East Los Angeles College 2011 ASME HPVC Student Design Report (Final)
EAST LOS ANGELES SKILLS CENTER · East Los Angeles Skills Center and the Los Angeles Unified School...
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Los Angeles Unified School District Division of Adult and Career Education Western Association of Schools and Colleges SELF-STUDY REPORT March 19 – 21, 2018 EAST LOS ANGELES SKILLS CENTER Empowering Students
Transcript of EAST LOS ANGELES SKILLS CENTER · East Los Angeles Skills Center and the Los Angeles Unified School...
Los Angeles Unified School District
Division of Adult and Career Education
Western Association of Schools and Colleges
SELF-STUDY REPORT March 19 – 21, 2018
EAST LOS ANGELES
SKILLS CENTER
Empowering Students
SELF-STUDY REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
March 19 – 21, 2018
EAST LOS ANGELES SKILLS CENTER
3921 Selig Place, Los Angeles, California 90032
(323) 224-5970
Joseph Stark, Executive Director
Dora Pimentel-Baxter, Administrator
Rosario Galvan, Administrator
ELASC Principal
Andrea Rodriguez
ELASC Assistant Principals
Lynda Daniel
Gity Family
Jose Rico
Los Angeles Unified School District
Division of Adult and Career Education
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CONTENTS SELF-STUDY REPORT ......................................................................................................... 3
CONTENTS .......................................................................................................................... 5
VISITING COMMITTEE ..................................................................................................... 13
LEADERSHIP TEAM .......................................................................................................... 15
PREFACE ............................................................................................................................ 21
CHAPTER 1 ........................................................................................................................ 25
Introduction .................................................................................................................................................. 25
ELASC Center Locations Map .................................................................................................................. 26
Main Campus ................................................................................................................................................ 27
Programs ................................................................................................................................................. 27
Eastside Learning Center — Branch Campus .................................................................................... 27
Programs ................................................................................................................................................. 28
Other Branch Locations............................................................................................................................. 28
English as a Second Language (ESL) multi-level classes ........................................................ 28
Citizenship classes ................................................................................................................................ 28
High School credit recovery classes .............................................................................................. 29
Family Success Initiative ..................................................................................................................... 29
Accelerated College and Career Transition Program (ACCT) ............................................... 29
School Profile ................................................................................................................................................ 30
History ............................................................................................................................................................. 30
ELASC Mission and Student Learner Outcomes .............................................................................. 31
Mission ..................................................................................................................................................... 31
Student Learner Outcomes (SLOs) ................................................................................................. 31
Funding ........................................................................................................................................................... 31
Workforce Innovation and Opportunity Act Funding (WIOA) ............................................. 32
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Perkins Funding .................................................................................................................................... 33
Operations ..................................................................................................................................................... 34
Instructional Program Offerings ............................................................................................................ 35
English as a Second Language (ESL) ............................................................................................. 35
Citizenship ............................................................................................................................................... 35
Secondary Basic Skills ......................................................................................................................... 35
Business Education .............................................................................................................................. 36
Arts and Media ...................................................................................................................................... 36
Industrial Technology ......................................................................................................................... 36
Health Careers ....................................................................................................................................... 36
Significant Developments at ELASC Since 2011 .............................................................................. 37
Specific Changes in ELASC Programs Since 2014 ........................................................................... 37
High School Equivalency Test (HiSET) ................................................................................................. 38
The Accelerated College and Career Transition Program (ACCT) ............................................. 38
Professional Learning Communities (PLC) ......................................................................................... 39
Community Profile ...................................................................................................................................... 39
Population ............................................................................................................................................... 39
Demographics Conclusions and Implications for ELASC .............................................................. 41
Education ....................................................................................................................................................... 42
Education Conclusions and Implications for ELASC ....................................................................... 44
Student Demographics ............................................................................................................................. 45
Student Gender ..................................................................................................................................... 47
Student Ethnicity .................................................................................................................................. 47
Enrollment by Program ...................................................................................................................... 48
Student Performance .......................................................................................................................... 49
Adult Secondary Education ..................................................................................................................... 49
High School Equivalency Test (HiSET) .......................................................................................... 49
High School Diplomas ........................................................................................................................ 50
English as A Second (ESL) .................................................................................................................. 51
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ESL Completers ..................................................................................................................................... 51
Comprehensive Adult Assessment System (CASAS) ............................................................... 52
Total Payment Points by Program Year ................................................................................. 53
Career-Technical Education (CTE) .................................................................................................. 54
CTE Certificates ..................................................................................................................................... 55
School Staff ................................................................................................................................................... 56
Conclusions of Analysis for ELASC ........................................................................................................ 58
CHAPTER 2 ........................................................................................................................ 63
Significant Developments ........................................................................................................................ 63
Funding Changes ........................................................................................................................................ 65
Action Plan Progress .................................................................................................................................. 66
Action Item 1.......................................................................................................................................... 66
Progress/Outcomes ...................................................................................................................... 67
Action Item 2.......................................................................................................................................... 69
Progress/Outcomes ...................................................................................................................... 69
Action Item 3.......................................................................................................................................... 70
Progress/Outcomes ...................................................................................................................... 71
CHAPTER 3 ........................................................................................................................ 75
Criterion 1 ...................................................................................................................................................... 75
Indicator 1.1............................................................................................................................................ 75
Indicator 1.2............................................................................................................................................ 77
Indicator 1.3............................................................................................................................................ 78
Indicator 1.4............................................................................................................................................ 79
SLOs are measured by data analysis and observations ................................................... 81
Indicator 1.5............................................................................................................................................ 82
Indicator 1.6............................................................................................................................................ 83
Indicator 1.7............................................................................................................................................ 84
School’s Strengths and Key Issues for Criterion 1 .................................................................... 84
Strengths .......................................................................................................................................... 84
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Key Issues ......................................................................................................................................... 85
Evidence ............................................................................................................................................ 85
Criterion 2 ...................................................................................................................................................... 86
Indicator 2.1............................................................................................................................................ 86
LAUSD Organization Chart ......................................................................................................... 87
DACE Organization Chart ........................................................................................................... 88
ELASC Organization Chart .......................................................................................................... 89
Indicator 2.2............................................................................................................................................ 91
Indicator 2.3............................................................................................................................................ 94
Indicator 2.4............................................................................................................................................ 96
Indicator 2.5.......................................................................................................................................... 100
School’s Strengths and Key Issues for Criterion 2 .................................................................. 100
Strengths ....................................................................................................................................... 100
Key Issues ...................................................................................................................................... 100
Evidence ......................................................................................................................................... 101
Criterion 3 .................................................................................................................................................... 102
Indicator 3.1.......................................................................................................................................... 102
Indicator 3.2.......................................................................................................................................... 104
Indicator 3.3.......................................................................................................................................... 104
Indicator 3.4.......................................................................................................................................... 106
Indicator 3.5.......................................................................................................................................... 107
Indicator 3.6.......................................................................................................................................... 108
Indicator 3.7.......................................................................................................................................... 110
Indicator 3.8.......................................................................................................................................... 111
School Strengths and Key Issues for Criterion 3 ..................................................................... 111
Strengths ....................................................................................................................................... 111
Key Issues ...................................................................................................................................... 111
Evidence ......................................................................................................................................... 111
Criterion 4 .................................................................................................................................................... 113
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Indicator 4.1.......................................................................................................................................... 113
Indicator 4.2.......................................................................................................................................... 115
Indicator 4.3.......................................................................................................................................... 118
Indicator 4.4.......................................................................................................................................... 120
Indicator 4.5.......................................................................................................................................... 121
Indicator 4.6.......................................................................................................................................... 121
Indicator 4.7.......................................................................................................................................... 121
School’s Strengths and Key Issues for Criterion 4 .................................................................. 121
Strengths ....................................................................................................................................... 121
Key Issues ...................................................................................................................................... 121
Evidence ......................................................................................................................................... 122
Criterion 5 .................................................................................................................................................... 123
Indicator 5.1.......................................................................................................................................... 123
Indicator 5.2.......................................................................................................................................... 126
Indicator 5.3.......................................................................................................................................... 132
Indicator 5.4.......................................................................................................................................... 135
Indicator 5.5.......................................................................................................................................... 136
Indicator 5.6.......................................................................................................................................... 136
Indicator 5.7.......................................................................................................................................... 136
School’s Strengths and Key Issues for Criterion 5 .................................................................. 136
Strengths ....................................................................................................................................... 136
Key Issues ...................................................................................................................................... 137
Evidence ......................................................................................................................................... 137
Criterion 6 .................................................................................................................................................... 139
Indicator 6.1.......................................................................................................................................... 139
Indicator 6.2.......................................................................................................................................... 141
Indicator 6.3.......................................................................................................................................... 145
Indicator 6.4.......................................................................................................................................... 146
Indicator 6.5.......................................................................................................................................... 148
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Indicator 6.6.......................................................................................................................................... 149
Indicator 6.7.......................................................................................................................................... 149
Indicator 6.8.......................................................................................................................................... 149
School Strengths and Key Issues for Criterion 6 ..................................................................... 150
Strengths ....................................................................................................................................... 150
Key Issues ...................................................................................................................................... 150
Evidence ......................................................................................................................................... 150
Criterion 7 .................................................................................................................................................... 152
Indicator 7.1.......................................................................................................................................... 152
Indicator 7.2.......................................................................................................................................... 155
Indicator 7.3.......................................................................................................................................... 157
Indicator 7.4.......................................................................................................................................... 159
Indicator 7.5.......................................................................................................................................... 161
Indicator 7.6.......................................................................................................................................... 162
Indicator 7.7.......................................................................................................................................... 163
Indicator 7.8.......................................................................................................................................... 163
Indicator 7.9.......................................................................................................................................... 163
Indicator 7.10 ....................................................................................................................................... 164
School Strengths and Key Issues for Criterion 7 ..................................................................... 164
Strengths ....................................................................................................................................... 164
Key Issues ...................................................................................................................................... 164
Evidence ......................................................................................................................................... 164
Criterion 8 .................................................................................................................................................... 166
Indicator 8.1.......................................................................................................................................... 166
Indicator 8.2.......................................................................................................................................... 167
Indicator 8.3.......................................................................................................................................... 170
Indicator 8.4.......................................................................................................................................... 172
School Strengths and Key Issues for Criterion 8 ..................................................................... 174
Strengths ....................................................................................................................................... 174
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Key Issues ...................................................................................................................................... 174
Evidence ......................................................................................................................................... 175
Criterion 9 .................................................................................................................................................... 176
Indicator 9.1.......................................................................................................................................... 176
How did you hear about the school? .......................................................................................... 180
Health Careers ..................................................................................................................................... 182
Photovoltaic (Solar) Careers ........................................................................................................... 182
Powerline Mechanic Career ............................................................................................................ 183
Indicator 9.3.......................................................................................................................................... 185
Indicator 9.4.......................................................................................................................................... 187
School’s Strengths and Key Issues for Criterion 9 .................................................................. 187
Strengths ....................................................................................................................................... 188
Key Issues ...................................................................................................................................... 188
Evidence ......................................................................................................................................... 188
Criterion 10 .................................................................................................................................................. 189
Indicator 10.1 ....................................................................................................................................... 189
Indicator 10.2 ....................................................................................................................................... 190
Indicator 10.3 ....................................................................................................................................... 191
Indicator 10.4 ....................................................................................................................................... 192
Indicator 10.5 ....................................................................................................................................... 193
School Strengths and Key Issues for Criterion 10 .................................................................. 194
Strengths ....................................................................................................................................... 194
Key Issues ...................................................................................................................................... 194
Evidence ......................................................................................................................................... 194
CHAPTER 4 ...................................................................................................................... 197
Revising the School Action Plan .......................................................................................................... 197
Strengths: .............................................................................................................................................. 197
Key Issues .............................................................................................................................................. 199
Schoolwide Action Plan .......................................................................................................................... 200
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CHAPTER 5 ...................................................................................................................... 207
Appendix A .................................................................................................................................................. 207
Certificated Survey Questions ........................................................................................................ 207
Classified Survey Questions ............................................................................................................ 214
Student Survey Questions — English Version ......................................................................... 217
Student Survey Questions — Spanish Version ........................................................................ 223
Appendix B .................................................................................................................................................. 230
Certificated Survey Results.............................................................................................................. 230
Classified Survey Results .................................................................................................................. 248
Student Survey Results ..................................................................................................................... 259
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VISITING COMMITTEE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
Chair
Dr. Laurel A. Adler
Superintendent (retired)
East San Gabriel Valley ROP/Technical Center
Members
Dr. Sherryl Carter
Superintendent
East San Gabriel Valley ROP
Technical Center
Ms. Bridgette Hernandez
Curriculum and Instructional Mentor
La Puente Valley ROP
Ms. Jodie Hoffman
Principal
Golden Oak Adult School
Mr. Albert Michel
Principal
Bassett Adult School
Mrs. Catyana Ornelas
Job Placement Specialist
Pomona Unified School District
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ACCREDITATION 2017/2018 — PROGRAM GROUP MEMBERS
LEADERSHIP TEAM
NAME TITLE PROGRAM
Andrea Rodriguez Principal All
Gity Family Assistant Principal
Adult Counseling Services
Academic
Jose Rico Assistant Principal
Operations
English as a Second
Language
Lynda Daniel Assistant Principal
Operations
Career Technical
Education
Alma Alvarez Pathway Advisor CTE
Myra Arredondo Program Performance
Advisor
ESL/WIOA
Marisela Bustillos Disability Support Services
Advisor
DSS
Stephen Ferguson ACCT Advisor ACCT – Franklin
Jenisha Hasselberger Academic Advisor Academic
Monica Martin Academic Advisor ELASC
Jennifer Moreno ESL Advisor ESL
Oscar Rodriguez ACCT Advisor ACCT — Eastside
Sheldrin Ruiz Advisor — Navigator WorkSource
Vanessa Sanchez Teacher Counselor Academic
Aaron Saenz Perkins Advisor CTE
Laura Sharpe Program Performance
Advisor
WIOA
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ACCREDITATION 2017/2018 — PROGRAM GROUP MEMBERS
LEADERSHIP TEAM
Mariam Sidhom PLN Advisor Community
Connections (PLN)
Macario Velazquez ACCT Advisor ACCT - ELASC
Jonathan Wong ITTA Advisor Technology
ACCREDITATION 2017/2018 CERTIFICATED STAFF
NAME TITLE PROGRAM
Veronica Aguirre TEACHER ESL
Dalia Alvarado TEACHER ACADEMIC
Ifeadikanwa Anyiam TEACHER ACADEMIC
Myra Arredondo TEACHER ESL
Jennifer Arriola Giglio TEACHER ESL
Irene Brito TEACHER ACCT FRANKLIN
Larry Calderon TEACHER CTE
Eneida Carbonell TEACHER ACADEMIC
Miguel Carmona TEACHER ACCT GARFIELD
Gabriela Carrasco TEACHER ESL
Elena Cobian TEACHER CTE
Gilbert Covarrubias TEACHER ESL
Irma Cuevas TEACHER ESL
Jon Eckfeld TEACHER ESL
Natalie Espinoza Montero TEACHER ACADEMIC
Robert Estrada TEACHER CTE
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ACCREDITATION 2017/2018 CERTIFICATED STAFF
Victor Estrada TEACHER ACADEMIC
Stephen Fergusen TEACHER ACCT FRANKLIN
Stephanie Fournier TEACHER CTE
Carlos Gabaldon TEACHER ACCT ELASC
Bertha Galvan TEACHER ESL
Clarence Gloss TEACHER CTE
Jorge Gonzalez TEACHER CTE
Luz Granados TEACHER CTE
Aida Guerrero TEACHER CTE
Janetta Held TEACHER ACADEMIC
Jason Hinojosa TEACHER ACADEMIC
Bryan Hunter TEACHER ACCT FRANKLIN
Jerome Joseph TEACHER CTE
Carrie Jung TEACHER ACADEMIC
Philip Leeman TEACHER ESL
Jose Lemus TEACHER ESL
Maria Leon TEACHER ESL
Myra Linares TEACHER ESL
Maria Martinez TEACHER ACCT ELASC
Elizabeth Mejia TEACHER ESL
Diana Mercado TEACHER CTE
Beatriz Ochoa TEACHER ESL
Alex Pickering TEACHER CTE
Robert Proctor TEACHER ESL
Margie Quintanar Arviso TEACHER CTE
Roberto Quiros TEACHER ACADEMIC
Hugo Ramirez Palma TEACHER ESL
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ACCREDITATION 2017/2018 CERTIFICATED STAFF
Oscar Rodriguez TEACHER ACADEMIC
Olivia Romo TEACHER ESL
Edward Ruiz TEACHER CTE
Aaron Saenz TEACHER CTE
Beatrice Santiago TEACHER CTE
Yetta Shavers TEACHER ACADEMIC
Mariam Sidhom TEACHER ACADEMIC
Julie Singer TEACHER ESL
Oksana Tarasyuk TEACHER ESL
David Torres TEAHCER ACCT GARFIELD
Luis Trejo TEACHER CTE
Jeffrey Vollmer TEACHER ACADEMIC
Stephen Webb TEACHER ESL
Jonathan Wong TEACHER ACADEMIC
Edward Wu TEACHER ESL
ACCREDITATION 2017/2018
SUPPORT STAFF
NAME POSITION PROGRAM
Elizabeth Lozano School Administrative Assis-tant
ELASC - Classified
Ruth Alarcon Office Technician ELASC WIOA - Classified
Mamie Costello Office Technician Eastside LC - Classified
Bernadette Cruz-Domingo Office Technician Eastside LC - Classified
Efren De Los Reyes Office Technician ELASC/EASTSIDE LC -
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SUPPORT STAFF Classified
Rubi Marek Office Technician ELASC - Classified
Jaqueline Martinez Office Technician ELASC – Classified
Maria Ortega SIS Coordinator ELASC - Classified
Veronica Perez Office Technician ELASC - Classified
Anita Torres Office Technician ELASC - Classified
Vartohi Ohanian Financial Manager ELASC - Classified
Della Laira Accounting Technician II ELASC/EASTSIDE LC - Classified
Debbie Galicia Campus Aide & Restrict-ed/Student Body Worker
Book Store - ELASC
Edgar Solis Campus Aide & Restrict-ed/Student Body Worker
Book Store – Eastside
Elizabeth Cordoba Community Rep./Teacher As-sistant
PLN
Maria Garcia Community Representative PLN
Eric Salim IT Support Technician ELASC/EASTSIDE LC
Vanessa Avalos Teacher Assistant ACCT – Garfield/Eastside
Sofia Banegas Teacher Assistant ACCT – Garfield/Eastside
Sofia Banegas Teacher Assistant ELASC/Franklin H.S.
Daisy Casas Teacher Assistant ACCT – ELASC
Grace Castro Teacher Assistant ACCT – ELASC
Grace Castro Teacher Assistant ELASC/Franklin H.S.
Mariaelena Delgado Teacher Assistant ACCT – Franklin
Danae Dominguez Teacher Assistant EASTSIDE LC
Reyna Leyva Teacher Assistant ACCT – Garfield/Eastside
Ashley Sanchez Teacher Assistant ELASC
Gricelda Santana Teacher Assistant ACCT Franklin
Crystal Tapia Teacher Assistant ACCT – ELASC
Anthony Pedroza Plant Manager Buildings & Ground
Albert Alejandre Assistant Plant Manager Buildings & Ground
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ACCREDITATION 2017/2018
SUPPORT STAFF
Francisco Calero Bldg. & Grounds ELASC
Gustavo Campos Bldg. & Grounds ELASC
Eric Garcia Bldg. & Grounds Eastside
Lefroy Greenwood Bldg. & Grounds Eastside
Todd Truong Bldg. & Grounds ELASC
Sheilda Broughton School Safety Officer ELASC
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PREFACE
East Los Angeles Skills Center and the Los Angeles Unified School District’s Division of
Adult and Career Education welcome the WASC Visiting Committee to help us with our
self-study. Since opening in 1966, East Los Angeles Skills Center has a history of
excellent WASC visits and has shown a consistent commitment to the accreditation
process. We have weathered the storms of major re-organization in the summer of
2012 with a merging of 34 adult schools into 10 service areas. Despite all the
substantive changes, East Los Angeles Skill Center successfully hosted a full self-study
visit in 2011 and received 6 years accredited status with a one-day mid-cycle visit in
2014. More recently, the school was separated from its service area hub, with the East
Los Angeles Occupational Center, during the start of the 2016-2017 school year to
become its own stand-alone school.
Although there have been many changes, this is an exciting time to be in Adult
Education with college and career readiness standards, WIOA, post-secondary education
in training, Los Angeles Regional Adult Education Consortium (LARAEC). The future is
bright for adults who are seeking Career Technical Education, Basic Education, High
School Diploma, High School Equivalency, EL Civics, Citizenship and English as a Second
Language support.
East Los Angeles Skills Center involves all staff members in the self-study process. We
have updated and revised our mission statement, vision, and schoolwide learner
outcomes as needed to better assist our students. In addition, we created a motto,
“Empowering Students,” for our school that aligns not only with our mission but also our
vision. It is our goal and our purpose to create pathways to workforce and higher
education, to help our students take that next step.
We have addressed our key issues and developed a new School Wide Action Plan which
will help us continue to improve and master our Student Learning Outcomes.
We look forward to working with the WASC Visiting Chairperson and Team. We value
this process as all of our stakeholders have a deeper understanding of East Los Angeles
Skills Center’s challenges, strengths and goals.
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We have created a document that ensures we constantly strive for improvement,
address our Student Learning Outcomes and prepare our student’s for success.
CHAPTER 1
Introduction
Institution’s Mission and Schoolwide Learning Outcomes
East Los Angeles Skills Center (ELASC) is one of the eleven schools in the Los Angeles
Unified School District’s Division of Adult and Career Education (DACE). In the summer
of 2012, DACE underwent a major restructuring in its infrastructure due to budgetary cut
backs affecting LAUSD. As a result, 34 adult school and occupational centers were
closed and consolidated into 10 service areas. In the 2016-2017 school year, East Los
Angeles Service Area was divided into two schools: East Los Angeles Skills Center and
East Los Angeles Occupational Center.
ELASC is parent to Eastside Learning Center and several sites in the East Los Angeles
area. Since opening on July 1st, 1980, ELASC has truly empowered many students to get
a better job, future, and life. The school is seen as a first contact and connection to the
American culture for many newly-arrived immigrants. These students benefit from our
English as a Second Language (ESL) classes, as well as our academic and vocational
offerings. ELASC is committed to providing students with the necessary preparation to
successfully transition from class, to program, to college, and to employment.
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ELASC Center Locations Map
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Main Campus
East Los Angeles Skills Center is situated in the heart of northeast Los Angeles. ELASC
serves the communities of Eagle Rock, East Los Angeles, El Sereno, Highland Park, and
Lincoln Heights. The ELASC main campus is located between Mission and Soto Streets,
at the end of a cul-de-sac on Selig Place. The main building is next door to Local
District East and to the district's Information Technology Department, or ITD. The three
story center houses over 50 classrooms that comprise Academic, English as a Second
Language, and Career Technical Education programs.
Programs
Adult Secondary Education (ASE)
Adult Basic Education (ABE)
English as a Second Language (ESL)
Health Careers
Industrial Education
Business Education
Integrated Education and Training (IET)
East Los Angeles Skills Center
3921 Selig Place
Los Angeles, CA 90031
Phone: (323) 224 - 5970
Fax: (323) 222 – 2351
Website: http://www.eastlaskillscenter.org
Eastside Learning Center — Branch Campus
Eastside Learning Center is located in East Los Angeles in the former Santa Martha
Hospital building, which in 2012 was converted to an adult school campus. It is north of
the 60 freeway and west of the 710 in a primarily residential area. Eastside shares a
building with Hilda L. Solis Learning Academy, an LAUSD secondary school. Many of the
Eastside students are parents of students from nearby Esteban E. Torres High School.
Eastside is located 4.5 driving miles from the East Lost Angeles Skills Center's main
campus.
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Programs
Adult Secondary Education (ASE)
Adult Basic Education (ABE)
English as a Second Language (ESL)
Computer Education
Building & Grounds
Health Information Technology (HIT)
Citizenship
Eastside Learning Center
4355 Michigan Ave.
Los Angeles, CA. 90022
Phone: (323) 729-1800
Fax: (323) 729-1860
Other Branch Locations
The following locations offer a variety of classes, as indicated below.
English as a Second Language (ESL) multi-level classes
Burbank Middle School Aldama Elementary School
6460 N. Figueroa St. 632 N. Avenue 50
Los Angeles, CA 90042 Los Angeles, CA 90042
Monte Vista Street Elementary School
5423 Monte Vista Street
Los Angeles, CA 90042
Citizenship classes
Chinese United Methodist Church
825 N. Hill Street
Los Angeles, CA 90012
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High School credit recovery classes
Eagle Rock High School Franklin High School
1750 Yosemite Dr. 820 N. Avenue 54
Los Angeles, CA 90041 Los Angeles, CA 90042
Marshall High School Wilson High School
3939 Tracy Street 4500 Multonomah Street
Los Angeles, CA 90027 Los Angeles, CA 90032
Para Los Niños
3845 Selig Place
Los Angeles, CA 90031
Family Success Initiative
Family Success classes are offered in partnership with the Family Success Initiative,
whose mission is to use a strengths-based approach to increase school, family, and
community partnerships while promoting the assets of parent-child bilingualism and
biliteracy. Classes will:
Include Parent Education modules that are student driven and student selected
Offer parent engagement activities focused on learning about school, assisting in the
classroom, participating in school site advisory groups (e.g., English Learner Advisory
Committee), and volunteering for special events
Bring parents and students together through regular PCILA activities that develop
multiple literacies and support parent partnerships in school
Encourage families to lead Service Learning Projects (e.g., campus cleanup and healthy
environment campaign, reading tutors, campus beautification/family art displays, etc.)
Create opportunities to expand family-to-family networks, increase self-efficacy, and
build leadership skills
Provide contextualized soft skills training
Annandale Elementary Farmdale Elementary
6125 Poppy Peak Drive 2660 Ruth Swiggett Dr.
Los Angeles, CA 90042 Los Angeles, CA 90032
Accelerated College and Career Transition Program (ACCT)
The Accelerated College and Career Transition Program (ACCT) creates a community-
based learning environment which provides disconnected youth with the opportunity to
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complete graduation requirements, co-enroll in Career Technical Education programs
and transition to post-secondary studies and employment.
East Los Angeles Skills Center Garfield
3921 Selig Place 4355 Michigan Ave.
Los Angeles, CA 90031 Los Angeles, CA 90022
Franklin
820 N. Ave. 54, Bldg. B-30
Los Angeles, CA 90042
School Profile
ELASC is part of the Los Angeles Unified School District’s (LAUSD) Division of Adult and
Career Education (DACE), and has served the community of East Los Angeles for over 37
years. ELASC offers a growing variety of classes, such as Adult High School Diploma,
High School Equivalency (HSE), English as a Second Language (ESL), EL Civics,
Citizenship, Vocational English as a Second Language (VESL), and Career Technical
Education (CTE). The school underwent a major restructuring in 2012, which combined
East Los Angeles Skills Center with East Los Angeles Occupational Center (ELAOC) to
form East Los Angeles Service Area. Then, in 2016, ELASC separated from ELAOC, and
was once again a stand-alone school.
History
Lincoln Heights is considered to be the oldest suburb of Los Angeles proper, perched on
bluffs overlooking the Los Angeles River and its formerly lush floodplain. The area soon
became a crowded commercial thoroughfare, and by the turn of the 20th century,
unfettered industrial construction within the once scenic floodplain made it less
appealing for Angelenos of means, who started moving out. As wealthy residents
departed, and with an increasingly growing Mexican American population, Lincoln
Heights became a "barrio" by the 1960s. In the 21st century, Lincoln Heights is no
longer widely considered a "barrio," due to changes brought on by gentrification. The
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neighborhood has slowly gentrified due to the Northeast Los Angeles housing price
escalation of 2013 and 2014.
ELASC Mission and Student Learner
Outcomes
Mission
The East Los Angeles Skills Center, in collaboration with community-based organizations
and stakeholders, will provide access to educational programs and services for students
to achieve their personal and or career goals through language acquisition, and
academic and career pathways.
Student Learner Outcomes (SLOs)
The East Los Angeles Skills Center offers opportunities for all students to:
Have access to an educational plan and course of study to increase employability
Obtain technical skills for entry and advanced employment
Acquire language and academic skills for advanced educational options and careers
Funding
ELASC is currently funded under the Maintenance of Effort dollars which are provided to
LAUSD by the California State Department of Education. This money is distributed by
the Los Angeles County Office of Education (LACOE). The school has been given
approval for ongoing funding through AB 86/AB 104 and the Adult Education Block
Grant (AEBG). This allocation will be managed by the members of our Consortium. The
participating school districts are Burbank Unified, Montebello Unified, Culver City
Unified, Los Angeles Unified and the Los Angeles Community College District. This five
member consortium is called the Los Angeles Regional Adult Education Consortium
(LARAEC). Tremendous efforts by all five member districts have led to a comprehensive
plan for revision and alignment of curriculum and instruction methods.
A significant portion of the plan includes the establishment of Professional Learning
Communities (PLCs) for our teachers. This will ensure the implementation of College
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and Career Readiness Standards (CCRS) which are a critical piece in meeting AEBG
criteria. In addition, collaboration with local community colleges has been greatly
increased by scheduling meetings and discussing the possibility of future career
pathways.
At ELASC, we are very pleased with the progress that has been made in connecting with
the local community colleges, particularly East Los Angeles College. We are committed
to developing our partnership and becoming more familiar with their programs and
entrance requirements. Establishing communication and becoming part of their
outreach efforts will facilitate the transition of our adult students into college. Our hope
is that current funding streams will continue long into the future, so that we may
continue to provide the much-needed Adult Education programs in our community.
Workforce Innovation and Opportunity Act Funding (WIOA)
East Los Angeles Skills Center has historically received Federal Funding from the
Workforce Investment Act (Enacted in 1998), known as WIA funding. We are now
working with a new law which was recently enacted, and is known as the Workforce
Innovation and Opportunity Act (WIOA). The WIOA was signed into law by President
Obama on July 22nd, 2014. This Act reauthorizes the Adult Education and Family
Literacy Act (AEFLA) with several major revisions. WIOA became effective on July 1st,
2015, the first full program year after its enactment. Still, the act included several
provisions that became effective on other dates. For example, Governors had to submit
Unified State Plans pertaining to workforce investment programs, adult education and
vocational rehabilitation to the United States Secretary of Labor on March 1st, 2016. In
addition, the WIA performance accountability section remained in effect for program
year (PY) 2015, with the new WIOA performance accountability provisions taking effect
at the start of PY 2016, on July 1st.
WIOA retains the basic components of WIA. It includes titles on Occupational Training,
Adult Basic Education (ABE), Literacy and English Language (ESL) Acquisition, Public
Employment Offices (aka, Wagner-Peyser), and Vocational Rehabilitation. Within that
framework, WIOA streamlines programs, reporting, and administration. As The Center
for Law Social Policy explains, WIOA "strengthens existing workforce development and
adult education programs in ways that can benefit adults and youth with barriers to
economic success."
Vision for the Adult Education and Family Literacy Act under the Workforce
Innovation and Opportunity Act (WIOA)
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As part of the Department of Labor’s continuing efforts to support states and local areas
in their implementation efforts, on August 18th, 2015, the Office of Career, Technical,
and Adult Education (OCTAE) released a program memorandum entitled "Vision for the
Adult Education and Family Literacy Act in the Workforce System and Initial
Implementation of the Workforce Innovation and Opportunity Act". The program
memorandum provides a framework to support implementation activities and
recommended actions that states should undertake to help realize the vision for AEFLA
under WIOA. WIOA promotes alignment and coordination of core programs, in which
adult education and literacy activities are included. This encourages Adult Education
programs to implement workforce development plans in our Division and to create
strategies to meet the needs of jobseekers and employers. East Los Angeles Skills
Center has already implemented a number of the above mentioned revisions, including
Family Literacy teaching modules and testing. Our hope is to continue to increase the
number of students who benefit from this new model and to ensure that this Federal
source of funding continues to support our programs.
Perkins Funding
Many CTE programs within DACE have utilized Perkins funding to enhance the
acquisition of skills needed for our students to enter the workforce. These funds have
allowed schools to purchase new equipment which is critical in modernizing our training
programs. This school year, 2017-2018, ELASC is scheduled to receive $7,885 for the
Medical Assistant Program, $6,577 for the Physical Therapy Program, and $17,817 for
the Certified Nurse Program.
The Perkins Career and Technical Education Act of 2006 (Perkins) continues to provide
us with federal support for CTE programs. The law focuses on the academic and
technical achievement of CTE students, strengthening the connections between
secondary and postsecondary education, and improving accountability. Perkins includes
a requirement for programs of study (POS), which is intended to seamlessly link
academic and technical content across secondary and postsecondary education. Perkins
is the largest federal investment in America’s high schools and a significant source of
support for postsecondary institutions offering CTE programs. Nevertheless, Perkins
funding has experienced significant reductions over the past several years, which has
limited its ability to support high-quality CTE programs. At a time when enrollment in
CTE programs is growing and the demand for skills training is increasing, the need for
additional funding and resources is critical. The Perkins Act is therefore essential to
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ensuring CTE programs receive the necessary federal investment to support the
development of and access to high quality CTE programs throughout the United States.
