce (6.3%) was conservatively estimated to be unemployed;
the number of Valley companies filing Chapter 13 bankruptcies had accelerated
past levels not seen since the late 1990’s; and just over one-eighth of the Valley’s
residents (13.1%) were estimated to be living at or below the poverty line. As the
economic crisis has continued, one can only speculate as to what these figures
are like today.
Community Services
The San Fernando Valley offers a broad range of community services to support
those within its boundaries. Among these services, some of which are also
utilized by WVOC’s students, are:
Police and Fire (L.A. City and County, and independent city departments)
Post-secondary educational institutions (Northridge State University; Pierce,
Mission, and Valley Community Colleges; and four Community Adult Schools,
one Skills Center, and two Regional Occupational Centers, including WVOC)
EDD/WorkSource Centers, Department of Rehabilitation, and Department of
Aging
26 separate public and private hospitals (totaling over 4,300 licensed beds)
One commercial airport (Bob Hope) and two private airports (Van Nuys &
Whitman)
ACCESS Paratransit Service for the disabled
Metrolink Commuter Rail train service
MetroLocal/Rapid bus service (The “Orange Line” bus-way connecting
North Hollywood and the Woodland Hills Metro Rail Station at the corner
of Winnetka Avenue and Victory Boulevard directly across from WVOC, has
greatly enhanced access to the campus.)
Chapter I
PAGE 15
Notes
Media
Just as is commonly found in most major metropolitan areas throughout the
country, the Valley is well served when it comes to media. Included in the types
of media available throughout the area are: hundreds of broadcast and cable
television stations; hundreds of AM/FM broadcast and satellite radio stations;
the internet; many local special interest publications; and two general local
newspapers (The L.A. Times and The L.A. Daily News which present stories
about WVOC, and which WVOC uses for advertising purposes).
Trends and Issues
For the foreseeable future, the San Fernando Valley appears to be continuing
on a slow but steady course of increased growth and diversity in terms of
demographic composition, types of businesses, community services, types of
media, etc. This path, along with the recent economic crisis of the last three
years, will undoubtedly impact the current political and legislative structure,
physical and social infrastructure, and educational system and institutions,
leaving the Valley to face many new challenges. One such example impacting
WVOC, involves the area’s local school district, LAUSD, and its recent efforts to
try to resolve its worst financial situation in decades. Having slashed over a total
of $1.5 billion from its budget since the 2008-2009 school year (including cutting
more than 2,000 teachers, counselors and administrators; laying-off nearly
4,000 non-teaching school staff; and most recently, shortening the school year);
LAUSD faced a $640 million budget gap going into the 2010-2011 school year.
As a result, local “Measure E,” a parcel tax measure aimed at raising additional
funds to help address the district’s budget crisis, was placed on the June 2010
ballot. Requiring two-thirds approval from all voters in order to pass, Measure E
fell far short, receiving only slightly more than half (53%) of all votes. As for what
the specific implications and effects these issues will have on the San Fernando
Valley, LAUSD, DACE, and WVOC, only time will tell.
Chapter I
PAGE 16
Notes
STUDENT CHARACTERISTICS
Demography
Over the last three years, while the total number of students enrolled at WVOC
has decreased by one-quarter (27%) due to significant cuts in the school’s
budget and a loss of certificated and classified staff, the composition of the
student body has for the most part, changed very little. In terms of gender, while
the percentage of females and males are still very similar, males, for the first time
in many years, now represent a very slight majority.
As for race/ethnicity, with a slight but steady increase in Hispanics now accounting
for one-half (55%) of all of students, Whites continue to make up a distant but
steady 29%, followed in turn by Asians, African Americans, Filipinos, American
Indians, Pacific Islanders, and others, whom combined, represent one-sixth
(16%) of students. (It should be noted that while the percentages of students
in these latter six groups closely mirror those found in the San Fernando Valley
as a whole, the percentages of Hispanics and Whites are quite different when
compared to the Valley’s population.)
In terms of household income, WVOC’s students are significantly less affluent
than Valley residents in general, with eight out of ten students’ households
earning less than $50,000 per year compared to only four out of ten households
for the Valley as a whole. Moreover, two-thirds of WVOC’s CTE students are
classified as “Perkins economically disadvantaged,” making WVOC eligible for
increased grant funding.
Student Enrollment
Total Number (Unduplicated)
Number of Adults / Concurrents
2007-2008
2008-2009
2009-2010
16,307
17,007
11,927
14,587 / 1,720 15,451 / 1,556
11,039 / 888
Full-Time (15+ hrs/wk)
44%
47%
48%
Part-Time (<15 hrs/wk)
56%
53%
52%
Gender
2007-2008
2008-2009
2009-2010
Female
52.4%
51.1%
48.1%
Male
47.6%
48.9%
51.9%
Total
100.0%
100.0%
100.0%
Source: W
VOC SIS, 2010.
Source: W
VOC SIS, 2010.
Chapter I
PAGE 17
Notes
Race/Ethnicity
2007-2008
2008-2009
2009-2010
Hispanic/Latino
52.5%
53.2%
54.9%
White
29.7%
29.5%
28.9%
Asian
9.8%
9.6%
9.9%
Black/African American
4.6%
4.4%
3.1%
Filipino
2.8%
2.8%
2.5%
American Indian
0.2%
0.2%
0.2%
Pacific Islander
0.2%
0.2%
0.2%
Other
0.2%
0.1%
0.3%
Total
100.0%
100%
100%
Source: WVOC SIS, 2010.
Income
2003
2010
$49,999 and under
~85%
79%
Not asked
21%
N/A
100%
$50,000 and over
Total
Source: W
VOC Student Survey, December 2003 & October 2010.
Perkins-Eligible
CTE students “Eligible”
Source: WVOC SIS, 2010.
Chapter I
PAGE 18
2007-2008
2008-2009
2009-2010
49.5%
52.4%
65.1%
Current Employment Status
2003
2010
Unemployed
30%
40%
Employed (but not self-employed)
48%
36%
Self-Employed
10%
11%
Retired
4%
4%
Never been employed
8%
9%
100%
100%
Current Employment Classification
2003
2010
Employed Full-time
39%
25%
Employed Part-time
19%
17%
Employed Temporarily
4%
4%
Employed as a Volunteer
3%
3%
Not employed by others or unemployed
35%
51%
Total
100%
100%
Main reason for attending WVOC
2003
2010
Obtain/Improve job skills
45%
53%
Learn/improve English
21%
27%
Improve reading/math skills
3%
2%
Obtain H.S. diploma or GED
7%
7%
Personal interest
24%
11%
Total
100%
100%
Total
Notes
Since the school’s last full accreditation six years ago, the percentage of WVOC’s
students reporting that they are unemployed has risen 10 percentage points, as
four out of every ten students on campus are currently out of work. Among
WVOC’s students who are employed, half are working full-time, with the other half
working on either a part-time, temporary, or volunteer basis. Given this situation,
“obtaining/improving job skills” has increasingly been cited as the “main” reason
why the majority of students are attending classes.
Source: WVOC Student Survey, December 2003 & October 2010.
Chapter I
PAGE 19
Notes
Virtually unchanged since the last full accreditation are the percentages showing
the length of time students have been attending WVOC and the primary language
spoken by its students.
Length of time
attending WVOC
2003
2010
Primary Language
2003
2010
1 semester or less
50%
54%
Spanish
37%
40%
1 year
28%
25%
English
30%
32%
2 years
14%
11%
Farsi
9%
11%
3 years
5%
5%
Armenian
<1%
2%
4 years or more
3%
5%
Other
24%
15%
100%
100%
100%
100%
Total
Total
Student Achievement Outcomes
During the past three years, the percentage of students choosing to enroll and
remain in school to see their coursework through to completion has generally
continued to move in a positive direction for each of WVOC’s four major program
categories.
Completers by Program
2007-2008
2008-2009
2009-2010
Number Percent Number Percent Number Percent
CTE students
5,235
70.28%
6,136
72.75%
4,993
66.57%
ESL students
2,015
28.26%
2,134
25.30%
2,342
31.23%
ASE students
91
1.22%
142
1.68%
107
1.43%
ABE students
18
0.24%
22
0.27%
58
.77%
7,449
100.00%
8,434
100.00%
7,500
100.00%
Total
Source: W
VOC SIS, 2010.
Program Completers as a
Percentage of Program Enrollees
2007-2008
2008-2009
2009-2010
CTE students
37%
41%
44%
ESL students
24%
20%
30%
ASE students
2%
3%
9%
ABE students
2%
2%
9%
All students (Weighted)
25%
27%
36%
Source: W
VOC SIS, 2010.
Chapter I
PAGE 20
H.S. Diploma/GED Certificate
Notes
While the primary focus at WVOC may be its CTE programs, in 20092010, the school had its largest number of adult students earn a high school
diploma and/or GED certificate; 114 in all as compared to 88 in 2007-2008.
Although Alternative Education and Work Center (AEWC) students showed
decreases during this same period, due in part to budget and program reductions,
they still earned 121 diplomas and/or GED certificates.
2007-2008 2008-2009 2009-2010
Number of adult students earning a high
school diploma
33
29
40
Number of adult students passing the GED
55
49
74
Number of AEWC students earning a high
school diploma
67
87
64
Number of AEWC students passing the GED
61
76
57
Source: W
VOC Counseling Office, Learning Center, and SIS, 2010.
WVOC also provides preparation and testing for the California High School Exit
Exam (CAHSEE) for its adult and AEWC students seeking a high school diploma.
Among WVOC’s adult students, passing rates over the past three years were at
or above LAUSD averages for both English and Math.
WVOC’s AEWC students also performed well, showing an increase in CAHSEE
passing rates during the same period, with passing percentage rates generally
being close to (either just above or below) LAUSD averages in both English and
Math. Although AEWC is a high school drop-out recovery program that finds the
majority of its students being significantly behind in their grade-level coursework,
students are relatively successful in passing the CAHSEE. It should also be noted
that CAHSEE testing is state mandated for all students in grades 10-12, therefore
AEWC students may have to take the test whether they are prepared or not.
CALIFORNIA HIGH SCHOOL
EXIT EXAM
2007-2008
2008-2009
2009-2010
WVOC
LAUSD
WVOC
LAUSD
WVOC
LAUSD
Adult students passing
the English Language Arts
CAHSEE
91%
55%
77%
56%
78%
57%
Adult students passing the
Math CAHSEE
64%
50%
63%
53%
57%
57%
AEWC students passing the
English Language Arts
CAHSEE
60%
55%
63%
56%
64%
57%
AEWC students passing the
Math CAHSEE
52%
50%
45%
53%
55%
57%
Source: W
VOC Counseling Office, Learning Center, and SIS, 2010.
Chapter I
PAGE 21
Notes
Significant improvements made by WVOC’s students in their paired
Comprehensive Adult Student Assessment Systems (CASAS) pre/post test
scores for each of the three related program categories (ESL, ASE, and ABE), is
reflected in the impressive 62% increase in total WIA payment points achieved
during the last three years. This has resulted in increased funding to WVOC for
these programs.
Workforce Investment Act Payment Point Summary by Program
Program
ESL
ASE
ABE
TOTAL
Number/
Percent
with
Significant
Gains
Number/
Percent
with
2 Level
Gains
GED /
H.S.
Diploma
Total
Pay
Points
Year
Total
Students
Number/
Percent
with Paired
Scores
2007-08
3,412
1,533 / 45%
951 / 62%
197 / 13%
31 / 0.9%
1,179
2008-09
3,889
1,973 / 51%
1,308 / 66%
325 / 16%
34 / 0.9%
1,667
2009-10
3,545
2,004 / 56%
1,358 / 68%
360 / 18%
12 / 0.3%
1,730
2007-08
243
77 / 31%
18 / 23%
5 / 6%
15 / 6.0%
38
2008-09
377
231 / 61%
63 / 27%
18 / 7%
1 / 0.3%
82
2009-10
278
194 / 71%
118 / 61%
27 / 13%
35 / 12.6%
180
2007-08
389
160 / 41%
100 / 62%
15 / 9%
10 / 2.6%
125
2008-09
419
239 / 57%
71 / 71%
47 / 19%
0 / 0.0%
218
2009-10
288
220 / 77%
193 / 88%
69 / 31%
2 / 0.4%
264
2007-08
4,044
1,770 / 44%
1,069 / 60%
217 / 12%
56 / 1.4%
1,342
2008-09
4,685
2,443 / 52%
1,542 / 63%
390 / 16%
35 / 0.8%
1,967
2009-10
4,111
2,418 / 59%
1,669 / 69%
456 / 19%
49 / 1.2%
2,174
Source: WVOC Registration Office and SIS, 2010.
WVOC’s students have also continued to demonstrate great success in terms of
state licensing exam certifications in the areas of Automotive, Licensed Vocational
Nursing, and Cosmetology, Manicuring, and Esthetician, where passing rates
have been at least equal to, and oftentimes higher than those from other wellknown, more expensive, single subject-area, private schools.
Students Passing California Automotive Service Excellence
Bureau of Automotive Repair Licensing Tests
Chapter I
PAGE 22
2007/08-2009/10
A-6 Alternative Automotive Electrical
71%
A-8 Alternative Automotive Performance
81%
L-1 Alternative Advanced Engine Performance
80%
All (Weighted)
76%
Source: C
A Institute of Automotive Technology, and CA Bureau of Automotive Repair/WVOC,
2007-2010.
2007/08-2009/10
Exhaust Emissions Upgrade
87%
Exhaust Emissions Smog Licensing Update
94%
Exhaust Emissions 20-hour Smog Licensing Update
49%
All (Weighted)
85%
Notes
Students Passing California Enhanced Area Emissions
Bureau of Automotive Repair Licensing Tests
Source: C
A Institute of Automotive Technology, and CA Bureau of Automotive Repair/WVOC,
2007-2010.
Students Passing California Licensing Board
2007-2008 2008-2009 2009-2010
Exam
All LVN
90%
100%
Not Yet
Available
Source: C
A Department of Consumer Affairs, Board of Vocational Nursing & Psychiatric Technicians
2010.
Students Passing Practical/Written
California Licensing Board Tests
2007-2008 2008-2009 2009-2010
Cosmetology
89%
89%
82%
Manicuring
81%
82%
76%
Esthetician
92%
79%
87%
All Cosmetology, Manicurist, Esthetician
(Weighted)
88%
83%
81%
Source: C
A Department of Consumer Affairs, Board of Barbering & Cosmetology, 2010.
Chapter I
PAGE 23
Notes
Achievements inside the classroom have also translated into achievements
outside the classroom in terms of both vocational competitions and employment.
In SkillsUSA competitions over the last three years, 26 WVOC students have
earned first-place prizes in regional and state contests for their respective
accomplishments in the areas of advertising, automotive service, commercial
banking, cosmetology, electronics, heating/ventilation/air-conditioning, and
internetworking.
Students Participating in SkillsUSA
Competitions
2007-2008
2008-2009
2009-2010
Regional
State
Regional
State
Regional
State
Participants
18
9
7
3
17
11
Gold Medal winners
9
1
3
1
11
1
Silver medal winners
2
-
-
-
-
-
Source: W
VOC SIS, 2010.
Just as is the case with many other educational institutions around the country,
the collection of accurate job placement data, particularly from students who
are recent completers, is a constant challenge for WVOC that continues to be
addressed and refined. However, as can be seen in the results from statemandated follow-up contacts, among WVOC’s CTE students who completed
their courses, a steady one-half reported positive results in terms of employment.
Additionally, the number of current WVOC students who reported to their teachers
that they had found a full-time or part-time job also increased steadily at an
average rate of 13.5% per year.
CTE Completers
2007-2008 2008-2009 2009-2010
Found work
50.8%
46.6%
52.9%
Continued training
42.8%
47.7%
40.1%
Entered military
1.3%
1.3%
2.4%
Other
5.1%
5.1%
4.6%
Total
100.0%
100.0%
100.0%
Source: C
alifornia Department of Education 101-E2 Perkins Completer Follow-up Survey Report,
2008-2010.
Current Students Reporting Finding a Job to
Teachers
All Reporting
Source: W
VOC Career Resource Center, 2010.
Chapter I
PAGE 24
2007-2008 2008-2009 2009-2010
370
419
495
chapter
tWo
progress report
NotEs
Chapter II:
progress report
WVOC was last accredited in 2005, receiving a six-year accreditation with a
three-year one-day visit which took place in April 2008. At the conclusion of
the 2005 visit, the WASC Visiting Committee identified the following five critical
areas for follow-up:
1.
Expand community support demonstrated in individual programs (i.e., trade
advisories) to form a network or advisory council that supports all school
programs.
2.
Develop and implement a staff development plan that is responsive to the
needs of WVOC school faculty and community.
3.
Formalize a process to transition ESL and Academic students into Career
Preparation classes.
4.
Develop and implement a plan to expand student support services to night
and Saturday classes.
5.
Continue to expand opportunities for student leadership through Student
Council, advisories, SkillsUSA, and other student organizations.
At the conclusion of its mid-year review in April 2008, the WASC Visiting
Committee made no additional recommendations and stated that WVOC “has
taken seriously its commitment to students and their education…” The Committee
also noted, “Students are supported by word and deed throughout the facility,
from counseling and orientation to issuance of certificates.”
Chapter II
PAGE 25
Notes
SIGNIFICANT DEVELOPMENTS
Since the last full self-study six years ago, the following significant changes
imposed on WVOC have affected the school:
1. Administrative Changes
New Principal assigned in September 2005
Additional Assistant Principal, Operations (APO) established March 2008
APO retires in June 2008 after more than 30 years at WVOC
New APO replaces retiree in July 2008
Principal retires June 2009 and new Principal replaces retiree in July 2009
2. Changes to State Education Budget
2009-2010 Teacher Hours Allocation Budget based on 2007-2008 funding
levels minus 23%
Adult education and ROC/P funding changed from Categorical to Tier III
unrestricted/flexible
3. Reduction in total Teacher Hours Allocation Budget
funding of 30% in 2009-2010 and 2010-2011 school
budgets from 2008-2009
Loss of teaching staff due to fewer teacher hours allocated
Loss of support staff due to LAUSD’s reduction in force (clerical, aides,
security)
Loss of experienced counselors and advisors in Counseling Department due
to freeze on hiring back retirees and fewer advisor hours allocated
Administrative salary and schedule reduction (A-Basis to B-Basis)
4. CalWORKs Program discontinued in 2009
5. DACE-implemented Employee Advisory Boards (EABs)
replaced the school-based Trade Advisory
Committee meetings in 2008
6. Withdrawal from participation in Title IV programs in
May 2009 - Loss of 32 student aides
7. DACE changes made to Career and Technical
Education (CTE) course outlines that resulted in:
Reconfiguration of class schedules to ensure adequate time for completion
of course and sequence
Chapter II
PAGE 26
Change in teacher assignments
Notes
Despite the changes listed above, WVOC has made significant improvements
in various areas since the school’s last accreditation. Funding from State Block
Grants and Perkins, as well as redirection of school funds has enabled the
following improvements:
1. Facility Improvements
Air conditioning of 38 bungalows with bond funding
Child Care Center is now the Early Education Center with its own Principal
Shade structure and new furniture near the Westside Café
New electronic marquee on the northwest corner of campus (Winnetka &
Victory)
Upgrade to small marquee on the west side of campus
Electric door access to the school’s main building for adults who have
disabilities
Reconfiguration of Room 47 from a print shop to a solar energy class
2. Technology Improvements
Automotive: 11 electrical hoists replaced outdated hydraulic lifts, digital
wheel balancer; 14 computers, embroidery machine
Business: Computers, printers, LCD projectors, two Visual Symphony Smart
Panel Audio Video Projection Systems, ergonomic desks and chairs; internet
access in all classrooms
Computer Networking: 12 HP Proliant Servers, 12 Cisco 2950-24 switches,
and 12 Cisco routers; Fluke Link Runner LR-KDW and a Fluke 620 Cable
tester #94010216
Home Technology Integration: Epson Power Light Projector, Gateway
Laptop Computer, HT-1000 Automation Module, HT-4000 Telephone Network
Panel, HT-7000 HTI Residential Power and Control System, HT-5000 HTI
Residential Water Control System Panel, HT-3000 HTI Multi-Zone HV/AC
System Panel, HT-5790 Onkyo Surround Sound System, Panasonic Smart
Board, HT-6000 Home Audio/Video Integration Panel, Cyber Home DVD
Player, Nuvo Music Distribution System, Insignia Surround In A Box System,
and tables and chairs
HVAC: Vacuum pump, micron gauge, and manifold gauge
Apparel: Ten computers with Optitex software
Construction: Two new computers and internet connections
Learning/VESL Center: Computers, internet, computerized attendance
program, DVDs
Early Childhood Education Program: Ten computers with internet access
and printer
Web Site: www.wvoc.net
Chapter II
PAGE 27
Notes
3. Program Changes
New Classes/Programs
Photovoltaic (Solar Panel) Program
Pharmacy Technician
Small Business Management
Notary Public
Approved Testing Centers
Microsoft
Prometric
Certiport
Bureau of Automotive Repair (BAR)
Environmental Protection Agency (EPA)
North American Board of Certified Energy Practitioners (NABCEP)
Extended hours of operation
4. Community Outreach & Partnerships
Valley Learning Complex
Valley Economic Alliance
Valley Industry and Commerce Association (VICA)
Chamber of Commerce (West Hills and Canoga Park)
L.A. Mission College articulation for Culinary Arts
Pierce College articulation for Automotive, Business Ed., Child Care
Occupations
L.A. Trade Tech College articulation for Apparel
Community Advisory meetings
Employer Advisory Boards
Blood Drives
California Employment Development Department/WorkSource Centers
California Department of Rehabilitation
Youth Policy Institute
Community Internships
Health Fair
Home Improvement Fair
Chapter II
PAGE 28
1.
Notes
WVOC’s progress towards addressing the five critical areas for follow-up originally described by the 2005 WASC Visiting Committee is as follows:
xpand community support demonstrated in individual programs
E
(i.e., trade advisories) to form a network or advisory council that
supports all school programs.
2008 3-Year Progress Report Response Summary:
On April 24, 2007, West Valley Occupational Center had its first Community
Advisory meeting where the goals and vision of West Valley Occupational Center
were presented and discussed among staff and advisory members. As a result of
the discussion, West Valley Occupational Center initiated many activities in order
to strengthen the school’s ties to the community and provide additional support
to its entire student body. Some include: participation in community events
such as Business Forecast Conference, Hire a Vet Job Fair, and the Canoga
Park Fall Fest; inviting local community agencies to participate in WVOC school
events such as International Day, the Health Fair, and the Home Improvement
Show; hosting Valley Economic Alliance meetings and trainings; and ongoing
collaboration in the form of articulation agreements with Pierce College, L.A.
Mission College, and L.A. Trade Tech. The next meeting was held in February
2008, and new ideas to support West Valley’s students were discussed. West
Valley has used the feedback from these partnerships and collaborations to
enhance student achievement by increasing the number of internships and job
opportunities for students.
Response Since 2008:
While no formal Community Advisory meeting was held during 2009-2010, WVOC
administrators and staff continued to dialogue with members of the Advisory on
an individual basis to ensure input. The school also continued its community
participation and collaboration activities. Formal Community Advisory meetings
are set to be restarted in 2011, with the first meeting scheduled for April 29th.
In 2008, the WASC Visiting Committee commended WVOC for its use of
Trade Advisory meetings to collaborate with industry in order to improve
opportunities for students in those industry related fields. However, in the
2009-2010 school year, WVOC did not conduct any Trade Advisory meetings
in order to participate in the DACE-sponsored regional Employer Advisory
Board meetings. The self-study findings indicated that the Trade Advisory
meetings were invaluable to the support of our students and teachers because
they included local industry representatives. Therefore, in September 2010, an
Automotive “Business & Education” (B&E) Advisory meeting was held. Industry
representatives, teachers, students, and administrators were in attendance.
A Child Care Occupations B&E Advisory meeting took place three months later,
and other programs’ B&E Advisory meetings are scheduled throughout 2011.
Chapter II
PAGE 29
Notes
2.
Develop and implement a staff development plan that is
responsive to the needs of WVOC school faculty and community.
The implementation of the staff development plan has impacted student
achievement on this campus by making it possible for each teacher and
staff member to increase his/her knowledge of several topics and pass this
knowledge on to West Valley Occupational Center students. It also teaches
students to become effective communicators who integrate and apply learning
to all subjects.