Operations
ELASC operates on a semester calendar, with the exception of our ESL Program, which
operates on a trimester system. The typical schedule of classes is the following:
Monday through Friday 8:00 AM - 10:00 AM
Monday through Friday 10:15 AM - 12:15 PM
Monday through Friday 1:00 PM - 3:00 PM
Monday through Thursday 4:00 PM - 6:30 PM
Monday through Thursday 6:00 PM - 8:30 PM
Saturday 8:00 AM – 12:15 PM
ELASC's enrollment policy, for most programs, is open-entry/open-exit. However, many
of the CTE courses are now managed enrollment/cohorts; therefore, once the class has
started and is full, no new students can add the class, as their required hours for course
completion will not be met by the end of the course. Other classes, such as ESL, ABE,
ASE, are open to students throughout the semester, as room permits. ESL, Reading and
Math assessments are administered in the Assessment Center and are used to place
students in the appropriate programs and levels.
Career and Technical Education program quality, including curriculum evaluation and
industry standard equipment recommendations, is ensured in several ways. All course
outlines are State approved and competency-based. Employer Advisory Boards,
representing various industry sections, are convened at sites around the DACE, and are
made up of industry representatives to determine whether curricula and programs
satisfy current and projected market needs. These boards meet annually.
It is the role of the various advisories and administration, in collaboration with staff, to
determine whether any courses should be continued or revised, or if any new courses
should be considered for adoption.
Adult students may also prepare for the High School Equivalency Test (HiSET), earn an
adult high school diploma, or improve their basic reading, language, and mathematic
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skills in the Individualized Instruction Lab, Evidence Based Reading Instruction (EBRI)
Reading class, and Math lab. ESL classes offer English language skills to students whose
primary language is, in most cases, Spanish. ESL classes allow students to acquire
language skills to make them more productive on their jobs, to transition into career
training, or to enter the HiSET Preparation/High School Diploma program.
Young adults concurrently enrolled in high school (concurrent) may attend career
technical classes during the day and/or in the evening. They are referred by the career
advisor at their home school and typically take classes for their fifth and sixth periods or
immediately after school. ELASC’s counseling staff monitors student progress and
reports credits back to the home schools. The high school dropout recovery program,
the Accelerated College and Career Transition Program (ACCT), offers the opportunity
for young adults who have been out of school to earn a high school diploma and
receive career technical training.
Instructional Program Offerings
Elementary Basic Skills
Reading 2 – 3
Math 1 – 3
Basic Language Arts — Beginning, Intermediate and Advanced
English as a Second Language (ESL)
ESL Literacy
ESL Beginning Low
ESL Beginning High
ESL Intermediate Low
ESL Intermediate High A
ESL Intermediate High B
ESL Advanced Low
ESL Learning to Converse
ESL Pronunciation Basics
ESL Vocabulary and Idioms
ESL Certified Nursing Assistant (IET)
ESL Using Computers and the Internet for
English Language Practice
Citizenship
ESL/Citizenship
Secondary Basic Skills
Algebra 1A/1B HiSET Preparation
Economics Integrated Science 1, 2, 3, 4
English 1, 2, 3, 4 Life Skills
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English Composition/Contemporary Literature/American
English Composition/Expository Literature/Modern
Fine Arts/Visual Arts Parent Education
Geometry 1A/1B Psychology
Health U.S. Government
U.S. History/1, 2 World History/1, 2
Business Education
Accounting/1, 2
Accounting Clerk/Upgrade
Administrative Assistant/1, 2, 3
Computer Operator/1: Foundation
Computer Operator/2: Applications
Computer Operator/3: Database
Computer Operator/4: Presentations
Computer Operator/5: IC-3 Certification
Arts and Media
Graphic Design: Fundamentals
Graphic Design: Digital Imaging
Graphic Design: Advertising
Graphic Design: Web Design
Video Production
Industrial Technology
Building and Grounds
Hospital Maintenance
Maintenance Supervisor
Photovoltaic/1, 2, 3
Powerline /1, 2, 3
Health Careers
Certified Nursing Assistant
Medical Assistant
Physical Therapy Aide
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Significant Developments at ELASC Since
2011
Several events have had a major impact on ELASC since the last self-study in 2011. The
first was a major re-organization in the summer of 2012 with a merging of thirty-four
adult schools into ten service areas. More recently, the school was separated from its
service area hub, East Los Angeles Occupational Center, during the start of the 2016–
2017 school year, to become its own stand–alone school again.
Stability in the administration at ELASC created an atmosphere of consistency, reliability
and history. During the 2013–2014 school year, Ms. Andrea Rodriguez became the
principal of East Los Angeles Service Area (ELASA), comprised of both the Skills Center
and Occupational Center. When East Los Angeles Skills Center became its own school
again, in 2016, Ms. Rodriguez remained as the principal of ELASC. Her tenure as
principal of ELASA was a valuable resource for ELASC as difficult changes took place. In
fact, during the beginning of the 2016–2017 school year, her first as principal of ELASC,
Ms. Rodriguez was selected as the 2017 Associated Administrators of Los Angeles
Administrator of the Year for the Adult Department.
In 2016, the site leadership was downsized to one Assistant Principal of Academic
Counseling due to the separation of the service area; however, two Assistant Principals
of Operation were retained. With the separation and retirement of some administrators,
this left the Skills Center with two new Assistant Principals of Operation, with one APO
starting in the summer of 2016, and the other starting in January of 2017.
Specific Changes in ELASC Programs Since
2014
ESL & CTE teachers began participating in Professional Learning Communities.
We began successful CTE cohorts which are still growing today.
As student demand for academic cohort classes decreased, we transitioned back to
traditional I.I. Lab classes.
We continued collaborations with organizations such as Para Los Niños, City of Angels,
and Midnight Mission to refer academic students to us.
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We opened English and Spanish HiSET preparation classes during the week, as well as on
Saturdays.
We now have Distance Learning HiSET preparation through Aztec Software. Students
who pass the post test of the Aztec program receive a merit award that qualifies them to
take the HiSET test for free.
We added Saturday programs for our academic, ESL and CTE programs.
We are now offering afternoon and evening CTE classes at both of our campuses.
We reviewed and implemented new eligibility requirements for our Integrated
Educational Training (IET).
In order to improve students' writing skills, we opened a Basic Language Arts class.
High School Equivalency Test (HiSET)
The District discontinued the administration of the General Education Development
(GED) test in 2014. The exam underwent some changes per state curriculum and
common core standards. Per CA Department of Education guidelines, students now
have one of three options for their H.S. equivalency certificate: the GED 2014, the HiSET,
and the TASC. Of these options, LAUSD’s DACE currently offers the HiSET for its
students. When the DACE administers the HiSET, scores are automatically imported into
the Adult Student Information System (ASIS), and any school is able to access a
student’s scores to see whether they passed the exam or not.
The Accelerated College and Career
Transition Program (ACCT)
From 2012–2015, when ELASC was part of ELASA, the service area ran five separate
Alternative Education and Work Center (AEWC) programs in five locations: ELASC,
Eastside Learning Center, East Los Angeles Occupational Center, Belvedere Learning
Center, and one branch at Franklin High School. Beginning in the 2015–2016 school
year, the Franklin and Occupational Center AEWC sites were run by one advisor instead
of two, as were the sites at Eastside and Roosevelt. When ELASC broke away from the
Occupational Center, we were left with three AEWC sites: ELASC, Eastside, and Franklin.
Then, during the 2016–2017 school year, DACE re-named AEWC as the Accelerated
College and Career Transition program (ACCT). Finally, beginning in the 2017–2018
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school year, each ACCT site was assigned one program advisor, two teachers, and 2–3
teacher assistants.
Professional Learning Communities (PLC)
During the 2016–2017 school year, East Los Angeles Skills Center participated in a
CALPRO state training for Professional Learning Communities. The Assistant Principal of
Operations (APO), along with two program advisors in ESL and CTE, learned the
processes and procedures for starting and maintaining a local school PLC. Upon
returning from their training, ELASC started a PLC for the Career Technical Education
program, and the ESL program continued to build upon their already existing PLCs.
Community Profile
Population
The 2000 U.S. Census counted 26,616 residents in the 2.51 square-mile neighborhood of
Lincoln Heights. In 2008, the city estimated that the population had increased to 29,637.
In 2000, the median age for residents was 27, considered young for city and county
neighborhoods. The neighborhood was considered "not especially diverse" ethnically
within Los Angeles, with a relatively high percentage of both Asian and Latino people.
The specific breakdown was Latinos, 70.7%; Asians, 25.2%; whites, 2.7%; blacks, 0.4%;
and others, 1.0%. Mexico (57.0%) and Vietnam (16.9%) were the most common places
of birth for the 55.8% of the residents who were born abroad—which was a high
percentage for Los Angeles. The median yearly household income in 2008 dollars was
$30,579, considered low for the city. Renters occupied 75.9% of the housing stock, and
house or apartment owners held 24.1%. The average household size of 3.6 people was
considered high for Los Angeles.
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0.0%
54.6%
38.0%
7.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
Employed (Armed Forces)
Employed (Civilian)
Not in Labor Force
Unemployed
Employment Status
3.4%
16.7%
36.8%
43.1%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0%
$150,000 or More
$75,000 to $149,999
$30,000 to $74,999
Less than $30,000
Household Income Levels
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Source: Demographics/Neighborhood Info, Los Angeles, CA 90031 Movoto Website.
Demographics Conclusions and Implications
for ELASC
The demographic data available currently reflects the community that has existed in the
area since the 1960’s; however, that community is undergoing change as the
gentrification that has overwhelmed Highland Park has expanded to the surrounding
communities of El Sereno, Lincoln Heights and Boyle Heights.
ELASC CTE programs are aligned with local Industry Sectors. The three major industry
sectors in the area are Education/Health (17.7%), Retail/Wholesale (16%) and
Arts/Entertainment (12.8%).
0.4%
12.8%
7.1%
17.7%
3.7% 3.8%
14.0%
7.2%
9.1%
3.2%
16.0%
5.0%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
20.0%
Civilian Employment Industry
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With limited resources, we must continually assess our program offerings to ensure we
are meeting the changing community needs.
Education
East Los Angeles is home to several public education resources that serve adult learners.
All provide programs for adults to obtain high school equivalency certificates and/or
high school diplomas, as well as learn English or career training. Several LAUSD DACE
campuses are nearby:
East Los Angeles Occupational Center
Evans Community Adult School
Abram Friedman Occupational Center
Other public adult education facilities in East Los Angeles include:
East Los Angeles College
California State University - Los Angeles
Through the development and implementation of the Adult Education Block Grant
(AEBG) the members of the Los Angeles Regional Adult Education Consortium (LARAEC)
commonly refer potential students to one another, in order to best meet the individual
goals of the student. All colleges and public schools serving adults also offer
remediation programs so that students can succeed and ultimately achieve their
personal goals. For adult school and employment preparation centers, these programs
are Adult Basic Education (ABE), English as a Second Language (ESL), Adult Secondary
Education (ASE), and Career Technical Education (CTE). The following table indicates
that of the residents in the area served by ELASC, less than 40% have a HS diploma, and
as many as 51% have no HS Diploma.
Zip No HS Diploma HS Diploma AA/BA Graduate Degree
90031 45.1% 35.4% 15.2% 4.3%
90022 50.6% 38.1% 10.1% 1.2%
90038 28.1% 37.4% 26.8% 7.7%
90042 30.4% 37.3% 23.7% 8.6%
Source: "Lincoln Heights," Mapping L.A., Los Angeles Times
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According to an ELASC student survey, students do come to our school having achieved
a high school diploma, degree, or certification previously.
Also, we have students who have achieved some formal education of study in their
home country and/or the United States before coming to seek further education at our
school.
1%
3%
3%
13%
30%
50%
0% 10% 20% 30% 40% 50% 60%
Masters or higher
Bacherlor's Degree
Associates Degree
Technical Certification
High School Deiploma
None
Highest Diploma / Degree Earned
13%
24%
40%
23%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
0 - 5 years 6 - 9 years 10 - 12 years More than 12 years
Years of formal education completed in your country and/or USA?
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Education Conclusions and Implications for
ELASC
ELASC is offering programs that are needed in the community. The current
demographic data demonstrates that a majority of the surrounding population is
unemployed and has a considerably lower level of educational attainment. 80.5% have
a high school diploma or less education and 45.4% are either unemployed or no longer
in the labor force.
DACE has devised the “We Are DACE” campaign to embody the LARAEC goals, so that
all campuses are working collaboratively to meet the needs of adult learners.
This student survey indicates that 70 percent of students speak a language other than English at home;
thereby justifying the need for the acquisition of English as an important skill for employment
preparation.
64%
30%
3% 2% 1%
0%
10%
20%
30%
40%
50%
60%
70%
Spanish English Chinese Vietnamese Other
Primary Language
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Student Demographics
The majority of ELASC students, (64%), identify as Hispanic and are Spanish speaking.
The female population, (63%), is higher than that of the male, (37%). Most of our
students have a basic education from their own countries: 63% reported at least twelve
years of school or some college. Most students, (47%), work either full or part-time, and
the most common employment sectors for ELASC students are Health and Industrial.
Most students are adult ESL students.
Despite the separation from the Occupational Center in 2016, the enrollment remained
consistent. Student demographic information for the last three years has been taken
from the Adult Student Information System (ASIS). This data is given below:
10,220
9,170
4,551
3,450
0
2,000
4,000
6,000
8,000
10,000
12,000
ELASA - 2014-2015 ELASA - 2015-2016 ELASC - 2016-2017 ELASC - 2017-2018(as of 12-17)
Total Enrollment - Unduplicated
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Based on recommendations for allocation of the Adult Education Block Grant money,
DACE is limited to serving adult high school students only. In order for the adult
schools to help the neighboring high schools with their prospective graduates, these
high schools need to finance the I.I. labs’ instructor’s hours. This change has led to a
dramatic decline in the number of concurrent students.
6%
37%
29%
25%
3%
0%
5%
10%
15%
20%
25%
30%
35%
40%
16 - 17 18 - 30 31 - 44 45 - 64 65 or over
Student Population by Age
1,610
1,148
722
449
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
ELASA - 2014-2015 ELASA - 2015-2016 ELASC - 2016-2017 ELASC - 2017-2018(As of 12-17)
Concurrent Enrollment
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Student Gender
There has not been a significant shift in the gender of East Los Angeles Skills Center
students. In the last three years, our female population has always outweighed the
males at our school.
Student Ethnicity
The ethnic breakdown of East Los Angeles Skills Center students has not changed
significantly over the last three years. The majority of students are Hispanic, with only
Asian coming in as a far second.
Male, 37%
Female, 63%
Student Gender
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Enrollment by Program
This chart compares enrollment of students served by ELASA in the 14–15 and 15–16
school years with the students served by ELASC during the 16–17 and 17–18 school
years. Enrollment decrease is due to the separation of the two schools.
999
0 1000 2000 3000 4000 5000 6000
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
Student Ethnicity 2014-2017
2014-2015 - ELASA
2015-2016 ELASA
2016-2017 ELASC
2017-2018(As of 12/17)
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
Academic & ACCT CTE ESL
Enrollment by Program
ELASA 2014 - 2015
ELASA 2015 - 2016
ELASC 2016 - 2017
ELASC 2017 - 2018(As of 12-17)
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Student Performance
Student performance is measured on a number of outcomes that are reported to the
Division of Adult and Career Education (DACE), and from there to the Board of
Education and the State. Three years of data are included.
Adult Secondary Education
High School Equivalency Test (HiSET)
We provide weekly testing that allows the community and our students a convenient
location to complete HiSET testing in a timely manner, as opposed to traveling out of
the area. Weekly testing was initiated in response to the overwhelming demand to
administer the HiSET at ELASC.
From 2014–2016 we were a part of East Los Angeles Service Area, and the number of
high school equivalency completers reflects the two schools. When we became a stand-
alone school, the number dropped to 212.
283
251
212
84
0
50
100
150
200
250
300
ELASA - 2014-2015 ELASA - 2015-2016 ELASC - 2016-2017 ELASC - 2017-2018(As of 12-17)
High School Equivalency Certificates
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High School Diplomas
The majority of our high school graduates have come to ELASC to earn a high school
diploma because they were unable to be successful in traditional high school programs.
It is not uncommon for adult students to leave and then return to school several times
before finally completing their high school diploma requirements. Another portion of
our graduates have arrived with some level of education from another country, and are
interested in earning the U.S. high school diploma as a means of securing better
employment opportunities and pursuing post-secondary education. Most of these
students are working, as well as attending school, which presents challenges for regular
attendance. The format of individualized instruction in most adult education classrooms
provides these students the opportunity to complete the high school diploma
requirements at their own pace, thus affording them greater success than what was
available in a traditional secondary program. Also, the portability of the work done in an
I.I. Lab to another campus is an important benefit for these students, many of whom are
25 years of age or younger, and are more transient than older students.
During the 2015–2016 school year, the California High School Exit Exam was eliminated,
which led to an increase in the number of high school diploma recipients.
311
363
168
58
0
50
100
150
200
250
300
350
400
ELASA - 2014-2015 ELASA - 2015-2016 ELASC - 2016-2017 ELASC - 2017-2018(As of 12-17)
High School Diplomas
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English as A Second (ESL)
The ESL program at ELASC has six levels: ESL Pre-Lit, and Beginning Low through ESL
Advanced Low. We also have the additions of IET, Citizenship, conversation, and
computers for ESL. ELASC has seen a dramatic increase in ESL completers since the
program has implemented a managed enrollment approach to ESL classes. Classes are
now offered as cohorts. Also, classes are being offered in two hour intervals. Classes
now run Monday through Friday, from 8:00 AM to 10:00 AM, and 10:15 AM to 12:15 PM.
Evening classes are held Monday through Thursday, from 6:00 PM to 8:30 PM, and
Saturday classes are from 8:00 am to 12:15 PM. We have seen more student completers
as a result of this change.
ESL Completers
2,911
3,414
1,616 1,401
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
2014 - 2015 ELASA 2015 - 2016 ELASA 2016 - 2017 ELASC 2017- 2018(As of 12-17)
Enrolled ESL Students (Unduplicated)
1,140 1,218
759
487
0
200
400
600
800
1,000
1,200
1,400
2014 - 2015 ELASA 2015 - 2016 ELASA 2016 - 2017 ELASC 2017- 2018(As of 12-17)
ESL Completers (Unduplicated)
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Comprehensive Adult Assessment System (CASAS)
The Adult Division of LAUSD receives WIOA Title II funding. As such, we use the CASAS
(Comprehensive Adult Student Assessment System) to meet accountability requirements
of the WIOA Title II grant. CASAS data collection and test results are used to document
and analyze learner outcomes and student improvement. CASAS Payment Points (also
called Learner Gains) are determined by student test results.
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Total Payment Points by Program Year
2014–2015 / 2015–2016 / 2016–2017 / 2017–2018 (mid-year)
Program
2014 - 2015
*Combined with
Occupational Center
Total Enrollees with Paired Scores
Payment Points % Percentage Total Payment
Points
Basic Skills ABE 741 875 118%
2014 - 2015
6,417*
ESL 1860 2226 120%
Adult Secondary ASE
387 770 199%
El Civics 1857 2546 137%
Program
2015 - 2016
*ELASA
Total Enrollees with Paired Scores
Payment Points % Percentage Total Payment
Points
Basic Skills ABE 474 559 118%
2015 - 2016
5,997*
ESL 1789 2168 121%
Adult Secondary ASE
528 861 163%
El Civics 1791 2409 134%
Program
2016 - 2017 Total Enrollees
with Paired Scores Payment Points % Percentage
Total Payment Points
Basic Skills ABE 387 258 66%
2016 - 2017
3,659
ESL 945 645 68%
Adult Secondary ASE
460 590 128%
El Civics 945 2166 230%
Program
7/1/17 - 12/31/2017 Total Enrollees
with Paired Scores Payment Points % Percentage
Total Payment Points
Basic Skills ABE 111 62 56% 1,480
ESL 597 332 56%
Adult Secondary ASE
246 139 57%
El Civics (231) 569 458 80%
El Civics (243) 533 489 92%
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Career-Technical Education (CTE)
Every CTE student completes a Perkins Eligibility Form at the time of registration. Forms
are reviewed and inputted into the SIS system by the CTE Program Advisor. Students
are deemed Perkins Eligible based upon their form responses. Students who are Perkins
eligible are contacted a year after completion in order to document program successes,
which include career placement, military service, and continued educational
achievement.
1,371 1,349
572
339
0
200
400
600
800
1,000
1,200
1,400
1,600
2014 - 2015 ELASA 2015 - 2016 ELASA 2016 - 2017 ELASC 2017 - 2018(As of 12-17)
CTE Student Enrollment
1,659 1,714 1,684
540
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2014 - 2015 ELASA 2015 - 2016 ELASA 2016 - 2017 ELASC 2017 - 2018(As of 12-17)
Perkins Eligible Students
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CTE Certificates
Despite the budget reduction and cut backs in programs we anticipate a strong showing
for CTE certificates, because although the number of CTE class sections have downsized,
the number of students in each class has increased. Counseling staff and instructors
have been working to actively encourage students to maintain regular attendance so as
to avoid being dropped from class and being placed on a waiting list. In addition,
ELASC has implemented a managed-enrollment approach in offering CTE courses.
Courses are now offered as cohorts, where students complete a series of classes in their
respective order. This allows for all students within a class to complete their hours
together, and move through the programs progressively. End results should indicate
more student capstone completers in all program areas.
0
500
1,000
1,500
2,000
2,500
3,000
2014 - 2015 ELASA 2015 - 2016 ELASA 2016 - 2017 ELASC 2017 - 2018(As of 12-17)
CTE Student Completers
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School Staff
ELASC’s staff is comprised of administrative, instructional, and support staff. The
administration is made up of four administrators: one Principal, one Assistant Principal
of Adult Counseling Services (APACS), and two Assistant Principals of Operations (APO).
In the school survey that follows, Classified personnel include clerical staff, security, and
custodial. The Certificated staff consists of teachers, teacher advisors, and classroom
teacher assistants.
6%
17%
23%
30%
19%
5%
0%
5%
10%
15%
20%
25%
30%
35%
Less than 6 6-12 13-20 21-30 31 or more N/A
Number of teaching hours per week at ELASC
61%
22%
5% 5% 5%
0%
10%
20%
30%
40%
50%
60%
70%
Hispanic/Latino White Asian African-American Other
Certificated Ethnicity
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0%
0%
0%
5%
11%
84%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Asian
White
Native-American
African-American
Filipino
Hispanic/Latino
Classified Ethnicity
6% 7%
37%
44%
6%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
High SchoolDiploma
AA or Technical Bacherlor's Degree Master's Degree Doctorate Degree
Highest Degree Earned - Certificated
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A significant number of the teaching staff works over 20 hours each week, thus allowing
for more staff stability. The ethnic makeup of both our certificated and classified staff
reflects that of our student population. Lastly, both certificated and classified staff
comes with a plethora of knowledge based on the amount of schooling that has been
acquired. This also helps with the promotion of classes, as students are able to learn
with teachers who are highly qualified in the fields they teach.
Conclusions of Analysis for ELASC
From the data in the Institutional, Community, and Student Profiles, ELASC emerges as
an organization reflective of its community, clear in its mission, and capable of fulfilling
its mandate to prepare students for employment and further education and training.
ELASC’s morning through evening course offerings in Adult Basic and Secondary
Education, as well as English as a Second Language, serve a large percentage of the
area’s adult population who lack English skills and a high school diploma. Career
TechniCALPROgrams take students from foundational levels to job readiness, most
39% 39%
9%
13%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
High School Diploma Some College AA or equivalent Bacherlor's Degree
Highest Level of Education - Classified
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within one or two years of study. Support for all students, including those with
disabilities, contributes to student achievement.
ELASC has experienced faculty and staff, along with sufficient resources to attain current
mandated student outcomes in obtaining English language skills, basic education skills
in Reading, Language Arts, and Math, HiSET and high school diploma completions, CTE
course completions, and CASAS payment points. Further, ELASC is already putting into
place structures and refining procedures to continue our growth in obtaining these
outcomes. ELASC has numerous partnerships, largely yielding in-kind services, that
support its mission and support achievement of the Student Learner Outcomes (SLOs).
ELASC leadership recognizes that the focus on student outcomes will continue to
sharpen, not only from the Division of Adult and Career Education, but also from the
state and federal governments, and WASC. ELASC leadership, staff, and students have
formed in-house organizations and committees, including a Student Council,
departmental groups, and a Leadership Team, where planning for the future takes place
and decision making is shared. The school is striving to form new partnerships with its
community with an expanded Business & Community Advisory Committee, internship
partners, and local community colleges. Also ELASC continues to build more in-house
systems of shared governance in order to respond to future mandates.
CHAPTER 2
Significant Developments
Progress Report on Key Issues since the Previous Self-Study
The most recent East Los Angeles Skills Center WASC Accreditation Report was the Mid-
Cycle Accreditation Report in April of 2014, when East Los Angeles Occupational Center
(ELAOC) and East Los Angeles Skills Center (ELASC) were integrated as East Los Angeles
Service Area (ELASA). The WASC visitation committee’s findings resulted in ELASC
receiving accreditation through 2017. It is worth noting that there were several
important historical events that occurred prior to the April 2014 visitation which heavily
influenced the findings in that report.
In early 2012, the LAUSD Board of Education made the decision to completely eliminate
all funding for the Division of Adult and Career Education (DACE) at the start of the
2012-2013 school year. This decision was made at the height of educational budget
cuts statewide. Throughout California, many adult education programs were completely
eliminated in order to divert funding to K-12 instructional programs. In Los Angeles,
however, there was strong public support for the continuation of adult education
because DACE had been providing critical services to the residents of Los Angeles for
over one hundred years. A city-wide, grassroots campaign aimed at saving Los Angeles
adult schools began in early 2012, with ELASC staff and students in the vanguard of the
lobbying efforts to save adult education programs. There was strong evidence to
support the success of these programs. In the 2011-2012 school year, the total LAUSD
operating budget was close to $7 billion, of which $170 million was allocated to adult
education. With this amount of funding, DACE was able to provide services to 258,227
adult students. In comparison, LAUSD spent approximately $6.4 billion to provide
services to 640,000 K-12 students. Due to overwhelming community support for adult
education, a last minute decision was made in the summer of 2012, and the LAUSD
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school board voted to retain $80 million—less than half of its previous allocation—in
funding for DACE in the 2012–2013 school year.
Following this decision, there was relief that adult education in Los Angeles would not
be completely eliminated; however, the massive reduction in funding threw the adult
education community into chaos, and a major restructuring of DACE was necessary. In
just a few short months, DACE had been reduced from thirty-four large adult schools
and occupational centers serving more than 250,000 students to ten service areas
serving fewer than 72,000 students. This impacted not only the student population, but
DACE employees as well: several hundred certificated teachers and classified employees
were permanently laid off. The consequences of these extensive budget cuts were
profound; lack of funding prompted closure of many popular programs and a reduction
in course offerings. Programs for Adults with Disabilities and Older Adults were heavily
reduced, and workforce preparation (CTE) courses were severely curtailed. The Parent
Education and School Readiness preschool programs, along with the Community-Based
English Tutoring (CBET) funding, had provided childcare for parents of young children so
that parents could attend classes. Both were eliminated.
Greatly reduced in their capacities to serve the community, East Los Angeles Skills
Center and East Los Angeles Occupational Center were merged to become East Los
Angeles Service Area in August 2012. Under the leadership of Ms. Donna Brashear, the
administration included three Assistant Principals of Operations (APO) and two Assistant
Principals of Counseling Services (APACS). ELASA was comprised of what used to be the
East Los Angeles Occupational Center, East Los Angeles Skills Center, Garfield-Roosevelt
Adult School (Eastside Learning Center, Roosevelt Community Adult School, and Plaza
del Sol), Puente Learning Center, Wilson-Lincoln Community Adult School (Wilson-
Lincoln Community Adult and Lincoln Plaza), and Franklin Community Adult School.
Just a year later, however, Ms. Brashear was promoted to the position of DACE
Administrator, and was replaced by Ms. Andrea Rodriguez. As an additional challenge,
ELASA was scheduled for a WASC Mid-term report in the spring of 2014.
East Los Angeles Service Area covered an expansive geographic area with numerous
branch and community-based locations that included several high schools. In the 2015-
16 school year, the total ELASA enrollment was 10,220 students. Just four years into this
restructuring, it had become increasingly more challenging to provide the necessary
levels of supervision and support to the programs given the wide variety of classes
offered, the numerous branch sites, and the number of school staff members assigned
to ELASA. Moreover, there were over 2,000 students on waiting lists for various classes.
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Consequently, the DACE leadership determined that the needs of the community would
be better met if ELASA was re-organized into two separate schools. Beginning in
August 2016, East Los Angeles Skills Center became one school, which included Eastside
Learning Center, Wilson Community Adult School and Franklin Community Adult School
as branch locations. There were a principal, two APOs and one APACS assigned to
ELASC. In September, however, one APO was promoted to principal, and ELASC was
short one administrator until January of 2017, when a new APO was hired to fill the
vacant position.
The Action Plan goals addressed in the Mid-Cycle Progress Report from ELASA have
been used as the baseline for determining the progress of ELASC, as the school had
previously been part of ELASA. Three goals were determined in collaboration with Mr.
Lee Duncan, Associate Executive Director of Southern California WASC, and the ELASA
administrative team, during the 2012-2013 school year. The identified issues resulted
from the restructuring of DACE, the needs of the service area, and the anticipation of
new mandates for the adult education budget. The personnel from this previous
accreditation who have remained at ELASC have monitored the school's progress;
however, the shifts in the structuring of DACE have created some challenges in the
monitoring and reviewing of the action plan, such as changes in administrative staff and
Adult Education Block Grant (AEBG) requirements.
Funding Changes
The Adult School budget is now identified as a grant in the California Department of
Education’s (CDE) annual budget. Funds are distributed by the Los Angeles County
Office of Education (LACOE). In June of 2013, Assembly Bill 86 (AB86) passed, outlining
expectations for consortium development as well as planning and implementation
requirements to establish an Adult Education Program. The bill provided grant funds for
regional consortia to create and implement plans, providing adults in their region with
the following educational services: Elementary and Secondary Basic Skills (ABE and ASE),
High School Diploma classes, High School Equivalency Exam preparation, English as a
Second Language (ESL), and workforce preparation classes (CTE).
Limited stability for Adult Education funding became possible through Assembly Bill 104
(AB104) which passed in June of 2015. AB104, also known as the Adult Education Block
Grant (AEBG), detailed the management and allocation of funds by the regional
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consortia throughout the state. The local consortium responsible for developing a
regional plan and its implementation is called the Los Angeles Regional Adult Education
Consortium (LARAEC). The five-member consortium consists of representatives from
Los Angeles Community College District and four local school districts: LAUSD's Division
of Adult and Career Education, Burbank Adult School, Culver City Adult School and
Montebello Adult School. Tremendous efforts by LARAEC have led to a comprehensive
plan for revision and alignment of curriculum and instructional methods.
A significant portion of the LARAEC plan includes the establishment of Professional
Learning Communities (PLC). The PLCs will ensure the implementation of College and
Career Readiness Standards (CCRS) which play a critical role in meeting AEBG criteria. In
addition, collaborating with local community colleges has been greatly increased by
hosting college classes at our campus and scheduling meetings to discuss the possibility
of future career pathways. Although discussions to determine future funding for adult
education are ongoing, DACE is working toward securing a stable funding stream that
will continue long into the future, and allow ELASC to continue to provide adult
education programs of outstanding quality within the East Los Angeles community. In
addition, ELASC is always working to increase funding by writing grants. Currently, we
have the WIOA Youth Para Los Niños annual grant that has been awarded since 2012.
Other established grants include Upward Bound federal grant and Workforce Re-Entry
grant in collaboration with Para Los Niños community agency.
Action Plan Progress
Action Item 1
The administration should create a framework for improving and standardizing
instruction across all program areas, including new approaches and best practices found
in adult education.
Provide staff development workshops in all programs to assist instructors in developing
or improving their teaching strategies and in the use of technology.
Focus on developing cooperative learning activities in all program areas.
Encourage instructors to observe teaching strategies modeled by others.
Implement Best Practice workshops by program area at department meetings.
Implement assessment (reading & math) of all students entering the CTE program.
Ensure Course Outlines are available to all instructors.
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Progress/Outcomes
The Division of Adult and Career Education (DACE) created division-wide policies
emphasizing the importance of improving and standardizing instruction to increase
student outcomes. The shift in policies came as a result of changes in California state
standards and the accountability requirements of the Adult Education Block Grant. In
order to comply with the shift in standards, DACE provided workshops, academies, and
summer institutes for teachers in all programs, as a means of introducing the new
College and Career Readiness Standards (CCRS).
DACE outlined several objectives that the division envisioned for our schools. The
objectives are as follows: systemizing quality instruction in all classrooms; focusing on
course completers and CASAS learning gains; administering student assessment at the
beginning and end of all courses; and creating professional growth opportunities for all
instructors. As a result, DACE provided professional development opportunities focused
on teaching strategies to improve instruction, curriculum revisions, student assessments,
cooperative learning, and blended learning. ELASA and now ELASC administration have
continually encouraged their staff to attend DACE professional development training in
all program areas, as well as training opportunities available through their respective
professional associations, and through CALPRO, OTAN, COABE, CCAE, etc. Furthermore,
DACE specialists and program advisers work with teachers on an ongoing basis to
improve their subject area expertise.
On-campus training workshops were held for administrators, teachers and staff on using
new technology, such as iPads, smart boards, laptops, document readers or Elmos, and
projectors. These workshops focused on improving and enhancing instruction by
integrating the available technology.
In the 2015–2016 school year, the Professional Learning Community (PLC) strategy was
introduced and implemented for the Adult Basic Education (ABE) Reading program.
There were a total of four scheduled visits that year for Division administrators, ELASA
administrators and Reading instructors to observe whether the DACE instructional
objectives were being implemented. Afterward, a charting session was held to reflect on
the successes observed by administrators during the visit. The observation summaries
were reviewed and discussed with all instructors to standardize the reading
methodology.
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In 2016–2017, ESL Beginning Low teachers were given guidance and training on
implementing beginning-level College and Career Readiness Standards in their classes.
The ELASC Administrative team developed a series of professional development
workshops for ESL teachers to participate in each month. The combination of DACE-
sponsored and local workshops allowed the instructors to absorb and apply the new
instructional strategies, helping to further the goals of the restructuring. In addition,
PLCs have been implemented within the CTE programs, which focus on specific industry
sectors. Ongoing PLCs allow administrators and instructors the opportunity to evaluate
programs to determine if student needs and Student Learning Outcomes (SLOs) are
being met. Each PLC also allows instructors the opportunity to continuously evaluate
program curriculum and instructional delivery, as well as build more inclusive
collaborative teams.
One of the early division-wide objectives was to increase the opportunities for students
to engage in cooperative learning in the classroom. DACE and ELASC administrators
spend time visiting all classes in their Service Area to promote cooperative learning and
support instructors as needed. All instructors are encouraged to share their best
practices on cooperative learning and other successful teaching strategies they have
acquired by attending Professional Development workshops. Instructors are urged to
visit other classes to observe their peers in action and meet on a one-on-one basis with
instructors who possess expertise in certain strategies.
ELASC has been assessing the reading and math skills of all students entering any of the
workforce preparation (CTE) courses. Various CTE courses require a minimum reading
and math level to enter and successfully complete the program. Students who do not
meet the requisite levels are counseled to register into the appropriate remedial
course(s). CTE students who score the minimum skill levels in math and reading tend to
have a greater success rate in completing their CTE programs, passing certification and
state licensing exams, and other examinations for employment.
Classified staff has the opportunity to attend professional development sessions offered
by the Personnel Commission’s Organizational Excellence Classified Training Branch.
Many staff members take advantage of training sessions offered in a classroom setting
or online, either on their own time or during their assigned work hours if their schedule
and work load permit.
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In addition, Course Outlines are available to all instructors in both paper and digital
formats. Administrators provide hard copies of Course Outlines to every newly hired
instructor before he or she steps into the classroom.
Action Item 2
The administration and faculty should develop resources and connections to promote
the school within the community in order to increase student awareness of learning
opportunities in the East Los Angeles area.
Provide marketing materials to all instructors and sites, such as flyers, posters, and
banners.
Develop a comprehensive yearly class schedule to be distributed by mail throughout the
zip codes served.
Utilize Connect Ed and available school marquees to share information among all
community members when school opens, new classes are offered, or new terms are
beginning.
Promote classes through high school counselors, career and health fairs, Los Angeles Job
Corps, and other community-based organizations.
Progress/Outcomes
School flyers with program information were created as part of the marketing plan to
increase enrollment and student awareness of learning opportunities. All flyers indicate
that ELASC is an LAUSD school, and courses are clearly recognizable as being offered at
one of the ELASC campuses. Flyers are distributed throughout the East Los Angeles
area, in places such as WorkSource Centers, Employment Development Department
offices, neighboring LAUSD schools, local libraries, and local businesses. Additionally,
posters and banners are prominently displayed in the various branch locations and high
traffic/visibility areas to promote available classes and inform the public of the services
provided at ELASC.
A professionally printed catalog of classes is mailed out to surrounding zip codes
annually. The catalog includes all courses offered at ELASC, including a brief synopsis of
the course objectives, class fees, school terms, and schedules. General information
about the school is made available in the catalog, and is easily accessible on the school’s
website as well, for a more interactive experience of attaining information.
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As part of the Los Angeles Unified School District, each school has the ability to connect
and communicate with all students, faculty and staff via an automated telephone system
called Connect Ed. ELASC can deliver recorded messages and announcements in
different languages to all phone numbers listed in the Adult Student Information System
(ASIS) for the purpose of sharing school information. As a result, students receive
information regarding enrollment days and times and availability of courses, as well as
messages before and after major holidays, when new classes are opening, and during
emergency situations.
Promotion and outreach is an ongoing effort at ELASC. Throughout the school year,
ELASC has opportunities to promote classes by participating in career health and job
fairs, and College and Career fairs at local public and private high schools and Adult
Schools. Significant outreach is also achieved with high school counselors, Job Corps,
and other community-based organizations.
In the 2014–2015 school year, ELASA retained the services of Avisos Clasificados y Mas,
a version of a Spanish language “Penny Saver.” This service provides information
regarding our programs to the surrounding areas. This magazine is free to the public
and is placed at markets, laundromats, magazine stands, and local businesses.
The ELASC website, www.eastlaskillscenter.org, uses a link to the DACE website's “Course
Finder”, which is a live feed of course schedules. The DACE web link, wearedace.org,
also allows stakeholders to search courses at all DACE schools, giving full access to every
adult education class hosted by LAUSD and implementing the “Pathway” concept
identified by LARAEC standards. ELASC has been working towards increasing its profile
in social media by developing a new marketing logo and creating Facebook, Instagram
and Twitter accounts to reach out to a larger pool of people. Establishing a presence in
social media will strengthen the transmission of school announcements and updates
pertaining to registration, upcoming events, student outcomes and resources.
Action Item 3
The administration should develop consistent policies and procedures that can be
effectively communicated across all sites, resulting in greater unity and consistency of
practice that improves the learning environment for all students.
Standardize all forms, school policies and procedures throughout all campus locations.
Develop and distribute a Staff Handbook to include all policies and procedures.
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Create a professional ELASC website to include links to District, Division, and School
resources, such as bulletins, policies, forms, and course offerings.
Utilize the school's Weekly Bulletin to provide staff and students with updated
information, calendared events, testing dates, instructional resources, District/Division
announcements, and student achievement.
Progress/Outcomes
The restructuring of DACE necessitated the standardization and uniformity of forms,
policies and procedures within the East Los Angeles Service Area. All staff is now
informed of revisions by email, staff meetings and informal interactions, and is provided
training when necessary. Additionally, a Staff Handbook has been created as a
reference guide to all of the new and continuing Division policies and procedures, as
well as other relevant school information. Furthermore, a compact disc containing all
mandated District and Division bulletins, Emergency Trainings, and forms is provided for
easy referral and access. The Staff Handbook is distributed to all members of the staff
annually at the Back-to-School meetings in August, and is made available for easy
access through the ELASC website. Revisions to any policies and procedures are
distributed to staff as they become available through the Weekly Bulletin/Newsletter.
A new ELASA website, www.eastlaservicearea.org, was created to be more user
friendly, and it is being expanded to include announcements, general information,
former students' comments through Yelp and Google+, and resources for the students
and community. The website domain name has now been changed to
www.eastlaskillscenter.org after the dissolution of East Los Angeles Service Area.
A Weekly Bulletin/Newsletter is provided to the staff through the District email system
and shared with students, detailing calendar events such as testing dates, staff meetings,
Professional Development opportunities, holiday celebrations and birthday
announcements. It also includes staff and student success stories and achievement,
classroom activities, including “Let’s Talk Friday,” instructional resources and
employment opportunities for teachers, and District/Division announcements.
Additionally, the school’s Mission, Vision, and SLOs are posted, along with Accreditation
updates. There is a student section for the posting of information on community events
and services, such as community health fairs, low cost child care services, Blood Drives,
legal services and career and scholarship opportunities. Finally, a Principal’s message to
the students and staff and inspirational quote are also included.
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CHAPTER 3
Criterion 1
Self-Study Findings Based On the WASC Post-secondary Criteria
The school demonstrates a strong commitment to its mission, emphasizing student
achievement in career techniCALPROgrams. The school communicates its mission
internally and externally. Student Learner Outcomes (SLOs) are developed and reviewed
annually to ensure that they are current.
Indicator 1.1
The school has a statement of mission that describes its broad educational purpose, its
intended student population, and its commitment to high levels of student learning
In what ways does the Mission Statement reflect the school’s commitment to high
levels of student learning?
ELASC developed this strong Mission Statement by focusing on effectively addressing
the needs of our community. These needs were determined based on our continuing
relationships with community-based organizations, responses to student requests, and
the creation of new pathways to minimize student wait lists. ELASC’s goal is to offer a
comprehensive learning environment that educates its student population and leads
them to high levels of employment. Program offerings include English language
acquisition, civics, basic skills, high school subjects, and workforce development.
How does the school establish learning programs and services that are aligned
with its mission and that match the needs of its student population?
ELASC's administrative team periodically reviews data such as student attendance,
course completion, program completion (high school graduates and CTE), assessment
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results (ESL promotion and retention sheets, TABE, HiSET, CASAS, and EL Civics), waitlist
information, employment and unemployment trends, and community concerns to
ensure that the courses offered address the needs of our diverse student population. If
the review reveals a discrepancy between student needs and course offerings,
administrators send a detailed report to the DACE Central Office highlighting the need
for specific courses, thereby ensuring approval and funding from DACE. To stay current
and relevant to the needs of the business community, ELASC has regular and direct
communication with business leaders regarding industry standards and state or federal
certifications, information used to adapt and adjust our curriculum and course offerings.
For example, we have developed and added courses to several CTE programs to fortify
students with industry required skills, thereby increasing student job acquisition upon
completion of coursework.
What documents does the school have that proves that the school is legally
authorized by the state or appropriate government agency to grant credits,
certificates, or diplomas?
As part of LAUSD, ELASC is legally authorized by the California Department of Education
to grant credits, certificates, and diplomas to both adults and eligible minors based on
the following evidence:
1. California Education Code Section 52507 states, “Governing boards shall have the
authority to provide for granting appropriate credits, certificates, diplomas or other
recognition of skill or accomplishment in such classes which such districts are otherwise
authorized to grant.”
2. California Education Code Section 52508 states, “The governing board of a high school
district or a unified school district shall have the authority to award diplomas or
certificates to adults and eligible minors enrolled in adult schools upon satisfactory
completion of a prescribed course of study in an elementary school program.”
3. Los Angeles Unified School District Policy Bulletin-1757.1 states, “Senior High School
students may enroll in adult education courses when there is a demonstrated need for
academic remediation or for completion of high school credit deficiencies and they have
received prior approval from their school guidance counselor or designee. The purpose
of this bulletin is to provide procedures for uniformly granting credit to students who
take adult education courses and to equitably assign credit for equivalent adult
education courses.”
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Furthermore, ELASC maintains valid copies of credentials for all of its employed
educators.
Indicator 1.2
The mission statement is approved by the governing body, published internally and
externally, and regularly reviewed and revised to connect to current student learning
needs.
Who was involved in the development of the mission statement and how was it
accomplished?
One of the initial tasks of the administrative staff during the spring of 2016 was to
review and discuss the Mission Statement and SLOs with all the stakeholders. During
the summer of 2016, ELASC administration revisited the Mission Statement and SLOs
due to the separation of our prior service area (ELASA) into two schools (ELAOC and
ELASC). A ballot with three possible Mission Statements was disseminated to
stakeholders. Following that process, the Mission Statement was chosen. The current
Mission Statement is the outcome of many honest and courageous discussions, carried
out in an inclusive atmosphere.
How is the mission statement communicated to the school’s constituents?
The Mission Statement and SLOs are printed on every school bulletin, every mailer, the
school website, the school letterhead, posters in every classroom and school office, and
are referred to in every meeting when setting up new procedures.
Out of our current Mission Statement came our new school motto, “Empowering
Students,” which is now published on all of our banners and flyers, and is referred to at
every meeting with stakeholders.
How often is the mission statement reviewed and revised in order to maintain
relevancy and effectiveness?
Administrators, faculty, and staff perform an annual review of the Mission Statement and
SLOs during the Back-to-School meeting. The Leadership Team then begins its revision
process if necessary.
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Who is involved in this review and revision process?
Through the process of revising the Mission Statement and SLOs, the staff and
stakeholders participate in periodic group activities designed to receive feedback and
gather input. The Leadership Team continues to revisit the long term goals of the
Mission Statement and SLOs to monitor their effectiveness and significance.
Indicator 1.3
The school's mission statement is central to institutional planning and decision making
activities.
How does the school consider its mission and SLOs in its planning and decision
making activities? What evidence does the school have to support the use of the
mission statement and SLOs in planning processes?
The Mission Statement and SLOs are a driving force for decision making and goal
setting at ELASC. They are referenced in all staff and administrative meetings, and guide
us in our decision making. For example, in order to ensure community access to our
programming, we open and close classes based on student need, as evidenced from
class waiting lists, and self-reported career and educational goals.
The ELASC Mission Statement and SLOs are justified with data obtained from WIOA
data, (i.e., learning gains, student completion reports, promotional exams, and electronic
waiting lists), in both school planning and decision making, because they give
stakeholders a common focus for improving student learning, achieving goals, and
maintaining a successful program according to student needs.
How is analysis and review of the school’s mission statement and achievement of
SLOs related to the revision of the Schoolwide Action Plan each year?
The focus of the Schoolwide Action Plan was based on the goals and expectations
identified in the Mission Statement. Careful review of this information led to:
Increased numbers and/or types of classes in all programs (ESL, ABE, ASE, and CTE)
beginning in the 2015-2016 school year and continuing currently, to meet student
demand
A new attendance procedure to reduce student no shows and absences, which includes
follow-up phone calls by teachers and counselors
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Posting of “Campaign for College” banners throughout campus to encourage student
success and promote post-secondary education
Motivational presentations from counseling office staff
A “Map to Success” pamphlet for ESL students that serves as a road map of educational
pathways
Alignment between CASAS tests, EL Civics, and ESL instruction to earn more benchmarks
An increased online presence via the ELASC website, Schoology, Google Maps, and social
media applications
Student Success Stories published in school newsletters and bulletins
The Leadership Team will monitor the action plan and will develop tools to evaluate
progress and effectiveness.
Indicator 1.4
The school establishes measurable Schoolwide Learner Outcomes that identify the
broad, global goals for all students based on current and future student learning needs.
How were the Student Learner Outcomes (SLOs) developed and how are they
measured?
Using the same process to revise the Mission Statement, the staff began to broaden the
scope of discussion to create the SLOs. The conversations shifted to the specific vision
for students and the goals set by them during their experiences at ELASC. Several topics
were used to guide the team, including student learning needs for the future, required
skills for college and career, digital literacy, and student demographics, which are
embodied in the Adult Education Block Grant (AEBG) to meet state initiatives.
Measuring and monitoring the SLOs and mission statement guided the discussion and
creative process during their development.
ELASC SLOs are measured periodically through classwork and performance review,
program completion and promotion rates, WIOA/CASAS reports, issuance of high
school diplomas and certificates of completion, high school equivalency exam
attainment, and job placement. Data from CASAS, student outcome data, student/staff
surveys and observations are used to evaluate and check progress. The Leadership
Team will tackle the ongoing review of the effectiveness and implementation of the
SLOs.
How do faculty members integrate these SLOs into their lesson planning?
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ELASC teachers integrate SLOs in their daily lessons. For example, teachers provide
timely and relevant feedback, encourage planning and implementation of both short
and long-term goals, strengthen personal accountability through high but reasonable
expectations, and assign tasks that require critical thinking. Active learning and SLO
practice may be observed in ELASC student behavior as they register for classes, attend
school, submit class assignments, interact with others, and complete their courses and
programs.
How are all stakeholders connected to the Student Learning Outcomes?
ELASC stakeholders are connected to the SLOs because they were developed by the
stakeholders themselves and are measurable and inclusive of all students.
Recent surveys revealed that 83% of ELASC educators are aware of the SLOs, and 98% of
ELASC students expressed that their teachers adequately explain what is expected of
them to succeed and complete their classes. (See charts below).
0%
5%
26%
69%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Strongly Desagree
Somewhat Desagree
Somewhat Agree
Strongly Agree
Staff Awareness of School's SLOs
1%
1%
4%
34%
60%
0% 10% 20% 30% 40% 50% 60% 70%
Strongly Desagree
Disagree
Sometimes
Agree
Strongly Agree
My teacher explains what is expected of me to succeed and complete the class.
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How is each Schoolwide Learner Outcome measured?
SLOs are measured by data analysis and observations
Schoolwide Learner Outcomes Assessment Methods or Instruments
Have access to educational plan and
course of study to increase employability
ABE, ASE and CTE students receive
educational plan upon enrollment
ESL students receive midterm
conferences with teacher
Students transition to higher level
and/or program
Obtain technical skills for entry and
advanced employment
CTE completers/certificates
Job placement
Industry/state certifications
ESL IET participants
ESL student employment portfolio in
USB drive
ESL usage of Ventures and Burlington
software in the computer lab
ABE and high school students usage
of Aztec software
HiSET usage of computer-based
testing
Acquire language and academic skills for
advanced educational options and
careers
HiSET recipients
High school graduates
CTE certificates
ESL certificates
ESL/Academic Learning Gains
Students taking College classes
College credit earned
High school credit earned (Concurrent
students)
EL Civics
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Indicator 1.5
The school demonstrates the incorporation of current research-based ideas into
learning programs to ensure that the school’s overarching goals (SLOs) are current and
relevant.
What is the process used to evaluate current educational literature and integrate new
ideas that address current and future student learning needs?
ELASC follows DACE guidance as changes are implemented to programs. DACE
curriculum specialists conduct pedagogical research and use current data to develop
curricula and present techniques to teachers at professional development trainings.
Teachers introduce these strategies in the classroom and modify them as needed for our
adult learners.
ELASC also conducts program-area department meetings in which teachers and
administrators have the opportunity to share ideas and best practices as well as address
any issues related to their program or class. Introduction and implementation of
updated curricula and materials may also be discussed in these meetings.
What process is used to look at student learning data results to see what needs current
students have and explore what new ideas might be useful to address these needs?
ELASC administration, advisors and teachers periodically review program completion
and promotion rates, WIOA reports (CASAS and EL Civics), and job placement. The
Professional Learning Community (PLC) model offers the platform for teachers to
analyze data, reflect on teaching, share best practices, and seek continuous
improvement in their classrooms to effectively address student needs. The data is used
to review student progress in their educational plans, at ESL articulation meetings, at
"Let's Talk Friday" planning sessions, departmental meetings and reviews of all Pilot
Programs initiated by ELASC.
To what extent does the regular review and revision of SLOs include discussion based on
current educational research?
The Los Angeles Regional Adult Education Consortium (LARAEC) offers relevant current
professional development and opportunities for collaboration with other adult schools
and community colleges. In addition, as the quality and strength of each PLC improve
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the SLOs and instructional programs' effectiveness increases to promote student
success. The Schoolwide Action Plan reflects the SLOs and the long term goals for
students. For example, Water Thermal courses were added to the Photovoltaic program,
thus producing a more marketable student completer.
How does the review of profile data impact the review and revision of the SLOs?
Student data gathered from wait lists, CASAS results, promotional testing, and student
completion rates is used to determine whether the SLOs are relevant. In 2016-17,
faculty and staff collaborated to revise the SLOs to reflect the students’ needs for
accessing their educational plans, obtaining technical job skills, and acquiring the
language and academic skills needed for advanced employment.
How does the achievement of SLOs connect to the Schoolwide Action Plan?
As part of the ELASC Schoolwide Action Plan, administration and faculty participate in
department meetings to share best practices and discuss student performance. By
embedding the SLOs into the Schoolwide Action Plan, ELASC ensures that student needs
are a priority. Student involvement in education planning has been identified as
essential for student success.
Indicator 1.6
The school has a process in place to regularly review the courses and programs offered
so that the needs of the community are met.
How does the school use annual profile data to evaluate course and program
offerings?
Programs offered at ELASC are evaluated on a term-by-term basis. Overall student
performance is evaluated to determine the effectiveness of each program and identify
student needs. In the ESL program, for example, an electronic report of student
promotion helps determine which courses will be offered in the successive term.
Similarly, the academic program reviews ASIS for course completion data to determine
which and how many courses will be required to suit the needs of the students. For the
CTE program, the administrative team reviews labor trends to determine course
offerings. ELASC administrators continually communicate with other LAUSD schools and
community WorkSource Centers to avoid duplication of the services offered at those
sites and to stay abreast of the needs of the community. Though the budget has had a
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major impact on the course offerings and programs available, the site and district
administrators have worked diligently to ensure that the community is offered relevant,
quality programs for all students.
To what extent does the school gather input from current students and the
community at large to determine future course and program offerings?
ELASC submits to DACE Central Office monthly reports of course offering needs based
on the wait-list information. Periodically, DACE also asks for a wish list, which is a list of
classes the school wants to open. Wish list courses are chosen based on the number of
students on a wait-list, the courses for which they are waiting, and the expressed needs
of the community based on requests of entities such as the Work Source Center. The
Community Advisory Members offer an outside viewpoint while bringing a professional
lens to our CTE programs.
Additional Online Indicator and Discussion Questions
Indicator 1.7
The governing authority’s online policies are directly connected to the school’s vision,
mission, and Schoolwide Learner Outcomes.
DACE does not offer online instruction/classes.
School’s Strengths and Key Issues for Criterion 1
Strengths
Our Mission Statement guides the work of East Los Angeles Skills Center to meet the
needs of our diverse community of learners.
Our Student Learning Outcomes were created so that they may apply to all students in
every program.
Each advisor in every program spends extensive time with each enrolling student to
ensure they have an individualized education plan.
Counseling staff regularly monitors student progress and attainment toward their
selected educational and career goals.
ELASC staff utilizes data from various sources to ensure students are on their pathways.
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Key Issues
Create a system for more collaboration and communication around revision of Mission
Statement and SLOs.
Improve staff communication across sites and programs (ESL, Academic, and CTE) to
ensure consistency.
Initiate annual student surveys and student focus groups to determine student needs,
evaluate their views and understand their opinions.
Evidence
Poster of Mission Statement, Vision and SLOs
WASC Leadership meeting Agenda
Department Meeting Agenda
School Website
School Newsletter
School Course Catalog/Mailer
Map to Success
ESL Articulation Meeting Memo
Rapid Response for American Apparel Event Flyer
Community Advisory Board Invite Letter
Schoolwide Survey Results
Educational Plan
"Let’s Talk Fridays" Meeting agendas
PV and CNA Pilot Information
Job Placement Data
No Show Form
Copy of Newsletters/ Weekly Bulletin
Weekly Bulletin with Principal Message
E-mail regarding Social Media Instructions
EBRI Observation Sheets and Pictures
PLN Grant
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Criterion 2
Organizational Infrastructure and School Leadership
Criterion: The school utilizes the contributions of leadership throughout the
organization to provide for ongoing improvement. The organizational structure and
roles of governance are clearly defined and designed to facilitate decisions that support
student learning and improve institutional effectiveness. The governing body enables
the administrator/director to implement policies and lead the school effectively.
Indicator 2.1
The School has clearly defined roles of governance that provide for ethical and effective
leadership and results in ongoing improvement of the school.
How do the organizational structure and job descriptions promote efficiency and
impact school improvement?
The Interim Superintendent of Schools, Vivian Ekchian, delegates authority and
responsibility for the effective operation of the three Los Angeles Unified School District
Divisions: Elementary, Secondary and Adult Education. The Chief Academic Officer for
the Division of Instruction, Dr. Frances Gipson, supervises the Division of Adult and
Career Education (DACE). The DACE Executive Director, Joe Stark, manages the two
Central Office Administrators, Rosario Galvan and Dora Pimentel-Baxter. The Central
Office Administrators directly supervise the eleven Service Area Principals, school
operations and curricular programs.
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LAUSD Organization Chart
The LAUSD Superintendent’s Vision for students to be, “College-prepared and Career-
ready for the 21st Century”, is linked to the DACE Mission of, “Empowering learners to
reach their academic, career and civic goals.” It is the responsibility of the DACE
Executive Director to ensure this Mission is implemented at all eleven DACE Service
Areas.
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DACE Organization Chart
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ELASC Organization Chart
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All Service Areas within DACE are accountable for implementing the same standards and
all professional development is geared towards accomplishing those goals.
Administrative site visits are conducted to observe the level of implementation of
professional development. Based on their visits, reports are generated that highlight
positive aspects of the visit and draw attention to areas requiring additional support.
How does the governing body implement its requirements for employment?
The LAUSD Board of Education requires that all DACE employees meet the hiring
requirements as posted on the LAUSD and DACE websites. Certificated employees must
have all appropriate credentials, clearance from the State, and have completed an
intensive screening process. Classified employees must meet written and oral exam
criteria for hiring eligibility.
For a position to be created within DACE there must be a documented and supported
need for the position. Once the need has been established, budget allocation is
requested by the school site Administrator to DACE Central Office. Once approval for
the allocated resources is received, a job announcement is generated and posted via the
DACE Human Resources website and paper copies are posted at DACE sites and with
our community collaborators.
The seven elected members of the LAUSD Board of Education adopt policies consistent
with Federal, State and Education Code mandates. The Board further authorizes the
Superintendent of Schools to establish an administrative body that implements effective
instructional programs and oversees District operations and support services.
To what extent does the governing body handle policy issues and long-term
planning while allowing the administrator/director to oversee the day-to-day
operations of the school?
Instructional policies are designed and implemented via subject-area meetings and in-
service trainings with site administrators and staff, including UTLA representatives, and
are distributed via bulletins and memoranda.
DACE is in the process of generating a two-year Strategic Plan that will align with
Federal, State, Regional and District priorities. The Strategic Plan identifies key elements
of Federal (WIOA), State (AEGB), Regional (LARAEC), District (LAUSD/DOI), and Division
(DACE) priorities for adult education. The intent is to convey the relevance and
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interconnectedness of the above as DACE seeks to develop and integrate programs and
services to better serve the educational needs of adults as they pursue meaningful,
skilled employment and/or higher education.
How does the governing body support the school leadership and hold them
accountable without micromanaging them?
The East Los Angeles Skills Center consists of the main campus, the Eastside Learning
Center Campus and thirteen other sites. East Los Angeles Skills Center's Principal,
Andrea Rodriguez, oversees administrative, operational, instruction, and outreach
programs. The Principal leads the Administrative Team of two Assistant Principals of
Operation and one Assistant Principal of Counseling, with each administrator overseeing
both day and evening operations for sites and programs.
DACE holds their Service Area Administrators accountable by providing them with
program-specific Key Performance Indicators (KPIs) for review and analysis. Based on
these data, DACE determines the overall area of focus and the timeframe for
improvement, allowing school site administrators to identify how they will approach the
issues at their location. Follow-up meetings are held for further analysis and
determination of goal attainment. The same holds true for implementation of policies
and procedures.
To what extent does the governing body demonstrate honesty and integrity in its
relationships with stakeholders, other schools or agencies, and its own local
community members?
DACE Central Office has demonstrated honesty and integrity in its relationship with East
Los Angeles Skills Center and other DACE campuses via the “We are DACE” campaign.
The campaign was designed to communicate the DACE Strategic Plan and the cultural
shift that has encouraged all DACE campuses to work in collaboration to accomplish our
strategic goals.
Indicator 2.2
The leadership of the school creates a positive learning environment in a collegial and
collaborative atmosphere that provides the foundation for school improvement and
high levels of achievements for students.
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To what extent does the administrator effectively lead the school as both visionary
and academic leader?
Andrea Rodriguez became Principal of East Los Angeles Skills Center (ELASC) in July
2013. She was first the head Administrator for the merged ELASC and East Los Angeles
Occupational Center (ELAOC) entity called East Los Angeles Service Area (ELASA). Then,
in August of 2016, Ms. Rodriguez had to implement the separation from ELAOC and the
reorganization back into ELASC, with the Eastside Learning Center as a satellite campus.
During this time of major transition, Ms. Rodriguez's leadership contributed to ELASC
attaining the distinction of having the largest number of high school graduates, in the
East Area for the past three years and Division-wide for the past two.
To what extent do school leaders effectively guide the school toward
improvement?
DACE, under the direction of the Executive Director, adopts policies for operation of
ELASC that are consistent with District and Division Mission Statements. Central Office
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personnel then share the information with school leadership that includes the principals,
the assistant principals, coordinators, administrative assistants, plant managers, and
financial managers. Implementation of those policies is discussed with all stakeholders
at various meetings, including:
A section of the Weekly Bulletin
Weekly Administrative Meetings
Weekly Facilities Meetings
UTLA – Administrative Meetings
What evidence exists to show that the school leaders are trusted by the school
staff?
The ELASC Leadership Team, which consists of Counseling Staff, various Program
Advisors, and Clerical staff play an integral part in fostering direct support to faculty and
students. They are more accessible, and therefore receive constant feedback from other
stakeholders. They share the views, opinions and criticisms from both students and
fellow staff members. This is evident in that 79% of Classified Staff strongly agree or
somewhat agree that members of the administration are available to discuss student
and staff concerns (Classified Survey Question 16).
The Principal meets regularly with the UTLA representative to share feedback, concerns
and questions from the faculty for discussion and consideration. The Union
representative is sensitive to portraying both the faculty and administration in a positive
light as we work together to resolve issues. All our Assistant Principals act as liaisons
between the Principal and campuses. Communication is transmitted through the use of
a weekly newsletter and bulletin, as well as by Assistant Principals themselves, who
address operational and instructional concerns with the Principal.
To what extent do the faculty and staff display that they are motivated by school
leaders to bring focus to student learning and school improvement?
The Assistant Principals serve both instructors and students. They work closely with
students on a variety of fronts, including preparation of Learning Plans, instructional,
curriculum and operational concerns, and other personal issues that may hinder school
attendance and learning. The staff is motivated to improve the school by attending
professional development outside of their scheduled work time, drafting course outlines
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to be submitted for review by DACE, and undertaking new strategies to improve student
success; i.e., cohorts and implementation of Division pilot programs.
Indicator 2.3
The school’s governance, decision-making, and organizational processes are regularly
evaluated to ensure their integrity and effectiveness.
To what extent does the school include all stakeholders in the regular evaluation
of the school as a whole?
Teachers, staff and students influence decision-making processes by expressing their
concerns and opinions during departmental, site-wide, community advisory and student
council meetings. In alignment with DACE initiatives, ELASC is implementing the
Professional Learning Community (PLC) process in several departments, including CTE,
Reading, ESL and Academic Programs. Faculty and staff also communicate via
telephone, email, Schoology groups, Google Drive docs, and memos.
How do stakeholders have a voice in decision-making processes?
In 2013, after the DACE restructuring, ELASC reestablished the Student Council. Since
that time, the Council has provided a platform for students to communicate their
concerns. Administration is responsive to their needs and addresses them as soon as
possible. Teachers and staff influence decision-making processes by expressing their
concerns and opinions during staff meetings. Faculty and staff also communicate via
email, memo, and telephone.
ELASC Administrators maintain an open-door policy and are supportive of receiving
input concerning instructional and operational matters. Also, faculty members share
concerns with the UTLA Representative who meets with the Principal on a regular basis.
How does the school widely communicate the results of regular evaluations and
use them as the basis for school improvement?
DACE meets monthly with all site administrators to receive program data results
provided by Central Office. Data Chats are conducted between DACE administrators
and ELASC administrators. Program Advisors from Central Office present a DACE
perspective of how effectively the Service Areas are performing based on the AEBG Key
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Performance Indicators (KPIs). Principals evaluate their respective Service Area data,
determining where improvement has occurred and where adjustments are required. In
2015, DACE transitioned from a paper-based attendance system to an electronic-based
system. DACE also expanded the collection of CASAS data to all programs as a means
of collecting and analyzing student improvement data.
What process does the school use to evaluate its organization, governance
structure, and decision-making procedures?
The ELASC organizational and governance structures are established in accordance with
LAUSD and DACE Policies and Procedures. Administration conducts formal faculty
evaluations annually using the Stull evaluation process to measure teacher effectiveness,
including the use of student outcome data. In addition, all support staff is evaluated
annually using LAUSD and contractual evaluation procedures. Out-of-classroom
support staff and administrators are also evaluated based on data generated by the
school.
Most campus-specific decision-making procedures involve input from the School
Leadership Team and community stakeholders, and are approved by the Principal.
Major decisions concerning budget and personnel, however, are made in collaboration
with the campus Administration and DACE Central Office Administration. KPIs provide
the empirical data necessary to monitor Program Outcomes. Teachers provide students
with an evaluation form regarding their program/class at the end of each course.
Students also offer suggestions and comments regarding services at their student
council meetings. As the graph below shows, 99% of the students would recommend
our school.
76.0%
23.0%
1.0% 0.0% 0.0% 0.0%
20.0%
40.0%
60.0%
80.0%
Strongly agree Agree Not so sure Disagree Strongly disagree
Survey Question: I would recommend this school.
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Also, as the data indicates below, our student survey indicates that 93% of students feel
the school meets their needs.
Indicator 2.4
The school has an established infrastructure of policies and procedures that provides
stability and consistency for all institutional programs, activities and events.
To what extent does the school document its policies and procedures in a Policy
Manual?