West Valley Occupational Center’s Lunchbox Lectures continue to provide staff
with on-site professional development workshops. Staff completes a survey to
determine their interests and needs, and programs are designed accordingly.
Speakers include West Valley Occupational Center staff, as well as outside
experts in a variety of subjects ranging from suicide prevention, to working with
students with disabilities, to using computer programs.
In September 2005, a pilot of the Mentor Program was implemented after rigorous
preparation by the Mentor Program Committee. The initial Mentor Program
was designed to orient and support new certificated staff members. In spring
2006, on the basis of questionnaire results and conversations with the teachers
involved, a new mentor team handbook, discussion guide, and coordinator’s
checklist were finalized. In addition to the Certificated Mentor Handbook, the
Classified Personnel Handbook was developed, printed, and distributed.
While WVOC has continued to provide and encourage Lunchbox Lectures,
participation in the 2009-2010 school year was low. Informal discussions with
presenters and staff indicated that morale was low as a result of the budget cuts.
For the 2010-2011 school year, the Administrative Team has decided to provide
workshops based on the top responses from the staff surveys. In June 2009,
the Mentor Program Committee chairperson retired and the program was not
continued, despite the fact that new certificated and classified staff has been
hired at WVOC and would have benefited from the program. This is indicative
of a lack of institutionalization that also can be seen elsewhere. In February
2011, the Management Team met to review the Mentor Program documents and
discussed next steps in reestablishing the program.
Chapter II
PAGE 30
Formalize a process to transition ESL and Academic students
into Career Preparation classes.
Notes
3.
Formalizing the process of transitioning ESL and Academic students into
vocational classes has resulted in more students becoming aware of the technical
and career opportunities that West Valley Occupational Center has to offer. This
has also impacted student achievement by providing students the opportunity
to become more aware of the importance of language acquisition and academic
education in their career and technical fields. It also impacts students’ ability
to become responsible citizens who set and meet goals, as well as productive
workers who possess skills necessary to enter the workforce or continue their
education.
West Valley established several processes to facilitate the transition of ESL
students to Career Tech Ed (CTE) classes including:
Counselors present the scope of education and training opportunities at
group orientations
Counselors present CTE opportunities during scheduled classroom visits
Counselors and/or teachers arrange tours of CTE classes based on student
interests
Counselors explain options during registration and counseling meetings
Teachers present options in classes
Upper level classes participate in a scavenger hunt related to CTE and visit
class
Students in Levels 4-6 take TABE in class to determine academic/CTE
options
ESL Recognition program where concurrent enrollment in CTE classes is
highlighted
The EL Civics (English Literacy and Civics Education) program also provides
students with an introduction to various CTE classes as well as teaches them
to navigate the job search process and provides them with the tools needed
to pass the citizenship naturalization interview. Transitional materials are
provided for all levels of ESL from Beginning Low to Advanced, and Advanced
ESL to CTE classes.
In order for WVOC to facilitate the transition of Academic students to CTE
classes, it had to consider the three academic programs: AEWC, Miguel Leonis
High School (a continuation school for Special Education students), and the
Learning Center.
Chapter II
PAGE 31
Notes
The formal process established for transitioning AEWC students to CTE classes
includes:
The AEWC outreach consultant informing students and their parents about
the CTE offerings during orientation and providing them with a schedule of
classes
During the scheduling, the outreach consultant meeting with the student,
reviewing the transcripts, and determining which CTE classes the student
may need
Since Computer Literacy is now a high school graduation requirement in
California, all students who have not passed a computer class are enrolled
in an appropriate computer course. Although AEWC students are not
mandated to take CTE courses, they are encouraged to prepare themselves
with marketable skills resulting in approximately 30% of students taking CTE
classes.
The formal process established for transitioning Miguel Leonis students to CTE
classes includes:
The teacher evaluating students’ transcripts upon registration to determine
CTE needs
Asking each student to select a career interest and discussing with the
student classes that match their choice
The student’s Vocational Education Counselor also looking at their Tech
Art and Fine Arts requirements along with their required electives, and
determining classes to enroll the students in
Enrollment in career and technical classes is a requirement for all students
attending Miguel Leonis High School
The formal process established for transitioning Learning Center (LC) students
to CTE classes includes:
LC teachers reviewing student goal sheets and discussing CTE classes that
match their goals
Informing students interested in enrolling in a CTE class/program about the
necessary steps in preparing for the selected classes
Referring the student to the Counseling Office to speak with a counselor
A loss of counseling staff due to budget cuts has resulted in the elimination of
group ESL orientations. However, WVOC has been able to continue all other
processes such that the number of ESL students who transitioned to CTE in
2009-2010 (730) was nearly double that of 2006-2007 (380). All processes for
transitioning Academic students have continued.
Chapter II
PAGE 32
Develop and implement a plan to expand student support
services to night and Saturday classes.
Notes
4.
The expansion of the student support services to nights and Saturdays has
impacted student achievement by providing more students access to services.
This has a positive impact on students’ ability to become productive workers/
citizens who identify resources that support their goals.
In order to accommodate and help more students, office hours for support
services were extended. Saturday hours were extended an additional hour, until
1:00 pm, in the Counseling and Registration, Young Adult, and Job Placement
offices, as well as in the Learning Center. Counseling services are offered
Monday through Thursday nights, instead of the previous two evenings a week,
and the Adults with Disabilities Office is now open one evening per week and
one Saturday a month. In addition, WVOC conducts classroom orientations
for ESL, Academic, and AEWC programs, as well as resume/job preparation
services that are available for all students. In addition, new display cases
advertising counseling services have been placed throughout the campus.
Despite budget cuts, WVOC has maintained counseling office support services
to night and Saturday students. However, when the Job Placement Coordinator
retired, it was an opportunity for WVOC to absorb a cut without letting another
staff member go. WVOC has created a Career Resource Center to replace
the Job Placement Office. The new Career Resource Center, which has just
opened, provides students with a wide range of self-management tools and
resources to assist them in planning and achieving their personal career goals.
At the heart of the Center is a new, in-house, comprehensive career management
website. Through the use of this website, students engage in personal and
career assessments, develop resumes and cover letters, prepare for interviews,
search for jobs, and receive tips and encouragement for success. Students also
receive guidance from their teachers regarding resume/job preparation services.
WVOC’s new display cases continue to be used to inform students about the
school’s counseling and other services.
Chapter II
PAGE 33
Notes
5.
ontinue to expand opportunities for student leadership through
C
Student Council, advisories, SkillsUSA, and other student
organizations.
The expansion of the student leadership opportunities has impacted student
achievement by providing students opportunities to grow in their abilities to utilize
spoken and written communication, work independently and collaboratively, and
exhibit positive work ethics.
The spring 2005 Student Council provided a forum for student input and ideas,
allowed for an exchange of information, and promoted student involvement in our
school and our community. Teacher nominated members and elected officers,
as well as the advisor, became involved in projects such as International Day,
campus beautification, and the holiday gift drive. In fall 2007, the Student Council
was transformed into the Student Leadership Council in order provide a vehicle
by which student members could learn to recognize and practice leadership
skills for both personal and professional growth in order to serve the school
community. The new Student Leadership Council also invited guest speakers
who exemplified leadership. Group members were also invited to attend all
advisory councils and WASC meetings. During subsequent meetings, topics
included SkillsUSA and job “soft skills” as well as crisis response techniques.
Students continue to participate and perform well in SkillsUSA competitions at
the local, state, and national level. In addition to medals won at the local and state
level, WVOC has had a representative at the national competition each year since
2006. Students who demonstrate talent and interest are recommended by their
teachers to attend an informational meeting where they watch an inspiring video
and learn about the details of participation. Participants are supported by both
their teachers and SkillsUSA advisors throughout the entire SkillsUSA process
which extends the entire school year. The extra effort put forth by teachers and
advisors in preparing students for SkillsUSA is a demonstration of leadership
that is observed by students.
As with the Mentor Program, the coordinator/advisor of the Student Leadership
Council retired in June 2009. At the Back-to-School Meeting in September 2009,
the Principal asked for a volunteer to be the advisor of the Council; however,
no one volunteered at the time. As a result, there was no Student Leadership
Council during the 2009-2010 school year. In October 2010, the Principal selected
and met with two staff members to be co-advisors for the Student Leadership
Council. Each of the two staff members is on a path towards administration.
During the meeting, the Principal asked the co-advisors to prepare a plan for the
first scheduled meeting, which took place in February 2011.
Chapter II
PAGE 34
Notes
While WVOC students will participate in SkillsUSA during the 2010-2011 school
year, they will do so without the financial assistance of DACE. In previous years,
DACE had financially supported schools’ participation at the local, state, and
national competitions. Now, without that financial support, WVOC will have to
raise all of its own money.
In 2008, the previous Principal and UTLA school-site Chair established and cochaired a Shared Decision-Making Council (SDMC). The SDMC, made up of 22
elected members of the school community, meet monthly to discuss and provide
input on such things as: staff development; student discipline guidelines and
student code of conduct; schedule of school activities and events; guidelines for
equipment use; and instructional materials use. Seven student leaders serve as
liaisons between students and the issues discussed.
CONCLUSION
WVOC has positively impacted student achievement in all programs by
addressing all the critical areas of growth recommended by the WASC Visiting
Committee. Additionally, by taking the action steps that have been completed
and replacing them with new steps, WVOC continues to evolve as a state-of-theart educational institution. By providing students with the most current career,
technical, and academic skills, WVOC enables its students to become effective
communicators, responsible citizens, and productive workers who are better
able to serve their community.
WVOC’s administrators, with the assistance of the school’s Management
Team and Accreditation Leadership Team, have continued to facilitate teacher,
classified staff, and community member involvement in addressing the growth
areas of the school’s Action Plan and the current self-study. The entire staff has
been involved in the implementation of the schoolwide Action Plan. For the past
six years, faculty, staff, administration, and students have served on a variety of
committees, participated in staff meetings, and promoted awareness of WVOC
programs, outcomes and standards, and student achievement of the SSLOs.
As the school has changed and evolved, so too has the school’s Action Plan.
As new issues have arisen, new learning goals have been incorporated into the
Action Plan. Progress has also been monitored through Leadership Team and
subcommittee meetings, and then communicated to the entire school staff by
means of PowerPoint presentations at schoolwide and department meetings.
All faculty and staff have served on Program and Institution Groups throughout
the self-study process. Completion of the Progress Report has been achieved
through a collaborative effort among members of the Leadership Team, which
includes administrators, faculty, teacher advisors, classified staff, and students.
The Student Leadership Committee and members of the community have
provided additional input and support.
Chapter II
PAGE 35
Notes
The chart below shows the status of all Action Plan items beginning with the
2005 Action Plan, including items added during the annual review of the Action
Plan. An A indicates the year in which an item was added to the Action Plan;
an asterisk (*) indicates subsequent years the item remained on the plan; a C
indicates the year the item was completed and removed from the plan; and an R
indicates that the item was removed from the plan for other reasons.
In January 2009, the Leadership Team reviewed the January 2008 Action Plan
status and decided not to add items, and to remove the following because of the
budget crisis:
Tech Plan - Develop an online registration for student enrollment
Staff - Continue to seek funding sources to provide access to more
in-services/workshops
Facilities & Resource Management - Identify funding for additional
bungalows/classrooms to support the school’s program growth
Facilities & Resource Management - Identify and search for funding
for additional parking and repaving of existing parking areas
Action Plan Items 2005 - 2010
Growth
Area
Chapter II
PAGE 36
Action
Steps
Jan.
2005
Sep.
2005
Dec.
2006
Sep.
2007
A
*
*
C
A
*
C
Jan.
2008
Jan.
2009
R
Tech Plan
Continue to revise
and update WVOC
technology plan
Tech Plan
Add an item addressing technology
to each advisory
committee agenda
Tech Plan
Develop online registration for student
enrollment
A
*
Tech Plan
Improve website to
include a link for
stakeholders to access WASC action
plans and updates
A
C
Tech Plan
Continue to improve
and expand Local
Area Network on
campus to serve
student and staff
access
A
C
Tech Plan
Establish and
implement Technology Survey to
be conducted by
department
A
*
*
Jan.
2010
*
Action
Steps
Jan.
2005
Sep.
2005
Dec.
2006
Sep.
2007
Jan.
2008
Jan.
2009
Jan.
2010
A
*
C
Tech Plan
Continue to improve and expand
bandwidth of the
computer network
through additional
T1 lines and wireless systems
Tech Plan
Establish new
equipment ordering and removal
procedure
Staff
Re-establish
an orientation
and mentorship
program for new
WVOC staff
A
*
*
C
Staff
Increase onsite staff
development workshops/in-service
opportunities for
WVOC staff
A
*
*
C
Staff
Locate funding
sources to provide
access to more inservices/workshops
for WVOC staff
A
*
*
C
Staff
Establish a handbook and orientation mentorship
program for new
and current classified staff
A
C
Staff
Continue to seek
funding sources to
provide access to
more in-services/
workshops for staff
A
*
Staff
Create & implement
new Concern/
Suggestions Form
A
Staff
Encourage
professional
development
opportunities
by notifying and
acknowledging in
bulletin & postings
A
Instruction
Develop and
implement a plan
for additional
student input on
class offerings and
instruction
Notes
Growth
Area
A
A
*
*
R
C
Chapter II
PAGE 37
Notes
Growth
Area
Action
Steps
Jan.
2005
Sep.
2005
Dec.
2006
Sep.
2007
Jan.
2008
Jan.
2009
Jan.
2010
Instruction
Collect information
on a regular basis
A
*
*
C
Instruction
Provide input back
to staff to provide
higher quality
instruction
A
*
*
C
Instruction
Support and
encourage teachers
to continue to
use the lesson
plan format
which identifies
academics and
SKILLS
A
*
*
C
Instruction
Continue to
develop new ways
of integrating
SKILLS into student
instruction and
learning
A
*
*
C
Instruction
Increase WVOC
participation in
SkillsUSA
A
*
*
C
Instruction
Develop an
in-service by
department for the
use of the lesson
plan template
A
*
*
*
Instruction
Develop an inservice to clarify
understanding and
implementation
of SKILLS in the
classroom
A
C
Instruction
Provide update materials and equipment to improve
instruction
A
*
*
*
Instruction
Modify procedure
for teacher ordering
A
Instruction
Establish syllabus,
class description,
administrative
coverage, reorganize courses /
new curriculum
A
Identify funding
sources to increase
Facilities &
lighting and parking
Resource
and improve
Management
surfacing on
campus as needed
Chapter II
PAGE 38
A
*
*
C
Action
Steps
Identify funding
sources to expand
Facilities &
future program ofResource
Management ferings and support
program growth
Jan.
2005
Sep.
2005
Dec.
2006
Sep.
2007
A
*
*
C
Jan.
2008
Jan.
2009
Jan.
2010
Identify funding
for additional
Facilities &
bungalows/
Resource
classrooms to
Management
support our
program growth
A
*
R
Identify and search
for funding for
Facilities &
additional parking
Resource
and repaving of
Management
existing parking
areas
A
*
R
*
*
*
*
*
*
Support
Services
Further expand
community support
to form a network
that supports all
school programs
A
*
C
Support
Services
Expand
opportunities for
student leadership/
counsel
A
*
*
Support
Services
Develop and
implement a plan
to expand student
support services to
PM & Saturday
A
*
C
Support
Services
Expand community
involvement in
support of campus
activities
A
Notes
Growth
Area
Chapter II
PAGE 39
chapter
three
standards
Standard
NotES
chaPter III:
StandardS

InStItutIonal MISSIon,
PurPoSe and objectIveS
The Standard:
The institution that is designed for adult students, to
demonstrate strong commitment to a mission that emphasizes achievement of
student learning in vocational and avocational endeavors, and to communicating
the mission internally and externally. The institution uses analyses of quantitative
and qualitative data and analysis in an ongoing and systematic cycle of evaluation,
integrated planning, implementation, and re-evaluation to verify and improve the
effectiveness by which the mission is accomplished.
Criterion 1:
The institution has a statement of mission that defines
its broad educational purposes, its intended student population, and its
commitment to achieving student learning.
In what ways does the mission statement reflect the institution’s
commitment to achieving student learning?
West Valley Occupational Center’s commitment to achieving student learning is
reflected in its mission statement by means of all three of the phrases contained
therein: “West Valley Occupational Center is committed to (1) providing a quality
educational environment (2) responsive to the needs of our diverse student
population that (3) prepares them for gainful employment and/or continuing
education.”
Chapter III
Standard 1
PAGE 41
Notes
Criterion 2:
The institution establishes student learning programs
and services aligned with its purposes, its mission, and its student
population.
What discussions are held among key stakeholders regarding the
relevance of the mission statement to student learning?
What statements about student learning are included in the mission
statement?
How do these statements make explicit the purposes of the institution?
Discussions regarding the relevance, actual establishment, and revision of
WVOC’s mission statement as they relate to student learning primarily occur
in formal schoolwide, committee, and group meetings designed to promote an
exchange of ideas among, and input from a variety of key stakeholders. As
previously stated, the three key phrases that make up nearly all of the mission
statements’ wording reflect WVOC’s goal of, and commitment to, achieving
student learning.
Criterion 3:
The mission statement is approved by the governing
board and published.
Who was involved in the development of the mission statement? How is
the mission statement communicated to the institution’s constituents?
The development of WVOC’s mission statement involved input from a broad range
of stakeholders including first and foremost, current faculty and staff, as well as
students and various members of the community. Once finalized and adopted,
the mission statement was, and continues to be, communicated to constituents
by several different means including appearing on or in the school’s: website,
schedule of classes, Student Orientation Handbook, wall murals, classroom
posters, and bookmarks.
Chapter III
Standard 1
PAGE 42
Notes
Criterion 4:
Using the institution’s governance and decision-making
processes, the institution reviews its mission statement on a regular basis
and revises it as necessary.
What circumstances prompt changes to the statement?
What quantitative and qualitative data are used and analyzed in an
ongoing and systematic cycle of evaluation of the institution’s mission?
While institutional, student, and community-related primary and secondary
quantitative and qualitative data are used and analyzed in an ongoing and
systematic cycle of evaluation of the institution’s mission, change to the statement
most often comes about as a result of significant events or circumstances. Such
examples include: major changes to WVOC’s administration or faculty/staff;
full accreditation visitations and mid-term follow-up reviews; shifts in vision,
policies, and/or focus on the part of DACE, LAUSD, state government, or federal
government; and major changes to the needs or profile of the students and
community WVOC serves.
Criterion 5:
The institution’s mission is central to institutional
planning and decision making.
How effectively does the mission statement prompt planning and
decision making?
To what extent is the mission statement central to the choices the
institution makes?
As the central and defining statement for what WVOC’s mission is, the mission
statement regularly and effectively prompts, guides, and stimulates the
institution’s ongoing planning and decision-making processes by means of its
three key phrases.
Chapter III
Standard 1
PAGE 43
NotES
Evidence:
WVOC Mission Statement and SSLOs assessment handout
Schoolwide meeting agendas
Leadership Team meeting agendas and notes
WVOC Schedule of Classes
WVOC Student Orientation Handbook
WVOC website
Classroom posters
Wall Building murals
Bookmarks for students
WVOC 2010 Student and Certificated & Classified Staff Surveys
WVOC Student Information Systems data
WVOC demographic data
San Fernando Valley demographic data
San Fernando Valley Economic Alliance and Research Center data
Major Strengths:
Mission statement reflects WVOC’s commitment to achieving student
learning and is central to its institutional planning and decision-making
processes
Involvement of key stakeholders in the development of the mission
statement
Different ways the mission statement is communicated to WVOC’s
constituents
Growth Areas:
Greater reliance on the analysis and use of primary and secondary
quantitative and qualitative data for the evaluation of WVOC’s mission
Chapter III
Standard 1
PAGE 44

Organizational Structure
Notes
Standard
The Standard:
The institution recognizes that ethical and effective
leadership throughout the organization enables it to identify institutional values,
set and achieve goals, learn, and improve.
Criterion 1:
The institution has a statement of mission that defines
its broad educational purposes, its intended student population, and its
commitment to achieving student learning.
What do the statements about institutional goals tell you about the
institution’s commitment to excellence?
Are the institution’s goals and values clearly articulated and understood
by all?
Can the institution’s staff identify what those goals and values are?
Can staff describe their own roles in helping the institution achieve its
goals?
What information about institutional performance is circulated and
available to staff and students? Is the information kept current? Is it
easily accessed; is it understandable? Is it regularly used in institutional
discussions and decision-making sessions?
Do the institution’s processes for institutional evaluation and review and
planning for improvements provide venues where the evaluations of the
institution’s performance are made available to all staff?
Do institutional planning efforts provide opportunity for appropriate
staff participation?
How does the institution articulate the responsibilities of individuals to
develop ideas for improvements in their areas of responsibility?
How do individuals and groups at the institution use the governance
process to enhance student learning?
As the school’s guiding principles, WVOC’s mission and SSLOs establish clear
statements of purpose that reflect the belief and philosophy of the organization
and its commitment to excellence. These ideals are displayed throughout the
campus and on the school’s website in various forms such as: wall murals,
posters, bookmarks, etc. As stated in Standard I, the development of WVOC’s
mission and SSLOs involved input from a broad range of stakeholders including
staff. As a result, not only is WVOC’s staff able to understand, identify, and
clearly articulate these goals and values, they are also able to describe their
Chapter III
Standard 2
PAGE 45
Notes
own roles in helping the school achieve these ideals. For example, the teachers’
primary role is to provide instruction to students to facilitate student learning and
achievement. Classified staff facilitates student achievement by supporting the
school’s administrators, faculty, students, and facility.
Information pertaining to school performance and target goals is presented
to administrators at the annual DACE Back-to-School meeting. WVOC’s
administrators then identify key points and present that limited information to
all staff at the school’s annual Back-to-School meeting in September. Most
institutional planning in terms of course offerings is conducted by administration,
and is based in part on student attendance and performance outcomes.
Staff participates in institutional planning through the governance process of
department and schoolwide meetings, in addition to one-on-one discussions
with their supervisor and input captured on submitted Suggestion/Concern
forms. The administrator open-door policy and open communication set
precedent for a fluid exchange of ideas and concerns between stakeholders
and the school’s leadership. Prioritization of these suggestions is dependent on
such things as budget and space availability, staff qualifications, and employer
needs. Groups and individuals see the governance process to enhance student
learning as inclusive and multi-level; broadest at the schoolwide-level involving
all stakeholders down to the individual. As cited in Chapter I, survey results show
that 91.3% and 75.9% of certificated and classified staff, respectively, positively
agree (“strongly” or “somewhat”) that “opportunities exist for me to provide input
involving decisions that affect my work.” While encouraging, these results, as
well as verbal comments from staff, indicate that more can still be done to involve
staff in the ongoing process of decision-making, such as being included more
often in discussions, meetings, etc.; thus providing a greater means for having
their input heard and considered.
WVOC articulates the expectation that its individuals develop ideas for
improvements in their areas of responsibility by modeling reflection at the
organization level using RED-I2, and by fostering and encouraging its use at the
individual level. This commitment to continuous quality improvement cultivates
a mindset that lays a foundation for the organization to move from “good” to
“great.”
Chapter III
Standard 2
PAGE 46
Notes
Criterion 2:
The institution establishes and implements a written
policy providing for faculty, staff, administrator, and student participation
in the decision-making processes. The policy specifies the manner in
which individuals bring forward ideas from their constituencies and work
together on appropriate policy, planning, and special-purpose bodies.
Faculty and administrators have a substantive and clearly defined role in
institutional governance and exercise a substantial voice in institutional
policies, planning, and budget that relate to their areas of responsibility
and expertise. Students and staff also have established mechanisms or
organizations for providing input into institutional decisions.
What do institutional policies and procedures describe as the
roles for each group in governance, including planning and budget
development?
The United Teachers Los Angeles (UTLA) & LAUSD Collective Bargaining
Agreements outline the process and guidelines for establishing and operating a
Shared Decision-Making Council (Article XXVII). The Article states that “the local
school leadership councils shall consider all points of view and shall solicit the
advice and counsel of parent organizations, other employee groups and all other
interested parties.” The Council’s participation in decisions is limited to “the
staff development program, student discipline guidelines, schedule of school
activities, and guidelines for school equipment including the copy machine and
Instructional Material Account expenditures.” WVOC’s SDMC is comprised of
representatives of the school’s faculty, staff, administrators, and students who
meet on a monthly basis.