All Board policies are included within reference guides, bulletins, and memoranda issued
by the Los Angeles Unified School District. These Policies and Procedures are provided
to every employee via a CD or flash drive at the Fall Back-to-School meeting. Collective
bargaining agreements include information pertaining to all unions representing
employees with the district. Various other policy and procedural information is included
in subject-specific manuals for counseling services, financial management, safe school
plans, ESL instruction, II Labs, Adult Independent Instruction, and classified staff.
The Staff Handbook for ELASC includes mandatory bulletins, DACE employee guidelines,
and safety related documents. It is updated annually and made available each school
year on both the ELASC website and in our offices.
The student folder for ELASC includes guidelines, policies and procedures of interest to
the student body, the community and others. The folder provides policies and
procedures, a Code of Conduct, student expectations, and a dress code.
57.0%
25.0%
11.0% 7.0%
0.0% 0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Completely Mostly Fairly Adequately Poorly
Survey Question: How well does the school meet your needs?
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Counseling and guidance policies and procedures are provided in the Counseling
Handbook. This not only includes behavioral guidelines, but policies regarding the
counseling referral process. The district has a comprehensive Student Behavioral
Support Program that addresses behavior for which there is zero tolerance and
guidelines on how to handle minors and concurrently enrolled students whose conduct
is deemed unacceptable in an adult school environment.
Graduation policies are approved by the LAUSD school board and by the California
Department of Education. Additionally, ESL and CTE instructional policies and
competencies are outlined in state-approved course outlines, DACE guidelines, and
bulletins related to these programs. LAUSD employee unions (CSEA, SEIU, Local 99,
UTLA, AALA) have negotiated agreements, including personnel policies and procedures
as covered by each group’s union contracts. Financial policies related to student body
accounts are addressed in Publication 469.
How do written policies guide decision-making processes?
Administrative decisions are guided by the written policies listed above. Where written
policies exist, we adhere to them. If there is no clear policy, administrators gather
information and collaborate with stakeholders, including DACE administrators, to make
informed decisions about implementation strategies.
How does the organizational infrastructure support all academic programs,
activities, and events so that students are able to achieve School-wide Learning
Outcomes?
LAUSD leadership assists DACE in preserving the basic infrastructure that supports
student achievement of Schoolwide Learning Outcomes.
The AEBG, Class fees, WIOA, and Perkins, among other sources, are used to purchase
instructional materials and educational technology to support student learning in all
curricular programs. DACE has preserved nearly every program in some capacity
despite significant budget cuts. Each school site is maintained as a safe and effective
learning environment. In 2015, via increased AEBG funding opportunities, ELASC
launched eight pilot programs, including Integrated Education Training (IET),
incorporation of the Burlington English software into the ESL program, and integration
of AZTEC software into Academic programs.
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Leadership team members are working to build community partnerships and make
connections with supportive services for our students. Our partnership with the
WorkSouce Centers has led to the creation of WIOA Navigators, shared staff that are
funded by both LAUSD and the L.A. City WorkSource Centers, who create a linkage to
career placement and program referrals for our students. Other community partners
include the Para Los Niños (PLN) program that provides wrap-around services for youth
aged 17-24, Alta Med, Keck Medicine of USC, the Red Cross Blood Drive, Kaiser
Permanente, Arroyo Vista Family Health Center, and others.
As state policies and availability of funding and procedures change, DACE policy also
evolves. Students and staff can also provide input and feedback on policy matters to
improve service delivery that consistently and fairly addresses the needs of all students.
Faculty, students and staff members have a variety of ways to express their
recommendations to influence the decision-making process. Some of these include
phone calls, memos, emails, meetings, and informal, one-on-one conversations with
administrators or other school leaders.
How often does the school review and update its Policy Manual?
ELASC reviews and updates its policies annually in the Staff Handbook. District changes
to program guidelines and memorandums are updated at the District level. ELASC has
the responsibility of presenting these changes to the school staff, and ensuring that all
documents are made available and are easily accessible for reference and viewing
through staff meetings, the LAUSD and DACE websites, the ELASC website, Weekly
Bulletins and Newsletters, and a CD given to every staff member in our Back-to-School
meeting.
How do faculty, students, and staff members have established mechanisms for
providing input into institutional decisions?
All stakeholders have a variety of means in which they can provide input into
instructional decision-making processes at ELASC. All stakeholders are encouraged to
actively participate in at least one of the variety of forums that allow input to be voiced
in our school. Instructional recommendations are also addressed at the District and
Division levels.
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Faculty and support staff members discuss instructional issues in departmental meetings
held three times a year, during the annual Back-to-School meeting, with curriculum
committees established through DACE, and as part of professional development
sessions. Administrators, Advisors, and DACE Coordinators participate in these
meetings, committees, and trainings alongside instructional staff. At ELASC,
Professional Learning Communities (PLC) meet to discuss instructional practice and
students' learning gains related to their programs. Instructors use the PLC process to
reach consensus on instructional changes that need to be implemented in their
programs to improve student learning gains. Assistant Principals who supervise
programs report progress to the ELASC Principal, and consult with her for approval of
instructional changes. DACE introduced the PLC process to the ESL program for the first
time last year, and to reading (EBRI) teachers two years ago, and is providing regular
professional development regarding all current PLCs. The Division’s instructional plan
will include ongoing implementation of PLCs throughout the Division in the future. Staff
will continue to be active participants in these trainings and processes that provide
opportunities for ongoing input regarding instructional issues.
The primary student forum in which students propose change to instructional practice is
via the Student Councils that exist on ELASC campuses. Student Council provides
students leadership opportunities to function as communication liaisons between their
classes and school administration. Students are encouraged to bring up topics,
including instruction issues that they believe need to be addressed. Administrative and
Faculty Advisors work with the Student Councils to discuss their ideas and formulate
recommendations. Students are encouraged to speak to instructors directly to advocate
for their instructional needs as well. In some instances, if instructional changes need to
occur at a Division level, students are encouraged to work with DACE representatives or
LAUSD Board Members to address concerns, although it is always suggested that
instructional issues first be addressed at the school sites. It is important that students
learn the process of following the line of authority when communicating and advocating
for their needs.
The Principal meets with classified employees, particularly the school Financial Manager
and School Administrative Assistant, twice a year to discuss concerns including requests
for changes in school policies, i.e., changing break schedules. They also make
recommendations for school improvement and school culture.
To what extent is the creation of new policies as well as the decisions made based
on current policies done in a transparent and ethical manner?
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Creation of new policies is driven by political, legal, and fiscal influences at the District
and Division level. At ELASC, new policies and decisions are made in response to staff
and student needs, but are also guided by budgetary constraints. Over the past two
years, decision making has become more transparent. As administration sees a need for
a policy revision, action is taken to collect information and input from all stakeholders.
Policies are also drafted by the Central Office administration as division-wide issues
surface. School administrators share the drafts with appropriate faculty, staff and
students to elicit feedback.
Additional Online Indicator and Discussion Questions
Indicator 2.5
The school evaluates the effectiveness of online processes and procedures for involving
staff in shared responsibility, actions, and accountability to support student learning
throughout all online courses.
Currently, ELASC does not offer online courses.
School’s Strengths and Key Issues for Criterion 2
Strengths
Despite several budget restrictions over the past few years, ELASC still provides excellent
programs and services to our community.
Despite organizational restructuring, (merging and separating campuses), and external
Federal, State and LARAEC policies and funding shifts, ELASC still provides excellent
programs and services to our community.
School leadership secured the funding and resources to implement eight DACE/LARAEC
pilot programs, allowing ELASC to remain on the cutting edge of shifting priorities.
Strong “teamwork ethic” working environments allow ELASC to quickly adapt to the
continuous shifting of priorities exerted by external forces.
Through a collaborative effort, ELASC created the “Empowering Students” campaign,
focusing our efforts so that every student has a VIP Experience for every interaction.
Key Issues
It is difficult for the Leadership Team to allocate resources and make informed
programming decisions because outside forces constantly change the protocols for
tracking Key Performance Indicators.
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Re-establish the Shared Decision Making Council in order to increase the collaborative
decision-making process.
Evidence
Survey Questions
Weekly Bulletins
Back to School Meeting Agenda and Packet
Job Postings
Stull Forms
Stull Evaluations
Student Council Meeting Agenda
Staff Handbook
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Criterion 3
Faculty and Staff
The school employs qualified personnel to support student learning programs and
services to ensure institutional effectiveness. Personnel are treated equitably, evaluated
regularly, and provided opportunities for professional development that impact student
learning.
Indicator 3.1
The school employs personnel who are qualified by appropriate education, training, and
experience in line with its school mission and SLOs.
To what extent are the school’s personnel sufficiently qualified to guarantee the
effective delivery of programs and services?
ELASC faculty and support staff meet all the State and District guidelines related to
appropriate credentialing that qualify them for employment in their respective
assignments. All the Certificated and Classified personnel are cleared for employment
by means of the Los Angeles Unified School District (LAUSD) Human Resources
Department. Prior to hiring new personnel, employment candidates must submit to
competency testing, credential verification, references, verification of work experience
and education, a basic Physical exam (including TB test), and FBI and Department of
Justice fingerprinting and background checks in order to qualify for employment at
ELASC. A detailed DACE Teacher Selection Guide is utilized, outlining policy and
procedures related to selecting qualified teaching staff for instructional programs. This
certifies that we are hiring qualified staff that can effectively assist and support our
students as they transition successfully along their career pathways, and thus, ensures
that students receive guidance and support needed to meet the SLO goals.
What methods does the school use to assure that qualifications for each position
are closely matched to specific program needs and aligned with the school’s
mission?
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LAUSD and DACE policies and procedures regarding the hiring process ensure that
classified and instructional candidates have the training, experience and education
needed to be effective in their professional practice. Job descriptions are standardized
and reviewed at the DACE administrative level prior to posting. The postings are
advertised on the District’s website, (home.lausd.net), under Employment Opportunities.
The postings provide details on required job qualifications and preferred qualifications.
Administrative teams pre-screen applicants based on the DACE Teacher Selection Guide
that provides detailed checklists to ensure and document the equity of the selection
process. Only candidates who pass the paper pre-screening process move on to the
next step, in which the most qualified candidates are invited for an interview. The
candidate who achieves the highest score from the interview process will be offered an
assignment. Classified employees are hired by LAUSD, not the school site. All eligible
candidates must apply through the LAUSD website and pass a test prior to being
employed. Once they pass the test, candidates are placed on an eligibility list, and are
called for interviews as positions become available.
How does the school determine the number of faculty and staff members needed
to meet the learning needs of all students?
DACE administration determines the number of faculty and support staff positions at
ELASC based on the number of students serviced at the school. Initial staffing for the
start of each school year is entirely based on the previous year’s performance and DACE
projections of fiscal resources that are anticipated to be provided at the beginning of
each fiscal year.
After the initial staffing period, hours for additional instructional staff are allocated
through DACE based on wait list numbers. The wait list numbers provide data that
indicates the needs of the local community for educational programs and services. This
is the primary strategy for the addition of ABE, ASE, and ESL courses. CTE courses are
added based on wait lists, and analysis of current labor statistics and trends. In all
program areas, more recently, the Los Angeles Regional Adult Education Consortium
(LARAEC) has developed a five year plan. This plan focuses on instruction that includes
increasing the number of high school diplomas, high school equivalency certificates, CTE
and ESL program completers, and improving literacy skills for both ABE and ESL
students. In addition, DACE’s two-year strategic plan aligns with LARAEC and AEBG
guidelines.
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Indicator 3.2
The school’s hiring process is marked by clear communication regarding job
descriptions, expected job skills, and procedures for the selection of personnel.
Who is involved in the hiring process and to what extent is there transparency in
the advertisement for open positions?
Those involved in the hiring process include DACE, local school administrators, and
UTLA representatives who screen and select potential teachers and advisors.
Employment opportunities are posted on the LAUSD website, as well as in the main
offices of school sites for all to view. Application packets are submitted to the school
principal. Once they are reviewed, an invitation to interview follows. Our school uses
the Teacher Selection Guide to select the best candidate.
To what extent do job descriptions accurately reflect position duties,
responsibilities, and employer expectations?
All advertised job descriptions clearly list the requirements of the positions, including
the duties, location, salary, schedule, and application submittal process. They also
include a list of preferred qualifications that meet the needs of the particular campus
and community the school serves. The job posting flyer template is used throughout
the Division.
By what means does the school verify the qualifications of applicants and newly
hired personnel?
Initially, the application packet is reviewed by the school to verify that the credentials
and experience meet the requirements listed on the job posting. This pre-screening
may include contacting references and previous supervisors to confirm information
given on the candidate’s resume. Once the Applicant Roster with the three most
qualified candidates is completed, the selected applications are then sent to District
Human Resources to further research the qualifications and credentials and complete a
background check of each candidate. At that point the Applicant Roster is returned to
the principal and a candidate is offered the position.
Indicator 3.3
The school develops personnel policies and procedures that are clearly communicated
to all employees.
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What processes and manuals does the school use to develop and publicize its
personnel policies?
School personnel policies and bulletins are distributed to all staff at the annual Back-to-
School meeting. All staff is provided with a CD that contains these documents.
Additionally, the mandated District and Division bulletins are made available to all
stakeholders on our school's website (www.eastlaskillscenter.org). A staff handbook is
provided to all new staff members.
How does the school ensure that it administers its personnel policies and
procedures consistently and equitably?
All staff members receive a copy of the CD that contains all mandated policies and
procedures. In addition, all staff receives training in personnel policies, including the
mandatory Child Abuse Awareness Training, every year. The administration works
closely with union representatives to ensure that information is distributed consistently
and equitably to all personnel.
To what extent does the school have a written code for professional ethics for all
personnel and communicate expectations to them?
The Employee Code of Conduct and Employee Ethics Policies have been established by
the District Ethics Office. These documents are distributed to all staff and discussed at
the Back-to-School meeting. They are also listed and made available to all stakeholders
on the school’s website.
What are the school’s provisions for keeping personnel records secure and
confidential?
All ELASC personnel records are kept in a locked cabinet at the Main campus in the
School Administrative Assistant’s (SAA) office, per State and District employment laws.
These records are accessible only to the SAA and administrative team.
How does the school provide employees access to their records?
Employees may request to have access to their records by contacting the SAA. The
District website also has online access available on employment information and
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verification through the LAUSD Employment Verification Services and
www.theworknumber.com or (800) 367-2884.
Indicator 3.4
The school assures the effectiveness of its faculty and staff members by evaluating all
personnel systematically.
To what extent does the school establish written guidelines for evaluating all
personnel, including performance of assigned duties and participation in
institutional responsibilities?
ELASC staff is evaluated according to District, Division, and contractual agreements.
Teachers are evaluated by guidelines (Bulletin 4849.0 and UTLA CBA) which outline the
Stull Process for formal evaluations. These provide for a fair process for all parties and
open communication between administrators and teachers as they discuss goals,
performance, and areas for improvement. Typically, tenured teachers are evaluated
once every two years. Teachers who may be struggling in their assigned duties and are
in need of additional support and guidance may be evaluated annually. Performance
data (ie: enrollment/retention, completers, student learning gains, HiSET passers) may
also be used in teacher evaluations.
Classified personnel are evaluated annually, and as necessary, using the Online Classified
Staff Evaluation which updates their records with the Personnel Commission of LAUSD.
This evaluation serves as an opportunity to provide assistance and guidance in the
employee’s performance, attendance and work quality.
How is the evaluation process built on a collegial spirit that fosters growth and
improvement?
This evaluation process is based on DACE and District guidelines to ensure equity, open
communication, and effective performance. Teachers meet with administrators at the
beginning of the school year to discuss goals and Initial Planning Sheets (IPS). They
meet again post-observation to go over administrators’ input and recommendations.
Copies of all documents are provided for teachers upon completion. This collaborative
process provides for a positive and supportive work environment.
By what methods does the school define “effective teaching” in its evaluation
process? How is that effectiveness judged?
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The objectives on the evaluation forms that are agreed upon by the employee and the
administrator are used to assist in evaluating effective teaching. Teachers are expected
to differentiate instruction in order to reach all learners, and thus, address individual
needs of students. Long-term lesson plans are looked over to ensure that a variety of
techniques are being used in the classrooms.
The Division also provides schools with a DACE Scorecard and Division Administrative
Data Chats that provide data indicators of performance for each of the schools. These
may include attendance/ retention, course completers, educational gains, capstone
completers, and enrollment of Perkins-eligible enrolled students. Some of these
performance indicators are available at school sites, as well as through our Adult
Student Information System (ASIS).
Who does the annual evaluations of employees and are the results of such
evaluations documented and shared in follow-up meetings?
Administrators are the primary evaluators for all certificated personnel, as well as certain
classified staff, including the ASIS Coordinator, Financial Manager, and School
Administrative Assistant. The classified staff is evaluated by the SAA with input from the
administrator/advisor that supervises that employee. Facilities staff is evaluated by the
plant manager with input from the administrator. The evaluation documents are shared
with the employees following the completion of the evaluation process for each, with
one copy going to the employee and one kept in the school's personnel file.
What process is in place to assure that evaluations lead to improvement in job
performance?
Continuous annual or biennial (occurring every two years) evaluations are conducted to
assure that these appraisals lead to improvement of performance. Administrators and
supervisors may conduct regular, on-going observations and follow up conferences to
discuss any issues of job performance, and provide any necessary assistance and
guidance to assure the established standards are being met.
Indicator 3.5
Faculty members take ownership of student progress toward achieving stated
Schoolwide Learner Outcomes (SLOs).
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What are the roles of teachers and other staff members in the development of
SLOs?
The staff discussed and created the SLOs. The conversations shifted to the specific
vision for students and the goals set by them during their experiences at ELASC. Several
topics were used to guide the team, including student learning needs for the future,
required skills for college and career, digital literacy, and student demographics, which
are embodied in the Adult Education Block Grant (AEBG) to meet state initiatives.
Measuring and monitoring the SLOs and mission statement guided the discussion and
creative process during their development. The teachers and staff meet at the End of
the School Year and Back to School meetings to approve of the revisions of the ELASC
SLOs.
How often do faculty members meet to discuss SLOs and analyze student learning
data to ensure that students are achieving SLOs?
SLOs are discussed at the beginning and ending of each school year at the Back-to-
School and End-of-Year meetings to analyze completer and transition to post-secondary
or employment data to ensure that students are successfully achieving the SLOs.
What are the measures used to show student attainment of SLOs and how are
these measures monitored?
Some of the measures used to show student attainment of SLOs include high school
diploma/graduation rates, course completions, CASAS benchmarks, ESL promotional
rates, ABE and CTE program completion/certificates, High School Equivalency
certificates, and job- attainment rates.
Indicator 3.6
The school provides all personnel with appropriate opportunities for professional
development.
To what extent does the school plan professional development activities that are
connected to student learning needs?
Division-wide professional development opportunities are provided throughout the
year. As other professional organizations (CALPRO, CCAE, OTAN) announce outside
opportunities for PD, administration will provide that information to staff via school
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newsletters, email blasts, and flyers posted at school sites. WIOA funded workshops are
provided for teachers as needed or as requested throughout the year. Examples of PD
made available to teachers are Aztec Learning Software, Burlington English, and
Schoology.
To what extent does the school provide funding for professional development
opportunities?
Professional development funding typically comes from DACE administration that
authorizes District-approved training rate pay for various PD. DACE also sponsors
conferences for a limited number of school staff members. WIOA/EL Civics funding is
another source for PD workshops held for teachers as needed.
Recently, our staff participated in PD provided by CALPRO and COABE. ELASC seeks
other funding sources like the Los Angeles Regional Adult Education Consortia
(LARAEC), which has provided Division-wide professional development, particularly in
the areas of PLCs and IET.
How does the school ensure meaningful evaluation of professional development
activities?
Formal and informal observations and surveys are conducted at the end of the PD
session to evaluate PD activities in the form of written and electronic surveys (Jotform,
PLCs), discussions in departmental meetings, and in the Stull process at the review of
the Initial Planning Sheet.
What impact do professional development activities have on the improvement of
teaching and learning? How does the school evaluate that improvement?
PD activities are provided to increase teachers’ skills and knowledge in the areas they
teach. These activities bring fresh ideas to instructional practices that improve student
learning. PD activities keep teachers updated on the latest research and successes in
the field that they can incorporate into their classrooms. In addition, they allow
instructional staff to share ideas with other teachers and experts in their field. As
instructional practices increase and improve, so does student learning, by reviewing data
such as student outcomes, instructional research, etc.
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Indicator 3.7
The school regularly evaluates all non-teaching support staff members and provides
direction and support for improvement of their skills.
What process is in place for the regular evaluation of all non-teaching personnel?
The School Administrative Assistant (SAA), Financial Manager and SIS Coordinator are
evaluated annually by the principal. The SAA conducts the evaluation for the clerical
staff, with input from supervisors/advisors and the administrators. Clerical staff
evaluations are now conducted electronically using the LAUSD’s Online Classified Staff
Evaluation form. Teacher Assistants (TAs) are evaluated by their supervising teachers
and/or the Advisor that supervises that program or site (as in ACCT programs).
All employees are provided with a written copy of their evaluation after they and a
supervisor meet to discuss any issues that may need attention.
To what extent are job descriptions and duty expectations regularly reviewed and
revised to meet the current needs of the school?
Job descriptions for non-teaching school employees are designed at the District level, in
conjunction with union representation. Job duties at each school site are established
and evaluated regularly by the administrative team. These duties are established to
meet the needs of the community and students they serve.
How is the support staff included in meetings and processes (as appropriate) to
engage them as important stakeholders in the learning programs of the school?
All support staff attends the school’s Back-to-School and End-of-Year meetings. They
are included in the discussion of mandated bulletins and guidelines, including the
District’s mandated Child Abuse Awareness training. Support staff is expected to
participate in any of the school’s Counseling or support staff update meetings to hear
about and discuss any changes to programs or processes. They also participate in the
Safe School Plan meetings. In addition, support staff meetings are held with
administrators to discuss program ideas and issues pertaining to customer service and
requests for new classes.
Additional Online Indicator and Discussion Questions
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Indicator 3.8
The school implements effective supervision and evaluation procedures in order to
promote professional growth of online staff members.
Currently, ELASC does not offer online courses.
School Strengths and Key Issues for Criterion 3
Strengths
Administrators discuss Stull evaluations with the intent of improving instruction and the
program as a whole.
A supportive environment for staff.
Job postings are readily available and visible for staff to view and apply.
There are many PD opportunities year-round that staff members are encouraged to
attend.
Frequent departmental meetings keep everyone abreast of new trends and updates.
Key Issues
More counseling personnel is needed so that more students can benefit from services.
More departmental meetings designed for teachers to simply share Best Practices and
information gained through outside PD.
Regularly scheduled meetings for non-teaching support staff.
More evening advisor support for site location (Eastside Learning Center).
Evidence
Staff surveys and results
Job posting samples
Agenda of meetings (Back to School, Departmental, PD)
Hiring process and forms for certificated personnel
Waiting list
Copy of LARAEC's 5-year plan
LAUSD and DACE websites (lauds.net and wearedace.org)
CD for personnel policies
Child Abuse Awareness Training roster
Copies of Stulls and Stull notes for certificated and classified personnel
Completion rates (promotional rates for ESL, HiSET and CTE certificates, high school
diplomas)
Weekly bulletin and newsletter
Copy of certificates
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Application forms for PD through COABE, CCAE, CALPRO, and OTAN
Data Chats meeting notes
DACE Scorecard / Performance meter
Initial Planning Sheet
Safe School Plan meeting agenda
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Criterion 4
Curriculum
The school demonstrates a conscious effort to support student learning through the
development of a challenging, coherent, and relevant curriculum that allows all students
the opportunity to reach Student Learner Outcomes (SLOs). The school’s curriculum
reveals its mission and SLOs and connects directly to current student learning needs.
The school pursues current, research-based curriculum development information to
keep its programs relevant and effective.
Indicator 4.1
The school has a documented curricular map that outlines courses of study necessary to
reach stated outcomes, licensure requirements, or certificate expectations.
How does the school list all courses and provide course outlines for all stakeholder
groups?
All East Los Angeles Skills Center (ELASC) programs and classes are organized around
curricula and learning outcomes designed to meet or exceed state standards. The
school demonstrates a conscious effort to support student learning through the
development of a challenging, coherent, and relevant curriculum that allows all students
the opportunity to reach Student Learner Outcomes (SLOs).
Courses available are communicated on the ELASC school website, which also has a link
to the wearedace.org division website. There you can find a short description of a
desired class and location of the school where the course is offered. The ELASC website
provides a complete listing of all programs under the corresponding tabs: HS Diploma,
Careers, ACCT, and Learn English. Site visitors can access course schedules and class
descriptions.
Courses are also communicated through home mailers, sent to residents of our
community through the U.S. Postal Service. Copies of this mailer can also be obtained
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at our main office, counseling desk, and student book store. Additionally, information
about courses offered at ELASC is available by telephone and in person. Administrative
and counseling staff is knowledgeable and trained to answer questions regarding course
offerings and schedules. Some courses are advertised online through Craigslist or social
media. Class flyers and course schedules are also available onsite and are
communicated by site staff in person and by phone. Course outlines are provided to all
teachers and are available on the Division of Adult and Career Education website.
Students are provided with course syllabi specific to their course outline, which provides
general information on each class, states goals and competencies, and details what is
expected from each student.
To what extent does each course have clearly defined learner outcomes?
Student Learner Outcomes (SLOs) have been developed to meet the needs of all our
students in the different programs offered. The ESL program has an ESL assessment test
that is used for placement. In addition, this student performance data is further
analyzed to develop and implement instructional focus and PLC’s that inform the ESL
program and beyond. The competencies in these assessments cover a full range of
levels. Our ESL programs teach and measure competency all the way from ESL
beginning literacy to the transition into the ABE program, and eventually on to ASE and
CTE. The ESL, ABE, and ASE programs also use traditional forms of assessment,
including quizzes, tests, projects, and formal and informal student assessments.
High School Diploma students must complete 170 credits of Los Angeles Unified School
District approved classes in order to receive a high school diploma. LAUSD’s Division of
Adult and Career Education has a school board approved course of study, the Diploma
Plus Program, that allows students to combine the high school equivalency exam in
English with ten courses (50 credits) to graduate with a high school diploma.
Course descriptions clearly state the performance objectives, emphasis, expected
outcomes, and content of each course, and are written at the expected reading level of a
prospective student.
The Division of Adult and Career Education (DACE) Competency-Based Education (CBE)
course outlines include required proficiencies, SCANS competencies and foundational
skills which teachers utilize for individual class long-term and short-term lessons and
goals. District-approved sample lesson plans are also based on course outline materials.
These lesson plans provide teachers with the tools to execute class content and goals.
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In addition, they have included the California CTE Model curriculum standards,
Knowledge and Performance Anchors, and Pathways Standards.
How is institutional resource allocation connected to curriculum development
needs?
Institutional resource allocation is connected to curriculum development through school
budget and class fees. For example, the school generates Comprehensive Adult Student
Assessment System (CASAS) benchmarks through the English as a Second Language
(ESL), Adult Basic Education (ABE) and Adult Secondary Education (ASE) programs. Each
program generates payment points which provide funds for the school, enabling ELASC
to expand class offerings in these program areas. The El Civics funding incentive check
and WIOA funding was used to purchase iPad carts, computers, field trips, EL Civics
assistance and PD, based on decisions by an ESL committee.
Additionally, Carl D. Perkins funds are available for the CTE programs. Upon enrollment
into CTE courses, students must complete a “Carl D. Perkins Student Eligibility Form”.
The form identifies students who qualify as Perkins eligible, thereby providing ELASC
with funds for each student who qualifies. In addition, CTE teachers can request
classroom upgrades in equipment, tools, and supplies through Perkins grants, which are
available through DACE. Any and all upgrades in CTE courses are done so to promote
student growth and foster achievement of school SLOs.
Indicator 4.2
The school regularly reviews curriculum in order to ensure that the content taught in the
classrooms is accurate and relevant.
To what extent does the school have a curriculum review cycle in place that
includes as many stakeholders as possible?
ELASC uses departmental meetings as a first level of curricular review. Departments
meet on a regular basis to discuss student progress tracking and the alignment of
textbooks and their standards to the course competencies. This facilitates instructional
delivery to attain goals on a long and short term basis. ESL teachers review and share
best practices and sample work at department meetings, and communication is fostered
among colleagues teaching different levels, for the purpose of better aligning the
curriculum and ensuring optimal outcomes for student promotion.
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Reading teachers attend division-wide Evidence-Based Reading Instruction workshops
where best practices with regards to methodology and course content are shared.
District administrators meet with the principal and other administrators to share this
information and ensure that the changes are implemented.
At the district level, when new Academic contracts are developed, teachers division-wide
are encouraged to participate in workshops and pilot courses in which input on these
contracts are taken into account.
For CTE courses, Professional Learning Communities (PLCs) have been established and
meetings are held for each industry sector to review and revise course curriculum. The
Community Advisory Committee plays a key role in helping to determine the relevancy
of courses, materials, curriculum, and equipment. Industry professionals have a chance
to review course outlines and make suggestions about how our classes can better meet
the needs of their industries.
Curricular changes are presently being made to selected CTE sequences. These include
Networking, Health Information Technology, and Web Design. For programs requiring
industry compliance updates, enrollment and job outlook data are used to determine
priority for course revisions. These processes are initiated by the school district. All CTE
teachers who are currently teaching classes in these program areas are invited to
provide input.
To what extent does the curriculum review process result in written conclusions
that are used to make allocation decisions?
ASE course contracts may have some adjustments made once the course workshops
have concluded and all feedback has been taken into account. Teachers are encouraged
and relied upon to provide feedback about changes to course contracts once the
revised course has been implemented.
In ABE Reading courses, the initial structure or components of the class are created by
DACE; however, implementation is based on students’ levels and needs. Written
conclusions, which are mainly assessment tools, will determine allocation decisions.
Additionally, the school researches employment data, industry trends, community
needs, and perspective employment in order to make allocation decisions.
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What processes are in place to ensure learning materials are providing accurate
and up-to-date information to students?
All DACE Course Outlines contain a section titled, "Suggested Instructional Materials and
Other Resources," that provides a list of websites, textbooks and other supplemental
resources. This provides teachers with accurate and up-to-date information for
students. Teachers in ABE/ASE programs are also able to ensure learning materials are
accurate and up-to-date through the use of technology, project-based assignments, and
effective tracking of HiSET testers and their test results. Reading teachers are able to
use assessment tools such as the Test of Adult Basic Education (TABE) and Evidence-
Based Reading Instruction (EBRI), as well as participation in class, student evaluations
and ongoing monitoring of writing. The latest editions of ESL textbooks are procured so
that the curriculum reflects up-to-date information and current cultural events and
technology. Additionally, we have iPad carts made available to students for their
learning needs. CTE teachers are given ample latitude to incorporate the most current
instructional materials since these areas are constantly changing due to technology and
employment trends.
To what extent are all teachers involved in the curriculum development process?
Teachers are involved in choosing books for all programs by participating in textbook
selection committees. All teachers are invited to discuss course sequencing and
revisions within their area of instruction. The Los Angeles Regional Adult Education
Consortium (LARAEC) has established a work group of teachers across four adult school
districts and community college districts to standardize and update course outlines.
How does the curriculum reflect the school’s mission and how does it connect to
the school’s SLOs?
Course Outlines emphasize academic content, career and educational planning, study
skills, basic skills, and occupational knowledge, all of which are necessary to progress
along an educational and/or career pathway, and reflect both the ELASC Mission and
SLOs. These are the skills students need to be successful as they matriculate to Adult
Basic Education (ABE), Adult Secondary Education (ASE) and Career Technical Education
(CTE) programs. Teachers bring the latest technology and information from PDs to their
classrooms, to ensure student success in reaching goals. Changing needs are reflected
in the constant development and revision of course outlines. This is an ongoing process
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designed to support the various demands of students, teachers, and the communities
we serve.
How often is the entire school curriculum evaluated for relevancy in light of
changing student demographics?
One way to ensure curriculum relevancy is through continual dialogue between
teachers, who through daily, meaningful interaction with students are on the front-line,
and act as a liaison between students and curriculum designers. Recognizing this, DACE
has implemented PLCs for the ABE-Reading, ESL, and CTE Programs, with a planned
expansion to include ABE-BLA, ABE-Math, and ASE over the next two years. The reading
PLC began in 2015 and the ESL and CTE PLCs began in 2016. The purpose of the PLCs is
to create a constant renewal and revision process throughout DACE programs and
campuses in order to improve student learning and building capacity.
Faculty and Administration regularly review relevant data in order to evaluate potential
changes in curriculum and/or course offerings. Among the data utilized are waiting lists
for classes, enrollment data (past and present), detailed student demographic
information on SIS, CASAS scores, ESL advanced placement profiles, and CTE course
completers. CTE trends are also reviewed through labor market statistics, and
employers are included in discussions on industry trends and curriculum relevancy.
Information processed from the above sources with stakeholder input assists in
improving and guiding curriculum development during the school year, and serves as a
basis for future planning.
Indicator 4.3
Students have access to texts, learning materials, and information resources that are
sufficient to meet the course learning objectives.
To what extent does the school provide texts and/or learning materials in a timely
manner at the beginning of each semester?
ELASC demonstrates a conscious effort to support student learning through the use of
textbooks, learning materials and technology. Each term begins with the school
providing textbooks available for purchase at the student store, and learning materials
necessary for the teachers and students to successfully complete their tasks.
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All classes (ABE, ASE, CTE, ESL) have classroom textbook sets and other learning
materials available for student use. When equipment or materials are not received in a
timely manner, however, it impedes the instructional delivery and negatively impacts
student learning. ESL and CTE programs have textbooks available for purchase at the
bookstore, usually a week after the semester has begun. Other support materials such
as dictionaries, reading books, and class sets of textbooks are also available for student
use.
To what extent does the school provide sufficient library resources, or access to
such resources to support classroom instruction?
ELASC and Eastside Learning Center do not have actual libraries; however, various
classrooms have areas designated for books and extra materials for students to use
inside and outside of the classrooms. ELASC provides teachers with training prior to
checking out equipment such as smart boards, Elmos, LCD projectors, and tablets.
There are resource rooms available for teachers with abundant instructional materials,
including tests and test preparation, at both the ELASC and Eastside locations. ELASC
provides scantrons, transparencies, and other teacher resources to assist in the
classroom. Teachers have immediate access to test and pre-test preparation materials
that are available in the classroom.
How does the school make learning labs, computer labs, etc., available to students
to support their learning needs?
Teachers and students have access to computers and printers. Currently, classes have
white boards, projectors, document cameras, and access to smart boards. There are
computers available for in-class use for students to complete classwork, take
assessments, and utilize software and internet-based learning materials and resources.
High school equivalency preparation is provided through Aztec software, which students
can access on school computers, home computers with internet connection, and on
their mobile devices. Additionally, ESL classes have a computer lab on each campus,
where teachers bring their classes on a weekly basis. The Ventures and Burlington
English resources provide immediate access to teaching materials that are readily
available for teachers and students online, in a guided learning environment.
ELASC is an official HiSET, (high school equivalency), testing center, as well as offering
testing for industry certifications and state licenses within the various CTE programs.
The following tests are offered as part of the CTE program: Certified Medical Assistant
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(CCMA), State Board Nursing Assistant, and the North American Board of Certified
Energy Practitioners, (NABCEP). We have two computer labs that are made available for
these testing purposes.
How does the school support the quality of its instructional programs by
providing technology and other learning resources that are sufficient in quantity,
currency, and variety to facilitate educational offerings?
Every classroom with desktop computers and a printer has Internet access. The school
provides each classroom with appropriate audio-visual equipment such as projectors,
smart boards, Elmos, and tablets/iPads. Additionally, ESL classes have a computer lab
which teachers bring their classes to on a weekly basis. ELASC felt it beneficial and
necessary to provide ESL students with a USB Drive in order to start collecting items for
a portfolio.
All students are encouraged to complete online job and college applications at the
school site. Some students have also learned how to access LinkedIn, and use it as a
tool to create resumes. The teachers have also used LinkedIn as a resource to keep in
touch with students that have completed programs as an alumni group. By doing this at
the school site, they have access to immediate staff assistance. Teachers have also
organized field trips to local libraries so that students can learn about library resources.
The Photovoltaic teachers, Mr. Ruiz and Mr. Calderon, have students attend industry
events to support classroom instruction and future job placement. New students are
encouraged to obtain a Community Library card. The Medical students have access to
both a Computer Lab to study for their certification exam and a Nursing Lab for hands-
on practice. The Cosmetology students also have their own lab. The Video Production
class utilizes the school grounds for filming, and has its own computer lab for editing
purposes.
Additional Online Indicators and Discussion Questions
Indicator 4.4
The school provides a comprehensive and sequential documented online curriculum
that is articulated within and across grade levels for the improvement of programs,
learning, and teaching.
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Indicator 4.5
A rigorous, relevant, and coherent online curriculum to all students is accessible to all
students through all courses/programs offered.
Indicator 4.6
The school assesses the online curriculum and its rigor, relevancy, and coherency after
examination of policies regarding course completion, credits, grading policies,
homework, use of technology, etc.
Indicator 4.7
Online students use resources for learning beyond the limits of the textbook such as
library/media resources and community resources.
Currently, ELASC does not offer online courses.
School’s Strengths and Key Issues for Criterion 4
Strengths
Technology upgrades, i.e., purchased equipment, software, PD-related training for
technology upgrade.
Integration of SLOs into curriculum.
Administrators and teachers who are willing to adapt and learn new curriculum,
committed to creating a positive learning environment for their students, and as a result,
are open to adopting new practices.
Collaboration with East Los Angeles College and Los Angeles Trade Tech College in
selected CTE programs.
Shift to more of a direct teaching of courses along with the Independent Study format
within the ACCT Program.
Collaboration with East Los Angeles College to offer pathways to college.
Key Issues
Develop on-going focus and collaboration in PLCs within all program departments to
improve and update curriculum and practices.
Utilize expertise and build a strong Advisory Council for feedback to increase industry
standards and innovation in our CTE programs.
Increase professional development opportunities and participation to improve
curriculum and standards alignment.
Regulations regarding district Internet use.
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Evidence
ELASC website
ELASC course schedule mailers
Department Meeting Agendas
CASAS testing materials and the database of results
Pilots
Grants
Craigslist
Equipment Purchases/Requisition Forms
Course Outlines
TABE Test Schedule
EBRI
Field trips
Perkins Form
PLC Process/Agenda
Bulletin and Newsletter
Technology Bulletins
ESL Lab Schedule
Letter for state approved testing center
HiSET testing flyer
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Criterion 5
Instructional Program
The instructional staff uses research-based instructional strategies and teaching
methodologies that engage students at high levels of learning and allow them to
achieve both Schoolwide Learner Outcomes and course objectives. Faculty members
are given ongoing training in various instructional strategies that allows them to address
the varied learning styles of students in their classrooms.
Indicator 5.1
The school provides high-level instruction with appropriate breadth, depth, rigor, and
sequencing for all programs and courses.
Quality instruction requires adhering to pedagogical standards, participating in
professional collaboration, and administering appropriate student assessment. All East
Los Angeles Skills Center (ELASC) teachers engage in these practices in order to provide
their students with an outstanding educational experience.
How does the school measure the quality of instruction in its classrooms?
ELASC follows the Division of Adult and Career Education (DACE) guidelines. All ELASC
courses are based on curriculum defined in the course outlines which have been
approved by the California Department of Education and follow California State Model
Standards. Teachers use a variety of rigorous assessments to determine the quality of
instructional strategies within their classrooms. ELASC provides students with high-level
instruction by recruiting the most qualified teachers through an intensive interview
process for all academic, ESL and CTE programs. In addition, administrators use Stull
evaluations for each tenured teacher in ABE, ASE and ESL every two years or more, often
depending on the teacher’s performance. Each tenured teacher meets with an
administrator to develop his or her goals for the school year. The administrators
evaluate teachers based on their goals and performances. Starting in the 2017-2018
school year, each CTE teacher (non-tenured) will be evaluated using the Stull system.
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To measure the quality of instruction, we make sure all our high school diploma courses
are aligned with A-G admission requirements for the University of California and
California State University. In addition, all courses are competency-based and
completion requirements are strictly defined. Furthermore, we utilize the data provided
by the Adult School Information System (ASIS) for course completer ratios, High School
Equivalency Exam Test (HiSET) passing rates, high school graduation rates, pre and post
TABE scores, and student retention rates.
Students entering our ABE and ASE programs take a nationally recognized norm-
referenced test called the Test of Basic Education (TABE) for the following subjects: Basic
Language Arts, Math, and Reading. ABE students are also post- tested in the TABE for
reading and math and given the Division writing test for Language Arts. Students
qualify for the ASE or high school diploma program when they receive a 9.0 reading
level. The ABE and ASE programs measure student growth and quality of instruction
within their classroom by students who complete high school courses, obtaining credits
toward the fulfillment of requirements for a high school diploma.
In our Career Technical Education (CTE) programs, courses follow the California CTE
Model Curriculum Standards and are state-approved to meet content and skill
competencies. Therefore, teachers measure student growth through teacher-developed
midterms, final exams, written tests, and class projects. Course quality and validity are
determined by the number of course completers, students who take and pass industry-
based standardized tests for employment; and students who are able to obtain
employment in a related field after their training.
In our English as a Second Language (ESL) program, the district-mandated promotional
test is given at the end of the trimester or semester. The promotional test is a four-
pronged exam that encompasses the competencies of listening, speaking, reading, and
writing. Our ESL Program also uses EL Civics test results, Professional Learning
Community (PLC) developed assessments, CASAS testing and student learning gains,
retention and completer ratios, administrator observations, and student portfolios to
measure their instruction. ESL completers are encouraged to follow the academic
continuum to earn their high school diploma.
ABE, ASE, and ESL teachers use the state-mandated Comprehensive Adult Student
Assessment System (CASAS) exam to measure student learning gains. A pre-test is
administered at the beginning of class and another is given at the end of the trimester
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or semester. Upon completion of a pre and posttest, learning gains are evident. If a
student has shown significant growth and gains, payment points are earned.
ELASC also uses HiSET practice test results, dual-credit college class passing rates, and
student feedback and evaluations to determine quality of instruction. Student feedback
is the best measurement of this quality. The students’ survey results indicate that 98%
are learning what they came to school to learn, and 94% specified that, “classes are
interesting because they involve activities where I practice what I’m learning.” In fact,
99% agree on recommending ELASC for their educational needs. By taking into account
these various forms of data, teachers and staff are able to modify, adapt, and enhance
the instructional program ensuring positive outcomes for students.
How do faculty members keep current in instructional strategies and
methodologies in their areas of expertise?
Faculty members at ELASC keep current with instructional strategies and methodologies
in their areas of expertise by pursuing up-to-date knowledge. An important means of
doing this is by attending conferences coordinated by professional teaching
organizations, such as California Council for Adult Education (CCAE), Outreach and
Technical Assistance Network (OTAN), California Adult Literacy Professional
Development Project (CALPRO), California Association of Teachers of English to
Speakers of Other Languages (CATESOL), and Commission on Adult Basic Education
(COABE). They also participate in Professional Learning Communities (PLCs) and
District/DACE workshops offering professional growth activities, such as academic
course contract updates and best practices, which include webinars and summits.
Additionally, all staff attends the annual Los Angeles Regional Adult Education
Consortium (LARAEC) Conference.
Teachers, depending on their department, choose to attend classes or workshops
offered at different universities, which provide them with current, creative, and critical
thinking strategies to use in the classroom. Teachers also use online resources such as
Khan Academy and Alison.com, which provide new technology tools to incorporate the
most current materials in the classroom.
Many teachers interact with colleagues through informal meetings, mentorships, peer
observations, and departmental meetings, as well as participating in pilot programs
which promote blended learning models and technology in their lesson plans. Faculty
members also keep current in instructional methodologies in their areas of expertise by
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reading articles in educational or trade journals, NEA/California Teacher Magazines, and
weekly bulletins and newsletters.
By participating in these numerous professional development opportunities, ELASC
teachers are able to assess the quality of their own instructional strategies, and adopt
new techniques and tools to address the needs of students in their classrooms. For
example, the Individualized Instruction Lab (II Lab) teachers provide remediation in basic
reading and math. Strategies, such as one-on-one coaching and tutoring, model
effective reading comprehension techniques. Graphic and semantic organizers are used
to help students visualize course content and improve metacognitive skills.
In a recent survey, ELASC faculty reported having participated in the following trainings
to keep current in instructional strategies and methodologies in their areas of expertise:
37% attended District/DACE trainings, 18% attended other trainings, 12% attended
CALPRO trainings, and 12% attended Other Educational Institution trainings, and 9%
attended OTAN/online or Industry Organization trainings.
Indicator 5.2
The school uses a variety of delivery modes and teaching methodologies that reflect the
diverse needs and learning styles of its students.
37%
12% 12%
9% 9%
18%
3%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Discrict, DACE CalPro EducationalInstitution
IndustryOrganization
OTAN, OnlineCourses
Other None
Survey Question: What type of professional development activities have you participated in during the last two years?
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What opportunities for dialogue are provided for faculty members to discuss
student learning needs and pedagogical approaches?
ABE and ESL programs work collaboratively to improve the instruction in their classroom
by implementing successful PLCs. Teachers meet regularly to discuss successful
strategies that they are using in the classroom.
In addition, teachers, teacher advisors, and administrators meet periodically in
departmental meetings. Teacher advisors provide input, and use this time to mentor
teachers in evidence-based instructional strategies. Each group discusses the best
methods for helping students obtain their educational goals. Administration provides
instructional best practices literature to all staff. Sometimes, district speakers and
program advisors share their input on new and cutting-edge instructional strategies to
increase student performance.
Over the past year, the Division of Adult and Career Education has conducted four
District-wide CTE-specific Professional Development sessions with the goal of preparing
CTE teachers for the rollout of PLCs at each site throughout the Division. The primary
focus of the first session was to describe the PLC purpose and process. The second was
to demonstrate the collaborative process to develop a standard safety test for each CTE
Pathway. The third was focused on understanding the thirteen major instructional
strategies and how they can be implemented in the classroom. The fourth focused on
creating Employer Advisory Boards and the linkage of the CA CTE Model Curriculum
Standards into the District’s course outlines. This year, the PLCs will be implemented at
ELASC. The CTE Pathway and Program Advisors, along with Assistant Principal assist
with:
Implementation of PLCs at the site level
Departmental meetings
Coordination of guest speakers in the classroom
Consultations with teachers to improve teaching strategies, classroom management
The ESL department holds informal daily and weekly meetings during break time,
totaling one and a half hours per week. Teachers meet with their cohort teacher weekly
to discuss curriculum, lesson plans, and collaborative learning activities, such as "Let’s
Talk Friday". Promotion and articulation meetings are scheduled each trimester to
discuss student sample work in order to determine the best level of placement.
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What teaching strategies and methodologies are commonly used?
ELASC uses a number of delivery modes and teaching methodologies that reflect the
diverse needs and learning styles of our students.
According to a recent student survey, teachers use instructional strategies that address
the students’ learning styles. The students’ preferred learning styles are as follows: 35%
are visual, 32% oral, 14% kinesthetic/tactic, 13% auditory, 6% N/A.
Visual Learners: Teachers use document cameras or Smart Boards to project materials
and show relevant films; incorporate interactive electronic activities through websites
like Quizlet and Kahoot.it! using both computers and smartphones; use matching,
sequencing, and picture cue card activities; use word maps, idea charts, and visual math
aids; and assign visual, art-based projects.
Auditory Learners: Teachers plan lecture-based activities; encourage reading aloud; use
focused listening activities around spoken selections such as reports, dialogues, and
songs; perform dictation and modeling/repeating exercises; and use audio
pronunciation tapes.
35% 32%
14% 13%
6%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Visual Oral Kinesthetic/Tactile Auditory N/A
Survey Question: What specific learing styles do you use in preparing lesson plans?
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Kinesthetic/Tactile Learners: Teachers use manipulatives, games, TPR activities,
simulated work-like projects, laboratory assignments, and movement-based activities
such as roleplay.
Finally, teachers regularly address individual learning styles by including activities in the
most common learning modalities: visual, auditory, and kinesthetic/tactile as indicated
in the following graph.
Therefore, ELASC teachers apply various approaches in their classrooms that are
research-based and appropriate to their student population needs. One strategy is
posting instructional objectives so their students can see their progress. Teachers
provide objectives written on whiteboards, lesson plans, or course syllabi that state
course objectives and student learning goals. The use of these objectives makes it
easier to directly observe student performance and outcomes. This strategy assists
teachers in preparing well-formulated, structured lessons that tie together the objective,
assessment, and standard(s). As a result, students acquire greater understanding of
expectations and a higher likelihood of meeting them.
Other strategies commonly used in our classroom incorporate cooperative learning
methods such as think-pair-share, which involves grouping students together in pairs or
small groups with specific roles to accomplish assigned tasks and produce a final
product.
Additionally, our survey indicated that teachers used these assessment techniques
across all programs: teacher-created tests (11%), DACE promotional tests (7%), CASAS
(14%), TABE (9%), EL Civics (6%), Written Assessments (14%), Textbook Publisher
Assessments (11%), Final Tests (11%) and Student Performance Assessments (14%). See
graph below.
Moreover, teachers model class concepts for whole class discussions and implement
activities such as role play, games, and student presentations, all of which incorporate
multiple elements of learning.
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In all our programs, the following instructional methods are applied to support
differentiated teaching strategies which focus on content structure and are student-
centered:
Integrated Educational Training (IET)
Cooperative Learning
Questioning Techniques
Videos
Online Learning: Quizlet.com, YouTube, Aztec Software
Student centered technology integration
Project Based Learning
Realia
Student Presentations
PowerPoint
Externships, including Laboratories
Simulations
Work-Based Simulations
ELASC’S programs utilize the following instructional strategies to address the
personalized needs of students: small group work, scaffolding, modeling, lectures,
teacher-directed and individualized instruction approaches. Blended learning is often
14%
11%
7%
14%
14%
11%
6%
11%
9%
3%
CASAS
Final Test
DACE Promotional Assessment
Written Assessment
Student Performance
Teacher Created
EL Civics
Textbook Publisher Assessment
TABE
Other
0% 2% 4% 6% 8% 10% 12% 14% 16%
Survey Question: Means of assesment used to evaluate your student's achievement and
progress
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implemented in our HiSET preparation courses by using Aztec software and teacher-
directed instruction to ensure student success. ELASC teachers also provide positive
reinforcement and give positive student feedback. Our government class uses a variety
of instructional strategies including current events to bring learning to life in the
classroom. One particular motivational topic is the current activities of the Trump
Administration.
In the Accelerated College and Career Transition (ACCT) and Adult Independent Studies
(AIS) programs, students meet with a teacher at least once a week to discuss course
assignments. One-on-one teaching works well with this student population because
feedback is immediate, they are able to work at their own pace, and can maintain a
more flexible schedule.
Differentiated teaching strategies ensure that instruction is scaffolded and all student
needs are addressed. As a result, students are able to comprehend the course
competencies and skills at a higher percentage rate, thus increasing student learner
outcomes and achievement.
To what extent are teachers given support in developing differentiated teaching
strategies to ensure that all students’ needs are addressed?
ELASC teachers are provided and encouraged to participate in many professional
development opportunities, departmental meetings, district-sponsored trainings,
webinars, workshops, and conferences that demonstrate various pedagogical
approaches and best practices. Voluntary professional development allows teachers to
share and discuss strategies and methodologies that improve teaching and increase
student learner outcomes. For example, ESL teachers have had the opportunity to
attend an ESL institute offered by the district that focuses on Kaplan’s method of
collaborative learning and effective teaching in a multi-level classroom. These institutes
assist with facilitating differentiated-learning for English Language Learners.
Teachers are supported in the implementation of differentiated instruction by our on-
site Disability Support Services Advisor, Technology Coordinator and both CTE Advisors.
Through these supportive services, Teachers are provided a myriad of possible strategies
to meet individual student needs. In one vignette, Mr. Saenz, our Health Information
Technology (HIT) Teacher, noticed that one student was having difficulty memorizing
medical word parts in the terminology course. As a means to meet the student's
preferred learning style, he assisted the student in creating flash cards that could be
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matched based on a “Memory” style game. Furthermore, ELASC Teacher Advisors are
also available to provide classroom support, and a resource room with a supply of
reference books and teaching materials is available for teachers as well.
Additionally, ELASC has developed PLCs in ABE and ESL programs. The PLC model aides
the teachers with focusing on differentiated-learning methodologies that will help
students be adequately prepared for their next instructional program. PLC trainings and
in-services provide teachers the opportunity to discuss strategies being used at other
campuses and districts, to troubleshoot challenges, and to share successes.
To what extent have faculty members discussed the relationship between teaching
strategies/methodologies and student performance?
ELASC provides its teachers with a variety of materials to help them address both
classroom materials and technological needs. Classrooms are equipped with class sets
of books and tools, projectors, Smart Boards, online access, computers, listening devices,
and laptop carts.
ABE, ASE, and ESL teachers are provided with CASAS test results and supplemental
lessons, which allow for them to focus on student needs and outcomes. CASAS reports
are generated by the Program Performance Advisor, who administers and explains the
results to teachers, and suggests methods and provides support materials to be used to
increase student learner outcomes and performance.
CTE teachers are provided with information on how many students completed their
courses at the end of each cohort, trimester, or semester; as well as at the end of the
year. Based on completion data, teachers meet to discuss ways to streamline their
teaching strategies to maximize student performance.
Moreover, ABE, ASE, and ACCT faculty members frequently discuss the progress of
students who are potential completers to assess what each student needs in order to
advance. This is often done in a one-on-one session involving the advisors, teachers
and students. Teaching strategies are also evaluated during Stull Evaluations.
Indicator 5.3
The school is actively engaged in integrating new technology into the instructional
program of the school.
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To what extent does the school have a team in place to review technology
advances in instruction and how it can be adapted and used effectively in the
school?
ELASC's Instructional Technology Teacher Advisor (ITTA) researches technology
advances in instruction and how they can be adapted and used effectively in the
classroom. The ITTA chooses the best student-centered technology by conducting a
needs assessment that asks teachers to identify their comfort with technology, their
curricular needs, and the academic needs of their students. After the assessment is
completed, the ITTA then determines a training plan that eases the technology into the
classroom. He provides initial professional development at the onset of
implementation, as well as ongoing technical assistance.
Additionally, the CTE, ESL, Academic Pathway and Program Advisors annually survey
teachers for technology needs. Based on those needs, the Advisor schedules PD and
training with the ITTA.
The ITTA also trains teachers on how to use various web tools and applications aimed at
enhancing instruction. For example, in our HiSET Preparation Program, the ITTA has
trained teachers and staff on using Aztec Software, a web-based software program that
enables students to utilize test study materials at school as well as at home. Students
can take pre-assessments to determine a study plan, engage in topical mini-lessons, and
most importantly, access all of these study materials remotely, which is a necessity for
our working students who have many other responsibilities in addition to school.
Teachers are able to monitor a student’s progress remotely and guide their educational
plan through a teacher dashboard.
The ELASC teachers and staff have joined Schoology, which is a learning management
system that allows users to create, manage, and share content resources. The ESL, CTE,
and Academic departments have created Schoology groups to exchange technology
ideas, update each other on relevant news and share best practices. This exchange
guides and informs the implementation of technology in the classroom.
To what extent does the school have policies in place to govern the acceptance of
credits earned through outside online programs?
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ELASC is guided by LAUSD policies when determining whether to accept credits earned
through outside online programs. DACE accepts credits earned through on-line courses
offered through schools outside of LAUSD if they meet both of the following criteria:
The course aligns with a DACE course required for graduation.
The course was offered by a school that is accredited by one of the following agencies:
Middle State Association of Colleges and Schools
New England Association of Schools and Colleges
North Central Association of Colleges and Schools
Northwest Accreditation Commission
Southern Association of Colleges and Schools
Western Association of Schools and Colleges (WASC)
How are faculty members trained to use technology more effectively in their own
classrooms?
As mentioned above, the ITTA provides frequent professional development for site-
based technology. ELASC recently offered a series of trainings on integrating Smart
Boards into the classrooms, which were well-attended by faculty members.
ABE, ASE, and ACCT faculty members regularly attend professional developments
through workshops, seminars, and webinars. Additionally, participation on AD HOC
committees for specific academic courses and requirements is encouraged.
The ESL Department engages in Cambridge Textbook-sponsored trainings that
demonstrate supplemental technology materials to be used along with the textbooks
being used in their classrooms. The ITTA regularly attends departmental meetings to
address technology concerns and/or introduce new tools. Burlington Software is a new
web-based program that was implemented last school year, and while the ITTA provided
initial training as well as ongoing support, the Burlington Software representative has
made himself available by phone to answer any questions.
To what extent does the school offer online learning options or virtual classroom
experiences for students?
ELASC uses both online learning options and virtual classroom experiences to enhance
student learning. For example, the Health Information Technology program uses
Moodle to offer a blended learning environment so that students have access to course
material 24 hours a day, seven days a week. The CNA, Photovoltaic, Power Line,
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Computer, Medical Assistant, Video Production and Health Information Technology
programs use virtual video experiences in the classroom. The CNA program uses a
series of videos to demonstrate the proper protocol for medical procedures performed
on a daily basis. Students first watch a video and then duplicate the process during an
in-class demonstration. Both the computer and accounting classes use web-based
resources to provide additional learning options for students. The Computer Operator
program uses www.GCFlearnfree.com and provides a series of self-paced lessons that
once completed demonstrate that the student has obtained competencies in the
required subject matter. Similarly, the accounting class uses APLIA.com software.
In the academic program, online curriculum in Health and U.S. History afford students
opportunities to explore valuable course content. Programs like PowerAlgebra.com,
Khan Academy, Hot Math Help, and One-on-One Math tutoring enhance the
mathematics courses with step-by-step tutorials. Additionally, students preparing for
the HiSET are guided through Aztec educational technology software by their teacher.
Currently, DACE does not offer online courses for credit.
The ESL students utilize Burlington software and Ventures Arcade software on a weekly
basis in the school computer lab, at home, or from a mobile device. New Apps through
XPrize will also be accessible to low level ESL students from home. This not only
expands the reach of our educational program by providing tools for students when
they cannot physically come to school, but also provides supplemental materials to
students who want additional practice. Focus on Grammar Online Software has proven
to be a good option for higher level ESL students, as well as the Student Companion
materials from Stand Out 4 textbook, which allow students to download the audio that
goes with the textbook they are using in the classroom. In fact, all textbooks have an
online component that can be accessed by the student from home if they have internet
access.
Additional Online Indicators and Discussion Questions
Indicator 5.4
The administrators and teachers use a variety of approaches to remain current in
research-based professional knowledge and apply the knowledge to improve teaching
and learning in the online environment.
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Indicator 5.5
The online teachers strengthen student understanding and achievement of the learning
outcomes through the use of a variety of instructional strategies that effectively engage
students at a high level of learning.
Currently, ELASC does not offer online courses; however, ELASC uses online
supplemental materials such as Aztec and Burlington English. The district is currently
researching best practices and identifying programs that could be taught online. A few
of our teachers utilize a blended learning model, incorporating the use of web-based
technology to supplement direct instruction.
Indicator 5.6
Student work demonstrates critical and creative thinking, problem solving, knowledge
attainment, and application skills.
Indicator 5.7
Strategies are used by instructional staff to develop personalized approaches to learning
and alternative instructional options which allow access in the rigorous standards-based
curriculum.
Currently, ELASC does not offer online courses.
School’s Strengths and Key Issues for Criterion 5
Strengths
Academic faculty keeps current with instructional strategies by participating in numerous
professional development activities through a variety of options.
A variety of methodologies and teaching strategies are used to address the diverse
student population.
ITTA is available to discuss technology needs.
We accept credits from online coursework.
We offer online blended learning courses (HiSET Preparation) taught by well-qualified
staff that are well-versed in the latest educational technology.
Teacher has access to student profiles.
CTE Course Outlines are aligned to California CTE Model Curriculum Standards.
CTE programs implement a variety of instructional strategies that address the varied
learning styles of students.
New instructional technology in Graphic Design and Video Production classes.
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DACE-implemented Stull Evaluation process for all teachers.
Graphic design and video production class won awards for producing Public Service
Announcements for DACE.
High pass rate for Certified Nurse Assistant (CNA) and Medical Assistant (MA)
certification and licensure exams.
Dedicated test preparation courses that utilize blended learning, including web-based
software and directed teaching.
The online HiSET preparation course offered through Aztec software is taught as a hybrid
online and teacher-directed course. Students get the benefit of a blended program.
Also, the course is now dedicated solely for test preparation, which allows for focused
lesson planning, more time for individualized academic support, and monitoring of
student progress.
Key Issues
More opportunities for teachers to dialogue, exchanging teaching strategies and best
practices in department meetings.
More professional development on differentiated teaching strategies to better target
students' needs.
Need more paid time for PD and planning.
Need to consider offering online courses.
More training in the current technology and new software.
ASE & CTE needs to implement PLCs in order to standardize the instructional
methodologies across departments.
Implement a ubiquitous Wi-Fi system across the campus.
Increase student-centered technology integration training.
Internet connection impacts use of tech in classroom.
Evidence
Stull Evaluation
CA State Model Standards
Initial Planning Sheet
Course Completers
Ratio/Grad Reports
Student Retention Rates and TABE scores
EL Civics Test Results
CASAS Student Learning Gains
ESL PLC assessments
Student Portfolios
Student Surveys
Agendas from Trainings
Promotional Exams
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LARAEC Conference notes
Lesson Plans
Reading Articles
ESL Articulation Meetings Agenda
Schoology
Let’s Talk Friday
Syllabus
Newsletter/Pix
Cambridge PD
ITTA PD
A-G Requirements
UC Bulletin
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Criterion 6
Use of Assessment
The instructional staff uses established assessment procedures to design, administer,
deliver, and evaluate courses, programs, and student learning levels. The school
recognizes the central role of its faculty for improving courses and programs through
the assessment instruments and practices used in each of its programs. Assessment is
used to measure student progress, to modify learning approaches, and to carry out
institutional and ongoing school improvement.
Indicator 6.1
Clear learning outcomes are developed for each course so that success can be
measured and students who are struggling can be identified and helped.
How are core competencies and specific learning outcomes developed for every
course?
Learning outcomes and core competencies are clearly stated in each course outline of
every instructional program, and developed with input from instructional staff in the
field, including advisors, subject area experts, and teachers. DACE establishes
committees to develop, evaluate, and update competencies as needed. The course
outlines are written based on state and federal guidelines, including California
Department of Education Model Standards, College and Career Readiness Standards
(CCRS) and Comprehensive Adult Student Assessment System (CASAS) skills and
competencies.
Career Technical Education (CTE) courses are designed from standards in the industry,
input from trade advisory councils, community based organizations, and employers. All
course outlines in the Division of Adult and Career Education (DACE) are competency-
based and specific learning outcomes are listed in each DACE course outline.
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How are courses regularly evaluated in regard to depth, breadth, rigor, and
sequencing?
Evaluation of courses depends on the program area. Committees comprised of
teachers, advisors and administrators participate in department meetings where they
normally share their successes and discuss how to overcome challenges based on the
information gleaned from student learning data.
English as a Second Language (ESL) advisors, teachers, and administrators schedule
regularly held meetings consisting of department and Professional Learning
Communities (PLC). The main purpose is to share and discuss best practices and make
changes based on ESL Promotional Test results, completion rates, CASAS/EL Civics test
results, classroom activities including “Let’s Talk Friday,” textbook work and software
data results.
DACE counselors, academic advisers and teachers also meet regularly to evaluate and
adjust lessons by reviewing data and identifying areas of improvement. Data used is
gathered from a variety of sources, including the Test of Adult Basic Education (TABE),
CASAS, and High School Equivalency Test (HiSET). Course completion rates are also
factored into the decision making process.
In addition, CTE advisers, teachers and administrators, business industry representatives,
and representatives from Work Source Centers meet to evaluate course outlines, review
competency checklists, changes in industry demands that need to be implemented,
changes in technology, employer feedback, and the need for students to be exposed to
equipment used in today’s workplace in order to keep up with industry standards. East
Los Angeles Skills Center (ELASC) CTE teachers also meet with other CTE Adult
Education teachers around the district to measure program effectiveness, discuss
program challenges, and determine best practices by looking at course completer rates,
job placements, enrollment, non-traditional enrollments, and industry state certification
rates.
What improvements to courses and programs have occurred as a result of analysis
of learning data?
A number of on-going improvements to courses and programs based on concrete data
analysis have been implemented. The data has come from analysis of promotional tests,
CASAS, and EL Civics testing of ESL students. This data has been instrumental in
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improving instruction by targeting areas of weaknesses uncovered by both individual
and class test results. Having regular meetings involving data analysis from the upper
level ESL classes and Basic Reading classes has resulted in more successful transitions
from ESL to Adult Basic Education (ABE) and from ABE to Adult Secondary Education
(ASE). In the ABE program, the implementation of Evidence-based Reading Instruction
(EBRI) has made a positive difference in student achievement. In addition, through
analysis of student data in writing and reading, a greater focus has been provided in
support of improving these important skills in ESL students before allowing them to
transition into ABE or ASE programs. This issue also is being addressed through the PLC
process, cohort meetings, and articulation meetings with ESL and ABE teachers meeting
on a weekly or monthly basis, or at the end of each term to analyze student work and
make recommendations for improvement. Recently, we expanded the ESL program at
the ELASC campus by opening the ESL Advanced Low level, and separating the ESL
Beginning High A&B classes due to an increase of students being promoted to the next
level.
Improvements are also being made in CTE courses by analyzing course completer and
state certification data. Some CTE courses are now offered in cohorts, allowing for more
streamlined scheduling. The cohorts are scheduled with specific start and end dates,
which helps teachers with their lesson planning; they no longer have to teach new
students material already covered when they enter in open enrollment, and can now
focus on specific lesson plans for an entire class period each day. Changing to cohorts
has been instrumental in improving student retention and class completion rates.
Indicator 6.2
The school gathers learning data from multiple sources, disaggregates and analyzes the
results, draws conclusions, and makes recommendations for change based on
assessment results.
To what extent do the administration and faculty frequently meet to analyze
student learning data and use results to improve the educational program of the
school?
Administrators and faculty meet at least twice a year to analyze ESL, Academic, and CTE
completer rates, total enrollments and testing data from promotion exams, TABE testing,
EBRI, CASAS, HiSET, job placements, and state certifications. CASAS test results are
analyzed so that teachers can use student reports to help them develop lessons which
will target the areas of weakness, and if necessary expose students to practice with
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Burlington English software. In addition, CTE teachers review competency checklists
with their students.
What changes have faculty made in teaching methodologies or instructional
strategies to improve learning as a result of learning data analysis?