While SDMC is the only decision-making body that is provided for in written policy
form, WVOC also invites stakeholders from these same segments to participate
in school governance and decision-making, both verbally and in writing, through
such mechanisms as:
Meetings (Management Team, Leadership Team, Department/Program, Safe
School Planning Committee, Technology Committee, Student Leadership
Council, etc.)
Informal dialogue
Administrator open-door policy
Suggestion/Concern Form
Chapter III
Standard 2
PAGE 47
Notes
Criterion 3:
The institution relies on faculty, a curriculum committee,
and administrators for recommendations about student learning
programs and services.
What documents describe the official responsibilities and authority
of the faculty and administrators in curricular and other educational
matters?
The following documents describe the official responsibilities and authority of
WVOC’s faculty and administrators in curricular and other educational matters:
California Education Code
LAUSD/DACE policy bulletins, guidelines, memos
Catalogs of Authorized Courses
Course Outlines
Collective Bargaining Agreements (LAUSD – UTLA & AALA)
WVOC organization chart
DACE job announcements
Teacher Handbook
Evaluation & Observation Forms
Personnel documents – (1145, “greenie,” contract)
WVOC memos
Criterion 4:
Through established governance structures, processes,
and practices, the governing board, administrators, faculty, staff, and
students work together for the good of the institution. These processes
facilitate discussion of ideas and effective communication among the
institution’s constituencies.
Do the written policies on governance procedures specify appropriate
roles for all staff and students?
Do these policies specify the academic roles of faculty in areas of student
educational programs and services planning?
Are staff and students well informed of their respective roles?
Does staff participate as encouraged by these policies?
Do the various groups work in a collaborative effort on behalf of
institutional improvement?
Chapter III
Standard 2
PAGE 48
Is there effective communication at the institution that is clear,
understood, widely available, and current?
Notes
Is the result of this effort actual institutional improvement?
Does staff at the institution know essential information about institutional
efforts to achieve goals and improve learning?
Besides the respective Collective Bargaining Agreements for each staff member,
the WVOC-developed Teacher Handbook and Student Orientation Handbook
specify in writing the roles for staff and students in a limited way. Within these
faculty-related documents’ policies, the role of faculty in the specific areas of
student educational programs and service planning are included, and cover such
things as:
Being familiar with all aspects of courses one teaches (prerequisites/
competencies)
Providing instruction to facilitate learning of course competencies
Assessing student progress of competencies/SSLOs
Submitting all required documentation
Referring students to counseling office when appropriate
Providing input with regard to term planning (programs & services) either
individually through the Suggestion/Concern form, or through one’s
supervisor(s) or representatives on SDMC, Leadership Team, and Management
Team.
Teachers are informed of their role at faculty and department meetings, through
individual training from administrators, through written memos, and also in
collaboration with other teachers. The SAA and Plant Manager are informed of
their roles at Management Team meetings, in conferences with administrators,
and at their regularly scheduled supervisory meetings. Classified staff is informed
of their role at meetings with administrators and by their classified supervisor.
Students are informed of their role by means of the Student Leadership Council,
the Student Orientation Handbook, and the WVOC Bulletin school newsletter.
Staff is encouraged to participate through the various mechanisms described
in Criterion 2, including the Suggestion/Concern form. In fact, the Suggestion/
Concern form was developed as a means to solicit and gather more information
from more staff and students than might otherwise be gathered from the small or
limited number of representatives that comprise the school’s various governing
bodies. Staff participation at schoolwide events such as the annual Back-toSchool meetings, International Day, Big Sunday, etc., and off-campus agency
and/or organization-sponsored events that occur outside of the school’s normal
schedule of operation is indicative of the staff’s commitment to WVOC and its
students.
Chapter III
Standard 2
PAGE 49
Notes
The goal of all groups is to work collaboratively towards institutional improvement.
In addition to the accreditation self-study process which has provided an
excellent opportunity for stakeholders to collaborate for the purpose of school
improvement, four other examples of this are as follows:
1) A
team consisting of administrators and the Perkins advisor met to review the
Perkins program. After reviewing and evaluating data and current processes,
determining problems and possible solutions, implementing a course of
action, and informing stakeholders, the percentage of identified “Perkinseligible” students increased from 52% to 65%.
2) A
subgroup of the Technology Committee met to discuss the schoolwide
inventory. After reviewing and evaluating data and current processes,
determining problems and possible solutions, implementing a four-step course
of action, and informing stakeholders all along the way, the result was an upto-date, accurate, and complete inventory report for and in each location on
campus. This also resulted in a blueprint for a new and improved ongoing
inventory process.
3) A
committee of staff and students met to plan and organize the school’s
annual International Day Celebration. First, they reviewed and evaluated the
goals and objectives of the event and the lessons learned from previous years.
Next, they identified necessary tasks and determined who would do what.
Then, either independently or with the help of others, each member carried
out his/her assigned responsibilities. All staff and students were informed of
the event via flyers, newsletters, posters, and PA announcements. The result
was a successful, well attended, and fully participated-in International Day
event that celebrated diversity and fostered “respect for others.”
4) T
he Principal and the UTLA school-site Chair met during one of their regular
collegial meetings to discuss WVOC’s “green” focus. After reviewing and
evaluating the school’s goals and status on “going green” and determining that
the school did not recycle in the classrooms, it was decided that a schoolwide
in-class, paper recycling program would be implemented. Recycling bins
were ordered for all classrooms and offices. The custodial staff was informed
of their responsibility by their supervisor; students and staff were informed of
their responsibility through WVOC Bulletins and memos. The result was an
expanded focus on WVOC’s “going green” efforts.
WVOC utilizes the school newsletter, its semi-annual newsmagazine (The
Clipboard), memos, meetings, informal dialogue, and an open-door policy for
administrators to effectively and continually communicate to all staff essential
information about WVOC’s efforts to achieve goals and improve learning which
ultimately prepares students for gainful employment and/or continuing education.
Current and past copies of meeting agendas, memos, the WVOC Bulletin, and
The Clipboard are widely available. Self-study findings, nevertheless, indicate
that not all information communicated is always clear and understood.
Chapter III
Standard 2
PAGE 50
The institution advocates and demonstrates honesty and
integrity in its relationships with external agencies. It agrees to comply
with ACS WASC standards, policies and guidelines, and Commission
requirements for public disclosure, self-study, as well as other reports,
team visits, and prior approval of substantive changes. The institution
moves expeditiously to respond to recommendations made by the
Commission.
Notes
Criterion 5:
What does documentation of the institution’s past accreditation show
about integrity in its relationship with the Commission; has it responded
expeditiously and honestly to recommendations?
Are the institution’s communications of institutional qualities or
effectiveness to the public accurate?
In April 2005, WVOC received a six-year term of accreditation. The school
maintains a file of all past accreditation materials, including self-study and other
reports that identify areas of growth and the institution’s Action Plan for those
areas. Having responded expeditiously and honestly to all recommendations, the
WASC Visiting Committee in April 2008, made no additional recommendations
at the conclusion of the mid-year review, and stated that WVOC “has taken
seriously its commitment to students and their education…” The Committee
also noted, “Students are supported in word and deed throughout the facility,
from counseling and orientation to issuance of certificates.”
WVOC’s high-quality and effectiveness are represented accurately to the public
through such communications and events as:
WVOC Bulletin
The Clipboard
Fast Facts
WVOC Website
International Day
Home Improvement Fair
Health Fair
Big Sunday
Open House
Representation at local community activities
Local high school outreach efforts
Chambers of Commerce and Valley Economic Alliance meetings
Chapter III
Standard 2
PAGE 51
Notes
These characteristics are validated by such recent B&E Advisory meeting
employer comments as:
WVOC students are better prepared than students who complete programs at
Pierce and Valley Community Colleges. (Childcare B&E)
WVOC graduates are highly prepared and are preferred candidates.
(Automotive B&E)
Criterion 6:
The role of leadership and the institution’s governance
and decision-making organization, structures, and processes are regularly
evaluated to ensure their integrity and effectiveness. The institution
widely communicates the results of these evaluations and uses them as
the basis for improvement.
What process does the institution use to evaluate its organization,
governance, and decision-making structures?
Are the results communicated within the campus community?
How does the institution use identified weaknesses to make needed
improvements?
Just as continuous reflection leads to life-long learning and is essential to the
growth and development of an individual, so too is it essential to the ongoing
improvement of an organization.
WVOC utilizes RED-I2 to evaluate its organization, governance, and decisionmaking structures. In doing so, multiple levels of stakeholders (i.e., administrators,
certificated and classified staff, and students) are involved in an ongoing,
circular, reactive (problems/concerns/complaints/issues) and proactive (ideas/
enhancements/strategies for further improvement) effort, all of which ultimately,
contributes to achieving the school’s mission.
Reactive efforts involve weaknesses/issues that are identified through a variety of
mechanisms including: Suggestion/Concern forms; individual verbal complaints;
and dialogues during various meetings (Administrators, Management Team,
SDMC, Student Leadership, B&E Advisories, Department, etc.). Weaknesses/
issues are prioritized based on their magnitude, volume, and frequency, and then
are assigned to the appropriate member of the organization.
A recent example (see next page) of a reactive effort in evaluating the structure of
the organization came about as a result of the Principal discussing departmental
representation and input with the Administrative and Management Teams, and
various department advisors.
Chapter III
Standard 2
PAGE 52
Issue/problem
Only a few Department Chairs operating in
an informal capacity
Evaluate
Impact
Limited Department representation and
input
Determine
Solution
Formalize and expand Department Chair
positions throughout the organization
Implement
Course of action
Develop selection process, make selections,
formalize positions in organization, and add
as Management Team members
Inform
All stakeholders
Notify of process and selection via memos
and school bulletins
Notes
Review
Proactive efforts involve identifying ways in which our policies, practices, and
procedures can be enhanced to improve student outcomes, despite their current
level of success, utilizing the same mechanisms for identification as previously
mentioned. As stated in Criterion 1, this commitment to continuous quality
improvement cultivates a mindset that takes an organization from “good” to
“great.”
A recent example below of a proactive effort in evaluating the structure of WVOC’s
governance involved the Principal and her Administrative Team determining that
the existing alignment of programs overseen by supervisors could be improved.
Review
Viability of idea
Realign programs and supervisors
Evaluate
Data
Current organization chart; new state
alignment of CTE courses to industry
sectors; and program outcomes
Determine
Solutions
Redefine course-related program areas
Implement
Course of action
Reorganize and move various courses into
different/new program areas; reassign
program supervisors
Inform
All stakeholders
Notify all stakeholders via meetings and in
schedule of classes
While some evaluation information gets communicated during schoolwide and
group/committee meetings, in the school newsletter, and on the school’s website,
most of this information, however, is not widely communicated throughout
the campus community. In addition, the self-study process revealed that an
increased effort to collect and maintain quantitative data is necessary to ensure
and measure continued school improvement, and ultimately student achievement.
To date, much of the school’s “effectiveness” has been verified through qualitative
data such as student and staff verbal and written comments.
Chapter III
Standard 2
PAGE 53
NotES
Evidence:
WVOC Mission Statement and SSLOs
WVOC and DACE Organization Charts
WVOC and DACE Back-to-School Meeting packets
Budget allocation
Room usage chart
Shared Decision-Making Council minutes
Collective Bargaining Agreements (LAUSD – UTLA & AALA)
Catalog of Authorized Courses
WASC 2008 Mid-Year Review
California Education Code
LAUSD/DACE policy bulletins and guidelines
Employee Advisory Board minutes
B&E Advisory meeting comments
Department meeting agendas
Management Team meeting agendas
Evaluation and Observation forms
Personnel documents (1145, “Greenie,” contract)
DACE job announcements
“Perkins-Eligible” percentages
International Day agendas and notes
WVOC Bulletin, The Clipboard, Fast Facts, and website
WVOC Teacher Handbook
WVOC Student Orientation Handbook
Chapter III
Standard 2
PAGE 54
WVOC’s administrator open-door policy and open communication sets
precedent for a fluid exchange of ideas and concerns between stakeholders
and the school’s leadership
Notes
Major Strengths:
WVOC invites stakeholders to participate in school governance and decisionmaking, both verbally and in writing, through such mechanisms as meetings,
informal dialogue, an administrator open-door policy, and its Suggestion/
Concern Form
Staff participation at schoolwide events and off-campus agency/organizationsponsored events is indicative of the staff’s willingness and commitment to
WVOC and its students
The goal of all groups is to work collaboratively towards institutional
improvement
WVOC demonstrates honesty and integrity in its relationships with external
agencies including ACS WASC
WVOC’s high-quality and effectiveness are represented accurately to the
public
WVOC utilizes RED-I2 to evaluate its organization, governance, and decisionmaking structures; and in doing so, involves multiple levels of stakeholders in
an ongoing, circular, reactive and proactive effort to contribute to achieving
the school’s mission
Growth Areas:
Self-study findings indicate that only a limited number of written policies exist
which delineate the roles and responsibilities of staff
Self-study findings indicate that only a limited amount of information is
communicated to stakeholders, and that it is not always clearly understood
Self-study findings indicate that much of the school’s effectiveness has been
verified through qualitative data only, and that an increased effort to collect
and maintain quantitative data is necessary to ensure and measure continued
school improvement and student achievement
Self-study findings indicate that more can be done to involve staff in
decision-making processes including having more staff involved more often
in discussions, meetings, etc., to help ensure that their voices are heard, and
that their contribution/input is considered
Chapter III
Standard 2
PAGE 55
Notes
Standard

Evaluation and Planning
The Standard: The institution demonstrates a conscious effort to produce
and support student learning, measures that learning, evaluates how well learning
is occurring, and plans for changes to improve student learning. The institution
also organizes its key processes and allocates its resources to effectively
support student learning. The institution demonstrates its effectiveness by
providing 1) evidence of the achievement of student learning outcomes and 2)
evidence of institution and program performance. The institution uses ongoing
and systematic evaluation and planning to refine its key processes and improve
student learning.
Criterion 1:
The institution maintains an ongoing, collegial, selfreflective dialogue about the continuous improvement of student learning
and institutional processes.
How has the institution established a means by which self-reflective
dialogue, evaluation, and planning sessions can take place?
When, how, and about what subjects has the institution engaged in
dialogue, evaluation, and planning?
What impact has this process had on student learning?
Does this process lead to a collective understanding of the meaning of
data and research used in evaluation of student learning?
WVOC utilizes multiple means of maintaining an ongoing, collegial, and selfreflective dialogue about the continuous improvement of student learning and
institutional processes. These formal and informal discussions occur in various
group or committee settings as well as frequent one-on-one conversations
between colleagues. For program areas such as Automotive, Business, and
ESL, the physical clustering of related courses on campus helps facilitate
course-related discussions among the staff. Ongoing group dialogues occurring
in structured meetings regularly and continuously involve reviewing, evaluating,
planning, and developing processes for the purpose of improving student learning
and institutional decision-making. These meetings include:
Business and Education Advisories (formerly Trade Advisories)
Community Advisories
Employment Advisory Boards
DACE (Principals/Assistant Principals)
Chapter III
Standard 3
PAGE 56
Leadership Team
Safe School Planning Committee
Schoolwide and Back-to-School
Notes
Program or Department
Shared Decision-Making Council
Student Leadership Council
Technology Committee
These discussions and planning sessions impact student learning in that
everything that is done in and out of the classroom is directed at improving
instruction, resources and equipment, course offerings, technology, facilities,
and processes which positively impact and support students engaged in the
learning process. To ensure that students are key participants in the ongoing
dialogue, they are encouraged to provide input through informal dialogue with
faculty and staff; participation in the Student Leadership and Shared DecisionMaking Councils; and use of End-of-Semester Student Surveys and Suggestion/
Concern Forms. Students also are able to dialogue with administrators and
program coordinators who maintain an open-door policy.
Evaluation also occurs within each classroom in the form of regular student
assessments that may be written and/or performance-based. Some teachers
provide their students with additional, specialized questionnaires on which
students may communicate their educational needs and reflect on the course
and instruction. The End-of-Semester Student Survey, administered twice a
year, supports instructional and institutional processes and provides direct,
instruction-based feedback to all teachers. Out-of-class, regularly scheduled
evaluations for students also take place and include prerequisite testing in
reading and math for certain courses, CASAS testing, challenge tests for typing
and computer skills, CAHSEE testing, and GED testing.
Data and research presented and discussed in meetings, committees and
groups allow for staff to better understand, support, and evaluate student
learning. Depending on the objectives of staff members, such information may
be broad-based or narrow in scope. For example, data pertaining to DACE or
the school as a whole is most commonly shared and explained during Back-toSchool meetings attended by all staff in September and February each school
year. Once presented and discussed, the data is often used to also define and
help clarify goals for the year and, in some cases, future years. Typically, such
data is centered on enrollment, completers and leavers, retention, job placement,
ADA, and funding. Back-to-School meetings and other meetings attended by the
entire staff are the primary means for introducing information of interest and
importance to all. Data and research shared in other types of meetings such
as Employment Advisory Board and Business & Education Advisory meetings
for example, are much narrower in scope. In these cases, the information is
most often used by staff members to review, evaluate, modify, and align existing
programs and courses with current industry standards and practices, and to
help identify needed and viable new programs and courses.
Chapter III
Standard 3
PAGE 57
Notes
Regardless of the setting or its nature, ongoing engagement in collegial dialogue,
use of data and research, and employment of the RED-I2 process on the part of
WVOC’s staff, has led to improvements in programs and courses, which in turn,
have positively impacted student learning. Underscoring this point is the fact
that 98% of WVOC students participating in the most recent End-of-Semester
Student Survey, responded positively to the statement, “Overall, the course met
your expectations and will help you achieve your goals.”
Criterion 2:
The institution sets goals to improve its effectiveness
consistent with its stated purposes. The institution articulates its goals
and states the objectives derived from them in measurable terms to the
degree that they are achieved can be determined and widely discussed. The
institutional members understand these goals and work collaboratively
toward their achievement.
What criteria does the institution use to determine its priorities (set
goals)?
Is there broad-based understanding of the goals and the processes to
implement them?
Is there institutional commitment to achieve identified goals?
How well does the institution implement its goals?
Are the goals articulated so that the institution can later evaluate them
and determine the degree to which they have been met?
To what extent does the institution achieve its goals?
The mission statement is the overriding guide in all WVOC endeavors as it
establishes the school’s primary objectives of career preparation and/or continuing
education. Faculty and staff are committed to supporting the school’s stated
purposes and goals. This institutional commitment is perhaps best reflected
in the positive responses made by students in survey questions regarding their
education and training. In addition, LAUSD and DACE set priorities for the school
in accordance with the California Department of Education. For example, while
there are ten authorized program areas for Adult Education, DACE’s priority is on
the four areas that produce the most measurable outcomes – ESL, ABE, ASE, and
CTE. On the campus, goals are continuously established and accomplished as
existing programs move forward and new programs and processes are developed.
Regular review and evaluation occurs in formal meetings that address issues
relevant to their immediate long-term needs. The open-door policy and open
communication sets precedent for an exchange of ideas and concerns. The
prioritization of goals and suggestions depends on budgetary considerations,
urgency of need, staff availability, manner of implementation, and the need for
further analysis prior to implementation.
Chapter III
Standard 3
PAGE 58
Notes
Dialogue and decisions regarding the development of goals occur in various
meetings that take place regularly on the WVOC campus to address planning
concerns and program changes related to the classroom and campus. Objectives
established in these meetings include a wide range of issues tied to effective
instruction, student learning, and achievement, as well as the related impact of
current economic trends and employment data. Ongoing topics include:
Curriculum changes and updates
Course sequencing
Course completion and graduation rates
Certification and pre/post test results
Student hours/attendance
Program planning
Teacher/staff assignments
Safe school and emergency responses
DACE directives, goals, and priorities
Schedule of Classes
Technology improvements
Staff development
“Going green” projects
Budget allocations
Institutional procedures/processes
Advisory feedback
Survey results
Academic planning
Legislative impact/implications (such as AB 2448)
Once goals and priorities have been determined, they are communicated to staff
through school newsletters, interoffice correspondences, DACE and LAUSD
emails, letters and bulletins, and schoolwide and departmental meetings.
The establishment and communication of goals includes guidelines and
recommendations on how to best accomplish those goals. This process creates
schoolwide awareness and an opportunity for collaborative efforts.
Chapter III
Standard 3
PAGE 59
Notes
Criterion 3:
The institution assesses progress toward achieving
its stated goals and makes decisions regarding the improvement
of institutional effectiveness in an ongoing and systematic cycle of
evaluation, integrated planning, resource allocation, implementation, and
re-evaluation. Evaluation is based on analyses of both quantitative and
qualitative data.
To what extent does the institution understand and embrace the notion
of ongoing planning?
Does the institution have a planning process in place?
Is the planning process cyclical, i.e., does it incorporate systematic
evaluation of programs and services, improvement planning,
implementation, and re-evaluation? How is planning integrated?
To what extent are institutional data available and used for planning? Are
data analyzed and interpreted for easy understanding by the institution’s
stakeholders?
WVOC is heavily involved in integrated planning on an ongoing basis. As was
previously stated, the majority of the planning takes place in a variety of meetings
involving different, but overlapping, stakeholder groups. This overlapping
participation results in a more efficient and effective exchange of ideas and
increased connectivity and communication between groups of stakeholders.
The frequency of meetings depends on the objectives of the group; whereas
Administrative Team members meet weekly, others meet monthly, bi-monthly,
semi-annually, or annually depending on that group’s core focus and inherent
timeframes needed to develop, establish, communicate, train, and accomplish
objectives.
Data used for assessing and planning purposes is accessed by, and/or shared
with administrators, teachers, and staff in consideration (and when indicated,
implementation) of changes to programs, courses, and services. Types of such
data reviewed include: student enrollment, daily attendance, completions, etc.
Such data is obtained from DACE’s computerized SIS which is able to provide
statistics on a course-by-course basis or for the school as a whole. Based on the
data, programs which no longer meet the needs of students may be replaced with
new course offerings. The recent addition of Photovoltaic (Solar Panel) courses
is one example of the constant review and evolution of program offerings.
On a broader scale, statistical overviews of WVOC and DACE programs are
presented to administrators during centralized meetings and then shared with
WVOC stakeholders in schoolwide meetings, memos, and school newsletters.
The explanation of DACE and school priorities are embedded in these statistical
details, and a consistent effort is made to make the information available,
accessible, and understandable to all staff.
Chapter III
Standard 3
PAGE 60
The institution provides evidence that the planning
process is broad-based, offers opportunities for input by appropriate
stakeholders, allocates necessary resources, and leads to improvement
of institutional effectiveness.
Notes
Criterion 4:
What mechanisms exist for participation by stakeholders in institutional
planning?
How is broad involvement by stakeholders guaranteed?
To what extent does the institution allocate resources to fulfill its
plans?
When adequate resources to fulfill plans are not available, does the
institution identify and follow strategies to increase its capacity, i.e.,
seek alternate means for securing resources?
Stakeholders are involved in institutional planning throughout the school year.
Types of meetings which address subjects of a more narrow scope, such as
department meetings, always have a representative who is able to report directly
to administration or to a more heterogeneous group such as the Management
Team. Broader scope meetings such as the Leadership and Management
Teams’ address a wider range of concerns that affect all programs and services
on the campus. All staff members are encouraged and able to participate in
the Shared Decision- Making Council for which new representatives are elected
by their colleagues annually. The school newsletter which serves as a primary
communication tool, regularly invites participation in planning activities and
solicits input on a variety of issues. Individual surveys are also distributed to
all staff to solicit opinions on, ideas for, and participation in, achieving various
objectives. As stated in Chapter I, results from the June 2010 Certificated
and Classified Staff Surveys indicated the staffs’ positive responses to the
statements: “Opportunities exist for me to provide input involving decisions that
affect my work” and “WVOC provides sufficient resources for me to do my job.”
Additionally, the certificated staff also responded positively to the statement,
“WVOC provides sufficient resources for students to be able to learn what I am
teaching.”
Resources for WVOC are provided primarily based on state funding which is
allocated by LAUSD and DACE. Federal Perkins funds, which are provided through
the state based on the number of students identified as being “economically
disadvantaged,” are allocated to WVOC each year in varying amounts. These funds
are made available for teachers who submit proposals requesting the purchase
of materials, equipment, and technology that will enhance their instructional
programs. However, it must be pointed out that a failing state economy and
its negative impact on educational funding over the last three years has further
limited the financial resources which might otherwise have been available to fulfill
certain plans. One such example of this recently impacted WVOC in the form of
personnel cuts to five of its counseling staff (three counselors and two advisors).