ESL teachers use the CASAS individual class reports to tailor their lessons toward
improving areas of weaknesses in correlation with the competencies in the DACE course
outlines. ESL textbook committees have met to review ESL textbooks and standardize
instruction for student flexibility, allowing the student to use the same book for the
same level at a different site. Recently, a committee for ESL upper level teachers
determined criteria, and adopted a new series of textbooks called Stand Out for their
level. This textbook series aligns with our SLOs, and better prepares students to
promote levels and transition into the ABE or ASE programs. Reading 2 and 3 classes
use EBRI methodology, which data has shown helps students gain reading skills needed
for continued academic success. ASE and Math Lab teachers work with students in small
groups and give full class lectures on topics common to all. Many CTE classes are
divided into cohorts (managed enrollment) to improve student retention and
completion.
In 2016 the ABE program adopted the McGraw Hill’s Contemporary Reading Basic
textbook series, which is aligned to TABE testing. It is a comprehensive series based on
current and evidence-based research in adult reading. The Intermediate 1 and 2 books
assist in facilitating and differentiating instruction to the various levels, while the
introductory level is used for supplementary lessons to reinforce competencies. It offers
Pretests, Unit Assessments, and Posttests. Assessment results are used to develop
lesson plans and assist teachers in differentiating instruction depending on individual
student needs, including English Language Learners and advanced learners. In addition,
the texts provide a comprehensive course of study, allowing the teacher to design
lessons that include reading, writing, fluency, vocabulary, alphabet familiarity,
comprehension, workforce and critical thinking skills.
How does the school document the conclusions it reaches when analyzing student
learning data so that recommendations can be made to address key issues?
Student learning data is recorded in ASIS, and includes completers in ESL, ABE, ASE, and
CTE programs, as well as pre and post TABE test results. Examples include:
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ASE and ABE teachers use contracts to record student progress. Pre- test information is
used to determine areas needed for additional focus.
CASAS test results used for ESL, ABE, and ASE generate reports for both whole classes
and individual student data. Teachers can identify key areas to target for instruction.
Additionally, our WIOA advisor can utilize this information to recommend and supply
supplemental lessons for teachers.
CTE teachers use “Competency Checklists” to document student progress and to help
determine skills mastery.
How are assessment results integrated into the school’s teaching and learning
process with a focus on individual student learning?
All prospective academic students are TABE tested using forms 9 or 10 D for reading
and 9 or 10 M for Math. Some CTE students are also tested, depending on the entry
requirements of the particular program. Based on the results of entry tests and
consultation with our counseling office, students are placed in ABE (Reading or
Language Arts or Basic Math classes), ASE (high school diploma or HiSET classes), or CTE
classes provided there is space available. The counseling office maintains students’ files,
and regularly charts their progress and class completion as they move toward
graduation or HiSET completion. ESL students are intake tested using DACE approved
assessment tools such as the Literacy Placement Form, writing samples, multiple-choice
reading CLOZE tests, and speaking tests.
ABE and ASE teachers are provided with students’ TABE scores. These individual
diagnostic reports show strengths and weakness in the areas measured in reading and
math. Teachers can then focus on areas of improvement for each student by providing
them with supplemental lessons and materials to work on.
CASAS test results are particularly useful to teachers. The Workforce Innovation and
Opportunity Act (WIOA) advisor provides whole class and individual student result
reports. The “Class Profile by Competency” report shows each student’s response to test
questions; it also provides percentages of correct and incorrect responses, enabling
teachers to target remedial areas of work for students. The WIOA advisor also provides
supplementary lessons for teachers to use with students. Finally, the WIOA Advisor
generates a “Student Gains by Class” report which indicates test history by student, as
well as learning successes and benchmarks achieved.
CTE teachers use individual assessment results to identify skill areas in which students
have not yet reached proficiency, and remediate as needed. Teachers can prescribe
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supplementary materials to focus on review where needed. CTE teachers also use
Competency Checklists to chart individual student progress through courses and to
determine mastery of skills.
How are assessment results evaluated with school SLOs in view?
Student assessments from ABE, ASE, ESL, and CTE programs are used to evaluate the
extent to which the SLOs are achieved. These assessments include: TABE, HiSET, CASAS,
performance-based assessments, teacher generated tests and quizzes, student work
samples and projects, teacher observations of students’ performance, and goal setting.
How are the results of data analysis connected to the Schoolwide Action Plan so
that student learning needs are the driving force of the school?
The schoolwide action plan is derived from analysis of data from certificated, classified,
and student surveys and progress through programs. For example, in ELASC there is a
need for more ESL and CTE classes, as is evidenced by long waiting lists. The Aztec
software is a new tool teachers are using to help prepare students for the HiSET. This
software provides individualized preparation for students. Teachers are also better
preparing students for HiSET and Promotional exams by administering practice tests
and targeted lessons.
TABE, CASAS, and HiSET exam results, teacher-generated and textbook tests and
quizzes, student work, teacher observations, and goal setting are all used to evaluate the
extent to which school SLOs are achieved.
In a recent survey, ELASC teachers have used the following means of assessment to
evaluate students’ achievement and progress: 14% CASAS, 14% Written Assessment,
14% Student Performance, 11% Textbook Publisher Assessment, 11% Final Test, 11%
Teacher Created, 9% TABE, 7% DACE Promotional Assessment, 6% EL Civics, and 4%
Other. (See the chart on the next page for references.)
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Indicator 6.3
Student learning data analysis is used to make institutional changes that enables
students to reach educational goals and achieve academic success.
To what extent do faculty members use formative and summative assessment
results to modify learning and teaching approaches?
Formative assessments are used by teachers on a regular basis. Results from those
assessments, including tests, quizzes, oral presentations or group projects, help teachers
modify instructional pace and strategies. For example, if a teacher determines from a
formative assessment that students have not grasped a learning objective or
competency, the teacher can modify or reteach in a small group or one-to-one basis.
Summative assessments come at the end of the term, and will appear as “completer” on
ASIS. All teachers proctor the Promotional Exams to identify course completers at the
end of each term. Contracts in ASE contain “end of the chapter” and “end of section”
tests. CASAS post-test results from the “Student Gains by Class” report and EL Civics
results are two other summative assessment tools that teachers can use to guide their
instruction.
How has the analysis of learning data impacted the instructional program of the
school and improved learning levels for students?
14%
11%
7%
14%
14%
11%
6%
11%
9%
3%
CASAS
Final Test
DACE Promotional Assessment
Written Assessment
Student Performance
Teacher Created
EL Civics
Textbook Publisher Assessment
TABE
Other
0% 2% 4% 6% 8% 10% 12% 14% 16%
Means of Assessment
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ASE teachers have access to various learning data sources to analyze and help guide
students in learning improvement. ASE teachers use course contracts and outlines as
guides to their teaching. These contracts and course outlines explicitly state the
assignments, reading, tests, and projects that must be satisfied prior to course
completion. Upper level ESL teachers periodically meet with counselors and ABE
teachers to assess areas of improvement and better prepare students for the program.
Reports from the WIOA Advisor show strengths and areas for improvement, and the
advisor offers supplementary materials to teachers to help students improve in
designated competencies. Counselors and academic advisors use the results of TABE
testing to review with each student the best pathway for academic growth and success,
such as reading classes, high school diploma classes, HiSET preparation classes, and CTE
classes.
How does the school use assessment results to evaluate the effectiveness of the
program and courses it offers?
The effectiveness of programs is ensured by proper placement of students based on
either the ESL Placement exams or the TABE results (plus writing samples) for ABE, ASE,
and CTE students, along with consultation with advisors. As the students move toward
advancement and/or completion of their programs, the following indicators are used:
ESL level and program completers, learning gains from CASAS testing in ESL, ABE and
ASE programs, the number of students who passed the HiSET exam, Reading Lab
completers who matriculate into ASE, the number of students who received CTE
certificates, and the number of students who received high school diplomas. In
addition, the effectiveness of the program is based on the ratio of completers versus
enrollment.
Indicator 6.4
Assessment results are reported regularly to all stakeholders so that accountability can
be maintained and student learning remains the focus of the school.
How often are student learning results reported to appropriate stakeholder
groups, i.e., the governing body, faculty, and community members? How is this
done?
Previously, DACE distributed division-wide data to school administrators through the
Dash Board. Currently, DACE provides data to the State AEBG funds accountability
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department and to LARAEC. TABE scores are exported to Central Office once a week.
School administrators share the data with faculty at departmental meetings and PLC
meetings. CASAS and EL Civics results are exported to Central Office on a quarterly
basis through TOPSpro Enterprise. CTE completer data is available through ASIS.
Teachers share the data with students in the classroom.
In addition, ELASC reports test scores and/or attendance records to several agencies in
the area if requested, such as GAIN/CALWORKS, probation officers and Child Care
agencies. Progress reports are also provided to the Department of Rehabilitation and I-
Train clients on a regular basis as a means of monitoring student progress.
What processes are in place to use learning data analysis as a way to identify
students who required additional help?
Learning data analysis is the key to student learning improvement at East Los Angeles
Skills Center. The TABE test is the primary data used to identify ABE and ASE students
who require additional help. Other processes used to identify students in all program
areas who are in need of additional support are quizzes, unit and chapter tests,
classroom teacher observations, class performance charts, report analysis provided
through CASAS assessments, non-completers, and promotional testing results.
Administrators review reports from ASIS and benchmark data on a regular basis to gain
an overall impression of classroom performance, and utilize this information to work
with individual teachers.
How are learning results reported to the community at large?
The learning results are reported to the community at large through various sources:
ELASC Weekly Bulletins and Newsletters, staff meetings, community advisory meetings,
and the school website. The CTE program sends reports to the state via Carl D. Perkins
reports (CDE 101 E2) with data on the number of program completers, number of
students employed in related and non-related fields of study, number of students
engaged in further education or training, number of students on active duty in the
military, total CTE attendance, and the number of students not employed. Also, ESL,
ASE, and ABE learning gain reports are sent via WIOA.
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Indicator 6.5
The school relies on assessment results for institutional planning, Action Plan revision,
and resource allocation.
Who is involved in the institutional planning of the school? Are all stakeholders
represented?
All stakeholders, including school administrators, teacher advisors, community members,
central office staff, teachers, classified staff, and students are involved in the institutional
planning of the school. Administrators meet periodically to review total student
outcomes, class enrollment, CTE Certifications, Carl Perkins CDE E1 and E2 reports, and
daily attendance. They also plan and schedule special events such as fundraising for
student scholarships, open houses, student conferences, and health fairs, and open new
classes based on student body and industry needs. Teachers routinely meet to plan
classroom instruction, course promoters, professional development opportunities, end
of term celebrations, perfect attendance ceremonies, and safety meetings. Student
Councils meet at least once a month to voice opinions on issues such as security, facility
improvements, student store services, fundraising needs, and blood and food drives.
New classes are promoted through fliers, the school newsletter, College and Pathways
Fairs, and visits within the community by advisors and administrators.
How often is learning data analysis used to assess the relevance and
appropriateness of course offerings at the school?
Learning data analysis is used extensively to assess the relevance and appropriateness of
course offerings at the school throughout the year, but in particular at the beginning,
middle, and end of the academic year. The purpose is to gauge whether the number of
courses should be increased or decreased based on enrollment and learning data
analysis from various sources, such as course completers, classroom retention rates,
graduation rates, promotional exams, and attendance trends. Central Office approval is
required for all courses offered at the school.
To what extent do the governing body and administrators make financial
allocation decisions based on the analysis of learning data?
The governing body and administration make financial allocation decisions based on a
consistent, coherent, and comprehensive analysis of learning data through the use of
mechanisms such as the Leadership Team. With the restructuring of DACE in 2012,
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options for allocating money based on learning data became severely limited. As
funding has become available through the Adult Education Block Grant, those numbers
have increased. Allocations for new offerings are determined by monthly waiting lists
sent to DACE and the school’s overall performance, generated by DACE.
In what way has the assessment of learning data resulted in the modification of
the Schoolwide Action Plan?
The administration analyzes the student learning data from course completers in the
ESL, ABE, HSE, and CTE programs, HiSET completers, high school graduation rates, and
WIOA bench marks to adjust priorities in the implementation of the Schoolwide Action
Plan, including continued participation in Professional Development opportunities, the
implementation of Cooperative Learning strategies in the classroom, and the promotion
of the availability of educational programs. Educational programs are discussed in
terms of data outcomes as well as recommendations from DACE. Central Office staff
help focus our administrators on programs or classes that should continue to be
offered, and those that should be removed from the course offerings.
Additional Online Indicators and Discussion Questions
Indicator 6.6
The school uses online assessment results to make changes in the school program,
professional development activities, and resource allocations demonstrating a results-
driven ongoing process.
Indicator 6.7
The school staff has determined the basis upon which students’ grades and their growth
and performance levels are determined and uses that information to strengthen high
achievement of all students.
Indicator 6.8
A range of examples of student work and other assessments demonstrate online
student achievement of the academic standards and the Schoolwide Learner Outcomes,
including those with special needs.
Currently, ELASC does not offer online courses; however, ELASC does have online
supplemental materials for blended learning available to students for use at school,
which may also be accessed from home based on continuous attendance. The Aztec
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and Burlington English software programs are two examples of online supplemental
materials. Aztec is an online computer-formatted HiSET preparation software program
that offers multiple features, including assessment, and allows teachers to prepare and
monitor students in all content areas of the HiSET exam. Under the administrative user
role, designated personnel have access to manage users. Additionally, the Burlington
English software provides students with extensive practice opportunities on CASAS
competencies to improve CASAS test results and EL Civics employability subject fields.
At ELASC, we have two teachers who utilize online software programs to provide
assessment to students and additional courses with supplemental materials.
School Strengths and Key Issues for Criterion 6
Strengths
ELASC’s ESL, CTE, ASE, and ABE completer rate provides a wealth of data to
administrators, teachers, and DACE to improve instructional programs
The use of proper assessment for ELASC’s students using the TABE system and ESL
assessment tools ensures proper placement of students, increasing student learning and
achieving desired learning objectives
A strong inclination and willingness on the part of school staff to explore new forms of
assessment and instructional strategies, in the ceaseless pursuit of student learning
excellence
Assessment data is shared among all stakeholders
For the ASE, including the ACCT Program, the Aztec Software is utilized to assess
students’ abilities in the HiSET's five core areas. Areas of weakness are identified and
supplemental lessons and materials are assigned by teachers to raise and elevate
students’ skill levels in their particular area(s) of weakness
Key Issues
Clearer communication of ESL exit criteria for promotion between levels
More discussion regarding the use of assessment and curriculum data to improve
instruction
Bridging the potential gap existing between the highest ESL level and ABE, in order to
ensure smoother student transitions
More CTE offerings that reflect the changing California Labor Market
Need online formal assessments
Include learning outcomes on School’s Website; i.e., WIOA benchmarks, class
completers, HiSET completers, and high school diplomas
Evidence
ESL writing samples from the Promotional Exams
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Sample of CASAS exams
ESL Practice Promotional Exams
HiSET results
HiSET schedule
Schedule of classes
TABE Testing schedule
ABE (Reading or Language Arts) writing samples
TABE testing results
ESL Intake assessment tools
Sample of EL Civics assessments tools
ESL promotional and retention data results
Sample of EL Civics lessons
CASAS performance reports
DACE Course Outlines
DACE Course Contracts
SIS student Completer reports
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Criterion 7
Student Support Services
Indicator 7.1
The school provides sufficient student support services that enhance the learning
environment and encourage the achievement of School wide Learner Outcomes.
What specific support services are provided to the students by the school?
The center of student support services at East Los Angeles Skills Center (ELASC) is the
counseling support staff that includes a counselor, advisors, and clerical staff. These
personnel provide information, educational guidance, and support in the various
programs offered on our campuses. These programs include Adult Basic Education
(ABE), Accelerated College and Career Transition (ACCT), Adult Secondary Education
(ASE), Career and Technical Education (CTE), and English as a Second Language (ESL).
Academic and CTE students are given an Orientation and assessment upon entry, using
the Test of Adult Basic Education (TABE). During this initial orientation, potential
students are provided with information about the various programs offered, registration
procedures and requirements, purpose of assessment, and prerequisites for each course.
Transcript evaluation is also provided to academic students in pursuit of their high
school diploma.
ESL students are assessed individually and enrolled in appropriate levels. Advisors are
available to meet with students upon enrollment, and continue to offer support through
educational plan reviews and progress updates. Additionally, counseling staff perform
classroom visits as a means of encouraging students to continue their studies and
informing them of additional education options.
The Disability Support Services (DSS) Advisor provides assistance to adult students with
disabilities in the form of class selection, assessment, enrollment, and contact with case
managers for programs such as the California Department of Rehabilitation. Our ACCT
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students have the additional support of a Special Education Resource Specialist and
Psychiatric Social Worker.
Additional support services provided to students include attendance and document
request forms and verifications, progress reports and transcripts, bus pass applications,
referrals to other programs and schools, and HSE (High School Equivalency) test
preparation and assessment.
The Student Empowerment Conference, held annually at Eastside Learning Center, offers
students informational workshops on immigration issues, finance, grief, depression,
nutrition, and cancer awareness. Also, ELASC hosts a Health Fair where students have
the opportunity to receive health screenings such as blood pressure, diabetes, and
hearing checks. Another workshop held at last year’s fair was on the awareness of
prescription drug abuse.
To what extent does the school offer financial aid counseling, learning resource
assistance, academic counseling, personal counseling, technology support, and
health services?
ELASC does not offer financial aid; however, advisors and counselors support and inform
students regarding financial assistance (FAFSA) for college readiness. Scholarships are
also provided to graduates and course completers at the end of every year. The District
has also partnered with the local WorkSource Centers that serve as additional resources
for financial assistance. Students with disabilities are referred to the Department of
Rehabilitation to request financial aid for training costs.
The ACCT program provides students with disabilities with an Itinerant Resource
Specialist that assists them with their academic goals, according to their Individualized
Education Plans (IEPs). A Psychiatric Social Worker is also available to any student that
requires additional emotional or mental counseling to ensure their success.
Academic, ACCT, CTE, and ESL Advisors and counselors provide ongoing one-on-one
academic and personal counseling and guidance to students upon enrollment, during
and after course completion to plan future goals. Students enrolled with a Disabilities
Support Services (DSS) Advisor receive financial assistance and accommodations as
necessary and available from the Department of Rehabilitation.
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Technology support for the students and staff is generally provided by DACE's
Information Technology Division (ITD). ELASC's Instructional Technology Teacher
Advisor (ITTA) provides timely support for the various instructional technology programs
utilized by our teachers and students in our ESL and Academic programs. The
Information Technology Support Technician provides support to maintain and update
technology equipment.
Students that need physical or mental health services are referred to local community
agencies. Health Fairs are held periodically, where students receive blood pressure,
diabetes, and hearing screenings and checks. Eastside Learning Center also offers an
annual Student Empowerment Conference covering topics such as finance, grief,
depression, nutrition, cancer awareness, educational opportunities, and others.
By what means does the school assure the quality of its student support services?
ELASC assures the quality of its student support services through departmental
meetings that are held frequently throughout the year to inform staff of any updates in
curriculum, procedures, and policy changes. DACE advisor meetings are scheduled
periodically to share best practices and school or division updates. There are also DACE
coordinated meetings within departments and across programs. Advisors and clerical
staff regularly participate in cross-training for assessment, counseling, and registration
procedures for the various programs offered.
DACE is also an active member of the Los Angeles Regional Adult Education Consortia
(LARAEC), which requires data collection and accountability mandated by the Adult
Education Block Grant (AEBG). Another means of assuring the quality of instruction is
through the Key Performance Indicators (KPIs) which are required by DACE for all
Advisors and Counselors. Our staff has participated in Subject Matter Expert groups and
pilot programs to ensure success of LARAEC goals.
How does the school demonstrate that these services support student learning?
ELASC demonstrates that these services support student learning through the number
of certificates of completion for CTE programs, the number of high school credits
earned, ESL promotional data, High School Equivalency Certificates, and graduates. In
addition, our students report employment gained following courses and services
provided through the Perkins CDE E-2 Report.
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The counseling office is always open to students, especially when referred by teachers
and other personnel, to meet with a counselor or advisor to discuss goals, struggles with
coursework, personal challenges, and general concerns. According to our most recent
Student Survey:
99% of students stated that they are learning what they came to school to learn.
89% of students stated that their teachers and counselors encourage them to attain their
goals.
82% of students stated that the school is meeting their needs.
How is information regarding student services shared with students so that they
know all the options available to them?
As a new student comes in to inquire about classes and programs, the office staff
provides information. Main Offices are consistently supplied with updated flyers and
bulletin boards with information on services, classes, programs, special school or
community events, and other announcements. The school website and school bulletin
and newsletter are other sources of information for those wishing to enroll or learn
more about our school.
Advisors and teachers serve as reliable sources of information, as they visit classrooms
and share various updates with their students. The ESL teachers meet weekly to plan
“Let’s Talk Friday” activities that may include visits to other programs offered by the
school.
All academic and CTE students that come in for Assessment are provided with an initial
counseling session about the school and its programs, regardless of program of interest.
As students complete courses and programs, they will receive an updated counseling
session to help prepare them for their further goals.
Indicator 7.2
The school designs, maintains, and evaluates counseling and/or academic advising
programs to support student development and success in the transition to further
education or employment opportunities.
How does the school develop, implement and evaluate counseling and/or
academic advising?
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ELASC has an Assistant Principal of Counseling Services (APACS) that oversees our
academic and counseling programs. The administration holds periodic advisor and
counseling meetings to provide updates to courses, programs, and school and district
policies and procedures.
Advisors and teachers also have a Schoology group account where this same
information is shared, as well as best practices in our student services. The Student
Council is another vehicle for gathering students’ ideas and concerns, and ultimately
guides the development of our advising and counseling programs. Another way to
evaluate the counseling services is through an annual student survey that assists in the
evaluation of our services.
How does the counseling or academic advising program assist students directly
with their transition to advanced educational opportunities or connection to
employment opportunities?
An individualized student plan is created at the start of an educational or career training
program to help them develop strategies to obtain their goals. Advisors and counselors
meet with students to address short- and long-term goals. Presentations are given by
Advisors and community college representatives to give students information on
educational and career training opportunities.
Our CTE teachers maintain current contacts within their area of expertise and
communicate job leads to students directly. Job opening flyers are sent to the school
and placed in a binder on the front office counter, or posted on a bulletin board.
Employers also contact the school when they have openings and are in search of
referrals for qualified candidates.
Recently, through our collaboration with the East Los Angeles College, as required by
LARAEC guidelines, we began offering community college classes at ELASC. Students
who decide to take these classes are provided with assistance in the application,
enrollment, and financial aid procedures of the college. Additionally, ELASC, Slawson
South-East Occupational Center and East Los Angeles Occupational Center
administrators meet with ELAC dean to determine what college classes to offer and their
location in order to leverage resources.
What professional development opportunities are provided to school counselors
or advisors?
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Various professional development and training workshops for counseling staff are
offered regularly by DACE and LAUSD, as well as other professional organizations like
CALPRO (California Adult Literacy Professional Development Network Project), CCAE
(California Council for Adult Education), and OTAN (Outreach and Technical Assistance
Network).
DACE also holds monthly meetings for administrators, including APACS, and quarterly
meetings for all advisors which address counseling issues, concerns, and best practices.
These are made available and promoted via flyers, emails, and announcements, and are
also posted on the DACE website.
Indicator 7.3
The school provides support for all students from the recruitment and admissions phase
to the successful completion of the school program of choice.
How does the school address marketing, community awareness, recruitment of
new students?
The primary marketing or outreach and recruitment vehicles that ELASC uses are the
school’s schedules, banners, website, flyers, and presentations at community events
open to students and the community. Counseling staff also attend and present at other
school and community career fairs. The school also uses mass mailings of school
brochures to surrounding neighborhoods and organizations. Our collaboration with the
WorkSource Centers, Department of Rehabilitation, Para Los Niños and other agencies
has also been a contributing factor to our marketing efforts. The Healthcare Talent
website has a link to our school website. We have found that many of our students
have come to us by word of mouth. The Student Survey indicates 63% of students
heard about the school from a friend or relative.
How does the school address transitioning new students into the school?
All new students are provided with information from the Counseling Office personnel.
Many will receive an orientation at a designated time and location where they are given
information on the school, programs, schedules, and assessment.
How does the school address providing meaningful learning experiences for the
students?
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The instructional staff uses various types of strategies in their classrooms, including
group and independent work, project-based work and assessment, audio/visual
assignments and presentations, and hands-on experience. A competency-based
education with life skills integrated into the curriculum provides for a meaningful
learning experience.
How does the school address transitioning students into job placement or further
education?
As students advance through levels or courses, they are encouraged to enroll in more
advanced academic, CTE, or post-secondary education. All CTE courses are
competency-based and include job search skills and resume writing as an essential
component. The WorkSource Centers have also been a valuable resource in helping our
students transition into the job market. Teacher recommendations via private industry
connections serve as an additional vehicle. We now have a more collaborative
relationship with the local community colleges to offer students additional post-
secondary options. ELAC has been offering classes at our location to our students
starting 2016-2017 school year.
How does the school address assessment of success in years that follow to ensure
that the students reach their desired outcomes?
Students in our CTE programs are tracked using the Perkins employment update
information (CDE E-2 Report). High school graduates of our school are contacted to
inform them about our CTE or college courses offered at our site. Some CTE programs
have an alumni page on various social media outlets where alumni are able to post
openings from their current employers or share their accomplishments.
To what extent does the school have clear admission policies in line with its
mission?
ELASC adheres to district and division policies for procedures pertaining to anti-
discrimination of any student and inclusion of all students. The school maintains an
“Open Door” policy to anyone looking for a comprehensive educational program and
services that help them achieve their personal and career goals. Our school is
committed to providing a working and learning environment free from discrimination,
harassment, intimidation, and bullying.
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To what extent does the school provide students with information on school
policies and procedures that clarifies expectations that impact them?
The District and school policies are posted in classrooms, around the campuses, in our
school brochure, bulletin and newsletter, folder, and website. Students sign forms that
state that they have been informed about policies including computer use (Acceptable
Use Policy), permission to take and post photos (Publicity Release form), and awareness
of appropriate behavior at school (Student Disciplinary Action Acknowledgement). The
District provides translation in various languages for these policies when requested.
Teachers typically provide students with a class syllabus or list of expectations for their
classes.
How are students given counseling regarding the completion of their program so
that they stay on track and successfully meet their goals?
Students receive counseling and guidance through an individualized education and
career pathway from the Advisors, Counselors and their teachers upon entry,
completion, and throughout their programs. ESL teachers provide individual counseling
to discuss results of promotional testing each term. In addition, to improve learner
persistence and increase retention, they have instituted one-on-one midterm
conferences to strategize what is needed to achieve their language acquisition goals.
CTE teachers encourage the importance of job skills for better employability outcomes.
Academic students receive counseling sessions every time they complete a class or level.
As ASE students near graduation, they receive a comprehensive transitional meeting to
discuss CTE and post-secondary options.
Indicator 7.4
The school regularly evaluates student needs in order to provide support services that
increase the likelihood of success for all students.
How does the school research and identify the learning support needs of its
student population and provide appropriate services and programs to address
those needs?
Student surveys provide information on the needs of our students. Teachers also share
the learning support needs of their students during departmental meetings. Last year’s
focus group provided us with students’ expectations and needs. Student Council is
another consistent way for students to voice their needs and ideas. All students are
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encouraged to speak with their teachers and counseling staff to address any concerns at
any time throughout the year.
In 2017, DACE provided for additional pathway advisors to assist in supporting students’
learning and their successes. These advisors have also been cross-trained in an attempt
to ensure that all students’ needs are met. Additionally, for the DACE meetings, advisors
meet before to prepare and debrief after the meeting with the school administrators.
To what extent does the school offer appropriate extra-curricular and co-curricular
programs (whenever possible) that meet the needs of its constituency?
Our Student Council has been a way for students to develop communication and
leadership skills. They help in organizing school-wide activities to create a sense of
community and teamwork. Other extra-curricular activities include the Student
Empowerment Conference, our Open House, and Health Fairs that are open to students
and the surrounding neighbors, which foster a sense of community and provide
additional resources for those that attend. Our CTE teachers offer their services to
community agencies as extra-curricular activities for the students.
The CNA (Certified Nurse Assistant) and HIT (Health Information Technician) programs
have included an Integrated Education and Training (IET) previously known as
Vocational English as a Second Language (VESL) option for our limited English speaking
students. In addition, our ESL students often register in Keyboarding or Computer
classes simultaneously. When seeing a need for Mathematics review for our
Photovoltaic and Powerline students to pass the state exams, we added a basic Math
and Intermediate Algebra class to their curriculum. These co-curricular programs help
to increase students’ commitment to their goals and the school.
How are online services and services at off-site locations evaluated?
There are no online student support services at this time; however, the school website
provides important information for students on classes, schedules, locations, policies,
etc. Teachers are provided with a digital bulletin and newsletter that is emailed weekly
and that is shared with students.
The administration and advisors work closely with the teachers to monitor off-site
classes and maintain open communication.
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How frequently does the school evaluate student support services and revise what
is offered to meet current student needs?
Support services are evaluated annually through the Student and Staff surveys, and
focus groups. Informally, they are evaluated throughout the year by the voice of
students via the Student Council. The administration holds monthly or quarterly
meetings with advisors to discuss issues and updates. Services are regularly revised to
meet the needs or respond to the concerns of the school’s stakeholders.
Indicator 7.5
The school maintains student records permanently, securely, and confidentially with
provision for the secure back-up of all files.
How does the school publish and follow established policies for release of student
records?
ELASC has procedures in place to release records to students. Student record
information from the ASIS (Adult Student Information System) office is released
according to the Family and Educational Rights and Privacy Act of 1974 (FERPA). All
records are maintained with full confidentiality. Students can request their own records
in person or in writing with a legal signature.
To what extent are there institutional policies in place that govern the
maintenance and security of student records?
DACE has institutional policies in place that are then distributed to the individual
schools. Counseling staff has access to the students’ records, which are kept in the
Counseling Office. Off-site locations keep the student information at that location in
secured and locked cabinets. The Principal approves of ASIS user authorization based
on the employee's position. Each employee gets access to the student data through an
individual personal log-in for their use only while at that school location. Employees
with records access are responsible for logging out after using the database.
The APACS is the custodian of student records. Teachers have access to ASIS for the use
of electronic attendance only (e-attendance), not the full student record on the student
database. The ASIS records for the current fiscal year (student registration forms,
rosters, and statistical reports) are located in file cabinets in the ASIS Office and are kept
locked. The ASIS office is locked when staff is not available.
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To what extent are all student records kept in a secure location and protected
from fire damage or loss?
Retention of ASIS records are filed, boxed, and labeled by fiscal year and placed in a bin
organized by year on the main campus. The AASIS system is now solely on electronic
attendance as of 08/14/2017, and the system is setup to backup nightly from a LAUSD
central office location (AASIS records are permanent records). School site student
records (most critical) are secured in cabinets and locked offices or classrooms. A fire
sprinkler system and other measures are in place to prevent damage to school property
and records.
Indicator 7.6
Institutional information is easily accessible to all stakeholders and prospective students
and is free from misrepresentation or false promises.
To what extent does the school provide a catalog for its constituents with precise,
accurate, and current information?
The school has a brochure and program schedule that is created by administration with
all current and pertinent information. Every term and as new classes are opened, the
program schedules are updated to reflect changes in classes (date, level, time, and
location). The school website also provides this same information. The new DACE
website (www.wearedace.org) provides program and course information that lists the
classes available throughout the district and at our school. As changes are made to
class information, the ASIS coordinator also provides a Course Directory to reflect those
changes. These are shared with all advisors and counseling staff.
How does the school clearly identify where publications with policies and
procedures can be accessed?
Each year teachers are given a CD with all the district and division policies and
procedures. Some of these are also posted in offices, classrooms, and teacher lounges.
Specific policies are also placed in the school’s brochure and on bulletin boards. Our
school website has the staff handbook and a list of pertinent district bulletins and
guidelines that can be accessed by anyone.
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How does the school assure that accepted students can benefit from the program
they enter?
The school ensures that students can benefit from their programs through assessment
and orientation at entry, informal and comprehensive counseling sessions done
throughout the students’ enrollment, and qualified teaching staff. The school is
committed to providing a clean and inviting learning environment, open
communication, and quality instruction. The number of students completing programs
and graduating from our adult high school diploma program offers further proof that
our students are benefitting from their programs of choice.
How does the school document the accomplishment of the intended outcomes?
Students who complete a CTE program earn a Certificate of Completion, and their grade
is recorded in our ASIS system and Perkins grant outcomes (Perkins CDE E-2 Report).
ESL students’ promotional test results are recorded on a spreadsheet and kept by
administration. Their completed courses are also recorded in our ASIS system, and
learning gains are recorded with our Comprehensive Adult Student Assessment System
or CASAS (TOPS Enterprise) office. All program completers, including high school
graduates, are reflected in our ASIS system, and graduation and recognition ceremonies
are held at appropriate times of year to celebrate and document these outcomes.
Additional Online Indicators and Discussion Questions
Indicator 7.7
The school has available adequate services for online students, including referral
services, to support all students in such areas as health, career and personal counseling,
and academic assistance.
Indicator 7.8
The school leadership and staff ensure that the support services and related activities
have a direct relationship to online student involvement in learning, e.g., within and
outside the classroom for all students.
Indicator 7.9
School leadership and staff link curricular and co-curricular activities for online student
to the academic standards and schoolwide learner outcomes.
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Indicator 7.10
The school has an effective process for regularly evaluating the level of online student
involvement in curricular/co-curricular activities and student use of support services.
Currently, ELASC does not offer online courses.
School Strengths and Key Issues for Criterion 7
Strengths
A counseling staff that provides ongoing, personalized, and individual assistance to all
students.
Qualified teachers that are dedicated and supportive of students’ needs.
Number of educational options for students in different areas, days, and times.
Clean and inviting learning environments.
Administration that supports the teaching and support staff, as well as its students, and
distributes a digital bulletin and newsletter weekly.
ELASC is a HiSET (High School Equivalency Certificate) testing center, providing weekly
assessments for students on an ongoing basis.
Students have the option of dual or co-enrollment in various programs and community
college classes.
Students are provided multiple opportunities for assessment, orientation, and placement.
A DSS advisor is on campus and available to our students with special needs weekly.
ELASC has three ACCT sites that provide an advisor, Itinerant Resource Specialist, and
Psychiatric Social Worker (PSW) to students in the program.
Tech support for educational enrichment in the form of an Instructional Technology
Teacher Advisor.
ELASC is a certified testing center for CNA, MA, and Photovoltaic exams.
Key Issues
More counseling personnel or hours are needed so that more students can benefit.
Better marketing before opening new classes to ensure class size is sufficient at the start.
Expand marketing to include various forms of social media.
Continue to build collaborative relationships with the local community colleges to
provide more seamless transitions for our graduates and program completers.
More staff input on website design and updates.
Evidence
Counseling information and Orientation Outline.
Class schedule, Flyers (ELASC and college classes), Bulletin and Newsletter, mailer.
School website, ELASC and ACCT fact sheet.
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Student Pathway Plan and Transcript Evaluation form.
Health Fair, Student Empowerment Conference, Open House flyers.
TABE test sample, DSS flyer, IEP sample (upon request).
Department meeting agendas, DACE meeting agendas.
LARAEC info, SME Meeting agenda.
WorkSource Center information, Para Los Niños, Department of Rehabilitation flyers and
forms.
Samples of Certificate of Completion, diploma.
LAUSD, DACE, Federal bulletins and guidelines (CD).
Perkins CDE E-2 Report, CASAS (TE) report, SIS Course Directory.
Student Council meeting agenda, Student-signed release forms.
Staff and Student Surveys.
“Let’s Talk Fridays” information, Photos of bulletin boards.
Promotional test results spreadsheet.
IET information (pilots).
DACE website sample.
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Criterion 8
Financial Resources
Financial resources are sufficient to support learning programs and services. The
distribution of resources supports the development, maintenance, and enhancement of
programs and services. The school 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.
Indicator 8.1
The school has sufficient resources to offer its current educational courses and
programs.
Has the school stayed within budget for the past three years?
ELASC has stayed within budget for the past three years. DACE administrators
determine school allocations using enrollment and performance data. DACE fiscal
specialists strictly oversee expenditures to prevent over-spending. In addition, all
teaching position requests are submitted to DACE before they are sent to the Human
Resources Unit for hiring.
Schools may request additional funding based on staff changes, waiting lists, expected
and projected benchmarks, and special funding availability.
Los Angeles Unified School District (LAUSD) requires DACE to be self-sustaining. This
strategy ensures that adult education programs do not encroach on any K-12 programs
from LAUSD. The eleven adult schools are funded from the Adult Educational Block
Grant (AEBG) and determined by the Los Angeles Regional Adult Education Consortia
(LARAEC). Funding is tied to performance indicators set forth in the LARAEC Plan. The
member districts are Los Angeles Community College District, Burbank, Culver City,
Montebello and Los Angeles Unified School District’s Division of Adult and Career
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Education (DACE). DACE’s policy is to fund classes based on our waiting lists and
student demand.
What evidence is there that the school has sufficient revenues to support
educational improvements?
Adult education funds are secured from the State and ensure that educational
improvements are sufficiently supported. In addition, ELASC charges a minimal fee for
classes in our Career Technical Educational programs. Class fees collected from
students for classes and programs are used to purchase instructional materials and
equipment needs for all programs. The school Financial Manager accounts for all
financial transactions, including receipts, cash disbursements, and purchases approved
by the school principal. We have not experienced any shortfall in funds for materials
and equipment over the last three years. DACE provides funding for professional
development; i.e., Blended Learning, EBRI, Aztec and Burlington software, etc.
How does the school review its mission and goals as part of the annual fiscal
planning process?
The administration team meets every spring to review its mission and goals as course
offerings are planned for the upcoming school year. Course completions, community
needs and labor market outlook are considered in determining which CTE courses will
be offered. CTE courses may be added that have a positive labor market projection,
while other classes may be reduced or eliminated from the course offerings. In other
programs such as ESL, ABE or ASE, instructional hours may be increased to meet the
demands of our student population. The fiscal plan is also reviewed by DACE
administrators to ensure funds are utilized in alignment with the DACE mission and
goals.
Indicator 8.2
The school operates with financial integrity and transparency and has a management
system in place with appropriate control mechanisms to ensure sound financial practices
are followed.
To what extent are clear financial operating procedures in place with appropriate
checks and balances?
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ELASC follows LAUSD and DACE guidelines, which are based on California Educational
Codes and the California School Accounting Manual. In order to ensure checks and
balances of all ELASC procedures, DACE’s Director of Finance reviews our expenditures
and order audits periodically. Periodic audits are used to monitor both internal (LAUSD)
and external (state and federal) fiduciary compliance. Evidence of policies and practices
are found in DACE and LAUSD bulletins, as well as Publication 468 (Student Body
Financial Policies). Evidence of audits and reviews are available in the financial office.
ELASC purchasing procedures require that staff submit a Requisition Form for any
purchases they need, and their respective assistant principal and principal sign the form
prior to purchasing. The School Financial Manager guides the principal in financial
matters, such as securing expenditures from the appropriate funds.
What do the annual audit statements reveal about the integrity of the school’s
financial management?
LAUSD accounting practices enable the school to demonstrate compliance with
financial, budgetary and contractual provisions and restrictions on the use of public
funds. LAUSD employs outside auditing agencies to conduct compliance reviews, set
timelines for audit exceptions, and publish findings during the periodic audit process.
The financial manager and/or school administrative assistant and principal respond to
findings and/or exceptions, and corrections are made as a result by the Fiscal Services
Branch. School financial audits sanction responsible fiscal management and
accountability. ELASC has received satisfactory financial audit statements.
How does the school provide timely corrections to audit exceptions and
management advice?
Audit exceptions are addressed in accordance with LAUSD auditing standards and rules.
ELASC has internal policies and procedures that help ensure necessary actions are taken
to comply with suggested financial and audit corrections. Should there be a financial
irregularity, it is addressed and corrected by the school financial manager and/or school
administrative assistant and principal. The Fiscal Services Branch also oversees school
budget funding and allocations.
To what extent does the school regularly review financial policies and practices
and adjust to changing needs and conditions?
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A review of policies occurs annually at administrative meetings with the DACE Fiscal
Services Manager. These reviews have allowed ELASC the opportunity to expand its
programs; for example, the ESL program at the ELASC campus has grown from four
classes to ten within the past three years.
How does the school report regularly to all stakeholders with financial updates
and decisions?
ELASC’s Back-to-School Meeting provides the entire staff with a DACE budget update
and its effects at the school level. Staff members are updated with new performance
goals, and evidence is provided to demonstrate how school learning outcomes are a
vital part of generating revenue for the school. If there are Division-wide budget
decisions, the school holds special meetings to inform staff of major changes. ELASC
receives its new school budget for the following year in the spring. Should there be a
significant change in the budget administration will hold a meeting to update staff
about its potential impact on the school, students, and staff members.
To what extent is there sufficient cash flow to maintain school programs?
There is sufficient cash flow to maintain current ELASC programs. DACE provides most
of the budgeting for ELASC’s programs; however, additional funding for course offerings
is sometimes allocated to the school and the administrative team determines how to
best utilize it. All accounts are carefully monitored by the principal to ensure adequate
funding for programs.
To what extent are there sufficient reserves in place to respond to emergencies
and budget shortfalls?
DACE maintains sufficient reserves to respond to emergencies and budget shortfalls.
Also, carryover funds are made available to the school if any funding gaps arise during
the school year.
To what extent does the school have sufficient insurance?
LAUSD’s self-insurance program covers ELASC. LAUSD has adequate reserves in place
to cover any incidents that may arise. The LAUSD Risk Management and Insurance
Services Office are responsible for asset protection from liability and industrial injury. In
addition, the DACE works with the principal to ensure that all District guidelines and
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polices are adhered to in providing a safe learning and working environment for all
students and staff. Off campus classes are covered through the Branch Site Permit
Process for both public and non-public locations.
How does the school oversee financial aid, grants, externally funded programs,
contractual relationships, auxiliary organizations, and institutional investments
and assets?
ELASC collaborates and has contractual relationships with several state, federal, and
local programs, such as the Employment Development Department (EDD), Veterans
Administration (VA), and Department of Rehabilitation. In addition, ELASC has the Para
Los Niños grant that is monitored carefully. The school Financial Manager assists in
processing reimbursements to students, as well as billing to agencies. Program advisors
assist in the preparation of forms, counseling services and periodic reporting to various
agencies which provide financial assistance to students.
At the school level, ELASC does not have any programs in place to offer financial aid,
other than yearly scholarships awarded to graduating high school, ESL, and CTE
students. LAUSD requires that all purchased items valued at five hundred dollars or
more be recorded on the DACE’s inventory control form, provided to all schools.
Inventory control requires listing these items with their specific location, item type,
model and serial number, funding source, and cost. It is the responsibility of the
principal to oversee inventory control. At the end of each school year, the principal
must sign an affidavit that all inventories are accounted for and submit this signed form
to DACE.
To control the use of equipment within the school, ELASC maintains a sign-out
procedure at each campus. A record is kept on file with sign out forms included to
assist in inventory control for all equipment and textbooks. This provides each site with
an easy way to track missing items, or determine who has last checked out equipment
or textbooks.
Indicator 8.3
Institutional planning reflects a realistic assessment of current financial resources and
looks forward in long-range strategic planning.
To what extent does the governing body and administration receive regular
reports on the financial condition of the school?
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ELASC works in close partnership with DACE’s Fiscal Services Manager and his support
staff in utilizing standardized procedures and safeguards, which are in place to protect
school resources and to ensure that funds are used appropriately to support the
school’s mission. The Fiscal Services Manager provides monthly reports of school
balances.
How does the governing body and administration connect short-term and long-
term financial planning with the schoolwide Action Plan’s identified priorities?
DACE’s Strategic Plan, mission and vision connects with ELASC’s Action Plan by
supporting all four goals identified: Funds are provided by DACE for professional
development; permission to use funds for pathways and marketing is supported by
providing professional development to administrators at DACE administrative meetings;
communication is continually modeled by DACE administrators, including asking for the
same format for all meetings; and data collection of all student achievements is required
that aligns with LAUSD, DACE, state, and federal goals.
To what extent are institutional funds currently being used judiciously so that the
facilities and support materials are sufficient for all the programs and courses offered?
ELASC follows specific business and accounting guidelines and procedures for receiving
and depositing funds. All purchases are entered into LAUSD’s computerized Business
Tools for Schools system. The information is then forwarded for approval and
availability of funds. After these approvals take place, orders are sent to the purchasing
department. The purchasing department will verify all orders and check that
appropriate vendors are being utilized. This is yet another check to confirm that funds
are being used properly before sending information to the vendor.
To what extent does the school have plans for payments of long-term liabilities
and obligations, including debt, health benefits, insurance costs, building
maintenance costs, etc.?
DACE provides funding for school staff salaries and health benefits, insurance costs,
long-term liabilities and obligations, building maintenance costs, and annual
expenditures through funding from the AEBG grant.
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Indicator 8.4
The school provides facilities that are clean, safe, and well-maintained in order to
provide for an effective learning environment.
To what extent does the school annually review needs for improved or additional
facilities with a focus on student learning?
Facility issues are reviewed frequently to create a clean, safe, and well-maintained
environment. The major issues are handled by our Facilities Director at DACE, who
makes periodic visits to our campuses and is very supportive. Teachers identify needs
for updated classroom equipment. As an example, additional equipment was purchased
through a Perkins grant for our Medical Assistant class. The Office of Environmental
Health and Safety also inspects the school annually. Furthermore, our Facilities Director
has scheduled annual upkeep of our Powerline yard; i.e., wood chip mulch on the ELASC
campus. These types of projects ensure safety, beautification, and cutting edge
technology at our facilities. Student learning is positively affected with these and many
other projects that are scheduled and approved by our Facilities Director.
How is the learning environment enhanced by the facilities or how are the facilities
an impediment to the successful completion of SLOs and course objectives?
Maintaining a clean and safe environment is a high priority. The Plant Manager and his
staff are very effective and work diligently to ensure that students experience a pleasant
and welcoming campus ambiance. This attention to detail enhances the opportunity for
students to enjoy their time in class and reach their goals. Student Learner Outcomes
are positively affected by having a clean school.
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As noted in the chart above, 95% of our students rate our school facilities as good or
excellent.
To what extent do the facilities provide a safe and nurturing learning environment
for students that makes them feel welcomed?
ELASC makes great effort to ensure a safe and nurturing learning environment as
evidenced by a safe and clean campus. Each campus is staffed by a School Safety
Officer that monitors the facilities. ELASC custodial personnel maintain a clean and
inviting environment. Recently, staff and community members participated in a
beautification project at ELASC campus. Campuses are well-lit, handicap-accessible, and
have secure parking for both students and staff.
55%
40%
4% 1%
0%
10%
20%
30%
40%
50%
60%
Excellent Good Fair Poor
How Would You Rate School Facilities?
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According to the Student Survey, 99% of the students reported feeling safe at school.
School Strengths and Key Issues for Criterion 8
Strengths
ELASC cleanliness
ELASC has maintained current course offerings for the past three years
Perkins, Para Los Niños, EDD and WIOA Grant Funding
Class fees generated provide school-wide instructional support and supply materials
Key Issues
ELASC location not in direct community traffic; hidden between a cul-de-sac and Local
District East
Safety, ELASC building evacuation route, and student assembly area are not free of solar
panels, trees, and poles
Poor school signage on streets near both campuses
1%
23%
76%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Not Safe
Fairly Safe
Very Safe
How Safe Do You Feel at School?
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Evidence
School’s budget for past three years
Financial management policies and procedures, routine purchasing policies and
procedures
Student requisition forms
Copy of financial reports
OEHS department inspection reports
Weekly Bulletin and Newsletter
Copy of the system and forms used in reporting accidents - ISTAR
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Criterion 9
Community Connection
Criterion: The school seeks to enhance its educational effectiveness by developing close
partnerships and relationships with community members. Connections within the
community provide students with expanded learning experiences, including additional
educational or career opportunities.
Indicator 9.1
Efforts are made by the school to connect to community leaders, businesses, and
organizations that can enhance the learning opportunities for students.
What connections with local businesses and organizations are currently in place?
East Los Angeles Skills Center (ELASC) works to connect effectively with community
leaders, businesses, and organizations. These relationships enhance the educational
experience of the community at large. ELASC meets annually with agencies and
educational entities throughout the community. The Community Advisory Committee is
held to provide the local community with the school's program offerings, and enables
the school to obtain input and/or suggestions on how to improve its services to the
community. It is comprised of WorkSource Centers, neighboring schools, and
community based organizations.
ELASC CTE teachers participate in and invite employers to the specific DACE Trade
Advisory Committees, which are a link to industry business leaders. Industry experts
collaborate with educational staff to share expertise and knowledge that is needed to
prepare students to compete in a global society. They provide input on courses of study
and employer expectations of our student completers, as well as provide information on
the latest industry trends in the specific career trade areas.
The Photovoltaic class has an extensive partnership with Homeboy Industries. Homeboy
Industries was founded by Father Gregory Boyle. This organization serves high-risk,
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formerly incarcerated, gang-involved men and women with a continuum of free services
and programs. ELASC and Homeboy Industries formed a partnership designed to
prepare participants for Photovoltaic industry. Its goals are to decrease the recidivism
rates, secure marketable students and seek employment for the participants. As result
of employer feedback, before starting the program, students’ math skills are assessed,
and many have demonstrated a need to complete a Math 1 course in order to be
successful in the PV 1 and 2 courses. The Algebra class is also provided prior to starting
the PV 3 class to secure more completers and more North American Board of Certified
Energy Practitioners (NABCEP) participation and certifications. GRID Alternatives is
another connection with ELASC that offers employment to our Photovoltaic student
completers.
For the past 15 years, ELASC has collaborated with PLN to enhance and empower youth
in the greater Los Angeles and surrounding areas. The result is we have been a
subgrantee of the grant since starting the partnership. This partnership provides
education, career training, outreach, resources, support services, employment services,
and well-being services through the (WIOA) Workforce Innovation and Opportunity Act
in connection with the City of Los Angeles. PLN serves as the bridge for additional
support services such as referrals, paid Career Training and Tuition, leadership
development, mental health, gang intervention, and housing, just to name a few. As a
partner, we provide career training, HiSET testing and high school diploma to the
participants.
ELASC is currently working with Los Angeles Trade Technical College (LATTC) to create
an articulation agreement for our Powerline Program. This would allow ELASC students
who complete Powerline 1 through 3 courses to earn three certificates and upon
completion of the Powerline Mechanic Trainee class at LATTC, to receive fifteen
community college credits. This is another example of building a bridge to community
college education for our students. In addition, ELASC student completers are eligible
for internships or groundman positions with the local unions and Southern California
Edison.
ELASC, as a LARAEC partner, is also working with East Los Angeles College to provide
articulation agreements in various CTE programs. ELASC offers other community
college classes in our academic department as well. Our first course was Health 11,
which had twenty registered students. Of those students, ten were previous ELASC
graduates, five were enrolled in adult school, and two were concurrent high school
students. As a result of the first class, all ten graduate students have transitioned to
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ELAC, and continue to attend classes at the college. The adult school students received
dual credits (credits to both their high school diploma and college). In addition, the
college representatives present and provide assistance to our potential graduates in the
application process and financial requirements during our high school graduation
meetings. We have also collaborated with ELAC and Pasadena City College to provide
our students with campus tours and information on their programs.
The Red Cross and Keck USC Medical Center has partnered with ELASC to host blood
drives at both of our campuses on an annual basis. This is a great way for our students
to give back to the community. During the fall of the 2016–2017 school year, we also
held our first Health Fair, where our Medical Assistant and Certified Nursing Students
took blood pressure and readings of other vitals for community members who came
and visited. The Health Fair included health care agencies, such as USC School of
Pharmacy students, Parks and Recreation Department, Arroyo Vista Family Health
Center, and local public library representatives. Students and community members
received hearing, blood sugar level and blood pressure screenings, and body mass index
(BMI) checks.
Keck/USC Hospital sponsors employees from their facility to participate in the CNA
program at ELASC. Keck employees who do not hold the state CNA certification are
offered CNA training during their work hours to meet the requirements for testing and
advance employment opportunities with Keck/USC.
Altamed Corporation secured a Grant to train Medical Assistants for employment with
their company and other medical providers. Through an Educational Services
agreement (ESA) with ELASC for 2014-15, 2015-16 and 2016-2017, students and
employees were sponsored for classroom training and clinical rotations. Completers
also had an opportunity to become a Certified Clinical Medical Assistant (CCMA).
Our health care career courses, as part of students’ training, include internships with
various health agencies, such as Clinica San Miguel, Clinica La Sagrada, El Segundo
Medical, Family Care Specialists, Clinica Santo Niño, Lincoln Heights Medical, Hollenbeck
Palms, and Kei-ai Los Angeles Healthcare Center. In addition, Healthcare Talent has
been very supportive of our CNA program not only by including a link to our CNA class
in their website, but also by providing scholarships, job placement and recognizing our
graduating students in their website.
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ELASC also collaborates with Eagle Rock, Franklin, Marshall and Wilson high schools, by
providing funding for II Lab teachers to provide credit recovery services for their
respective high school students.
To what extent do community leaders come on campus for events and activities?
In order to expose our community to the educational programs offered at ELASC, we
held our first Open House in the fall of 2017. This was an opportunity for each of our
academic, CTE, and ESL programs to display their work and share information about
their classes. We also had some of our local partners, such as EDD’s WorkSource Center
Representatives and our medical partners, gathered to speak about their programs and
services. DACE Central Office was also represented.
We have established an annual student conference at Eastside Learning Center where
local community organizations including Alma Family Services, East LA Community Corp,
Work Source, CARECEN, and CHIRLA have presented workshops to students. These
workshops provide students with information about each organization's services, and
many of our students have benefitted from counseling, financial education, support
groups, and legal services. We recently had a student with a special immigration
situation, and because of these connections we were able to email a CHIRLA
representative who found legal representation for the student before his hearing.
The ELASC graduation ceremony is well-attended by students, their family members,
staff, and various stakeholders, including school board members and district officials.
Community agencies, businesses, neighboring school principals, and elected officials are
also invited to attend.
Indicator 9.2
The school has outlets for students in community service or internship opportunities
that are connected to student programs that will enhance their learning experiences in
line with the school’s mission.
What service or internship opportunities are currently in place for students?
ELASC has several opportunities for students to be involved in internship programs.
These learning experiences create the opportunity to advance their technical and career
skills. Our Medical Assistant and Certified Nursing Assistant students are required to
participate in internships with different clinics and hospitals as part of their course
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requirements. ELASC teachers place students in positions at local area clinics and
medical facilities where they have developed a relationship. The students have to
complete the required internship hours and are supervised by the teacher.
PLN utilizes a grant that provides paid internship opportunities to students in order to
gain work experience. This is a specially funded program that allocates funds to
participants an opportunity to work in a professional environment. The experience
includes such elements as employability skills, instruction, and exposure to various
aspects of an industry.
What evidence can be provided to indicate the reputation of the school in the
community?
ELASC is an approved training provider for the Department of Rehabilitation, the
Department of Veterans Affairs, and California's Eligible Training Provider List for the
Employment Development Department (EDD). ELASC’s reputation for quality service,
specialized CTE training, and other educational programs is evidenced through the
student survey conducted in the fall of 2017, which shows that “word of mouth” is the
method by which our school is best known:
How did you hear about the school?
Friend or relative ..................................................63%
Counselor or Teacher .........................................16%
Brochure, flyer, or newspaper ..........................11%
Internet ....................................................................... 7%
Public Agency .......................................................... 3%
The student survey, Question # 35, further indicates the positive reputation of our
school, as 99% of our students would recommend ELASC to others. Additionally,
Student Survey Question # 14 states that 99% of students feel they are learning what
they came to school to learn. (see charts on next page)
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For the past two years, ELASC has had an account with Yelp, an on-line business
directory that connects potential students with our school and services. In the
application, current students have posted positive reviews about their experiences in our
programs and with our teachers.
76%
23%
1% 0% 0% 0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly Agree Agree Not so sure Disagree Strongly Disagree
I would recommend this school.
Yes, 98%
No, 2%
Are you learning what you came to shool to learn?
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Health Careers
ELASC has a long tradition of successfully training students for careers in the medical
field. According to the Bureau of Labor Statistics, Licensed Certified Nursing Assistant
(CNA) will see a job growth rate of 11% (faster than average) and Medical Assistant (MA)
29% (much faster than average) through the year 2026. The student state exam and
industry certification pass rates for our Certified Nursing Assistant (CNA) and Medical
Assistant (MA) programs provides additional evidence of success in these programs as
shown in the following chart:
Health Careers Certification Passing Rate
2014-2015 2015-2016 2016-2017
CNA
Tested 48 49 57
Passed 44 46 55
% Passed 91% 93% 96%
CCMA
Tested 79 45
Passed 44 33
% Passed 55% 73%
The Medical Assistant program in 2015-2016 collaborated with AltaMed Health Services.
Due to the short-term training requirements of AltaMed Health Services, students
sponsored by them did not take the prerequisite Medical Terminology course. In 2016-
17, after the collaboration with AltaMed was completed, all students took the Medical
Terminology class, which led to an increase of 18% in the number of individuals who
passed the State Certification examination.
Photovoltaic (Solar) Careers
The culminating accomplishment for our Photovoltaic program students is successfully
passing the North American Board of Certified Energy Practitioners (NABCEP) exams.
The chart below shows the passing rates for the past three years.
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NABCEP Passing Rate
2014-2015 2015-2016 2016-2017
Tested 42 34 34
Passed 25 19 22
% passed 60% 56% 65%
Powerline Mechanic Career
Our waiting lists are also an indication of our strong reputation in the community. Our
Powerline Program currently has a one and a half to two year waiting list. This
competency-based course is designed to prepare students to be eligible to apply for
ground man or apprentice positions in the utility sector. Instruction includes overall
safety considerations, power pole climbing skills, knowledge of the basic tools and
materials, general construction standards, basic rigging principles, and basic electrical
theory that is specific to the trade. The following chart below shows the completer
percentages for the last three years. At the start of the 2017–2018 school year the
program was suspended temporarily in order to restructure the class to include
articulation with Los Angeles Trade Technical College, providing students with fifteen
college units toward an AA degree.
Powerline Completers Percentage
2014-2015 2015-2016 2016-2017
84% 87% 89%
What efforts have been made to connect the school with its community through
service projects?
East Los Angeles Skills Center has an active Student Council on our main campus, and at
Eastside Learning Center, which participate in fundraising events for student
scholarships and our Student Body fund, as well as other student enrichment activities
such as food drives. ELASC has also partnered with Red Cross and Keck Medicine of
USC to conduct blood drives at the ELASC and Eastside Learning Center campuses.
The school has also connected with the community through its Health Fairs and Open
House. The Health Fair and Open House allow the school to invite employers and
community organizations to present their information for our students. Another way
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that ELASC stays connected to the community is by the administrators and advisors
attending various community job fairs and local events to promote our academic and
career training programs. ELASC also provides informational presentations to local high
schools and charter schools.
Our Powerline students attend community events strictly on a volunteer. These students
have offered assistance with setup and clean up at various events throughout the
community, i.e., the IBEW Union Lineman’s Rodeo. Students were given commendation
by Chief Charlie Beck of the Los Angeles Police Department for assisting them with the
restoration of the memorial plaques for fallen officers.
The teachers of the Cosmetology class, Ms. Mercado and Ms. Santiago, created an
opportunity for their students to participate in an extra-curricular visit to the Salazar
Park Senior Center, where they provided free haircuts and manicures to seniors from the
community. They also provided Wilson High School students that were attending prom
or graduation with make-overs.
In the past five years, our Photovoltaic students participated in Solarthon, which is a
GRID Alternatives' flagship community installation event. It is a solar block party
fundraiser that brings people together from all walks of life, including individual
fundraisers, corporate sponsors, job trainees, community leaders, and the homeowners
themselves. During the event, our Photovoltaic students installed multiple solar PV
systems in the community.
Our Photovoltaic students also volunteered during a career day for the La Causa
Organization. They joined one of our community partners, Dave Andrade, a GRID
Alternative representative and former Homeboy Industries/Photovoltaic student.
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Furthermore, the Photovoltaic students participated in a project for Evans Community
Adult School. It was proposed by Principal Carl Badeau to put solar electricity on a
guard enclosure located in the Evans Community Adult School parking lot. The system
is designed to power a fan for air circulation, lights so the enclosure can be used at
night, and a charging station for phones.
Indicator 9.3
The school informs its community regarding its mission, its programs, and learning
opportunities, recognizing the benefits that community support can bring.
How does the school use its profile (Chapter I of the Self-Study Report) to
understand and connect to its community?
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ELASC uses the Chapter 1 profile to understand the demographics within the school and
community, which enables us to adapt our localized course offerings to meet the
community’s most pressing needs. ELASC seeks to inform the community of who we
are, who we serve, and what we offer. Our programs and student achievements are
highlighted through multiple formats (weekly bulletins and newsletters, our website,
Schoology, and Yelp). The more the community knows about us, our students, and our
achievements, the stronger the relationship and community support will be.
Our staff actively engages with the community as much as possible. Our advisors
provide orientations and information to local schools and agencies. ELASC also invites
community members to advisory board meetings, which is an excellent means of
communicating our mission and our programs, and creating new learning opportunities.
Assistant Principals attend Sheriff Community Meetings and Lincoln Neighborhood
Council meetings to hear about events throughout the community. This local support is
invaluable.
How have students been successful in the community after leaving the school?
Para Los Niños’ collaboration with ELASC has consistently led to participants’ success for
the past fifteen years. Hundreds of students have received High School Equivalency
Certificates and High School Diplomas. In addition to their academic success, many
have enrolled in career training that has led them to full or part-time employment upon
completion. In recent years the amount of students enrolling into college has doubled,
and more of these students are pursuing higher education.
In the last two years students have enrolled in ELAC courses offered at ELASC and have
ventured out to take courses at the community colleges around the area, i.e., ELAC,
Pasadena City College, LA Trade Tech, Citrus College, and Glendale Community College.
Student success has empowered them to seek more opportunities after leaving ELASC.
Many students have found a job for the first time, some have ventured into higher
education, and others have returned to ELASC to pursue a short-term career. Students
have begun their careers in the Medical, Industrial, and Business CTE Programs, that
have led to their employment as Certified Nurse Assistants, Medical Assistants,
Accountants, Building and Grounds Workers, Computer Operators, Cosmetologists,
Hospital Maintenance Workers, Photovoltaic Solar Panel Installers and Graphic
Designers.
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What programs or processes are in place to connect the school to its community?
ELASC connects with the community through various means. One means is the direct
partnership we have with the WorkSource Centers. Events are scheduled to provide
workforce development assistance to our ELASC students. In addition, our school is
connected with EDD, the Los Angeles County Office of Education (LACOE), and various
elected officials when local job, health, and resource fairs are hosted. Event organizers
provide our students with flyers to encourage attendance. At many of these events,
ELASC is also invited to participate by hosting a table where information about our
school is disseminated.
ELASC administrators and advisors also make school presentations and participate in job
and career fairs at our local feeder high schools and surrounding charter schools. These
presentations and events provide awareness to students, parents, and counselors of
educational opportunities for concurrent students, which include credit recovery, as well
as career training and exploration.
ELASC seeks to inform the community, believing that community involvement brings
recognizable results. We strive to create an educational environment for a diverse
community of adult learners, promoting the advancement of personal goals, as well as
academic, technological, and career skills needed to be successful in our ever-changing
world. These community partnerships and relationships enhance our school’s
effectiveness by providing students with real-life learning experience opportunities.
Students are able to fulfill their goals of obtaining technical and academic skills, and
acquiring language for advanced educational options and careers. By becoming
responsible members of the community, they will have begun the process of life-long
learning.
Additional Online Indicators and Discussion Questions
Indicator 9.4
The school ensures that the parents and school community understand online student
achievement of the academic standards/schoolwide learner outcomes through the
curricular/co-curricular program.
School’s Strengths and Key Issues for Criterion 9
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Strengths
ELASC has longstanding, strong partnerships and relationships with our community.
Support Services exist to help ensure student success.
Our community is supportive of our programs, services, and events.
Key Issues
Financial Assistance.
Childcare.
Evidence
Open House, Health Fair communication.
American Red Cross and USC Keck Blood Drive information.
ELASC Website.
ELASC Bulletin and Newsletter.
ELASC graduation programs.
ELASC Open House fliers.
Student Empowerment Conference flyer.
Community Advisory Committee agenda.
Internship MOUs.
Certificates of Participation.
Map of ELASC service area and scope of service.
Training contracts (WorkSource Center).
Completer rates and data.
Yelp reviews page.
NABCEP passing rate.
College enrollment (adult and PLN).
Spread sheet and binder with credentials and information of PLN students continuing on
to higher education.
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Criterion 10
Action Plan for Ongoing Improvement
The school uses self-study to identify key issues that are inserted into a school-wide
Action Plan that governs school improvement activities and events. The school-wide
Action Plan is used regularly, reviewed annually, and monitored consistently by the
governing body to ensure ongoing school improvement.
Indicator 10.1
The school has created an Action Plan that reflects the efforts of all stakeholders to plan
for future growth and improvement.
To what extent does the Action Plan identify specific goals, timelines for
completion, persons responsible, reporting instruments, and benchmarks to
measure accomplishments?
The Action Plan was developed for the purpose of recognizing key findings which hinder
optimal student learning. The Action Plan reflects the work of ELASC focus groups,
comprised of administrators, teachers, program advisors and support staff. Staff
participating in each focus group identified key issues. These key issues were listed,
assigned a level of priority, and identified as either a short or long-term goal by the
Leadership Team, comprised of administrators and all program advisors. At our WASC
meetings, the current Action Plan and a priority list of these key issues were presented
to the faculty, staff, and student representatives to either identify new goals and/or
strengthen current goals or activity items. Once the Action Plan chart was developed
with the goals and activities, the Leadership Team reviewed the documents to determine
a timeline, persons responsible, resources, and methods to assess monitoring of the
Action Plan items. Faculty, staff, student representatives, and community members were
invited to review and give input of the final draft of the Action Plan.
How is the Action Plan reviewed annually and how are revisions made to respond
to changing conditions and current student needs?