Chapter III
Standard 3
PAGE 61
Notes
The counselors, in particular, handled a wide range of services including: the
Teacher Mentor Program, Lunchbox Lectures (professional development), student
scholarships (provided by community agencies), Student Leadership Council,
general counseling, career guidance assessments, and classroom presentations
on job search skills. As the budget crisis continues to result in reductions to
staff, a renewed effort is being put forth to manage existing resources in order to
meet objectives as efficiently and effectively as possible.
Alternative funding and resources are also sought to enhance and support school
programs. Some of these sources are:
Automobile donations
Book sales (outside vendors displays)
Facility leasing (Ride-Rite, movie industry)
Cooperative education courses (Youth Policy Institute, Kaiser, County of Los
Angeles)
Non-traditional, fee-based courses (Notary Public)
Testing services (Microsoft, Certiport, Prometric, etc.)
Equipment/supplies donations
Schoolwide recycling program for paper, plastic, and aluminum materials
In addition to the alternative funding sources cited above, WVOC partners with the
Department of Aging which places seniors on the campus as workers and pays
their wages. Periodically, WVOC also provides opportunities to unpaid volunteers
and interns from local universities and its own internship program to work at the
school and gain valuable career-based experience. As with most educational
institutions, it is a combination of creative thinking and determined exploration
which allows WVOC to seek new sources of support and collaboration.
Criterion 5:
The institution uses documented assessment results to
communicate matters of quality assurance to appropriate stakeholders.
What assessment data does the institution collect?
By what means does the institution make public its data and analyses
internally and externally?
How does the institution assess whether it is effectively communicating
information about institutional quality to the public?
WVOC systematically and formally, collects and analyzes quality assurance
data on a schoolwide, and in many cases, a program/department, course, and
section-specific basis.
Chapter III
Standard 3
PAGE 62
Enrollment, attendance, Completers/Leavers
GED certificates, high school diplomas, third-party certifications
Notes
This type of data includes:
Grades, standardized test scores, academic program-level advancements
TABE D7 & D8 reading and math, CASAS
Learning Center independent instruction contracts
Job announcements, job placements, post-course employment status
While most of this data is retrieved from SIS, other data is retrieved from noncentralized databases maintained on campus.
At WVOC, data and analyses are most often communicated and made public by
means of:
Internal…
Annual and intermittent schoolwide and program/department-specific
meetings
Shared Decision-Making Council and Student Leadership Council
meetings
The WVOC Bulletin schoolwide newsletter and The Clipboard
newsmagazine
Interoffice correspondences and letters from school administrators
Password-protected files uploaded to the WVOC website
External…
Presentations to community agencies, employers, and schools
Participation in community-based meetings
Postings on the WVOC and DACE websites
Community-area distribution of WVOC’s Schedule of Classes and Fast
Facts informational flyer/brochure
WVOC’s enrollment numbers, its ongoing reputation as a school of quality and
excellence, and its ongoing positive relationship with the community, are all signs
of the school’s effectiveness at communicating its quality assurance data to its
internal and external stakeholders. Over the years, WVOC has also received
consistent and ongoing feedback from students who stated that they enrolled
in classes, not only because they received the school’s Schedule of Classes
in the mail or picked up its Fast Facts flyer at a community event, but most
importantly, because of the word-of-mouth comments from friends, relatives,
and other WVOC students. In fact, having “heard about WVOC’s programs and
classes through friends, relatives, and other students” was the most frequently
cited means of becoming aware of WVOC among current students (72%) in the
June 2010 Schoolwide Student Survey. Such “personal referrals” would not have
occurred if it wasn’t for WVOC’s continued excellence, quality programs and
staff, and ability to demonstrate and communicate these facts to stakeholders in
a successful manner.
Chapter III
Standard 3
PAGE 63
Notes
Criterion 6:
The institution assures the effectiveness of its ongoing
planning and resource allocation processes by systematically reviewing
and modifying, as appropriate, all parts of the cycle, including institutional
and other research efforts.
What processes does the institution use to assess the effectiveness
of its cycle of evaluation, integrated planning, resource allocation
implementation, and re-evaluation?
How effective is the institution’s planning process for fostering
improvement?
There is an ongoing process for the review of programs based on enrollment,
end-of-semester student surveys, student feedback, and formal and informal
dialogue with staff and students. As described in Criterion 1, multiple groups
meet throughout the year to plan and assess progress on previously established
objectives. Resource allocation and integrated planning go hand-in-hand, as
one cannot effectively occur without the other. At a minimum, the cycle of
evaluation and corresponding planning occurs annually; core activities such as
facility usage, course offerings, and teacher/staff assignments occur as often as
five times each year prior to the four 9-week terms and the one summer term.
The Action Plan is revisited annually and updated as items are accomplished
and removed, and new items are added. Annual budget allocations determine
fundamental decision-making for the school year, while supplemental funding
sources, such as Perkins and WIA, generate additional analysis to decide on
those expenditures which will have the greatest impact on student learning.
Assessing effectiveness is based on observation and data for each item or area
of discussion, and adjustments in planning are made accordingly as situations
dictate. The input provided by students, staff, advisory members, and LAUSD
and DACE directives, consistently affects planning and is considered integral to
the process of promoting and achieving positive student outcomes. Additional
data provided by SIS, the school’s Finance Office, and DACE are taken into
consideration as measures of effective and efficient use of resources. While all of
these activities encourage and foster school improvement, it is clear that WVOC is
best able to successfully respond to campus concerns that are not tied to a need
for increased or significant outlays of funding. Although there is always more
that can be done to improve any school, WVOC effectively addresses and fosters
improvement through regular review, assessment, and ongoing planning.
Chapter III
Standard 3
PAGE 64
The institution assesses its evaluation mechanisms
through a systematic review of their effectiveness in improving
instructional programs, student support services, and other learning
support services.
Notes
Criterion 7:
What mechanisms does the institution use to gather evidence about the
effectiveness of programs and services?
How effectively do evaluation processes and results contribute to
improvement in programs and services?
How does it impact classroom instruction?
The primary mechanisms used to gather evidence about the effectiveness of the
school’s programs and services are: the End-of-Semester Student Survey, the
Suggestion/Concern Form, other forms of data (described in Criterion 5), and
dialogue and input from over a dozen different groups of stakeholders that meet
regularly (described in Criterion 1). Given the primary role instruction plays in
student achievement and outcomes, teachers are also evaluated annually. This
evaluation includes an assessment of active instruction, lesson plans, student
engagement, progress reports, SSLOs incorporation, etc.
The school regularly reviews student support services such as those offered
in the Learning Center, the Testing Center, the bookstore, the Westside Café,
and the Counseling and Registration Office. These evaluation processes involve
a variety of stakeholders and encourage the exchange of ideas and feedback
which continue to improve the instructional programs and services throughout
the school. By constantly reassessing offerings and effectiveness, the school
continues to make improvements and modifications that positively impact student
learning. Some of the recent improvements brought about through the use of
evaluation mechanisms are:
Expansion of Learning Center programs and services
Reformatting of curriculum content and timeframes to increase learning
outcomes
Incorporation of forms for students and staff to request classes or make
suggestions
Expansion of the Distance Learning program
Development of student “textbook exchange” procedures
Establishment of the Student Leadership Council
Addition of “green technology” courses and course content
Addition of a computer technology course for ESL/CBET students
Update and revision of core procedures and related forms
Funding increases resulting from improved Perkins data collection
procedures
Chapter III
Standard 3
PAGE 65
NotES
Offering of academic courses for concurrently enrolled high school students
Redesign of the Schedule of Classes for increased clarity and accuracy
Redesign of the school newsletter to increase the inclusion of information
pertaining to instructional support, SSLOs, school planning, procedures/
policies, professional development information, etc.
Redesign and relocation of job search support services into a Career Resource
Center, including the development and implementation of a comprehensive,
self-guided, career-management website
A recent example of WVOC assessing an evaluation mechanism occurred in
2009 when the End-of-Semester Student Survey was reviewed, assessed, and
modified. Feedback obtained from teachers and students indicated that not
all students were familiar with, and understood the verbiage and content of the
survey’s questions. As a result, the survey was modified. In doing so, questions
were revised; verbiage and content appropriate for all levels were used; and the
entire survey was translated into the three other native languages that were most
common to WVOC’s student population (Spanish, Farsi, and Armenian). By taking
these steps, it was believed that the objective of having an evaluation mechanism
that yielded results which truly represented the opinions of the students being
surveyed, would now be achievable. In 2010, the Schoolwide Student Survey
underwent a similar review, assessment, and modification prior to it being fielded
later that same year.
As illustrated in the preceding examples, WVOC does engage in systematic
and regular processes for evaluating assessment mechanisms. However, due
to the fact that the type of data most commonly used in these evaluations is
of a qualitative nature, it would be in the best interest of WVOC’s students if
the school developed and began utilizing more quantitative-oriented processes
whenever possible, to assess its evaluation mechanisms.
Evidence:
Academic courses and contracts
AEWC program information
Assessments (TABE, CASAS, CAHSEE, ESL)
Back-to-School Meeting materials/packet
Budget letters/allocations and planning records
Class recommendation form
Classroom usage records
Completers/graduates data
Completers/certificates issued data
Challenge tests (Computer skills)
Chapter III
Standard 3
PAGE 66
Career Resource Center data and “website” screenshots
CTE course assessments
Notes
Copies of procedures
DACE directives/policies
DACE-generated data for WVOC
End-of-Semester Student Survey questionnaires and results
Enrollment data
ESL course sequencing information
GED testing records/schedule
Lesson plan form
List of available SIS reports
List of “going green” projects
List of internship sites
Perkins budget, proposals, records
Perkins eligibility form
Perkins funding data
Photovoltaic course information
Programs for Adults with Disabilities information
Safe school/emergency planning records
Schedule of Classes
SIS data reports
Student enrollment records reports
Student hours of attendance reports
Subject-specific student assessments
Teacher-generated questionnaires
Updated curriculum/course outlines
WVOC Bulletin
Young Adult program information
Agenda and notes from meetings for: Administrative Team, Leadership
Team, Program/Department, Schoolwide Sessions, Shared Decision-Making
Council, Technology Committee, Community Advisories, Student Leadership
Council, Safety Committee, DACE, Business & Education Advisories, and
Employment Advisory Boards
Chapter III
Standard 3
PAGE 67
Notes
Major Strengths:
Use of internal and external data, dialogue, and feedback to communicate
to all stakeholders the school’s effectiveness in producing and supporting
student learning
Growth Areas:
Greater development and use of quantitative research tools that systematically and regularly measure and analyze the school’s current evaluation
mechanisms and their ability to adequately capture quality assurance data
for assessing continued improvement of WVOC’s programs, courses, and
support services
Chapter III
Standard 3
PAGE 68

Educational Programs
Notes
Standard
The Standard:
The institution offers high-quality educational programs
in recognized and emerging fields of study that culminate in identified student
outcomes leading to certificates, licensure, or other indicators of program
completion. Educational programs are systematically assessed in order to assure
currency, improve teaching and learning strategies, and achieve stated student
learning outcomes. The provisions of this standard are broadly applicable to all
instructional activities offered by the institution.
Criterion 1:
The institution demonstrates that all educational programs, regardless of location or means of delivery, address and meet the
mission of the institution and uphold its integrity.
How does the institution ensure that all institutional offerings fit the
stated mission of the institution?
How does the institution ensure that its programs and services are high
quality and appropriate to an institution of its type?
How does the institution choose the fields of study in which it offers
programs?
What are the student achievement outcomes of the institution’s
programs; i.e., to what extent do students progress through to program
completion?
By what means are programs assessed for currency, teaching and
learning strategies, and student learning outcomes?
WVOC ensures that all institutional offerings fit its mission to be “…responsive
to the needs of our diverse student population [and] prepare them for gainful
employment and/or continuing education” by providing high-quality, low cost,
short-term courses that are appropriate for the institution; are in demand/need;
and/or are on the leading-edge of their fields. This in turn results in steadily
increasing numbers/percentages of students progressing through to program
completion and thus, being fully prepared for the GED, a high school diploma,
entry-level employment, and/or continuing/higher education. The following wide
range of stakeholders have been involved in, and provided input for, the selection
of courses and program offerings:
State and local district education officials
WVOC administrators, staff, and students
Industry experts and local business professionals
Chapter III
Standard 4
PAGE 69
Notes
WVOC’s state-approved and LAUSD-adopted course outlines and programs are
chosen based on a number of factors including:
Local community and business demands/needs
State and local labor market info, trend analyses, and forecasts
Institutional data and survey results
Community-partnership opportunities
WVOC systematically assesses its programs for currency, teaching and learning
strategies, and student learning outcomes, utilizing:
End-of-Semester Student Surveys
Teacher evaluations
SIS data
State Board Examination passing rates
Job placement data
Committee member feedback from annual Employment Advisory Board and
Business & Education Advisory meetings
Supervisor feedback from student internship sites
Criterion 2:
The institution identifies and seeks to meet the varied
educational needs of its students through programs consistent with their
educational preparation and the diversity, demographics, and economy
if its communities. The institution relies upon research and analysis to
identify student learning needs and to assess progress toward achieving
stated learning outcomes.
What research is conducted to identify student learning needs?
What means does the institution use to assess students’ educational
preparation and their ability to benefit from what the institution offers?
How is it determined if students are achieving stated learning
outcomes?
WVOC assesses its students’ learning needs, their varied levels of educational
preparation, and their progress toward achieving stated learning outcomes by
analyzing both primary and secondary research and information. Examples of
primary research and information methods include:
Placement tests
Interviews, observations, and discussions
Surveys
Written and oral tests
Chapter III
Standard 4
PAGE 70
Demonstrated performance/competence
Employment Advisory Board and Business & Education Advisory meetings
Department meetings
Notes
Completer follow-up contacts and job placement data
Examples of secondary research information include:
Pedagogical studies
Local and state job/career demand and growth projections
WVOC student outcome data (i.e., Completers, GEDs, H.S. diplomas, WIA
paypoints, etc.)
WVOC student passing rates for state licensing/certification/re-certification
exams
Criterion 3:
The institution utilizes delivery systems and modes
of instruction compatible with the objectives of the curriculum and
appropriate to the current and future needs of its students.
How does the institution determine that delivery of instruction fits the
objectives and content of its courses?
How are delivery methods evaluated for their effectiveness in meeting
student needs?
What dialogue takes place about delivery systems and modes of
instruction?
How effectively are delivery systems and modes of instruction facilitating
student learning?
As previously stated in Chapter I, WVOC teachers utilize a variety of instructional
delivery systems and methods to accommodate differences in student learning
styles and to optimize student learning and achievement. Such examples
include:
Teacher-directed auditory lectures
Visual presentations
Kinesthetic/hands-on demonstrations
Computer-supported instruction
Learning Center assistance and enrichment
Independent study
By analyzing course outlines, competencies, lesson plans, and syllabi; dialoguing
in formal department meetings and informal collegial discussions; and reviewing
the demographic background and special educational needs of its student
population; WVOC administration and staff determine the most appropriate
delivery systems and modes of instruction that fit the objectives and contents of
Chapter III
Standard 4
PAGE 71
Notes
its courses and the needs of its students. To evaluate and ensure its effectiveness
in this regard, WVOC regularly monitors and reviews such things as:
Attendance
Test results
Completer data and other student outcome results
End-of-Semester Student Survey responses
Feedback from internship-site supervisors
As presented in Chapter I, results from these and other types of data demonstrate
that WVOC’s delivery systems and modes of instruction are indeed effectively
facilitating student learning.
Criterion 4:
The institution identifies student learning outcomes for
courses, programs, certificates, licensure exams, and other completion
indicators; assesses student achievement of those outcomes; and uses
assessment results to make improvements
What student learning outcomes has the institution identified for its
courses, its programs, its certificates, its licensure courses, and other
completion indicators?
How and by whom are student learning outcomes and strategies for
attaining them created?
How and by whom are student learning outcomes and program outcomes
assessed? How are the results used for improvement?
What dialogues have occurred about using assessment results to guide
improvements to courses, programs, etc.? What improvements have
resulted?
In addition to the schoolwide student learning outcomes, WVOC has also
identified the following course/program-specific student learning outcomes:
Achievement of course student learning objectives (competencies)
Improved literacy rates and CASAS test results
Completion of course/program
Attainment of GED and/or High School Diploma
Job placement
Third-Party Certification
Passing of licensing/certification/re-certification exams
Course completion resulting in certification/re-certification
Chapter III
Standard 4
PAGE 72
Notes
WVOC’s administration and certificated staff have identified these learning
outcomes as a result of internal meetings and discussions; input from students,
industry experts, and local business professionals; state, local, and/or district
mandated requirements and competencies; etc. As a result of this ongoing
process, dialogue and action continue to take place to assess outcomes and
guide improvements in a number of different areas. Some examples of this
include:
Adding leading-edge programs and courses like Photovoltaics – Intro &
Advanced
Restructuring lengthy, single courses like Cosmetology into shorter, multiple
courses
Introducing and integrating the “Introducing Green” sustainability concept
into different courses and across different programs
Encouraging teachers to be increasingly mindful of employing multiple
delivery systems and methods of instruction
Working toward ensuring that all students have access to a computer for use
somewhere on campus.
Criterion 5:
The institution assures the quality and improvement of
all instructional courses and programs offered including continuing and
community education, short-term training courses and programs, and
contract or other special programs, regardless of type of credit awarded,
delivery mode, or location.
By what criteria and processes does the institution decide to offer
courses such as ESL, continuing and community education, or contract
education programs?
By what means does the institution ensure that all of its instructional
courses and programs are of high quality?
What is the process for establishing and evaluating each type of course
and program?
How does the institution determine the appropriate credit type, delivery
mode, and location of its courses and programs?
Does the institution use evaluation of courses and programs effectively
for improvement?
WVOC is able to establish (Criterion 1), evaluate, and assure the effective quality
and improvement of its courses and programs regardless of the type of credit
awarded, class location chosen, or delivery mode(s) utilized (Criterion 3). This is
because WVOC identifies and meets the varied educational needs of its students
through programs that are consistent with its students’ educational preparation
and diverse demographic profile (Criterion 2). In addition, WVOC identifies
and assesses student learning outcomes to guide improvements in courses,
programs, etc. (Criterion 4) in the manner described throughout this Standard.
Chapter III
Standard 4
PAGE 73
NotES
Evidence:
Student testing/counseling referral document
Completer Ratio by Section report
CDE 101 E2 follow-up report data for CTE Completers
Job placements and employers
Employment opportunity notices
Number and percentage of Completers
for the major program categories
Passing rates for programs requiring a licensure exam
Number of high school diplomas, GED certificates, and CAHSEE-passing
students
End-of-Semester Student Survey results
Student hours and attendance
WIA/CASAS pre/post test results
Course outlines and associated competencies
Course syllabi, lesson plans, and progress charts
Employment Advisory Board agendas and notes
Business & Education Advisory agendas and notes
List of internship sites
Labor market trend analyses and forecasts
Number/types of newly added courses
SkillsUSA participants and competition results
Schedule of Classes
Student Orientation Handbook
Major Strengths:
Ensuring that all institutional offerings fit with WVOC’s mission and upholds
its integrity
Utilizing primary and secondary research/information methods and analysis
to assess students’ learning needs, varied levels of educational preparation,
and progress toward achieving stated learning outcomes
Utilizing delivery systems and modes of instruction that are compatible with
the objectives of the curriculum and are appropriate to the needs of the
students
Growth Areas:
Chapter III
Standard 4
PAGE 74
Finding alternative means to meet future needs for new, additional, and/or
improved classes and services that might otherwise be impacted by the
economic crisis

Program, Student, and
Institutional Outcomes
Notes
Standard
The Standard:
The institution uses established procedures to design,
identify student learning outcomes for, approve, administer, deliver, and evaluate
courses and programs. The institution recognizes the central role of its faculty
for establishing quality and improving courses, programs, and student learning
outcomes.
Criterion 1:
The institution has established policies and institutional
processes to guide the development and evaluation of courses and
programs. These procedures lead to the assessment of quality and
improvement.
Who is responsible for identifying appropriate student learning
outcomes?
Are student learning outcomes established for each course and
program?
What processes exist to approve and administer courses and programs?
Are the processes effective?
How are courses and programs evaluated? How often? What are the
results of the evaluations?
What improvements to courses and programs have occurred as a result
of evaluation?
The identification of appropriate student learning outcomes for each course and
program at WVOC involves a wide range of stakeholders, from state and local
district education officials, to WVOC administrators and faculty members, to
industry experts and local business employers. Beginning with state-approved
and LAUSD-adopted course outlines, WVOC annually engages in a systematic
process of reviewing, evaluating, continuing/discontinuing, administering, and reevaluating its courses, programs, and student learning outcomes. This process
is based on analyses of:
Institutional data
Course completion and graduation rates
Job placement data, certification data, and pre/post exam results
Chapter III
Standard 5
PAGE 75
Notes
Outside data
State and local labor market trend analyses and forecasts
Formal and informal stakeholder input and feedback
Schoolwide and department meetings
Administrator/teacher conferences
EAB and B&E Advisory meetings
Requests and comments
As a result, WVOC has been able to effectively continue making improvements to
its courses and programs in such areas as:
Class offerings, scheduling, and sequencing
In-class instructional resources and technology
Course outlines and instructional methodologies
“Green technology” and sustainability
Criterion 2:
The institution relies on faculty expertise and the assistance
of advisory committees when appropriate to identify competency levels
and measurable student learning outcomes for courses, programs, and
certificates. The institution regularly assesses student progress toward
achieving those outcomes.
How are competency levels and measurable student learning outcomes
determined? What is the role of faculty? What is the role of advisory
committees?
How has the institution structured the relationship between student
learning outcomes and competency levels for certificates, programs,
and courses?
Do students have a clear path to achieving the student learning outcomes
required of a course, program, and certificate?
How well does the institution achieve and evaluate the effectiveness of
learning at each level?
Chapter III
Standard 5
PAGE 76
As previously discussed, WVOC relies on its wide range of stakeholders for
determining specific recommendations regarding appropriate competency levels
and measurable student outcomes. For every course and program, there is a list
of “hard” and “soft” skills and competencies that students must master or achieve
in order to receive a course or program completion certificate, and if desired,
be able to advance to higher-level coursework. As a result of this, as well as
the school’s use of evaluative tools and data (e.g., tests, surveys, observations,
and student performance reports) and the previously stated improvements to the
school’s courses and programs, students have a clear path to achieving any and
all required student learning outcomes.
High-level instruction and appropriate breadth,
depth, rigor, sequencing, time to completion, and synthesis of learning
characterize all programs.
Notes
Criterion 3:
How does the institution demonstrate the quality of its instruction?
What institutional dialogue has occurred to enhance understanding and
agreement about the quality and level of its programs?
What criteria does the institution use in deciding on the breadth, depth,
rigor, sequencing, time to completion, and synthesis of learning of each
program it offers?
The quality of WVOC’s broad-based and comprehensive instructional programs is
evident in the school’s positive student performance data (e.g., course completion
and graduation rates; certification and pre/post exam results; job placement
data; and student hours and attendance), its impressive student competition
results (e.g., SkillsUSA participants and award-winners), and its favorable Endof-Semester Student Survey responses, just to name a few examples. Using
student performance data, and guidelines and other input by stakeholders as
the criteria for making decisions about its courses and programs, WVOC utilizes
various methods of dialogue to try to enhance understanding and agreement
about the quality and level of its programs. These methods primarily consist of
schoolwide and department meetings, and formal and informal administrator/
faculty discussions. The criteria for deciding on the breadth, depth, rigor,
sequencing, time to completion, and synthesis of learning of each program
offered is primarily determined by state regulations that are considered by DACE
in concert with industry experts and teachers (on a limited basis) when developing
curriculum.
Chapter III
Standard 5
PAGE 77
Notes
Criterion 4:
The institution uses delivery modes and teaching
methodologies that reflect the diverse needs and learning styles of its
students.
How does the institution demonstrate that it is meeting the needs and
learning styles of its students?
What do faculty and staff know about learning needs and pedagogical
approaches?
Do courses include multiple ways of assessing student learning? What
teaching methodologies are commonly used? How are methodologies
selected?
Has faculty discussed the relationship between teaching methodologies
and student performance?
Through such things as teacher preparation classes, in-service training, independent research, collegial discussions, etc., WVOC’s staff is very much aware
of the different delivery modes, teaching methodologies, and assessment techniques that go hand in hand with the diverse needs and learning styles of its
student population. In fact, in postings for new teacher positions, requirements
for experience with different teaching/learning styles and diverse student populations is now a regular part of such notices. WVOC regularly demonstrates its
efforts in meeting the needs and learning styles of its students. Such efforts
begin with the availability and use of student testing and assessment before and
during the registration period (be it via the school’s Counseling Office, Adults
with Disabilities Office, or members of its faculty). It continues with the use
of different modes and methods of teaching and assessment in the classroom
throughout the course (e.g., auditory/lecture, visual/textbook, kinesthetic-tactile/
demonstration-hands on teaching and learning; and oral, written, and observational evaluation and assessment). Finally, assessment techniques are employed
at the conclusion of the course (e.g., End-of-Semester Student Surveys, Completer follow-up contacts, and student performance data analyses). Although
discussions regarding the relationship between teaching methodologies and
student performance will occasionally take place in formal department meetings
or informal administrator/teacher conversations, much can still be done to improve the quantity and quality of these discussions among all staff members.
Chapter III
Standard 5
PAGE 78
The institution evaluates all courses and programs
through an ongoing systematic review of their relevance, appropriateness,
achievement of learning outcomes, currency, and future needs and
plans.
Notes
Criterion 5:
To what extent are institutional data available and used for planning? Are
data analyzed and interpreted for easy understanding by the institution’s
constituents?
How is the relevancy of a program determined?
How are results of program evaluation used in institutional planning?
What changes or improvements in programs have occurred as a result
of the consideration of program evaluations?
As previously discussed, WVOC annually engages in a systematic process of
reviewing, evaluating, continuing/discontinuing, administering, and re-evaluating
its courses, programs, and student learning outcomes based on analyses of
institutional data, outside data, and formal and informal stakeholder input and
feedback. As a result, WVOC has effectively continued making improvements
to individual courses and programs as well as updates to its overall schedule
of course offerings (as reflected in the changes in the number of new courses
added over the past three years). Although such data is indeed available and
regularly used for planning, it is more often accessed and referred to by the
school’s Administrative Team rather than its constituents.
Criterion 6:
The institution engages in ongoing, systematic evaluation
and integrated planning to assure currency and measure achievement of its
stated student learning outcomes for courses, certificates, and programs.
The institution systematically strives to improve those outcomes and
makes the results available to appropriate constituencies.
To what extent does the institution understand and embrace the notion
of ongoing planning?
Does the institution have a planning process in place? Is it cyclical, i.e.,
does it incorporate systematic evaluation of programs and services,
improvement planning, implementation, and re-evaluation? Does the
institution’s budgeting of resources align with planning?
Again, WVOC actively engages in an annual, systematic process of reviewing,
evaluating, continuing/discontinuing, administering, and re-evaluating its
courses, programs, and student learning outcomes based on analyses of
institutional data, outside data, and formal and informal input and feedback from
stakeholders. As a result, great attention and effort is put forth into making
Chapter III
Standard 5
PAGE 79
NotES
sure that the budgeting of WVOC’s resources is as closely aligned with its
planning goals and objectives as possible (i.e., new offerings in emerging “green
technology” fields like photovoltaic systems and hydroponic organic gardening;
“industry-standard” upgrades and improvements to instructional equipment and
technology in the classrooms, etc.). While this process may be driven primarily
by the Administrative Team at the institution’s upper levels, other stakeholders
can and do play a role in this process as well.
Evidence:
School testing/counseling referral documents
Employment opportunity notices
Number and percentage of Completers/Promoters for the
major program categories
Passing rates for programs requiring a licensure exam
Number of high school diplomas, GED certificates, and CAHSEE-passing
students
End-of-Semester Student Survey results
WIA/CASAS pre/post test results
Course outlines and associated competencies
Course syllabi, lesson plans, and progress charts
Employment Advisory Board agendas and notes
Business & Education Advisory agendas and notes
Labor market trend analyses and forecasts
Administrative and Management Teams’ meetings agendas and notes
SkillsUSA participants and competition results
Number/types of newly added courses
Back-to-School Meeting presentations
Schedule of Classes
Chapter III
Standard 5
PAGE 80
Various stakeholders identify and establish appropriate and measurable
competency levels and student learning outcomes for certificates, courses,
and programs
Notes
Major Strengths:
Quality instruction meets the needs and learning styles of the students
Use of data for evaluating, planning, and making changes or improvements
to courses and programs
Growth Areas:
Reestablishment of Trade Advisory-type meetings with local businesses
and employers to better obtain input and feedback on competency levels
and student learning outcomes that are more directly related to WVOC’s
constituents in general, and its courses, programs, and certificates in
particular
Increased and enhanced department meetings focusing on issues pertaining
to teaching and learning in the classroom
Easier to understand and more widely distributed institutional data and
feedback
Chapter III
Standard 5
PAGE 81
Notes
Standard

Student Support Services
The Standard:
The institution recruits and admits diverse students who
are able to benefit from its programs, consistent with its mission. Student support
services address the identified needs of students and enhance a supportive
learning environment. The entire student pathway through the institutional
experience is characterized by a concern for student access, progress, learning,
and success. The institution systematically assesses student support services
using student learning outcomes, faculty and staff input, and other appropriate
measures in order to improve the effectiveness of these services.
Criterion 1:
The institution assures the quality of student support
services and demonstrates that these services, regardless of location or
means of delivery, support student learning and enhance achievement of
the mission of the institution.
How does the institution determine that admitted students are able to
benefit from its programs? How is this information applied to admissions
policies and procedures?
By what means does the institution assure the quality of its student
support services? How does the institution demonstrate that these
services support student learning?
WVOC is committed to supporting and being responsive to the needs of
its diverse student population. To this end, WVOC provides a wide range of
services to help students successfully pursue and achieve their educational
goals. Students have access to counseling and registration services, offices for
special populations, and various school communications. Additionally, as part
of the school Management Team’s ongoing meetings, discussions are regularly
held regarding WVOC’s support of student learning and the improvement and
addition of programs and services.
Current, new, and prospective students all have access to the school’s Counseling
and Registration Office where they can meet with a counselor to discuss
educational goals and program readiness, or obtain referrals to community
agencies for assistance regarding personal issues. From July 2007 to June 2010,
WVOC’s counselors had more than 4,300 appointments to assist students.
Chapter III
Standard 6
PAGE 82
Notes
Academic and career counseling services are provided during normal school
hours and are offered either by appointment or, if counselors are available, on a
first-come/first-served walk-in basis. Among the specific services the counseling
staff can provide are:
Evaluation of transcripts for high school diploma
Assessment of academic skills
Review of related
requirements
careers,
necessary
pathways,
and
educational
Recommended placement into programs and courses
Additionally, orientations and/or pre-admittance testing for prospective students
interested in such specialized programs as Cosmetology and Pharmacy
Technician for example, are also provided.
To support students from special populations, WVOC has offices on campus that
include:
Adults with Disabilities AWD works with adult students who have disabilities to ensure appropriate access to courses, facilities, and resources. Depending on the disability, this office also may provide adaptive technology for
visually impaired students, sign-language interpreters for hearing impaired
students, and other types of assistance to support student learning. During
the last three years, over 1,500 students registered with this department have
received assistance for nearly 5,000 classes at WVOC.
Alternative Education and Work Center AEWC provides teens who have
dropped out of high school or are more than one year behind in their credits,
the means by which to earn a GED certificate or a high school diploma. As
a result of this service, former and potential dropouts have earned over 400
GED certificates and/or high school diplomas in WVOC’s AEWC program
over the last three years.
Community-Based English Tutoring CBET provides special federal
funding to support family education courses that inform and teach parents
strategies and skills which in turn, are used to tutor their limited Englishproficient K-12 children. In an effort to maximize student achievement both
among these adult parents and their K-12 children, WVOC has received and
spent approximately $300,000 from 2007 through 2010, educating nearly
2,500 students through this program.
Perkins CTE Improvement Act Perkins provides special federal funding
to purchase equipment and other items that improve, enhance, and expand
CTE programs and courses enrolled in by “Perkins-eligible” students (i.e.,
economically disadvantaged, single parents, displaced homemakers,
disabled, and limited English-proficiency). Based on the number of WVOC
Perkins-eligible students, over $250,000 has been received and spent
during the last three years to improve, enhance, and expand the educational
experience and outcomes for WVOC’s CTE students.
Chapter III
Standard 6
PAGE 83
Notes
Trade Adjustment Assistance TAA helps retrain laid-off workers who have
lost work as a result of their jobs being sent to other countries. The TAA office
works with the Employment Development Department (EDD) to determine
program offerings, services, and courses for eligible workers. Between 2007
and 2010, funds received and spent to retrain these WVOC students have
totaled $250,000.
Young Adults Office The YA Office works with high school counselors,
parents, and concurrent high school students, ages 16 years and older, to
place these students in academic and vocational courses needed for high
school graduation. During the last three years, just under 400 of these
courses were successfully completed by YA Office-registered concurrent 12th
graders on track to graduate. In addition, over 3,000 high school students
earned elective high school credits while taking CTE classes.
WVOC also provides a variety of other student services on campus to meet the
personal and career needs of its students. WVOC’s Early Education Center
(EEC) serves both the students and community by providing fee-based, on-site
childcare for two to five year-olds on a first-come, first-served basis. A campus
bookstore and cafe are also available to serve students, as is a Learning Center.
A new Career Resource Center has just opened to provide students with a wide
range of self-management tools and resources to assist them in planning and
achieving their personal career goals. WVOC’s affiliation with the testing centers
listed in Chapter II enables its students to now complete required coursework
and industry certification exams all at one facility.
Every two weeks, the WVOC Bulletin is distributed to WVOC’s staff, read aloud in
class for students, and then posted in the classroom. As a primary communication
tool and a key source of information for all those on campus, this newsletter
keeps staff and students abreast of current and future campus happenings and
events, school policies and procedures, student services and achievements, and
much more. As will be discussed in Criterion 2, WVOC’s Schedule of Classes
is another primary communication tool and key source of information. Also
providing information are the school’s website and semi-annual newsmagazine.
In total, the student services provided at WVOC have been created with a single
focus in mind—the support and achievement of student learning. Evidence from
internal data sources (i.e., budgets, sign-in logs, attendance sheets, completion
certificates, diplomas, suggestion/concern forms, etc.) show that these services
are utilized and help keep students on a path of achievement and success.
Additionally, identifying and measuring other ways in which these services could
increase student outcomes is necessary for continuous improvement
Chapter III
Standard 6
PAGE 84
The institution provides a catalog for its constituencies
with precise, accurate, and current information concerning the
following:
Notes
Criterion 2:
The institution’s official name, address(es), telephone number(s),
website
Educational mission
Course, certificate, and program offerings
Academic calendar and program length
Available student financial aid
Available learning resources
Names of administrators and faculty
Names of governing board members
Admissions requirements
Student fees and other financial obligations
Academic regulations, including academic honesty
Nondiscrimination statement
Acceptance of transfer credits
Grievance and complaint procedures
Sexual harassment statement
Refund of fees policy
Access to academic and personal records policy
The newly redesigned WVOC catalog (Schedule of Classes) is a primary source
of information for the school’s course and program offerings, student services,
registration information, and important dates and contact numbers. A new
Schedule of Classes is printed and distributed every semester (Fall, Spring, and
Summer). For ease of use and maximum effectiveness, all course offerings are
listed in alphabetical order by program-type, and include:
Course description
Prerequisites
Completion requirements
Any additional fees for required materials and/or books
Course length
Days/hours of course
Room number
Name of teacher
Registration cost
Chapter III
Standard 6
PAGE 85
Notes
Also included in the catalog:
“How To Read Our Schedule”
Table of Contents
Semester calendar
Start and end dates
Registration and orientation dates
Registration and admissions policies and information
Fees and exemptions information
Testing schedules
Student services offered and hours of service
Names of WVOC administrators
WVOC’s address, phone and fax numbers, and website information
WVOC’s Mission Statement and SSLOs
Campus map
While a great deal of information is provided in the Schedule of Classes, some
information has been intentionally omitted in recent years as a budgetary, costsaving measure. Such information, which continues to be available on the school’s
website, printed in the Student Orientation Handbook, or posted inside the
classroom, includes: names of faculty; academic regulations, including academic
honesty; student conduct policy; nondiscrimination and sexual harassment
statements and Title IX Coordinators; and grievance and complaint procedures.
All such information (including that contained in the Schedule of Classes), as
well as other information, is located in the Counseling and Registration Office.
Transfer credits, diploma requirements, articulation agreements, etc., can also
be found in the Counseling and Registration Office, as well as the school’s main
administrative office, where it is available for review by staff and students during
normal school hours.
WVOC does not have a financial aid department or a formal financial aid program.
However, classes and programs are offered at a low and very reasonable price
and tend to be much more affordable than comparable classes offered at local
private vocational schools and community colleges. Additionally, discounts are
available for seniors, those on public assistance, adults with verifiable disabilities,
and students taking multiple classes in a given semester. AEWC and concurrent
high school students may enroll in adult school classes free of charge. At various
times throughout the year, there are also opportunities for students to apply or be
recommended for WVOC-based scholarships and grants, as well as community,
business, and non-profit organization-based scholarships and grants.
Chapter III
Standard 6
PAGE 86
Notes
Criterion 3:
The institution provides information on the locations or
publications where other policies may be found.
Is the institution’s catalog current, complete, clear, easy to understand,
easy to use, well-structured?
How is the catalog reviewed for accuracy and currency?
What process does the institution use to ensure that the information in
its publications is easily accessible to students, prospective students,
and the public?
When policies are not included in the catalog, are the publications in
which they are found easily accessible?
Does the institution maintain records of student complaints/grievances
and make them available to the visiting team?
As previously stated, WVOC has recently redesigned its school catalog (Schedule
of Classes) so that it is easy to use, readily accessible, and highly informational.
The new design ensures that readers have all the necessary information
required to make informed decisions about WVOC’s courses, programs, and
services, while at the same time minimizing the likelihood of misunderstanding
and confusion. In fact, to ensure that the most up-to-date information is being
presented, the catalog is printed three times a year. Presented in both electronic
and paper forms, the catalog is available to students, staff, and the community
on the school’s website at www.wvoc.net and in school offices throughout the
campus. It is also distributed to schools, libraries, and WorkSource Centers
in the surrounding neighborhoods. Prior to being published each semester, a
draft of the catalog is given to members of the Administrative Team, faculty, and
classified staff, who each review it for clarity, accuracy, grammar, and spelling.
Again, polices, procedures, and other relevant information not contained in the
school catalog can be found on the school’s website, in the Student Orientation
Handbook, or posted inside the classroom. All such information can also be
found in the Counseling and Registration Office, as well as the school’s main
administrative office, where it can be viewed by the public and staff during normal
school hours.
To ensure that WVOC-related suggestions, concerns, complaints, and grievances
are received, read, and acted on in a timely and professional manner, WVOC
has made a Suggestion/Concern Form available to staff, students, and the
public in the school’s main administration office. Once returned to the office, all
forms are routed to the Principal, who then communicates with the appropriate
individual(s) to discuss the matter and determine a course of action. A record of
all such matters (and their resolutions) is kept on file in the administration office.
Unresolved issues are regularly reviewed by the Principal and the administrative
team to ensure progress. When necessary, students and/or staff are contacted
and kept informed of such progress. A monthly log of submitted Suggestion/
Concern Form-related activity is maintained in the administration office and is
available for review by the Accreditation Visiting Team upon request.
Chapter III
Standard 6
PAGE 87
Notes
Criterion 4:
The institution researches and identifies the learning
support needs of its student population and provides appropriate services
and programs to address those needs.
By what means does the institution determine the support needs of its
students? How well does it address these needs?
What evidence is provided that the institution assesses student needs
for services regardless of location and provides for them?
How are online services and services at off-site locations evaluated?
How well are these services meeting the needs of students?
Regardless of whether a student plans on attending any of WVOC’s many
classes on campus or its three classes at Canoga Park Elementary School,
WVOC counselors and teachers work together and separately with students
to identify and assist with their educational and personal needs. Evaluation of
needs can occur anytime beginning at pre-registration all the way through to
the end of a student’s tenure at WVOC. Students’ academic and educational
needs are assessed through intake testing in the Testing Center, Learning
Center, and Reading Lab, as well as through face-to-face discussions in the
Counseling and Registration Office. Students who do not meet the prerequisites
for enrollment in specific courses or programs are referred to preparation
classes or other resources. WVOC’s counselors provide informal evaluations
and recommendations to school services, local community colleges, other DACE
schools, accredited schools, and community resources as they deem appropriate.
Counselors use the current Los Angeles County Office of Education Resource
Guide to make referrals to county and community agencies. Staff members may
also refer students to appropriate school support services, school counselors,
or outside agencies. Oftentimes, WVOC’s Shared Decision-Making Council also
shares and discusses student support concerns, and ideas and strategies that
address student needs.
Due to barriers imposed by LAUSD and DACE, except for the information and
electronic-links provided on WVOC’s website, no other online services are
currently available for students.
Chapter III
Standard 6
PAGE 88
The institution designs, maintains, and evaluates
counseling and/or academic advising programs to support student
development and success and prepares faculty and other personnel
responsible for the advising function.
Notes
Criterion 5:
Does the institution develop, implement, and evaluate counseling and/
or academic advising?
Does the evaluation of counseling and/or academic advising include
how it enhances student development and success?
Are those responsible for counseling/advising trained? How does
training take place?
To assist those students in need of academic counseling or personal counseling
referrals, WVOC has two trained counselors on staff with Pupil Personnel Services
credentials, one of which is the Assistant Principal of Adult Counseling Services
(APACS), who oversees the Counseling and Registration Office. These counselors
attend LAUSD training workshops, participate in the counseling academy, and
follow LAUSD counseling guidelines and publications, including the DACE
Counseling Handbook, which was recently updated to streamline counseling
services at DACE schools. Counselors meet regularly to discuss student support,
graduation planning, transcript evaluation, and new policies and/or procedures.
Year-end data and outcomes are used to adjust counseling services, as well
as enhance support in classrooms. Teachers, administrators, and counselors
review student success indicators such as number of graduates, program and
course completers, GED tests passed, etc. Strategies are then developed to
help increase these outcomes, which may also involve the implementation of
new counseling and registration practices. One recent example is a point-ofservice “follow-up” survey designed to gather data about the impact WVOC’s
counseling services have on enhancing student development and success.
Chapter III
Standard 6
PAGE 89
Notes
Criterion 6:
The institution maintains student records permanently,
securely, and confidentially with provision for secure backup of all files,
regardless of the form in which those files are maintained. The institution
publishes and follows established policies for release of student
records.
What institutional policies govern the maintenance of student records?
Are records secure?
Does the institution have a policy for release of student records?
All institutional policies governing the storage and maintenance of student records
are aligned with LAUSD and DACE policies and procedures. Academic records
of all graduates are kept on a permanent basis. Student records in paper form are
stored in locked file cabinets, with the most recent records kept in the Counseling
and Registration Office (for adult students) and in the AEWC Office (for AEWC
students). Archived records are stored in the SIS Office and the Records Room
based on the student’s year of attendance. Since 1996, electronic records are
saved in SIS or other program databases as appropriate. Students may access
their records by submitting a written request and presenting a valid form of
identification. Parents may obtain the records of minors in accordance with the
federal Family Educational Rights and Privacy Act (FERPA) regulations. WVOC
makes every effort to maintain the privacy of its students’ records, while at the
same time providing for ease of access upon proper request and identification.
Criterion 7:
The institution evaluates student support services to
assure their adequacy in meeting identified student needs. Evaluation of
these services provides evidence that they contribute to the achievement
of student learning outcomes. The institution uses the results of these
evaluations as the basis for improvement.
How does the institution provide for systematic and regular review of its
student support services? How are these results used?
Does the evaluation assess how student support services contribute to
the achievement of student learning outcomes?
How are evaluation results used to improve services?
Chapter III
Standard 6
PAGE 90
Quantifying the effectiveness of student support services in terms of their
contribution to student outcomes is challenging for all educational institutions.
And while WVOC is fully supportive of its student population and provides many
different programs and services to assist students in meeting their educational
goals, except for the point-of-service “follow-up” survey, no formal assessments
evaluating the effectiveness of any of the school’s student support services and
Notes
their positive impact on student learning outcomes are currently in place. Instead,
student support services are informally assessed and reviewed by means of
student feedback and other data (i.e., sign-in and attendance log, suggestion/
concern form, etc.) on an ongoing basis throughout the year, and shared with
the school’s Administrative and Management Teams by means of discussions
taking place during regularly scheduled meetings. In October 2009, WVOC
administration implemented use of a Campus Concern Form (later modified to
be a Suggestion/Concern Form). One intended use was to capture concerns
related to support services for the purpose of improving the services identified.
As a result, it was noted that teachers were not consistently and accurately using
the Counseling Referral Form; therefore, the following efforts were employed to
ensure due process for students:
Review of Due Process Procedures at the Back-to-School Meeting
Modification of the Student Orientation Handbook
Regular reminders in the school newsletter
The management team has determined that success will be measured by a
reduction in the number of concerns in 2010-2011 as compared to 2009-2010.
Another recent example of a practice put into place as a result of this overall
process is the requirement that each teacher now submit a copy of their course
syllabus (and any subsequent revisions) to the Principal. These syllabi will then
be shared with the staff in the Counseling and Registration Office, where the
information will ultimately be kept on file and provided to students desiring greater
detail and clarity on classes for improved guidance and decision-making.
Also, as previously stated, discussions regarding issues, concerns, or resources
pertaining to student support services often take place during WVOC’s Shared
Decision-Making Council and Management Team meetings.
Although WVOC receives mostly positive feedback from students about the
programs and services it provides, the degree to which these programs and
services contribute to student achievement and positive outcomes, and the ways
in which they might be improved as a result, are largely unknown. In order to
address these issues, systematic, regular, and formal evaluation and analysis are
needed.
Chapter III
Standard 6
PAGE 91
NotES
Evidence:
Graduation plans, credit evaluation
forms, counseling handouts
Suggestion/Concern Form and log
Completion certificates, GED certificates,
high school diplomas
CASAS benchmarks, course-level advancements
WVOC Catalog/Schedule of Classes
WVOC website
Counseling appointment book and referral form
Classroom posters of policies
Vocational code of ethics (Cosmetology, Nursing, Pharmacy Tech)
WVOC Bulletin
Records policy and FERPA law
List of support services and related usage, budget, and outcome data
Major Strengths:
WVOC is committed to supporting and being responsive to the needs of its
diverse student population by providing a wide range of programs, services,
and resources to help them overcome barriers and successfully pursue and
achieve their educational goals
Growth Areas:
Currently, no means of systematic and regular evaluation exists for studying
and measuring the relationship between WVOC’s student support services
and student achievement and learning outcomes
Chapter III
Standard 6
PAGE 92

Human Resources
Notes
Standard
The Standard:
The institution employs qualified personnel to support
student learning programs and services wherever offered and by whatever means
delivered, to ensure institutional effectiveness. Personnel are treated equitably,
are evaluated regularly and systematically, and are provided opportunities
for professional development. Consistent with its mission, the institution
demonstrates its commitment to the significant educational role played by
persons of diverse backgrounds by making positive efforts to encourage such
diversity. Human resource planning is integrated with institutional planning.
Criterion 1:
The institution assures the integrity and quality of its
programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support
these programs and services.
What methods does the institution use to assure that qualifications for
each position are closely match to specific programmatic needs? What
analyses and discussions have led the institution to agree on those
needs?
Are the institution’s personnel sufficiently qualified to guarantee the
integrity of programs and services?
WVOC assures the integrity and quality of its programs and services by employing
personnel who are qualified by appropriate education, training, and experience
to provide and support these programs and services. All staff is qualified in
this manner as prescribed by State, LAUSD, DACE, and/or school regulations,
guidelines, policies, procedures, and practices. For example, each certificated
staff holds a valid California credential that matches their assignment. Credential
requirements such as education, training, and experience vary depending on the
class/assignment. As presented in Chapter I, WVOC’s certificated staff, numbering
125 in all, is both well-educated (76% has a Master’s and/or a Bachelor’s Degree)
and experienced (79% has worked in the field of education for 10 years or more).
In addition, non-certificated staff must meet LAUSD’s minimum requirements in
terms of education, training and experience in order to be hired by the District.