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The Action Plan will be reviewed by all staff, student representatives and community
members at quarterly meetings; the beginning of each school year, the end of the first
semester, at the beginning of spring and at the End of the School Year meeting. The
strengths and key issues will be evaluated in terms of progress toward the goals and
continued relevance. Modifications will be made to the Action Plan depending on
allocation of funding, student needs, community input, labor market projections, and
waiting lists.
How does the Action Plan focus primarily on student learning needs?
Student learning needs are identified based on student instructional needs; therefore,
the Action Plan focuses on standardizing instruction, marketing and outreach to the
community, communication of policies and procedures, and streamlining data
collection.
The Action Plan is continually revised through the review of the school’s Student Learner
Outcomes (SLOs).
Indicator 10.2
As a result of the accreditation process, the school has identified key issues (short and
long-term) that will impact student learning and increase the achievement levels of
students.
How did the self-study process identify the key issues for the school?
Teachers and support staff volunteered at the Back-to-School Meeting to participate in
a focus group. The Leadership Team ensured each program area was represented in
each focus group, and asked teachers to join these groups. The focus groups used each
criterion to identify key weaknesses.
The Leadership Team listed all of the key issues from each criterion, consolidated
common key issues, assigned a level of priority, and determined a short or long-term
goal. A prioritized list with revised goals of the Action Plan was presented to the faculty,
staff, and students during a meeting with stakeholders, and the goals for the Action Plan
were reviewed and approved.
How have the key issues been prioritized by the school?
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Having received a list of key issues from the focus groups in each criterion, the
Leadership Team started to identify matters that directly or indirectly hindered student
learning. Those elements were categorized and issued a priority depending on the
Leadership Team’s assessment of importance. Issues dealing with student learning
received top priority, followed by issues having to do with internal or external
communication.
To what extent have all stakeholders met to discuss the Action Plan and give input
to its implementation?
Once the ELASC Action Plan was created by the Leadership Team, the Plan was then
presented for review during a faculty meeting, allowing all stakeholders to give input
and comments on all of the Action Plan items.
The Action Plan has also been published in the school’s Newsletter, and is accessible to
all stakeholders on the ELASC website.
Indicator 10.3
The school has procedures in place to implement the Action Plan with the support of
stakeholders.
For each Action Plan key issue, how has the school identified an individual or
group responsible to implement the needed action steps to address the key issue?
Once the Action Plan items and steps needed to address key issues were developed,
administration, along with the Leadership Team, worked together to identify the persons
who would be responsible for taking the necessary steps toward implementation of key
issues. Responsible parties were identified by either their close affiliation to a program
area or their expertise in the given areas. After the Action Plan was completed,
administration disseminated the plan to stakeholders for their review, consideration, and
adoption.
To what extent has the governing body and administration funded the activities or
events needed to address key issues?
DACE has provided funding for professional development, as well as school marketing
and outreach, two of the key issues identified in the Action Plan. For example, DACE has
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offered our teachers Evidence-Based Reading Instruction, Integrated Education and
Training, Professional Learning Communities, and Aztec and Burlington English Software
trainings to support instructional effectiveness.
To secure future funding through the WIOA grant, DACE has been proactive by
implementing Integrated Education and Training, a state-mandated instructional model
to accelerate career training for English language learners.
What opportunities are provided for all stakeholders to have a voice in the regular
review and revision of the Action Plan?
Opportunities for the review of the Action Plan will be will be at quarterly meetings. The
strengths and key issues will be evaluated in terms of progress toward the goals and
continued relevance. Administration and the Leadership Team will initially review the
Action Plan and make any necessary changes based on student needs and unforeseen
situations. The updates and revisions from the Action Plan are published in the Weekly
Bulletin and Newsletters, which are emailed to all staff, as well as posted on the ELASC
website for access and viewing by all stakeholders.
In addition, students and community members may also voice their opinions on the
Action Plan through their involvement in Student Council and Community Advisory
meetings.
Indicator 10.4
The school has a definitive plan for how the Action Plan is to be monitored to maintain
accountability, as well as to report progress to all stakeholders.
How does the Action Plan specify how the improvement efforts will be monitored
and who will oversee the process?
The Action Plan has been incorporated into a chart format, which can be easily read by
all stakeholders. The chart has been divided into several sections, which specify how the
school improvement efforts will be carried out and monitored. The Action Plan working
chart has been divided into the following columns or sections for review:
Activity/Key Issue
Person(s) Responsible
Tasks
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Resources Needed
Timeline
Assessment of Progress
Accomplishments/Actions
It is understood that the school administration or designees, such as program advisors,
will oversee the process, note progress, and update the Action Plan. As an added
feature, the WASC Leadership Team will remain in place throughout the school year and
continue to meet several times to discuss and peruse school issues and review Action
Plan progress.
How will progress be reported to all stakeholders?
Progress of the Action Plan will be reported to all stakeholders through various
meetings held throughout the year, such as Back to School, Departmental, Community
Advisory, and Student Council meetings. Moreover, school successes are reported in
the Weekly Bulletin and Newsletter that is sent out to all staff via email and the school’s
website. In addition, ELASC will continue to use surveys to receive feedback, comments,
and suggestions on the progress of Action Plan items.
Indicator 10.5
The school-wide Action Plan is used for institutional planning, resource allocation, and
the evaluation of existing programs.
To what extent is the school-wide Action Plan user-friendly and practical for all
stakeholders’ involvement?
The Action Plan is in a table format that is easy for anyone, including English language
learners, to read and understand. The Action Plan is also readily available to all
stakeholders through a variety of media for review and comment or input. The Action
Plan has been posted in the school’s Weekly Bulletin and Newsletter with request for
comments or input and has been incorporated into the school’s website where it can be
reviewed in its chart format, by any and all stakeholders.
How does the governing body use the Action Plan in resource allocation
discussions?
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The funding for ELASC is allocated through DACE Central Office Administration. The
school is allocated hours during the initial staffing period in spring for the start of the
upcoming school year. The administration utilizes the Action Plan by looking at student
data outcomes to ascertain which classes are the most viable with respect to student
achievement, student attendance, and labor market projections.
To what extent does the school leadership use the Action Plan in its decision-
making processes?
The administration takes into account the Action Plan items when making decisions
about instructional improvements, especially with regard to student learning. Student
progress and outcomes are reviewed with the Action Plan in mind, which aids the
administrative team in the implementation of professional development and increased
communication.
School Strengths and Key Issues for Criterion 10
Strengths
The Action Plan addresses important key findings.
The Action Plan sets goals and identifies responsible parties for goal completion.
Clear deadlines are imposed pertaining to each goal, which must be addressed and
accomplished.
The Action Plan is easy to understand and navigate by all stakeholders.
The Action Plan is published through various means, which are easily accessible to all
stakeholders at all times.
Key Issues
Improve communication.
Comprehensive annual review of Action Plan by all stakeholders.
Evidence
Action Plan.
ELASC Organizational Chart.
Calendar of events.
School website.
Weekly Bulletin and Newsletter.
CHAPTER 4
Revising the School Action Plan
East Los Angeles Service Area (ELASA) was composed of two schools beginning 2012.
Following our 2014 Mid-cycle Progress Report, we had an Action Plan that included
both East Los Angeles Occupational Center (ELAOC) and East Los Angeles Skills Center
(ELASC). The Action Plan was revised through June 2016. In 2016, ELASA was divided
into two schools; ELAOC and ELASC. At this time, ELASC began revising its Action Plan
to establish ELASC goals exclusively by identifying strengths and key issues.
Immediately after, the WASC Leadership Team and Focus Groups were formed. The
focus groups met periodically to respond to Criterion 1-10 in Chapter III and created
lists of strengths and key issues.
Data was collected from multiple sources such as assessment results, TOPSpro, Carl
Perkins and Adult Student Information System (ASIS). Input was also submitted to the
focus groups via emails, verbally, in writing and through various survey results given to
students, faculty and staff.
The strengths and key issues from each of the Criterion in Chapter III became apparent
as parts of the Self Study were written. They were compiled in the following tables,
discussed by the WASC Leadership Team and shared with all stakeholders.
Strengths:
Our Mission Statement guides the work of East Los Angeles Skills Center to meet the
needs of our diverse community of learners.
Our Student Learning Outcomes were created so that they may apply to all students in
every program.
Counseling staff regularly monitors student progress and attainment toward their
selected educational and career goals by using an individualized education plan.
Despite organizational restructuring and budget restrictions, ELASC still provides
excellent programs and services to our community.
School leadership secured the funding and resources to implement eight DACE/LARAEC
pilot programs, allowing ELASC to remain on the cutting edge of shifting priorities.
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Strong “teamwork ethic” working environments allow ELASC to quickly adapt to the
continuous shifting of priorities exerted by external forces.
Through a collaborative effort, ELASC created the “Empowering Students” campaign,
focusing our efforts so that every student has a VIP Experience for every interaction.
Job postings are readily available and visible for staff to view and apply.
There are many PD opportunities year-round that staff members are encouraged to
attend.
Technology Upgrades, i.e., purchased equipment, software, PD-related training for
technology upgrade.
Collaboration with East Los Angeles College and Los Angeles Trade Tech College in
selected CTE programs to offer pathways to college.
A variety of methodologies and teaching strategies are used to address the diverse
student population.
CTE programs implement a variety of instructional strategies that address the varied
learning styles of students.
Graphic design and video production class won awards for producing Public Service
Announcements for DACE.
High pass rate for Certified Nurse Assistant (CNA) and Medical Assistant (MA)
certification and licensure exams.
ELASC was number 1 in the DACE in the number of graduates for three years in a row
ELASC’s ESL, CTE, ASE, and ABE completer rate provides a wealth of data to
administrators, teachers, and DACE to improve instructional programs
Qualified teachers that are dedicated and supportive of students’ needs.
Number of educational options for students in different areas, days, and times.
Clean and inviting learning environments.
ELASC is a HiSET (High School Equivalency Certificate) testing center, providing weekly
assessments for students on an ongoing basis.
Students have the option of dual or co-enrollment in various programs and community
college classes.
Students with special needs have accessibility to the DSS advisor on campus
ELASC has three ACCT sites that provide an advisor, Itinerant Resource Specialist, and
Psychiatric Social Worker (PSW) to students in the program.
ELASC is a certified testing center for CNA, MA, and Photovoltaic exams.
ELASC has longstanding, strong partnerships and relationships with our community.
The Action Plan is easy to understand and navigate by all stakeholders.
The Action Plan is published through various means, which are easily accessible to all
stakeholders at all times.
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Key Issues
More opportunities for teachers to dialogue, discuss assessment procedures, exchange
teaching strategies and best practices in department meetings
More professional development on differentiated teaching strategies to better target
students’ needs
Maintain comprehensive records and data on student progress in order to determine the
relative success of the online hybrid HiSET course versus other test preparation courses
Clearer exit criteria for intra-departmental promotion between the levels in the ESL
program
Ensure smoother student transitions from ESL into ABE, ASE, CTE or Post- Secondary
More CTE offerings that reflect the changing of California Labor Market
Better recruitment before opening new classes to ensure class size is sufficient at the
start
Creating a process for maintaining and updating website with more staff input
More/regular meetings for classified staff
Sustain and expand schoolwide Professional Learning Community (PLC) through all
programs to improve instruction and learner outcomes
Increase community partnerships to provide student opportunities, i.e., internships,
employment, scholarships, etc.
Support a variety of student pathways by including one-to-one counseling for students
Develop a stronger marketing plan including forms of social media
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Schoolwide Action Plan
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CHAPTER 5
Appendix A
Certificated Survey Questions
1. What is your highest degree earned?
a. High School Diploma/Vocational Certificate
b. AA or Technical degree
c. Bachelor’s degree
d. Master’s degree
e. Doctorate degree
2. Select all valid credentials that apply to you.
a. Adult Education credential
b. Elementary or multiple subject credential
c. Administrative credential
d. Career Technical Education (CTE) credential
e. Secondary or single subject credential
f. Pupil Personnel Service credential
3. Number of teaching hours per week at East Los Angeles Skills Center.
a. Less than 6
b. 6-12
c. 13-20
d. 21-30
e. 31 or more
f. N/A
4. Number of years of service at all East Los Angeles Skills Center sites.
a. 1-4
b. 5-9
c. 10-14
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d. 15-19
e. 20 or more
5. Total years of service with the Division of Adult and Career Education (DACE).
a. 1-4
b. 5-9
c. 10-14
d. 15-19
e. 20 or more
6. What is your age?
a. Under 25
b. 25-35
c. 36-45
d. 46-55
e. 56 or more
7. What is your ethnicity?
a. Hispanic/Latino
b. Asian
c. African American/Black
d. White
e. Native American
f. Filipino
g. Other
8. What languages do you speak other than English? (Select all that apply)
a. Spanish
b. Chinese
c. Japanese
d. Arabic
e. Other
f. None
9. What is your gender?
a. Female
b. Male
10. What professional organizations are you a member of? (Select all that apply)
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a. CCAE
b. CAROCP
c. CATESOL
d. TESOL
e. COABE
f. Other
11. Have you held any leadership positions in any professional organizations in the
past 3 years?
a. Yes
b. No
12. What professional growth activities have you attended in the last two years?
(Select all that apply)
a. Industry Organization
b. District/DACE
c. Educational Institution
d. OTAN/Online courses
e. CALPRO
f. Other
g. None
13. How would you rate your school’s effectiveness in providing information and
opportunities for outside professional development throughout the school year?
a. Excellent
b. Good
c. Fair
14. What specific learning style do you use MOST in your classroom? (Select only
one)
a. Visual
b. Oral
c. Auditory
d. Kinesthetic/Tactile
e. N/A
15. How do you integrate technology in your instruction? (Select all that apply)
a. In-class computer/iPad
b. Weekly computer lab visits
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c. Video/TV
d. LCD projector
e. Power Point
f. Smart phone
g. Document Reader
h. Smart Board
i. Other technology
j. N/A
16. Select all means of assessment you use to evaluate your students’ achievement
and progress.
a. CASAS
b. TABE
c. EL Civics
d. Industry Certification
e. Student Performance
f. Written Assessment
g. Teacher created
h. Final Test
i. DACE Promotional Assessment
j. Textbook Publisher Assessment
k. N/A
17. Select all means used to determine your students’ needs and goals.
a. Personal interview
b. Needs Assessment
c. CASAS
d. TABE
e. ESL Intake Testing
f. Other
18. Select all ways students are made aware of their progress.
a. Formal teacher conference
b. Written remarks
c. Class progress chart
d. Standardized test scores
e. Comments on students’ paperwork
f. Other
g. N/A
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19. The students are correctly assessed and placed into your class?
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
20. I am provided with sufficient classroom materials and resources.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
21. I am provided with sufficient instructional resources/support in relation to
duplicating, equipment and services.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
22. I am provided with sufficient instructional technology resources (i.e., audio/visual,
computers, other classroom equipment)
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
23. School leadership effectively communicates with staff and students by: (Select all
that apply)
a. Email
b. Weekly Bulletin
c. Memos
d. Meetings
e. Website
f. Flyers/Posting
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g. Phone(Connect Ed)
h. Department Meetings
24. My lesson plans correlate with state-approved course outlines.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
25. I incorporate the Schoolwide Learning Outcomes into my daily lesson plans.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
e. N/A
26. The school staff creates an awareness of its programs and services in the
community through flyers, brochures, media, Connect Ed, and community
involvement.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
27. I am aware of my school’s Vision, Mission Statements and Schoolwide Learning
Outcomes.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
28. The school staff embraces student diversity.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
29. The school staff displays professionalism.
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a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
30. Administrators, Office, Custodians and Instructional Staff support teachers and
students.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
31. The East Los Angeles Skills Center schedule of classes is easy to understand.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
32. There are sufficient counseling services.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
33. I understand the importance/purpose of the Student Council.
a. Strongly Agree
b. Somewhat Agree
c. Somewhat Disagree
d. Strongly Disagree
34. In what condition is the classroom environment maintained?
a. Excellent
b. Good
c. Fair
35. In what condition is the restroom environment maintained?
a. Excellent
b. Good
c. Fair
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36. Do you feel safe in school?
a. Yes
b. No
Classified Survey Questions
1. What professional growth activities have you attended in the last 3 years?
a. Attended school to further education
b. Attended workshop
c. Attended training session
d. Other
2. What languages do you speak other than English?
a. Spanish
b. Japanese
c. Tagalog
d. Chinese
e. Other
3. What is your highest level of education?
a. Less than high school diploma
b. High School Diploma/HiSET/GED
c. Some college
d. A.A. or equivalent
e. Bachelor’s degree
f. Master’s degree or higher
4. Number of years of service at East Los Angeles Skills Center.
Less than a year
a. 1-4
b. 5-9
c. 10-14
d. 15-19
e. 20 years plus
5. Number of years of service with the Division of Adult and Career Education.
a. Less than one year
b. 1-4
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c. 5-9
d. 10-14
e. 15-19
f. 20 years plus
6. What is your gender?
a. Female
b. Male
7. What is your ethnicity?
a. Hispanic/Latino
b. Asian
c. African American/Black
d. White
e. Native American
f. Filipino
g. Other
8. What is your age?
a. 18-25
b. 26-39
c. 40-59
d. 60+
9. I agree and support the East Los Angeles Skills Center Mission statement.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
10. I feel safe on the ELASC campuses.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
11. The campus is clean and well maintained.
a. Strongly agree
b. Somewhat agree
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c. Somewhat disagree
d. Strongly disagree
12. The restrooms are clean and well maintained.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
13. My supervisor is friendly and approachable.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
14. Teachers are respectful to classified staff.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
15. The school administration treats classified staff in a fair manner.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
16. The administrators are available to discuss my concerns.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
17. Are you provided with the proper equipment and supplies to carry out your
duties?
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
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18. Have you taken advantage of opportunities within the District to improve your
skills for advancement?
a. Yes
b. No
19. I have a clear idea of my job responsibilities.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
20. I need further training to become a productive staff member.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
21. I know (or know where to find) answers to students’ questions about our school.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
22. I have a clear idea of what classes we offer to students.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
23. I have a clear idea of what support services we offer to students.
a. Strongly agree
b. Somewhat agree
c. Somewhat disagree
d. Strongly disagree
Student Survey Questions — English Version
1. What is your age?
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a. 16-17
b. 18-30
c. 31-44
d. 45-64
e. 65 or over
2. What is your gender?
a. Female
b. Male
3. What is your primary language?
a. English
b. Spanish
c. Chinese
d. Vietnamese
e. Thai
f. Japanese
g. Other
4. How many years of formal education did you complete in your country and/or
USA?
a. 0-5 years
b. 6-9 years
c. 10-12 years
d. More than 12 years
5. What is the highest diploma/degree you have earned?
a. None
b. High School Doploma/HiSET/GED
c. Technical Certificate
d. Associates Degree
e. Bachelor’s Degree
f. Masters or higher
6. Why do you attend school?
a. Learn English
b. Earn H.S. Diploma, or HiSET
c. Prepare for a job and update skills
d. Both academic and job related class
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e. Both ESL and job related classes
7. Rate the registration process?
a. Excellent
b. Average
c. Needs improvement
d. Poor
8. How did you find out about this school?
a. A friend or relative
b. Brochure, flyer, newspaper
c. Counselor or Teacher
d. Internet
e. Public Agency
9. How long have you attended this school?
a. Less than 1 year
b. 1 year
c. 2 years
d. 3 years
e. 4 years
10. How many miles do you travel to get to school?
a. 1-3 miles
b. 4-6 miles
c. 7-10 miles
d. More than 10 miles
11. How do you get to school?
a. Walk
b. Drive
c. Someone brings me
d. Public transportation
e. Other
12. How often do you attend classes?
a. 5 times a week
b. 4 times a week
c. 3 times a week
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d. Less than 3 times a week
13. Choose the most common reason you cannot come to school.
a. Illness or injury
b. Child care
c. Work
d. Weather
e. Transportation
14. Are you learning what you came to school to learn?
a. Yes
b. No
15. Classes are interesting because they involve activities where I practice what I’m
learning.
a. Strongly agree
b. Agree
c. Not so sure
d. Disagree
e. Strongly disagree
16. Did your teacher provide an outline of class assignments, activities and
expectations?
a. Yes
b. No
17. At time of registration, I met with a counselor to discuss my educational goal.
a. Strongly agree
b. Agree
c. Not so sure
d. Disagree
e. Strongly disagree
18. We have access to modern technology.
a. Strongly agree
b. Agree
c. Not so sure
d. Disagree
e. Strongly disagree
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19. My teacher encourages me to work in pairs or small groups.
a. Strongly agree
b. Agree
c. Sometimes
d. Disagree
e. Strongly disagree
20. What classroom activities help you learn the best?
a. Classroom lectures
b. Group discussions
c. Combined lectures/groups
d. Whole class participation
e. Independent work
f. Work in pairs
g. Project-based
21. In what activities have you participated?
a. School Fundraiser
b. Field Trips
c. Job Fairs
d. Graduation/End of the term Activities
e. None
22. Are you aware or have you used the academic and career counseling services at
school?
a. Yes
b. No
23. Rate the counseling services.
a. Excellent
b. Good
c. Average
d. Poor
e. I have not received educational advice.
24. My instructors/counselors encourage me to have a positive attitude toward
attaining my goals.
a. Strongly agree
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b. Agree
c. Not so sure
d. Disagree
e. Strongly disagree
25. My teacher explains what is expected of me to succeed and complete the class.
a. Strongly agree
b. Agree
c. Sometimes
d. Disagree
e. Strongly disagree
26. How many classes are you currently taking?
a. 1 class
b. 2 classes
c. 3 classes
d. 4 classes
e. 5 classes
27. How well does the school meet your needs?
a. Completely
b. Mostly
c. Fairly
d. Adequately
e. Poorly
28. Are you employed?
a. Employed full-time
b. Employed part-time
c. Unemployed, looking for work
d. Unemployed, not looking for work
e. Retired
29. Does parking at school affect your attendance?
a. Yes
b. No
c. Sometimes
30. Rate the school book store services.
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a. Excellent
b. Good
c. Okay
d. Poor
31. How safe do you feel at school?
a. Very safe
b. Fairly safe
c. Not safe
32. How would you rate school facilities?
a. Excellent
b. Good
c. Fair
d. Poor
33. In the past two years, I have taken classes at:
a. Community College
b. Private schools or colleges
c. Adult school
d. Occupational center
e. Other_______
34. Compared to other institutions, this school is:
a. Less expensive
b. The same expense
c. More expensive
d. I have only taken courses at this school.
35. I would recommend this school.
a. Strongly agree
b. Agree
c. Not so sure
d. Disagree
e. Strongly disagree
Student Survey Questions — Spanish Version
1. ¿Cual es tu edad?
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a. 16-17
b. 18-30
c. 31-44
d. 45-64
e. 65 o más
2. ¿Cual es tu género/sexo?
a. Femenino
b. Masculino
3. ¿Cual es tu primer idioma?
a. Inglés
b. Español
c. Chino
d. Vietnamita
e. Thai
f. Japones
g. Otro
4. ¿Cuantos años de educación formal terminaste en tu país y/o en Los Estados
Unidos (U.S.A)?
a. 0-5 años
b. 6-9 años
c. 10-12 años
d. Mas de 12 años
5. ¿Cual es el más alto diploma o titulo que has obtenido?
a. Ninguno
b. Diploma de preparatoria/HiSET/GED
c. Certificado Técnico
d. Colegio comunitario de dos años
e. Licenciatura Universitaria
f. Maestria o más alto
6. ¿Cuál es la razón principal por la cual asistes a la escuela?
a. Aprender Inglés
b. Obtener el Diploma de H.S., o HiSET
c. Prepararme para un trabajo y actualizar las avilidades
d. Ambos, academico y una clase relacionada a un trabajo
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e. Ambos, Inglés como Segundo Idioma y una clase relacionada a un trabajo
7. ¿Califica el proceso de matriculación?
a. Excelente
b. Promedio/Bueno
c. Necesita Mejorar
d. Malo
8. ¿Cómo te enteraste de esta escuela?
a. Por un amigo o pariente
b. Por un folleto, volante, periódico
c. Por un consejero o maestro
d. Por el Internet
e. Por una agencia pública
9. ¿Por cuanto tiempo has asistido a esta escuela?
Menos de un año
a. 1 año
b. 2 años
c. 3 años
d. 4 años
10. ¿Cuantas millas tienes que viajar para llegar a la escuela?
a. 1-3 millas
b. 4-6 millas
c. 7-10 millas
d. Más de 10 millas
11. ¿Que metodo utilizas para llegar a la escuela?
a. Camino
b. Manejo
c. Alguien me trae
d. Utilizo el transporte público
e. Otro
12. ¿Que tan seguido asistes a la escuela?
a. 5 veces a la semana
b. 4 veces a la semana
c. 3 veces a la semana
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d. menos de 3 veces a la semana
13. Escoje la razón más comun por la cual no asistes a la escuela.
a. Enfermedad o lesión
b. No tengo cuidado de niños
c. Trabajo
d. Clima
e. Transportación
14. ¿Estas aprendiendo lo que te imaginaste que ibas aprender en la escuela?
a. Sí
b. No
15. Las clases son interesantes poque involucran actividades donde practico lo que
yo estoy aprendiendo.
a. Totalmente de acuerdo
b. Desacurdo
c. No estoy muy seguro/a
d. Desacuerdo
e. Totalmente desacuerdo
16. ¿Tu maestro/a te proporcionó un contorno/plan con la asignación/tareas ,
actividades y expectativas de la clase?
a. Sí
b. No
17. ¿Al tiempo que te inscribiste, hablaste con un consejero para discutir tu meta
educacional?
a. Totalmente de acuerdo
b. Deacuerdo
c. No estoy seguro/a
d. Desacuerdo
e. Totalmente desacuerdo
18. Tenemos acceso a tecnología moderna.
a. Totalmente de acuerdo
b. Deacuerdo
c. No estoy seguro/a
d. Desacuerdo
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e. Totalmente desacuerdo
19. Mi maestro/a me alienta a trabajar en pareja on en grupos pequeños.
a. Totalmente de acuerdo
b. Deacuerdo
c. No estoy seguro/a
d. Desacuerdo
e. Totalmente desacuerdo
20. ¿Que actividades en clase te ayudan aprender mejor?
a. Explicación en clase
b. Discución en grupo
c. Combinado explicación y discución en grupo
d. Participación con toda la clase
e. Trabajar independiente
f. Trabajar en pareja
g. Projectos
21. ¿En que actividades has particiPado?
a. Actividades para recaudar fondos
b. Excursiones
c. Ferias de trabajo
d. Graduaciones/Actividades de fin de año escolar
e. Ninguna
22. ¿Estas enterado/a o has tu utilizado el servicio de consejeria de la escuela?
a. Sí
b. No
23. Califica el servicio de consejeria.
a. Excelente
b. Bueno
c. Promedio
d. Malo
e. No he recibido ningún servicio de consejeria
24. Mi maestro/a o consejero/a me alienta a tener una actitud positive hacia obtener
mis metas.
a. Totalment deacuerdo
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b. Deacuerdo
c. No muy seguro/a
d. Desacuerdo
e. Totalmente en desacuerdo
25. Mi maestro/a me explica cuales son mis expectativas para sobresalir y completar
la clase.
a. Totalment deacuerdo
b. Deacuerdo
c. cAlgunas veces
d. Desacuerdo
e. Totalmente en desacuerdo
26. ¿Cuantas clases estas tomado actualmente?
a. 1 clase
b. 2 clases
c. 3 clases
d. 4 clases
e. 5 clases
27. ¿Que tan bién la escuela cumple con tus necesidades?
a. Completamente
b. Suficientemente
c. Favorablemente
d. Adecuadamente
e. Pobremente
28. ¿Eastas empleado/a?
a. Empleado/a tiempo completo
b. Empleado/a medio tiempo
c. Desempleado/a, buscando trabajo
d. Desempleado/a, no buscando trabajo
e. Jubilado/a
29. ¿Te afecta la asistencia el estacionamiento de la escuela?
a. Sí
b. No
c. Algunas veces
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30. Califica el servicio de la tienda de la escuela.
a. Excelente
b. Bueno
c. Faborable
d. Malo
31. ¿Que tan seguro/a te sientes en la escuela?
a. Muy seguro/a
b. Suficiente seguro/a
c. No seguro/a
32. ¿Como calificas las instalaciones de la escuela?
a. Excelentes
b. Buenas
c. Faborables
d. Malas
33. En los pasados dos años, he tomado clases en:
a. Colegio comunitario
b. Escuelas privadas o colegios
c. Escuela de adultos
d. Centro de ocupaciones
e. Otros_____
34. Comparado con otras instituciones, esta escuela es:
a. Menos cara
b. Igual de cara
c. Más cara
d. Yo solo he tomado clases en esta escuela
35. Yo recomendaria esta escuela.
a. Totalment de acuerdo
b. De acuerdo
c. No muy seguro/a
d. Desacuerdo
e. Totalmente en desacuerdo
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Appendix B
Certificated Survey Results
1. What is your highest degree earned?
2. Select all valid credentials that apply to you.
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3. Number of teaching hours per week at East Los Angeles Skills Center.
4. Number of years of service at all East Los Angeles Skills Center sites.
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5. Total years of service with the Division of Adult and Career Education (DACE).
6. What is your age?
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7. What is your ethnicity?
8. What languages do you speak other than English? (Select all that apply)
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9. What is your gender?
10. What professional organizations are you a member of? (Select all that apply)
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11. Have you held any leadership positions in any professional organizations in the
past 3 years?
12. What professional growth activities have you attended in the last two years?
(Select all that apply)
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13. How would you rate your school’s effectiveness in providing information and
opportunities for outside professional development throughout the school year?
14. What specific learning style do you use MOST in your classroom? (Select only
one)
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15. How do you integrate technology in your instruction? (Select all that apply)
16. Select all means of assessment you use to evaluate your students’ achievement
and progress.
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17. Select all means used to determine your students’ needs and goals.
18. Select all ways students are made aware of their progress.
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19. The students are correctly assessed and placed into your class?
20. I am provided with sufficient classroom materials and resources.
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21. I am provided with sufficient instructional resources/support in relation to
duplicating, equipment and services.
22. I am provided with sufficient instructional technology resources (i.e., audio/visual,
computers, and other classroom equipment)
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23. School leadership effectively communicates with staff and students by: (Select all
that apply)
24. My lesson plans correlate with state-approved course outlines.
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25. I incorporate the Schoolwide Learning Outcomes into my daily lesson plans.
26. The school staff creates an awareness of its programs and services in the
community through flyers, brochures, media, Connect Ed, and community
involvement.
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27. I am aware of my school's Vision, Mission Statements and Schoolwide Learning
Outcomes.
28. The school staff embraces student diversity.
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29. The school staff displays professionalism.
30. Administrators, Office, Custodians and Instructional Staff support teachers and
students.
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31. The East Los Angeles Skills Center schedule of classes is easy to understand.
32. There are sufficient counseling services.
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33. I understand the importance/purpose of the Student Council.
34. In what condition is the classroom environment maintained?
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35. In what condition is the restroom environment maintained?
36. Do you feel safe in school?
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Classified Survey Results
1. What professional growth activities have you attended in the last 3 years?
2. What languages do you speak other than English?
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3. What is your highest level of education?
4. Number of years of service at East Los Angeles Skills Center.
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5. Number of years of service with the Division of Adult and Career Education.
6. What is your gender?
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7. What is your ethnicity?
8. What is your age?
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9. I agree and support the East Los Angeles Skills Center Mission statement.
10. I feel safe on the ELASC campuses.
11. The campus is clean and well maintained.
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12. The restrooms are clean and well maintained.
13. My supervisor is friendly and approachable.
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14. Teachers are respectful to classified staff.
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15. The school administration treats classified staff in a fair manner.
16. The administrators are available to discuss my concerns.
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17. Are you provided with the proper equipment and supplies to carry out your
duties?
18. Have you taken advantage of opportunities within the District to improve your
skills for advancement?
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19. I have a clear idea of my job responsibilities.
20. I need further training to become a productive staff member.
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21. I know (or know where to find) answers to students’ questions about our school.
22. I have a clear idea of what classes we offer to students.
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23. I have a clear idea of what support services we offer to students.
Student Survey Results
1. What is your age?
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2. What is your gender?
3. What is your primary language?
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4. How many years of formal education did you complete in your country and/or
USA?
5. What is the highest diploma/degree you have earned?
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6. Why do you attend school?
7. Rate the registration process?
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8. How did you find out about this school?
9. How long have you attended this school?
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10. How many miles do you travel to get to school?
11. How do you get to school?
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12. How often do you attend classes?
13. Choose the most common reason you cannot come to school.
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14. Are you learning what you came to school to learn?
15. Classes are interesting because they involve activities where I practice what I’m
learning.
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16. Did your teacher provide an outline of class assignments, activities and
expectations?
17. At time of registration, I met with a counselor to discuss my educational goal.
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18. We have access to modern technology.
19. My teacher encourages me to work in pairs or small groups.
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20. What classroom activities help you learn the best?
21. In what activities have you participated?
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22. Are you aware or have you used the academic and career counseling services at
school?
23. Rate the counseling services.
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24. My instructors/counselors encourage me to have a positive attitude toward
attaining my goals.
25. My teacher explains what is expected of me to succeed and complete the class.
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26. How many classes are you currently taking?
27. How well does the school meet your needs?
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28. Are you employed?
29. Does parking at school affect your attendance?
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30. Rate the school book store services.
31. How safe do you feel at school?
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32. How would you rate school facilities?
33. In the past two years, I have taken classes at:
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34. Compared to other institutions, this school is:
35. I would recommend this school.
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