Among WVOC’s 57 classified staff, 72% has a Bachelor’s Degree, an Associate’s
Degree, and/or has completed vocational courses, and 57% has been employed
at WVOC for five years or more. WVOC further assesses staff by engaging in a
comprehensive hiring process described in Criterion 2.
Chapter III
Standard 7
PAGE 93
Notes
Criterion 2:
Criteria, qualifications, and procedures for selection of
personnel are clearly and publicly stated. Job descriptions are directly
related to institutional mission and goals and accurately reflect position
duties, responsibilities, and authority. Criteria for selection of faculty
include knowledge of the subject matter or service to be performed,
effective teaching, and potential to contribute to the mission of the
institution.
How does the institution decide on hiring criteria?
How is faculty involved in the selection of new faculty?
How does the institution decide if an applicant is well qualified?
How does the institution know that the faculty selected has knowledge
of the subject matter?
By what methods does the institution define and evaluate “effective
teaching” in its hiring processes? How is that effectiveness judged?
How are jobs advertised?
By what means does the institution verify the qualifications of applicants
and newly hired personnel?
What evidence is there that hiring processes yield highly qualified
employees?
What safeguards are in place to assure that hiring procedures are
consistently applied?
WVOC’s policies, procedures, and practices related to human resources are
dictated largely by State, LAUSD, and DACE guidelines and regulations. To
ensure that its personnel are sufficiently qualified to guarantee the integrity of
programs and services, WVOC engages in a comprehensive hiring process.
For certificated staff (classroom teachers and Teacher Advisors), this process
includes the following:
1. W
VOC’s administrative team first identifies a vacancy and the specific needs
of the position during regular Administrative Team meetings and informal
discussions.
2. A
job announcement is prepared using a WVOC template that clearly and
specifically lists the required and preferred qualifications which meet both
the school’s needs as well as the State/LAUSD/DACE requirements, such
as credentials and completion of the Child Abuse Awareness Training.
3. T
he announcement is posted on campus in the main office and on the
DACE website to allow WVOC staff and outside teachers the opportunity
to apply.
Chapter III
Standard 7
PAGE 94
4. A
ll applicants are carefully screened and evaluated through a rigorous selection process. Applicants’ educational background, prior teaching experience, expertise in the field, professional credential(s) and/or certification(s)
held, references, etc., are all carefully evaluated and checked.
Notes
5. Initial interview candidates are selected based on a rubric which considers
the following: letter of interest, resume, education and training, and
experience. Next, the supervising administrator contacts references of the
selected interview candidates.
6. Interviews are conducted by the supervising administrator and another
administrator using a thorough and formal interview questionnaire.
While one or more teachers have at times been included on the interview panel/
selection committee, this generally has occurred on a rare basis. As a result,
administrators have recently begun discussions regarding the establishment
of Department Chairs for every program. One of the roles of the Department
Chairs would be to participate in the selection process of faculty within their
particular program area. This would ensure that faculty is more involved in the
hiring process.
Hiring permanent classified support personnel such as Building & Grounds
workers, Office Technicians, Accounting Technicians, etc., is dictated by
LAUSD. As such, job-specific descriptions, qualifications, and hiring criteria and
procedures are posted on LAUSD’s website. LAUSD then tests, screens, hires,
and ultimately, ranks those individuals. When a position becomes available at
a school site, the school must interview and select from LAUSD’s ranked list.
WVOC’s administration engages in a formal interview process to ensure an
appropriate match for the school and the individual.
When hiring non-permanent personnel such as Teacher Assistants and Student
Aides, the supervising administrator works with the applicable program
supervisor to follow a similar process as the one used to hire classroom teachers
and Teacher Advisors, to ensure that the best possible applicant is hired.
Criteria, qualifications, and procedures for selection of faculty are clearly and
publicly stated on the job posting announcement. Since WVOC only offers classes
and services that are consistent with its mission and goals, all job descriptions
are directly related to institutional mission and goals. In addition, the job posting
describes duties and responsibilities. Both as part of the application review and
during the interview itself, potential staff is evaluated in terms of his/her knowledge
of the subject matter and/or service to be performed, teaching effectiveness,
and potential to contribute to the mission and goals of the institution. In addition,
potential applicants are asked to exhibit their teaching skills by preparing and
demonstrating a lesson. Finally, all job posting announcements are sent to both
DACE and to the teachers’ union (UTLA) as a safeguard to assure that hiring
procedures are consistently applied.
As evidence that this hiring process does in fact result in the hiring of highly
qualified teachers at WVOC, 95% of WVOC students responding to the following
statements from the most recent End-of-Semester Student Survey, felt that
(“always” or “usually”):
Their course lessons were well prepared, organized, and understandable
Their course-related questions and concerns were addressed
Overall, their course met their expectations and will help them achieve their
goals.
Chapter III
Standard 7
PAGE 95
Notes
Criterion 3:
The institution assures the effectiveness of its human
resources by evaluating all personnel systematically and at stated
intervals. The institution establishes written criteria for evaluating all
personnel, including performance of assigned duties and participation
in institutional responsibilities and other activities appropriate to their
expertise. Evaluation processes seek to assess effectiveness of personnel
and encourage improvement. Actions taken following evaluations are
formal, timely, and documented.
What process is in place to assure that evaluations lead to improvement
of job performance?
What is the connection between personnel evaluations and institutional
effectiveness and improvement?
Do evaluation criteria measure the effectiveness of personnel in
performing assigned duties?
All personnel are evaluated either formally utilizing LAUSD or WVOC developed
forms, or informally by means of regular discussions. Tenured teachers and
administrators are evaluated every three years utilizing LAUSD’s Stull evaluation
procedures. This year-long process begins with the evaluated employee and
the evaluator (administrative supervisor) setting goals using the LAUSD Initial
Planning Sheet (IPS) for the academic year, which are aligned to the California
Standards for the Teaching Profession (CSTP) or to the California Professional
Standards for Educational Leaders (CPSEL). Observations are scheduled and
conducted, and then discussed between the employee and the administrator.
Final commendations and recommendations are issued by the evaluating
administrator in May. Results are electronically sent to LAUSD Central Office
personnel and become part of the employee’s permanent file.
Non-tenured teachers are observed at least once annually by their supervising
administrator, utilizing an observation form developed by WVOC staff to include
specific criteria to ensure performance consistent with WVOC’s mission, goals,
SSLOs, and commitment to student achievement and the following formal
process:
Administrator creates an observation calendar
Teacher is informed in advance of date and time of visit and pre-observation
request
Teacher submits pre-observation documents
Administrator conducts visit and documents on an observation form
Administrator and teacher meet within two weeks to review and discuss the
results of the observation
Non-certificated personnel are evaluated annually in alignment with LAUSD’s
calendar using the District’s evaluation forms. Criteria for this formal observation
Chapter III
Standard 7
PAGE 96
Notes
are set up to measure the degree to which assigned employees are effectively
performing their assigned tasks on a daily basis. Following the observation, a
timely evaluation is returned to the employee (if necessary, with suggestions
on work improvement) in order to maintain effective and efficient school
operations/management. In addition, Building and Grounds workers receive a
monthly inspection evaluation conducted by their (Plant Manager) supervisor. All
evaluations, both formal and informal, are intended to help employees successfully
progress down a path of continuous self-improvement and development.
While WVOC meets all LAUSD and DACE minimum guidelines as they pertain to
evaluation of personnel, self-study findings indicate that a more comprehensive
evaluation plan could likely further improve student learning outcomes.
Criterion 4:
Faculty and others directly responsible for student
progress toward achieving stated student learning outcomes maintain
as a component of their evaluation, effectiveness in producing those
learning outcomes.
What are the roles of teachers and other staff in producing student
learning outcomes?
What discussions have faculty engaged in about how well students
are learning in their courses and programs? What measures have they
created or selected to measure that learning?
What discussions have faculty had about how to improve learning? What
plans have been made?
What changes have faculty made in teaching methodologies to improve
learning?
What changes in course content or sequencing have resulted from
analyses of how well students are mastering course content?
What methods has the institution developed to evaluate effectiveness
in producing student learning outcomes? Are these methods yielding
meaningful and useful results?
How does the institution use analysis of assessment results to improve
student learning outcomes?
How has staff development supported faculty performance in satisfactory
development and assessment of student learning outcomes?
Teachers are directly responsible for, and actively engaged in, providing instruction
to students to facilitate student learning of the course outcomes (competencies)
and SSLOs. They discuss how well students are learning and how to improve
learning during formal department meetings, informal dialogue between
colleagues, meetings with their supervisor after classroom observations, etc.
Chapter III
Standard 7
PAGE 97
Notes
Teachers have indicated (and have been observed) using a variety of methods to
measure student learning, including: written and oral quizzes, tests, and activities;
demonstrations and performances; and observations and discussions; all of
which in turn, get documented on progress charts. In addition to the methods
above, teachers have indicated using the responses from the End-of-Semester
Student Survey to modify their teaching methodologies and improve student
learning by planning more time for hands-on practice, utilizing more visual aids
and handouts, incorporating more opportunities to work in small groups and/
or teams, etc. Teachers have also engaged in improving student learning by
providing valuable, detailed input to DACE’s Instructional Unit regarding proposed
changes to the content and sequencing of courses.
At the administrative level, WVOC reviews the following schoolwide and individual
teacher/class data when determining effectiveness and plans for improvement:
Enrollment and attendance
Completers and Leavers
Progress charts
Observation form notes
Job placements and third-party certifications (if applicable)
Suggestions/concerns from students and staff
End-of-Semester Student Survey response summaries
While the data that has recently been reviewed by, and the assistance and
guidance that have recently been provided to teachers seems to have begun
yielding meaningful results, a comprehensive plan for evaluating effectiveness,
nevertheless, still appears to be lacking. As a result, WVOC’s administration will
be collaborating with staff to modify the evaluation process for the 2011-2012
school year.
Criterion 5:
The institution upholds a written code of professional
ethics for all of its personnel.
How does the institution foster ethical behavior in its employees?
Does the institution have a written code of professional ethics for all its
personnel?
WVOC upholds LAUSD’s written code of professional ethics for all of its personnel.
All LAUSD documents relative to professional ethics can be found on its ethics
website at www.lausd.net/ethics. Among the documents on this site are:
Employee Code of Ethics
Employee Code of Conduct with Students
Chapter III
Standard 7
PAGE 98
Board Resolutions regarding Respect; Employee Attendance Policy
Notes
The expectations and standards presented in these documents are discussed
and distributed to all WVOC employees at the annual Back-to-School Meeting
in September. Additionally, a binder containing applicable policies is kept in
the administration office for review by staff at any time. The school newsletter
periodically also presents sections that focus on ethical behavior. Finally, posters
that promote integrity are displayed in the main office where all staff sign-in/out
every day.
Criterion 6:
The institution maintains a sufficient number of qualified
faculty. The institution has a sufficient number of staff and administrators
with appropriate preparation and experience to provide the administrative
services necessary to support the institution’s mission and purposes.
By what means does the institution determine appropriate staffing levels
for each program and service?
How does the institution decide on the organization of administrative
and support staffing?
How effectively does the number and organization of the institution’s
personnel work to support its programs and services? How does the
institution evaluate this effectiveness?
Several factors go into determining appropriate and sufficient staffing levels for
WVOC. These include: budgets, course offerings, support services, facilities,
and LAUSD norms [which are based on enrollment and average daily attendance
(ADA)]. In determining its appropriate and sufficient levels, WVOC’s administrative
team:
Reviews its budgets which come in the form of both teacher hours and
money (DACE allocates budgets based on anticipated State revenues and
the previous year’s ADA.)
Prioritizes courses, schedules, and support based on evaluation of current
offerings and their outcomes, student enrollment, student survey results,
employment trends, and community need
Reviews its budgets again to determine the school’s ability to offer the
prioritized classes and support services
Assesses classroom and office space usage
While all of WVOC’s staff is appropriately prepared and experienced to support
the institution’s mission and goals, the school is not currently sufficiently staffed
in terms of number due to substantial budget cuts stemming from the recent fiscal
crisis. As a result of the reduced number of personnel, WVOC has restructured
the organization of administrative supervision and support staff. Overall, the
school’s personnel work effectively to support its programs and services. This
is also reflected by the predominantly positive survey responses from staff and
students. However, reductions in the budget have adversely impacted WVOC’s
ability to provide additional classes and services.
Chapter III
Standard 7
PAGE 99
Notes
Criterion 7:
The institution systematically develops personnel policies and procedures that are available for information and review. Such
policies and procedures are equitably and consistently administered.
What processes does the institution use to develop and publicize its
personnel policies?
How does the institution ensure that it administers its personnel policies
and procedures consistently and equitably? Do these policies and
processes result in fair treatment of personnel?
What are the institution’s provisions for keeping personnel records
secure and confidential?
How does the institution provide employees access to their records?
WVOC implements and enforces personnel policies that have been determined
by LAUSD in collaboration with the various unions to ensure that all policies and
procedures are consistent and equitable. These policies are available for review
on the LAUSD website and the website for each of the bargaining units. Included
in these policies are the hiring processes developed by WVOC (as described
in Criterion 2). In addition, WVOC is in the process of revising the Faculty and
Classified Handbooks which will be provided not only to new staff members but
existing members as well. A binder containing forms and directions related to
school policies and procedures also can be found in the Principal’s office. This
binder is accessible to all. In terms of employee personnel records, confidential
records kept at the school site are maintained by the School Administrative
Assistant in a locked cabinet. Staff can access their records by contacting the
SAA; copies can be provided at their request. LAUSD’s “work” number gives
employees and their verifier confidential access to employment information
twenty-four hours a day, seven days a week. This service is used for loan
applications, apartment leases, credit card applications, etc.
Chapter III
Standard 7
PAGE 100
The institution provides all personnel with appropriate
opportunities for continued professional development, consistent with
the institutional mission and based on identified teaching and learning
needs. The institution plans professional development activities to meet
the needs of its personnel. The institution systematically evaluates
professional development programs and uses the results of these
evaluations as the basis for improvement.
Notes
Criterion 8:
What professional development programs does the institution support?
How does the institution identify teaching and learning needs of its
faculty and other personnel?
What processes ensure that professional development opportunities
address those needs?
How does the institution ensure meaningful evaluation of professional
development activities?
What impact do professional development activities have on the
improvement of teaching and learning? How does the institution evaluate
that improvement?
Not only is professional development a key component in LAUSD’s overall
philosophy regarding the importance of employee growth and development, so
too is it a key component in the philosophy held by the overwhelming majority of
WVOC’s staff. As stated in Chapter I, staying current in their field of expertise
through ongoing professional development and continuing education are things
that WVOC’s staff considers to be essential to the continued success of both their
own longevity and that of the school as a whole. Through announcements in the
WVOC Bulletin and/or on the sign-in counter, the school administration regularly
provides information and encourages all staff to participate in a wide variety of
professional development opportunities provided by various entities. Information
regarding LAUSD-provided professional development opportunities is available
on the LAUSD website. In addition, DACE provides professional development
opportunities for staff in the form of conferences, regular supervisor meetings/
trainings, and association and organizations meetings. Staff is also informed of
opportunities provided by outside agencies such as CALPRO (California Adult
Literacy Professional Development Project), CCAE (California Council for Adult
Education), CATESOL (California Association of Teachers of English as a Second
Language), Women Educators, CAROCP, and other industry organizations. As
an example, many teachers take advantage of the presentations at the annual
DACE Fall and Spring Conferences to update their teaching skills in Distance
Learning, ESL, Academics, CTE, ABE, and other educational arenas. Similarly,
at the monthly Plant Managers’ meetings, Plant Managers receive valuable
information and training which they are required to share with their Building and
Grounds crew.
Chapter III
Standard 7
PAGE 101
Notes
Regular formal and informal observations of WVOC personnel help in identifying
the teaching and learning needs of all employees. Checked items and written
comments on staff evaluation forms identify specific areas that are needed for
self-improvement. In addition, informal dialogues between the staff and the
administration provide insight into areas of concern regarding teaching and
learning. All employees are also surveyed annually regarding areas of interest
for on-site, noon-time “Lunchbox Lecture” professional development programs.
While continued self-improvement through professional development activities
is encouraged and supported at WVOC, follow-up to ensure evaluation of these
activities in terms of their ultimate impact on teaching and learning, does not
presently take place on a formal or systematic basis.
Criterion 9:
Human resource planning is integrated with institutional
planning. The institution systematically assesses the effective use of
human resources and uses the results of the evaluation as the basis for
improvement.
By what process does the institution assess the use of its human
resources?
How does the institution ensure that human resource decisions emanate
from institutional needs and plans for improvement? What evidence is
there that the institution bases its human resource decisions on the
results of evaluation of program and service needs?
How does the institution determine that human resource needs in
program and service areas are met effectively?
Human resource planning at WVOC is integrated with institutional planning during
discussions at weekly Administrative Team meetings and at monthly Management
Team meetings as described in Criterion 6. WVOC systematically assesses the
effective use of human resources by reviewing data that include:
Enrollment vs. attendance reports
Potential small class reports
Program outcomes (HSD, GED, completion certificates, certifications, etc.)
Budgets
Out of class percentages (Advisors and support staff)
Contract requirements (Small classes, support staff, etc.)
Labor market trends
Suggestions
Chapter III
Standard 7
PAGE 102
Human resource decisions emanate from institutional needs and plans for
improvement
NotES
Utilizing the RED-I2 process, WVOC ensures that:
Human resource decisions are based on the results of evaluation of program
and service needs
Human resource needs in program and service areas are met effectively
Results are used as the basis for improvement
Evidence:
Commission on Teacher Credentialing website – Credential
Requirements AE & CTE
CAAT certificate log
LAUSD webpage for Human Resources
Policies and Forms
Evaluation of Certificated Management
Personnel Initial Planning Sheet
Evaluation of Certificated Management Personnel Observation/Conference
Sheet
Evaluation of Instructional Personnel Initial Planning Sheet
WVOC Teacher Observation Form
LAUSD Personnel Commission 702 Performance Evaluation for Probationary
and Permanent Classified Employees
Final Performance Evaluation for Probationary Classified Employees
LAUSD – UTLA Bargaining Agreement Article X – Evaluation and Discipline
LAUSD Policy Bulletin- 4649.0
Application Rubric
Application Evaluation Form
WVOC Teacher/Advisor Interview Form
WVOC Certificated Posting Template
WVOC Hiring Process Flowchart
Administrative meeting agendas and notes
WVOC Notice of Assignment Changes
1145 & “Greenie” forms
WVOC teacher hours allocation
Teacher Effectiveness reports
Chapter III
Standard 7
PAGE 103
Notes
Small Class reports
Teacher Hours Usage reports
Observation calendars
Job descriptions (Classified B&G, Office Technician, etc.)
Suggestion/Concern Form monthly summaries
B&G Monthly Inspections reports
Bulletins showing professional development opportunities
Lunchbox Lecture lists and sign-in sheets
Application Packet (letter of intent, resume, CAAT, credential)
Staff survey (professional development, education, experience, organization)
End-of-Semester Student Survey
Back-to-School Meeting Packet
Annual written formal evaluation
Documentation of faculty participation in professional development activities
Faculty Handbook
Mentor Program binder
Major Strengths:
As part of a large school district, WVOC’s staff has access to a plethora
of professional development opportunities, job opportunities, information
regarding policies and procedures, and templates and guidelines for
evaluation
Growth Areas:
Although WVOC meets all LAUSD and DACE minimum guidelines as they
pertain to evaluation of personnel, the self-study findings indicate that the
school lacks an authentic formal process to evaluate effectiveness and utilize
the results to further improve outcomes for students.
Although WVOC meets all LAUSD and DACE minimum guidelines as they
pertain to the hiring of personnel, the self-study findings indicate that the
school lacks input from staff, other than that of administrators, in the selection
process.
While continued self-improvement through professional development activities is encouraged and supported at WVOC, follow-up to ensure evaluation
of these activities in terms of their ultimate impact on teaching and learning,
does not presently take place on a formal or systematic basis.
Chapter III
Standard 7
PAGE 104

Learning Resources
Notes
Standard
The Standard:
Learning resources for students are sufficient to support
the institution’s educational programs and other activities in whatever format and
wherever they are offered. Such services include library services and collections
appropriate to the size and scope of the institution, its courses and programs.
There are tutoring programs, learning centers, computer laboratories, and
learning technology development and training. The institution provides access
and training to students so that learning resources may be used effectively and
efficiently. The institution systematically assesses these resources using student
learning outcomes, faculty input, and other appropriate measures in order to
improve the effectiveness of the resources.
Criterion 1:
The institution supports the quality of its instructional
programs by providing library, technology, and other learning resources
that are sufficient in quantity, currency, and variety to facilitate educational offerings.
What information about student learning needs is provided by
instructional faculty, librarians, and other staff to inform selection of
library, technology, and other learning resources?
How does the institution assess the effectiveness of its own library
collection in terms of quantity, quality, depth, and variety?
How does the institution make sure that its various types of technology
needs are identified?
How does the institution evaluate the effectiveness of its technology in
meeting its range of needs? How effectively are those needs met?
Information about student learning needs, including such things as technology,
instructional materials, and other areas and items critical to student learning is
provided to the Administrative Team by faculty, Learning Center staff, a Media
and Materials Assistant, an Information Technology Technician, the Technology
Committee, students, and others. While WVOC does not have a traditional,
centralized library, teachers do provide subject-specific reference and support
materials to their students in their classrooms. In addition, all classrooms have
internet access to facilitate virtual library support. As a result, faculty and staff
work together with the Administrative Team in an ongoing effort (both formally
and informally) to regularly review and evaluate the effectiveness of the school’s
“library collection”/physical and virtual reference and support materials in terms
of its quality, depth, and variety, as well as its technology in terms of it meeting
the range of students’ needs; and when/where necessary, effectively taking
action to make the identified enhancements and improvements.
Chapter III
Standard 8
PAGE 105
Notes
Criterion 2:
The institution provides ongoing instruction for users
of library, technology, and other learning resources so that students are
able to develop skills in information competency.
What are the information competencies that the institution purports to
teach all students?
How does the institution assess the competencies in information retrieval
and use that it teaches students?
What are the hours of operation of the library, technology laboratories,
and other resource centers?
Are all campus locations, all types of students, and all instructional
programs equally supported by the institution’s learning resources and
accessible to students?
What methods does the institution use to evaluate its library, technology,
and other learning resources? Does the evaluation assess the use,
access, and relationship of the services to intended student learning?
Does the evaluation include input by faculty, staff, and students?
Be it from teachers in the classroom or support personnel in other locations
throughout the campus, all students have access to, and receive instruction in,
information retrieval in order to integrate and apply coursework learning; conduct
different types of research; participate in job search activities; and ultimately,
identify resources and technology that support their goals to enter the workforce or
continue their education. Students are taught and assessed these competencies
and SSLOs by means of demonstrations, lessons, exercises, quizzes, exams,
etc. As previously stated, while WVOC does not have a traditional, centralized
library, teachers do provide subject-specific, physical and virtual/electronic
reference and support materials to their students in their classrooms. WVOC’s
faculty and staff work together with the administrative team in an ongoing effort
to assess the effectiveness of the institution’s “library collection”/ physical and
virtual reference and support materials, as well as its technology; and when/
where necessary, effectively take action to make the identified enhancements
and improvements.
Chapter III
Standard 8
PAGE 106
WVOC procedures binder
NotES
Evidence:
Schoolwide master planning calendar
Schoolwide equipment inventory report
Schoolwide room utilization chart
Technology plan
ESL Computer Lab
Classroom internet connections
Classroom and “on-loan” available audio-visual equipment
Classroom sets of textbooks
Request forms for equipment, materials and supplies, photocopying,
technology assistance, textbooks, and general suggestions/concerns
Instructional Materials Account allocation
Schedule of Learning Center and Career Resource Center hours
Department meeting agendas and notes
Major Strengths:
Information about resources pertaining to student learning needs is provided
to the administrative team by faculty, Learning Center staff, a Media and
Materials Assistant, an Information Technology Technician, the Technology
Committee, students, and others
WVOC’s administration, faculty, and staff all working together in an ongoing
effort to assess the effectiveness of the institution’s “library collection”/
physical and virtual reference and support materials, as well as its technology;
and when/where necessary, effectively taking action to make identified
enhancements and improvements
Growth Areas:
The quantity and quality of formal meetings focusing on issues pertaining
to learning resources for and in the classroom should be increased and
enhanced
Current methods for teaching and assessing information retrieval competencies to students in the classroom should be quantified and shared with
teachers throughout the campus by means of formal communications (e.g.,
schoolwide meetings or in-service trainings; notices in successive school
newsletters; and/or memos) to better ensure optimal student development
in this area
Chapter III
Standard 8
PAGE 107
Notes
Standard

Financial Resources
The Standard:
Financial resources are sufficient to support student
learning programs and services and to improve institutional effectiveness.
The distribution of resources supports the development, maintenance, and
enhancement of programs and services. The institution plans and manages its
financial affairs with integrity and in a manner that ensures financial stability. The
level of financial resources provides a reasonable expectation of both short-term
and long-term financial solvency. Financial resources planning is integrated with
institutional planning.
Criterion 1:
The institution relies upon its mission and goals as the
foundation for financial planning. Financial planning is integrated with
and supports all institutional planning.
What is the institution’s overall budget?
Does it have sufficient revenues to support educational improvements?
Does the resource allocation process provide a means for setting
priorities for funding institutional improvements?
Does the institution review its mission and goals as part of the annual
fiscal planning process?
Does the institution identify goals for achievement in any given budget
cycle?
Does the institution establish priorities among competing needs so that
it can predict future funding? Do institutional plans exist, and are they
linked clearly to financial plans, both short-term and long-term?
Does the financial planning process rely primarily on institutional plans
for content and timelines?
Can the institution provide evidence that past fiscal expenditures have
supported achievement of institutional plans?
Does the board and other institutional leadership receive information
about fiscal planning that demonstrates links to institutional planning?
Chapter III
Standard 9
PAGE 108
WVOC’s mission “…to providing a quality educational environment responsive
to the needs of our diverse student population that prepares them for gainful
employment and/or continuing education,” is the foundation for all institutional
planning which is integrated with financial planning. Due to the state’s budget
crisis, WVOC’s total budget has decreased by 25% since 2007-2008, while its
WVOC Schoolwide Budget
2007-2008
2008-2009
Total Operating Budget
$12,215,250 $11,361,651 $10,077,722 $9,127,504
Teacher Hours Allocation
Budget
$7,811,833
$8,554,223
2009-2010
$5,967,668
Notes
teacher hours allocation budget has decreased by 30% during the same period.
It should be noted that personnel costs represent just over 90% of the total
budget.
2010-2011
$5,967,668
Source: LAUSD Financial Reporting Database, 2007- 2010.
Despite the reduction in the budget, WVOC still has sufficient revenue to support
educational improvements such as the opening of new classes that are in demand
(e.g., Photovoltaics, ESL Conversation, etc.). One reason for this is that LAUSD
and DACE have begun to more rigorously enforce contract language, resulting
in closures of classes that do not meet the minimum attendance requirements.
The other reason is that specially funded programs such as Perkins, WIA, and
agency grants (i.e., Trade Adjustment Assistance and Youth Policy Institute) are
not subject to LAUSD spending flexibility. These savings have allowed WVOC to
open new classes that meet the demand of the community and the labor market.
Prior to this year, WVOC had not had to establish priorities among competing
needs because of the sufficient resources these types of funds provided to
purchase most items requested by teachers. Underscoring this point (as stated
in Standard III) is the fact that over 90% of WVOC’s teachers in the June 2010
Certificated Staff Survey responded positively to statements beginning with,
“WVOC provides sufficient resources for….”
In addition to reviewing the school’s mission while engaging in financial
planning, WVOC also considers the priorities of LAUSD and DACE. As a
result, for the 2010-2011 budget cycle, one of the school’s goals is to increase
the number of CTE completers by a minimum of 10%, and to create a formal
process for documenting third-party certifications. Given the current economic
climate, WVOC can not predict future funding beyond June 2011; therefore, the
short-term plan for this budget cycle is to utilize all funds to maximize student
learning outcomes since monies left at the end of June will likely be reclaimed
by LAUSD.
WVOC’s financial planning process relies primarily on institutional plans for
content and timelines. As presented in Chapter I, the school’s student outcomes
are evidence that past fiscal expenditures have supported achievement of
institutional plans. Finally, DACE is kept informed about WVOC’s fiscal planning
and its link to institutional planning through its receipt and review of all school
documents submitted for budgets, including: Budget Planning Worksheets
(BPW), Budget Adjustment Requests (BAR), “greenies,” contracts, CTE Plans,
etc. Additionally, DACE accesses and monitors the “Dashboard” performancemanagement database which shows how a school is doing in real time relative to
teacher hours used, class sizes, attendance, etc.
Chapter III
Standard 9
PAGE 109
Notes
Criterion 2:
Institutional planning reflects realistic assessment
of financial resource availability, development of financial resources,
partnerships, and expenditure requirements.
Do individuals involved in institutional planning receive accurate
information about available funds, including the annual budget showing
ongoing and anticipated fiscal commitments?
Does the institution establish funding priorities in some manner that
helps the institution achieve its goals in reasonable fashion? Are the
items focused on student learning given appropriate priority? What
other documents describing funding priorities are used by institutional
planners?
What evidence of long-term fiscal planning priorities exists?
Does the institution have plans for payments of long-term liabilities and
obligations, including debt, health benefits, insurance costs, building
maintenance costs, etc? Is this information used in short-term or annual
budget and other fiscal planning?
Where or how are the processes for financial planning and budget
recorded and made known to the institution’s constituents?
During initial financial planning at Administrative Team meetings in March,
WVOC’s Principal provides each administrator with a copy of the allocation
documents, a spreadsheet of all current year teacher assignments, etc., though
not necessarily a list of all anticipated fiscal commitments such as ongoing
copier, caterer, and cleaning service contracts. In the course of the self-study
process, the Team discovered that until last year, the long-term fiscal planning
priority for the school was to open more classes to produce ADA, regardless
of the cost effectiveness of these classes. Now however, guided by, and more
in sync with its mission to “prepare [students] for gainful employment and/or
continuing education,” WVOC’s funding priorities are first and foremost, existing
classes that do just that and which meet the minimum attendance requirements,
as well as new classes that are in demand and related to fields with positive
projected employment. WVOC’s Administrative Team also reviews documents
provided by DACE indicating DACE’s priorities. Although costs such as health
benefits, worker’s compensation, etc., are all calculated into WVOC’s budget
planning worksheets to ensure inclusion in the school’s fiscal planning, finances
such as long-term liabilities and obligations, including debt, insurance costs,
building maintenance costs, etc., are managed by LAUSD and/or DACE.
Chapter III
Standard 9
PAGE 110
Processes and forms for financial planning are provided to the administrative
teams at budget planning workshops conducted by the Adult Fiscal Services
Unit (AFSU) and at Principal’s meetings. They are also available on the LAUSD
and DACE websites. All forms are submitted to AFSU where they are reviewed,
signed-off, and inputted into the Integrated Financial System (IFS), and then
forwarded to the Adult Personnel Services Unit (APSU) where they are also
Notes
reviewed, signed-off, and inputted into Budget Tools for Schools (BTS). While
the process is recorded in both IFS and BTS, the details are not widely known
among WVOC’s staff. Staff members get a very basic overview of the process
and the budget at the annual Back-to-School Meeting in September. Also, some
budget items are discussed with the Shared Decision-Making Council during
regular monthly meetings. To improve understanding of the budget process and
for the purpose of transparency, WVOC’s Principal has invited staff to meet with
her anytime during the school’s normal hours of operation to learn more about
the details of the budget.
Criterion 3:
To assure the financial integrity of the institution and
responsible use of financial resources, the financial management system
has appropriate control mechanisms and widely disseminates dependable
and timely information for sound financial decision making.
Are funds allocated, as shown in the budget, in a manner that will
realistically achieve the institution’s stated goals for student learning?
What do the audit statements reveal about financial management?
Does the institution provide timely corrections to audit exceptions and
management advice?
What is the ending balance of unrestricted funds for the institution’s
immediate past three years? Is this amount sufficient to maintain a
reserve needed for emergencies?
How does the institution receive its revenues? Does this receipt pose
cash flow difficulties for the institution? If so, how does the institution
address this issue?
Has the institution sufficient insurance to cover its needs? Is the
institution self-funded in any insurance categories? If so, does it have
sufficient reserves to handle financial emergencies?
Since WVOC receives its budget in March for the school year beginning in July,
the Administrative Team is able to plan and make changes throughout the year to
ensure that the school reaches its goals for student learning. WVOC’s quarterly
audit statements, Review of Student Body Quarterly Financial Reports, indicate
that the school is in full compliance and integrity. On occasion, however, issues
can still arise. In these instances, WVOC provides immediate response to correct
any audit exceptions. An example of such an instance took place in 2009 when
the school received notice questioning the appropriateness of a WIA purchase.
WVOC’s Principal proceeded to inform the school’s Financial Manager who then
provided clarification and submitted it within two days to successfully resolve
the issue.
Chapter III
Standard 9
PAGE 111
Notes
As with long-term liabilities and obligations, stated in Criterion 2, LAUSD and/or
DACE manages reserves required for emergencies. In fact, DACE’s reserves were
such that schools would have been able to withstand the additional significant
cuts to the 2010-2011 school year budget, had the district not taken back $42.9
million last November that DACE was hoping to set aside for the 2011-2012
school year.
As was previously discussed in this report, WVOC receives its funding allocation
from DACE based on funds received by LAUSD from the state, as well as from
special funds from federal programs such as WIA, CBET, Perkins, etc. Since
funds are actually made available once an allocation letter is received, cash flow
problems are not an issue for the school. As for insurance, being that WVOC is
an LAUSD entity, all of its insurance needs are covered by LAUSD.
Criterion 4:
The institution practices effective oversight of finances,
including management of financial aid, grants, externally funded programs,
contractual relationships, auxiliary organizations or foundations, and
institutional investments and assets.
What are the institution’s procedures for reviewing fiscal management?
Are those regularly implemented?
What evidence about fiscal management is provided by external audits
and financial program reviews?
Has the institution received any audit finds or negative reviews during
the last six years?
The procedures for reviewing fiscal management are dictated by Federal,
State, and LAUSD regulations and practices and are regularly implemented. All
procedures and forms are available on the LAUSD website. In addition, LAUSD
provides and sometimes mandates training for both the Financial Managers
and Principals to ensure compliance with regulations. LAUSD provides schools
with access to a District credit card that is connected to the school’s funding
sources to facilitate purchases. Both the Financial Manager and the Principal are
required to complete periodic online training in order to be able to continue using
this Procurement Card (P-Card). In addition, purchases made with the P-Card
must be logged-in and described in detail by the Financial Manager, and then
approved by the Principal for each month. LAUSD sends emails informing the
Principal when items are either ready for approval or have not been entered in a
timely manner. This is just one example of oversight of finances. In addition, the
Financial Manager must submit quarterly reports to the Coordinating Financial
Manager (CFM) for LAUSD, regarding all student body accounts. The CFM
conducts routine audits and submits the reports to the Principal. WVOC’s last
report in June 2010, indicated that the school was doing “great.” Because the
school participates in federal and state programs such as WIA, Perkins, and CBET,
Chapter III
Standard 9
PAGE 112
Notes
all WVOC staff working with, and paid by these programs must submit a Monthly
Multi-Funded Time Report describing and accounting for the daily activities they
perform throughout each month. As a result, WVOC is automatically audited
every year in one of these programs, and must submit documentation verifying
that it is in full compliance. During the last six years, WVOC has submitted all
requested documentation regarding both payroll records and expenditures and
has been found to be in compliance.
Criterion 5:
The institution regularly evaluates its financial management processes, and the results of the evaluation are used to improve
financial management systems.
Does the institution have an annual external audit to provide feedback
on its processes?
Does the institution review the effectiveness of its past fiscal planning
as part of planning for current and future fiscal needs?
While WVOC itself does not hire an external audit agency to provide feedback
on its processes, LAUSD’s Office of the Inspector General and/or independent
audit firms are utilized to conduct audits and reviews on behalf of the District,
and to identify opportunities for improving efficiency and effectiveness. In June
2006, KPMG LLP was hired to perform a compliance audit for fiscal year 20052006. WVOC provided all requested documentation and the findings indicated
the school was in compliance. WVOC, in reviewing the effectiveness of its past
fiscal planning as a part of planning for current and fiscal needs, analyzes and
discusses the following data at regular Administrative Team meetings:
Weekly potential small class reports
Teacher hours balance
Monthly substitute usage
Monthly ADA report
Teacher effectiveness report
LAUSD Financial Reporting Database End-of-Year Balances
Chapter III
Standard 9
PAGE 113
NotES
Criterion 6:
The institution systematically assesses the effective use
of financial resources and uses the results of the evaluation as the basis
for improvement.
What processes does the institution use to assess its use of financial
resources?
How does the institution ensure that it assesses its use of financial
resources systematically and effectively?
How does the institution use results of the evaluations as the basis for
improvement?
WVOC assesses its use of financial resources by reviewing, analyzing, and discussing data sources listed in Criterion 5. This however, is limited to financial
resources related to, or converted from, teacher hours. WVOC ensures that it
assesses its use of financial resources systematically by reviewing at least some
of the described data at each Administrative Team meeting. Through the use of
monthly and year-end reports supplied by AFSU, WVOC has been able to determine that it is effectively utilizing its financial resources related to teacher hours.
In 2008-2009, WVOC was ranked 26th among 35 schools in effectiveness based
on the AFSU reports. In 2009-2010, WVOC moved all the way up to second and
third in teacher hours usage and effectiveness, respectively. The Administrative
Team used the results of these evaluations as the basis for continued improvement in the effectiveness and efficiency not only of the school’s financial management system, but also its four major educational program areas.
Evidence:
WVOC budget binders with allocation letters
DACE Budget Manuals
Budget planning documents
(BPW, BAR, greenies, contracts, RPA)
Assignment spreadsheets
Weekly Potential Small Class reports
Teacher hours balance
Monthly substitute usage
Monthly ADA and Teacher Effectiveness reports
LAUSD Financial Reporting Database end-of-year balances
Student Body Quarterly Financial reports
Chapter III
Standard 9
PAGE 114
Audit requests
LAUSD financial management website policies and procedures, and support
documents (IFS, BTS, FRDB, Procurement Services Group, Accounts Payable)
Notes
DACE Specially Funded Guidelines (CBET, Perkins, WIA)
Request for Purchase Order form
Request for Check form
Donation letters
Youth Policy Institute contract
Major Strengths:
WVOC relies on its mission and goals as the foundation for its financial
planning
Financial planning is integrated with, and supports all of WVOC’s institutional
planning
Institutional planning reflects realistic assessment of financial resource
availability, development of financial resources, partnerships, and expenditure
requirements
The financial management system has appropriate control mechanisms and
widely disseminates dependable and timely information for sound financial
decision-making
WVOC practices effective oversight of all its finances and regularly evaluates
its financial management processes, using the results of the evaluation to
improve financial management systems
Growth Areas:
While WVOC complies with all regulations as they relate to use of financial
resources and effectively utilizes them to achieve its stated mission,
it is a process that should be better understood by, and involve more
stakeholders
As indicated in Criterion 6, WVOC currently only assesses its use of financial
resources as they relate to teacher hours. Considering the outlook of the
next budget cycle, WVOC must begin to assess the use of other financial
resources so that it can prioritize such things as instructional materials,
supplies, equipment, marketing materials, etc.
Chapter III
Standard 9
PAGE 115
Notes
Standard

Physical Resources
The Standard:
Physical resources, which include facilities, equipment,
land, and other assets, support student learning programs and services and
improve institutional effectiveness. Physical resource planning is integrated with
institutional planning.
Criterion 1:
The institution provides safe and sufficient physical
resources that support and assure the integrity and quality of its programs
and services, regardless of location or means of delivery.
Against what criteria and by what processes does the institution evaluate
the safety of its facilities?
Upon what data has the institution determined the sufficiency of its
classrooms, laboratories, and other facilities. What mechanisms does
the institution employ to evaluate how effectively facilities meet the
needs of programs and services?
How well does the institution meet its facilities needs? Does the
institution use the same criteria and processes for determining safety
and sufficiency of facilities at off-campus sites? To what extent are offcampus sites safe and sufficient?
All school site procedures involving physical resources are aligned with LAUSD
and DACE policies and procedures. WVOC utilizes a multi-faceted approach in
providing for safe and sufficient physical resources to support student learning
and assure the integrity and quality of its programs and services. Mandated
reports and plans which support safe campuses (e.g., Safe School Plan, Injury
Illness Prevention Program, and Chemical Safety) are prepared and submitted
to LAUSD annually. As the foundation for this process, WVOC adapts these
plans annually to conform to its physical campus, programs and courses, and
staff and students to ensure maximum integration and effectiveness. Despite
this effort, self-study findings indicate that some issues relative to emergency
preparedness still have not been addressed (i.e., conflicting information given
prior to and during drills, frequency and time of day of drills, and restocking of
emergency supplies).
WVOC determines the safety and sufficiency of its physical resources and
continues to make improvements by utilizing an ongoing evaluative process
which includes:
Chapter III
Standard 10
PAGE 116
Walk-through inspections performed by both WVOC personnel and personnel from LAUSD’s Office of Environmental Health and Safety (OEHS)
Emergency preparedness practice drills that involve all WVOC staff and
students
Notes
Safe School Planning Committee meetings
Input and feedback from students and staff provided on Suggestion/Concern
forms
“Trouble calls” from WVOC’s Plant Manager to LAUSD’s Maintenance and
Operations (M&O) office to address urgent safety concerns (These calls are
prioritized by M&O and are responded to within 48 hours, depending on the
level of urgency.)
Ongoing review and monitoring of course requirements, equipment and
inventory, and facilities/classroom usage
When it comes to scheduling classes and ensuring safe standards, WVOC has the
benefit of a large, dedicated campus with numerous buildings and classrooms.
In addition, WVOC currently offers three classes to parents (ESL, CommunityBased English Tutoring, and Computers) at Canoga Park Elementary School.
Since this site is an LAUSD-owned property, it too is subject to and compliant
with the same standards that WVOC uses.
Criterion 2:
The institution plans, builds, maintains, and upgrades
or replaces its physical resources in a manner that assures effective
utilization and the continuing quality necessary to support its programs
and services.
How does the institution consider the needs of programs and services
when planning its facilities?
What processes ensure that program and service needs determine
equipment replacement and maintenance?
How does the institution evaluate effectiveness of facilities and
equipment in meeting the needs of programs and services?
How effectively does the institution use its physical resources?
WVOC’s Administrative and Management Teams are engaged in ongoing planning
and evaluation of its facilities and equipment. Input is also obtained from
instructional and non-instructional staff, the Technology Committee, members
of the Shared Decision-Making Council, and students. Using input from the
schoolwide community, along with the LAUSD reports mentioned in Criterion 1
and record-keeping systems such as the Equipment Inventory Status Report,
etc., WVOC is able to ensure that program and service needs are effectively
being considered when making decisions about physical resources and/or the
replacement and maintenance of these resources.
Chapter III
Standard 10
PAGE 117
Notes
By systematically reviewing and evaluating the effectiveness of its decisions,
WVOC is able to ensure that its facilities and equipment are maintained and meet
the needs of its programs and services to the greatest extent possible. Data and
processes used in this ongoing, systematic review include:
Analyses of enrollment/attendance data
Course completion rates, industry certifications
Job placement and continuing education data
Student and staff surveys
Department planning meetings
Facility and room usage charts
Annual schoolwide inventory
Formal/informal dialogues with staff and students
Business & Education Advisory, and Employment Advisory Board agendas
and notes
Criterion 3:
The institution assures that physical resources at all
locations where it offers courses, programs, and services are constructed
and maintained to assure access, safety, security, and a healthful learning
and working environment.
How does the institution assure access to its facilities?
How does the institution ensure that it has sufficient control over offsite facilities to maintain their quality?
The institution assures that physical resources at all locations where it offers
courses, programs, and services are constructed and maintained to assure
access, safety, security, and a healthful learning and working environment.
Chapter III
Standard 10
PAGE 118
Benefiting from being the sole tenant and managing entity of the property at which
it operates, WVOC is able to assure that the campus facility is accessible, safe,
secure, and healthful for all students and staff. Examples of how this is achieved
range from continually monitoring and making sure that the school’s physical
resources are constructed and maintained in accordance with all relevant laws,
regulations, rules, and guidelines; to having at least two LAUSD School Police
Safety or Special Security Officers patrolling the campus throughout the day and
evening while school is in session; to providing ample free parking on campus in
proximity to all buildings and classrooms. While recent survey results show that
nearly all of WVOC’s students and staff (95.7% of students, 94.7% of certificated
staff, and 90.8% of classified staff) positively agree (“strongly” or “somewhat”)
that “WVOC is a school that is clean, safe, and conducive to student learning,”
self-study findings and Suggestion/Concern forms indicate that maintenance of
some parts of the campus still lack attention and action, and therefore, need to
be addressed.
Notes
Again, as a result of WVOC using an LAUSD-owned property for its three offcampus classes, the property is subject to and compliant with the same standards
that WVOC uses.
Criterion 4:
To assure the feasibility and effectiveness of physical
resources in supporting institutional programs and services, the institution
plans and evaluates its facilities and equipment on a regular basis, taking
utilization and other relevant data into account.
By what process does the institution assess the use of its facilities? How
often does the evaluation occur?
How does the institution use the results of the evaluation to improve
facilities or equipment?
What process does the institution follow to make capital plans? How are
long-range capital projects linked to institutional planning?
How do planning processes ensure that capital projects support
institutional goals?
As previously stated, WVOC assures the feasibility and effectiveness of physical
resources in supporting its institutional programs and services by planning and
evaluating its facilities and equipment on an ongoing basis, taking the utilization
of these resources, other relevant data, and input from staff and students into
account. (See Criteria 1 and 2 for the list of processes used.) Given these
processes, plans for physical resources are able to be modified and repurposed,
and equipment re-directed, increased, or decreased as needed. One recent
example of this was the relocation of the Photovoltaic classes from Room 209
to Room 47. As a result of this move, not only was a large classroom area that
was once used for a now outdated, former Print Shop class facility repurposed
and modified into a modern solar panel assembly and installation class facility, it
also allowed the Photovoltaic classes to be held directly adjacent to the school’s
other related Construction Trades classes.
In terms of capital plans, such projects are most often dictated by institutional
planning, curriculum requirements, and safety considerations. Regardless of
the project’s nature, capital plan requests are first submitted to, and reviewed
by DACE. Once approved, the requests are forwarded to and carried out by
LAUSD-assigned personnel. Recent examples of projects requested and
installed through this process include:
Air conditioning units and new flooring in most of the bungalow classrooms
Shade structures over the stage area in the campus park and over the eating
area adjacent to the campus café
Electric door access to the administration building for the disabled
Chapter III
Standard 10
PAGE 119
Notes
Requests for capital plans related to work orders involving issues of safety (i.e.,
the resurfacing of an uneven and cracked walkway area, deteriorated classroom
flooring, a roof that continues to leak, etc.), are forwarded on to the Local Area 1
M&O Division as a work order. M&O then prioritizes, schedules, and performs
the repairs. While WVOC follows LAUSD processes for reporting issues relating
to safety, cuts in LAUSD’s budget have seriously impacted the timeline in which
M&O addresses and resolves these issues.
Criterion 5:
Physical resource planning is integrated with institutional
planning. The institution systematically assesses the effective use of
physical resources and uses the results of the evaluation as the basis for
improvement.
How does the institution ensure that facilities decisions emanate from
institutional needs and plans for improvement?
What evidence is there that the institution bases its physical resource
decisions on the results of evaluation of program and service needs?
How does the institution prioritize needs when making decisions about
equipment purchases?
How does the institution determine that physical resource needs in
program and service areas are met effectively? How effectively are
those needs met?
To ensure that facilities decisions emanate from, and are integrated with
institutional needs and plans for improvement, all physical resources decisions
are evaluated by WVOC based on those needs and plans. As a result, proposed
equipment purchases for programs and classes are first evaluated (and prioritized
when necessary) based on information pertaining to the:
Learning needs of the students
Demand for the program/class
Needs of the teacher
Age and condition of the existing equipment
Degree to which the proposed equipment is aligned with current industry
standards and practices
Analyses of state and local labor market data related to the program/class,
including job/career demand and growth projections, and current and future
wages and benefits figures
Chapter III
Standard 10
PAGE 120
After assessment, proposed equipment purchases are then either made and
paid for outright by WVOC or, in the case of equipment to be paid for with
Perkins funds, submitted to DACE for review and approval prior to purchase.
By means of engaging in this process prior to making decisions regarding its
physical resources, and then engaging in a systematic process of reviewing
NotES
and evaluating the effectiveness of those decisions afterwards (via analyses of
course attendance and completion rates; industry certification and job placement
data; student and staff surveys, etc.), WVOC is able to ensure that its physical
resources decisions are aligned and integrated with, and meeting the needs of,
its students and the school as a whole.
Evidence:
Mandated safety reports (Safe School, Injury
Illness Prevention, Chemical Safety)
Safety inspection reports
Equipment Inventory Status report
Facilities/Classroom Utilization report
Building and Grounds Inspection sheet
Building and Grounds Allocations
Alterations and Improvements Requests
Safe School Planning Committee plan, agendas, and notes
Lease agreement and insurance policies for the facility
Suggestion/Concern Form and Plant Manager Assistance Form
Trouble Call log and Work Order sheet
Technology plan
WVOC Bulletin
Major Strengths:
Adaptation of LAUSD-mandated plans to conform to WVOC’s physical
campus, programs and courses, and staff and students; thereby ensuring
maximum integration and effectiveness in providing for safe and sufficient
physical resources that support student learning
Use of various personnel and informational resources for ongoing planning,
review, and evaluation of WVOC’s facilities and equipment to ensure that
student, program, and service needs are effectively considered, and are
aligned and integrated with decisions about physical resources
Assuring that WVOC’s campus facility is accessible, safe, secure, and
healthful for students and staff
Having security personnel patrolling the campus throughout the day and
evening while school is in session
Chapter III
Standard 10
PAGE 121
Notes
Growth Areas:
Self-study findings indicate that some issues relative to emergency
preparedness still have not been addressed (i.e., conflicting information
given prior to and during drills, frequency and time of day of drills, restocking
of emergency supplies, etc.)
Self-study findings indicate that maintenance of some parts of the campus
lack attention and action
Chapter III
Standard 10
PAGE 122
chapter
Four
aCtIon plan
NotEs
Chapter IV:
aCtIon plan
Recognizing the ongoing value of a well-constructed Action Plan, WVOC took
an innovative approach to the Plan’s development by creating new tools and
exercises designed to include and engage all stakeholders and enhance their
understanding of the process. Initially, special worksheets were developed for
use in evaluating each Standard’s criteria. The worksheets rephrased the criteria
sub-questions as statements to increase clarity for the readers and to better elicit
comprehensive, schoolwide input for each of the Standards and their respective
Major Strengths and Areas for Growth.
During the Steering Committee’s review of the Areas for Growth, rather than
engage in the traditional exercise of selecting three or four to address in the Plan,
the Committee reviewed all of the Areas for Growth in light of their relationship
to one another. The result of this was the development of four comprehensive
categories which would enfold and address all of the items: 1) Data Driven
Decision-Making, 2) Communication, 3) Institutionalization of Processes, and 4)
Involvement of Stakeholders.
Building on the groundwork laid by the Steering Committee, the Leadership
Team then studied the Areas for Growth within these four categories. In a very
informative, data-driven exercise, each member indicated by a show of hands
which category would best address each item. The “aha moment” came when
the Team began to realize that there was tremendous overlap and that all of the
items fit into at least one of the four comprehensive categories. Later, these four
categories were pared down to three, as it became evident that Involvement of
Stakeholders was already an integral part of each of the other three categories.
These realizations further reinforced the belief that WVOC was on the right
track with its Action Plan process, and that by identifying these comprehensive
categories, much more extensive improvements could be achieved in the Plan.
This contemplative and methodical approach should have far-reaching, positive
consequences throughout the campus, resulting in broad-based improvements.
Chapter IV
PAGE 123
Notes
Steps in the Development of WVOC’s Action Plan
Step 1: S
teering Committee developed initial worksheets for each Standard to
enhance evaluation and facilitate collection of self-study data and input
from all stakeholders
Step 2: U
tilizing these specially developed worksheets, Program Group and
Institution Group members responded to individual criteria statements
for each Standard, identifying initial Areas for Growth
Step 3: S
teering Committee reviewed and counted frequency of responses for
initial Areas for Growth
Step 4: Writers summarized input and wrote narrative drafts for each of the
Standards, including Areas for Growth
Step 5: D
rafts were reviewed by stakeholders during Program Group meetings
resulting in validation/modification of each of the Standards and their
accompanying Areas for Growth
Step 6: S
teering Committee created a summarized list of Areas for Growth from
which four common categories were identified: 1) Data Driven DecisionMaking, 2) Communication, 3) Institutionalization of Processes, and
4) Involvement of Stakeholders
Step 7: L
eadership Team reviewed the Areas for Growth and determined which
Areas fell into the four common identified and interrelated categories
Step 8: L
eadership Team then determined that Involvement of Stakeholders
could be incorporated into the three other major categories
Step 9: Steering Committee established rationale for selection of Action Plan
items
The Steering Committee identified previous Action Plan items and
current Areas for Growth that would not be included in this Action
Plan and presented the justification for those decisions in the Areas
for Growth List by Category & Rationale document. Examples of
justifications included:
District and Division governance
Current budgetary limitations
Items already being addressed
Remaining previous Action Plan items and current Areas for Growth
were then incorporated into this Action Plan. Multiple Areas for Growth
are addressed within this Action Plan’s activities and tasks as a result
of the categorization
Step 10: A
ll stakeholders reviewed and provided input on the final draft of the
Action Plan
Step 11: Leadership Team approved the final Action Plan
Chapter IV
PAGE 124
Chapter IV
PAGE 125
APACS,
Support Services
Advisors
Principal,
Financial Manager,
Committee Members
1. May 2011
2. May-Jun. 2011
3. May-Jun. 2011
4. May-Jun. 2011
5. Sep. 2011
6. Oct.- Dec. 2011
7. S
ep.- Dec. 2011
8. Sep. 2011Apr. 2012
9. May-Jun. 2012
1. Jun. 2011
2. S
ep.-Oct. 2011
3. Sep.-Oct. 2011
4. Sep.-Oct. 2011
5. Nov. 2011
6. D ec. 2011Feb. 2012
7. Mar. 2012
8. Apr. 2012
1. Establish committee of stakeholders
2. R
eview existing data sources
and how they are used
3. D evelop new/needed data sources
4. Create a data collection plan
5. Collect data
6. Review collected data relative
to Student Support Services
7. Evaluate the effectiveness of
each of the student support
services and the data sources
8. Modify services accordingly
Timeline
of Tasks
1. Establish committee of
stakeholders
2. R
eview existing data sources
and how they are used
3. D evelop new/needed data sources
4. Create a data collection plan
5. Collect data
6. Review collected data relative
to the financial resource areas
7. Establish priorities for spending
8. A llocate and spend
resources accordingly
9. Evaluate the effective use of the
money and the effectiveness
of the data sources
Tasks
(Apply RED-I 2)
1. Committee established
2. Meeting agendas & minutes
4. Data collection plan
5. Data
8. Stakeholder surveys
Sept.- Establish
baseline data
June- Assess &
monitor improvement
4.Data collection plan
5.Data
8. Data collection plan and
financial documents
Measurement of Progress
Memos
Bulletin
Meetings
Website
Email
Memos
Bulletin
Meetings
Website
Email
Reporting
Overall
Progress &
Informing
Stakeholders
Resources
Resources for all activities and tasks include time and input of stakeholders, and basic supplies and materials; therefore, only additional resources are listed
in the “Resources” column.
Use data to
evaluate the
effectiveness
of Student
Support
Services
body
Class fees
IMA
Student
Use data
to evaluate
and drive the
effective use
of the following
financial
resources:
Activity
Responsible
Party(s)
Rationale: Throughout the self-study process many areas for growth were related to data driven decision-making. WVOC recognizes that increased and
improved data driven decision-making will directly and indirectly enhance student achievement outcomes and overall school improvement.
Goal: Increase the use of data to evaluate effectiveness of classes, programs, and services, as well as effectiveness of data collection tools.
DATA DRIVEN DECISION-MAKING
Chapter IV
PAGE 126
Meeting Chairs,
Administrators
Administrators,
Meeting Chairs
Open
committee
meetings to
stakeholders
Meetings
1. Create/use standardized formats
for agendas & minutes
2. Keep minutes utilizing
recording device
3. Share/post minutes on website
4. Include meeting key
points in Bulletin
1. Consider staff schedule
when planning meetings
2. A nnounce meetings in Bulletin
3. Post meeting announcements
and agendas utilizing
standardized format
4. A nnually create a master calendar
for all routine meetings
5. D istribute calendar at Backto-School meetings
1. Establish guideline committee that
includes various stakeholders
2. Create communication grid that
includes types of messages,
vehicles, and timeliness
3. Train administrators and other
primary communicators
4. Train administrators and other
primary meeting chairs (regarding
conducting quality meetings and
establishing meeting goals)
5. Evaluate effectiveness
Tasks
(Apply RED-I 2)
1. May 2011
2. May 2011
3. May 2011
4. May 2011
1. Immediate/
Ongoing
2. Immediate/
Ongoing
3. May 2011
4. Jun. 2011
5. Sep. 2011
1. May 2011
2. May 2011
3. Sep. 2011
4. Sep. 2011
5. Sep. 2011,
Feb. 2012,
Sep. 2012
Timeline
of Tasks
1/2. Copies of agendas
& minutes
3. Minutes on website
4. Number of times in Bulletin
Sept.- Establish
baseline data
Feb./Sept.- Assess and
monitor improvement
2. Number of meeting
announcements in Bulletin
3. Copies of postings
4/5. Master calendar in Backto-School packet
2. G rid created
3/4. Training meeting
agendas & minutes
Sept.- Establish
baseline data
monitor improvement
Memos
Bulletin
Meetings
Website
Email
Memos
Bulletin
Meetings
Website
Email
Memos
Bulletin
Meetings
Website
Email
Recording
device
Laptop
Computer
Resources
Resources for all activities and tasks include time and input of stakeholders; therefore, only additional resources are listed in the “Resources” column.
Principal,
Committee
Responsible
Party(s)
Establish verbal
and written
communication
guidelines
Activity
Reporting
Overall
Progress &
Informing
Stakeholders
Rationale: Throughout the self-study process many areas for growth were related to issues of communication. WVOC recognizes that increased and
improved communication will directly and indirectly enhance student achievement outcomes and overall school improvement.
Goal: Improve the quantity, quality, and clarity of written and verbal communication.
COMMUNICATION
Chapter IV
PAGE 127
Meeting Chairs,
Administrators
Principal,
Café Manager
Department
Meetings
“Coffee with
the Principal”
1. Schedule one per semester per
time block (AM, PM, Sat) for staff
2. Schedule one per semester per time
block (AM, PM, Sat) for students
3. Include schedule in master calendar
4. Announce event in Bulletin
5. Plan for coffee and snacks
6. Evaluate effectiveness
1. Formalize departments which
include each stakeholder
2. Establish regular meetings
that consider staff schedules
to maximize participation/
communication
3. Provide meeting schedule to be
included in master calendar
4. Establish department meeting goals
with input from department staff
5. F
ollow all tasks listed in
“Meetings” above
Tasks
(Apply RED-I 2)
1. Sep. 2011
2. Sep. 2011
3. Sep. 2011
4. A s scheduled
5. A s scheduled
6. End of
Semester
1. May 2011
2. Sep. 2011
3. Sep. 2011
4. Sep. 2011
5. Sep. 2011
Timeline
of Tasks
1-3. Master calendar
includes events
4. Number of events in Bulletin
5. Receipt for coffee/snacks
6. Staff/Students - Number
of attendees on sign-in
sheet; follow-up survey
1. Department chart
Sept.- Establish
baseline data
monitor improvement
3. Master calendar includes
department meetings
4. First meeting minutes
indicating goals
5. See “Meetings”
Bulletin
Meetings
Website
Email
Memos
Bulletin
Meetings
Website
Email
Coffee &
Snacks
Resources
Resources for all activities and tasks include time and input of stakeholders; therefore, only additional resources are listed in the “Resources” column.
Responsible
Party(s)
Activity
Reporting
Overall
Progress &
Informing
Stakeholders
Chapter IV
PAGE 128
Principal,
Plant Manager,
Management Team
Establish a
comprehensive
plan to include
all aspects of
emergency
preparedness
stakeholders
2. Review existing policies,
procedures, and staff input;
identify areas of concern
3. Draft a comprehensive plan
4. Implement updated plan
5. G ather staff feedback
on implementation of
each phase of plan
6. R
e-evaluate and modify
annually or as needed
stakeholders
2. Review existing written documents
defining roles and responsibilities
of all staff positions by department
3. C
reate a data collection plan
4. Collect data
5. Review collected data
6. W
here necessary, create new or
modify existing documentation
to accommodate specifics
of positions at WVOC
Tasks
(Apply RED-I 2)
3. Data collection plan
4. Data
6. Written documents defining
roles and responsibilities
of all staff positions
3. Comprehensive plan
4. Agendas, minutes, notices,
and other documentation
5. D ocumentation of
staff feedback
6. Agendas & minutes,
staff input
1. May 2011
2. M
ay-Jun. 2011
3. Sep.-Oct. 2011
4. N
ov. 2011Apr. 2012
5. O ngoing
following each
phase of plan
6. M
ay-Jun. 2012
1. May 2011
2. May-Jun. 2011
3. Sep. 2011
4. S
ep.-Oct. 2011
5. Nov. 2011
6. D ec. 2011Feb. 2012
Timeline
of Tasks
Memos
Bulletin
Meetings
Website
Email
Memos
Bulletin
Meetings
Website
Email
Reporting
Overall
Progress &
Informing
Stakeholders
Money for
emergency
supplies &
equipment
Resources
Resources for all activities and tasks include time and input of stakeholders, and basic supplies and materials; therefore, only additional resources are listed
in the “Resources” column.
Principal,
SAA,
Management Team
Establish
a written
document
defining the
roles and
responsibilities
of all staff
positions
Activity
Responsible
Party(s)
Rationale: Throughout the self-study process many areas of growth were related to a lack of institutionalization that exists in a number of areas. WVOC
recognizes that the institutionalization of procedures, activities, tasks, events, etc., will directly and indirectly enhance student achievement
outcomes and overall school improvement.
Goal: T
o implement systematic, regular, formal, and widely communicated processes until they have been effectively implemented and utilized for a
minimum of three years.
INSTITUTIONALIZATION OF PROCESSES
NotEs
Moving forward, WVOC’s commitment to continuous improvement will result in
the Action Plan being reviewed by the school’s Management Team at its monthly
meetings. In addition, meeting chairpersons will provide updates on relevant
Action Plan items to the Management Team when applicable. New activities and
tasks recommended by stakeholders will be reviewed and added as determined
by the Management Team utilizing RED-I2.
Evidence:
Standards worksheets
Narrative evaluation forms
Meetings agendas and notes
Areas for Growth List
Areas for Growth by Category table
Areas for Growth List by Category and Rationale
Chapter IV
PAGE 129
chapter
Five
glossary
NotEs
Chapter V:
Glossary
Terms are defined in italics or on indicated pages
1040 (p.3)
A designation for Adult Education funding.
1145 (p.48)
A form used for official verification of an adult teacher’s
assignment(s).
1402 (p.3)
A designation for Regional Occupational Centers/
Programs funding.
A-BASIS (p.26)
A basis for payment of salary encompassing 261 paid
working days.
AALA (p.48)
Associated Administrators of Los Angeles
AB 2448 (p.59)
Signed into law in September, 2006, California State
Assembly Bill 2448 set into motion a major shift in the
targeted student population for ROC/Ps from adults
to high school students requiring a reduction in the
adult student population to 10% of each ROC/Ps’ total
enrollment during the five year period between 20062011.
ABE (p.2)
Adult Basic Education
ACCESS (p.15)
A public paratransit service provided for the disabled.
ACS (p.51)
Accrediting Commission for Schools
ADA (p.3)
Average Daily Attendance
AEWC (p.21)
Alternative Education and Work Center
AFSU (p.110)
Adult Fiscal Services Unit
APACS (p.2)
Assistant Principal of Adult Counseling Services
APO (p.2)
Assistant Principal of Operations
APSU (p.110)
Adult Personnel Services Unit
ASE (p.2)
Adult Secondary Education
AWD (p.83)
Adults with Disabilities
B-BASIS (p.26)
A basis for payment of salary encompassing 221 paid
working days.
Chapter V
PAGE 131
Notes
Chapter V
PAGE 132
B&E Advisory (p.29)
Business and Education Advisory
B&G (p.104)
Building and Grounds
BAR (p.109)
Budget Adjustment Requests
BAR (p.28)
Bureau of Automotive Repair (State of California)
BIG SUNDAY (p.49)
An annual “Day of Service” in which thousands of
community volunteers participate with the Office of
the Mayor of Los Angeles in coming together and
participating in good deeds and projects such as
planting trees, painting over graffiti on murals, serving
meals to the elderly, etc.
BLOCK GRANT
(p.27)
A lump sum amount of money used for multiple funding
purposes within a given/specific category/area
BPW (p.109)
Budget Planning Worksheets
BTS (p.111)
Business Tools for Schools
CAAT (p.103)
Child Abuse Awareness Training
CAHSEE (p.21)
California High School Exit Examination
CALPRO (p.101)
California Adult Literacy Professional Development
Project
CALWORKS (p.26)
California Work Opportunities and Responsibility to
Kids
CAROCP (p.6)
California Association
Centers/Programs
CASAS (p.22)
Comprehensive Adult Student Assessment System
CATEGORICAL
FUNDS (p.26)
Restricted use of state budget funding allocations for
specific programs.
CATESOL (p.101)
California Association of Teachers of English as a
Second Language
CBET (p.3)
Community-Based English Tutoring
CCAE (p.6)
California Council for Adult Education
CCTC (p.132)
California Commission on Teacher Credentialing
CDE (p.74)
California Department of Education
CERTIFICATED (p.3)
A designation for a school employee holding a position
requiring certification (i.e., a teacher with a teaching
credential issued from the CCTC).
CFM (p.112)
Coordinating Financial Manager
CLASSIFIED (p.6)
A designation for a school employee holding a position
not requiring certification (i.e., an Office Technician or
a Custodian).
of
Regional
Occupational
A student who receives a completion certificate after
meeting a course’s requirements/competencies.
CPSEL (p.96)
California Professional Standards for Educational
Leaders
CSEA (p.8)
California State Employees Association
CSTP (p.96)
California Standards for the Teaching Profession
CTE (p.2)
Career and Technical Education
DACE (p.1)
DISTANCE
LEARNING (p.10)
A program that provides workbooks and other materials
to students in order for them to learn English or
Citizenship on their own time outside the classroom.
EABs (p.26)
Employer Advisory Boards
ECC (p.1)
Education and Career Center
EDD (p.15)
Employment
California)
EL Civics (p.31)
English Literacy and Civics Education
EPA (p.28)
Environmental Protection Agency
ESL (p.2)
English as a Second Language
ESLRs (p.9)
Expected Schoolwide Learning Results
FERPA (p.90)
Family Educational Rights and Privacy Act
GED (p.10)
General Education Development tests
GREENIE (p.48)
A form used by administrators to formalize a teaching
assignment request.
HARD SKILLS (p.76)
Skills taught in a course that are readily assessable and
measurable (i.e., typing, math, spelling, reading, etc.).
HSD (p.102)
High School Diploma
IFS (p.110)
Integrated Financial System
IMA (p.3)
Instructional Materials Account
INSTITUTIONALIZATION (p.30)
The incorporation or existence of specific criteria (i.e.,
systematic, regular, formal, and widely communicated)
in a process.
IPS (p.96)
Initial Planning Sheet
LAUSD (p.1)
Los Angeles Unified School District
LC (p.32)
Learning Center
LEAVER (p.57)
A student who leaves or “drops” a class before completing the required course competencies.
Development
Department
(State
Notes
COMPLETER (p.20)
of
Chapter V
PAGE 133
Notes
Chapter V
PAGE 134
LVN (p.23)
Licensed Vocational Nurse
M&O (p.117)
Maintenance and Operations
NABCEP (p.28)
North American Board of Certified Energy Practitioners
OEHS (p.116)
Office of Environmental Health and Safety
PARCEL TAX (p.16)
A common term for a school district “qualified special
tax” that when approved by voters, would levy a flat
rate tax on every parcel of land within that district’s
boundaries, in order to provide additional funding for
such things as: teachers’ salaries, books, materials and
supplies, computers and other equipment, etc.
P-CARD (p.112)
Procurement Card
PERKINS (p.3)
Carl D. Perkins Grant/Perkins CTE Improvement Act
PRIMARY DATA/
RESEARCH (p.43)
Also called field research, this research involves the
collection of data not already in existence, through
such means as surveys, interviews, etc.
PROBATIONARY
(p.6)
A non-tenured teacher on track to become tenured;
Probationary or non-tenured teachers are not generally
afforded the same due process rights as tenured
teachers and as such, may be non-renewed without
cause at the option of the employer upon proper notice
of the intent not to renew by the employing school
board at the end of any contract year.
QUALITATIVE DATA/
RESEARCH (p.43)
This research involves the collection of data that exists
in a descriptive form (i.e., words, pictures, etc.), and as
such, tends to be more subjective.
QUANTATIVE DATA/
RESEARCH (p.43)
This research involves the collection of data that exists
in a numerical or statistical form, and as such, tends to
be more objective.
RED-I2 (Preface)
A process of reflection and assessment consisting of
the following five steps: Review, Evaluate, Determine,
Implement, and Inform.
ROC/P (p.26)
Regional Occupational Centers and Programs
RPA (p.114)
Request for Personnel Action
SAA (p.2)
School Administrative Assistant
SDMC (P.35)
Shared Decision-Making Council
SECONDARY DATA/
RESEARCH (p.43)
Research information already in existence based
on, and obtained through, previous studies, reports,
published articles, data forms, etc.
SIS (p.2)
Student Information Systems
SKILLS (p.9)
Student Knowledge Integrating Lifelong Learning
Strategies
A partnership of students, teachers, and industry
working together to ensure that America has a skilled
workforce. Students competing in local competitions
may advance on to state and national student
competitions.
SOFT SKILLS (p.34)
The types of skills which are much more difficult than
“hard skills” to assess and measure, such as: peopleoriented, team-player, goal-oriented, self-starter,
multi-tasker, etc.
SSLOs (p.9)
SSO (p.2)
School Safety Officer
TAA (p.3)
Notes
SKILLS USA (p.24)
TABE (D7 & D8) (p.10) Tests of Adult Basic Education (for Reading and Math)
TENURED (p.6)
A teacher who by law, must be afforded certain
procedural rights prior to dismissal or termination.
THIRD-PARTY
CERTIFICATION
(p.63)
A certification provided by a party outside the school
(i.e., Microsoft I.T. Academy, State of CA Bureau of
Automotive Repair)
TIER III FUNDS (p.3)
Unrestricted and flexible use of state budget funding
allocations.
TITLE IV (p.26)
A federal law establishing general rules that apply to
the student financial assistance programs.
TITLE IX (p.86)
A federal law that requires gender equity for students
in educational programs that receive federal funding.
UNDUPLICATED
STUDENT (p.17)
A student who may be enrolled in multiple courses, who
nevertheless, gets counted only once as an enrolled
student for statistical purposes.
UTLA (p.35)
United Teachers of Los Angeles
VICA (p.28)
Valley Industry and Commerce Association
WASC (Preface)
Western Association of Schools and Colleges
WIA (p.3)
The federal Workforce Investment Act of 1998 offers
a comprehensive range of workforce development
activities through state and local organizations
designed to benefit adults, youths, and laid-off
workers. The purpose of these activities is to promote
an increase in the employment, job retention, earnings,
and occupational skills improvement of participants.
WVOC (p.1)
West Valley Occupational Center
YA (p.84)
Young Adult
Chapter V
PAGE 135
Mission Statement
West Valley Occupational Center is committed to providing a
quality educational environment responsive to the needs of
our diverse student population that prepares them for gainful
employment and/or continuing education.
West Valley Occupational Center provides opportunities for all
students to become...
Effective Communicators who:
Utilize spoken and written communication in their field of study
Follow verbal and written directions
Responsible Individuals who:
Exhibit positive work ethics
Demonstrate respect for others
Work independently and collaboratively
Productive Individuals who:
Set and meet goals
Identify resources and technology that support their goals
Possess skills necessary to enter the workforce or continue their
education
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