WASC FOCUS ON LEARNING VISITING COMMITTEE REPORT
SAN MATEO ADULT AND COMMUNITY EDUCATION

Chapter III: San Mateo Adult School Self-Study Process

Expected Schoolwide Learning Results (ESLRs)

San Mateo Adult School provides opportunities for all students to:

1. Set and meet goals
2. Apply acquired skills
3. Learn independently and collaboratively
4. Communicate effectively
5. Demonstrate respect for others
6. Participate within and contribute to the community

Comments on the school's Self-Study process with respect to the parameters and accuracy observable evidence representative of what ALL students are doing and producing and supportive of the identified schoolwide growth areas.

Since the 1998 Accreditation, there have been significant changes within San Mateo Adult School. The most significant changes were the diversification of all programs and the building of a new wing. There has also been considerable change in student demographics. It appears that the Self-Study process has included these changes in the development of the Mission Statement and ESLRs. The School's curricula has been expanded and adapted to accommodate the change in the student body's needs.

It was apparent that much thought and planning went into the development process of the School's Self Study. The School's Self-Study Leadership Team was comprised of representatives from all instructional programs, community liaisons, classified staff, administrators, and. students. A large number of individuals from various educational disciplines contributed to this process. Collectively, this should have empowered the focus groups to comprehensively evaluate the school and its future needs.

After reviewing the focus groups listed in the Self Study, and meeting with administration and faculty, the Visiting Committee concluded that a limited number of students were involved. The Student Survey was not developed with the students; therefore, the outcome was not student-centered. Apparently, information was shared with students via the Student Councils; however, feedback was very limited. For this reason, the student body perspective was not reflected in the development of the organization for student learning, curriculum, instruction, and the evaluation of student growth. The Visiting Committee believes it is important for students to understand why curriculum is selected, how instruction is provided, and what evaluation means to them and staff.

Are the ESLRs compatible with the School's Mission Statement?

The School's Mission Statement included a list of the ESLRs. The ESLRs are compatible with the Mission Statement, but need to be integrated into the statement rather than listed at the end. The initial phrase "San Mateo Adult School believes the search for knowledge, understanding, and personal growth is lifelong": is a good leadin, but a listing of ESLRs alone does not demonstrate a quality of learning. It is recommended that the School integrate the spirit of the ESLRs into the Mission Statement and further define the ESLRs for each program area.

1. The involvement and collaboration of school community members in the Self-Study

The Self-Study report indicated that stakeholders in the school and the community were involved in the collaboration of the Self Study. The Visiting Committee found very few minutes of Focus Group meetings available for review. Several staff members indicated that they met several times a month, yet others indicated very little participation. The Committee believes low attendance was due to the fact that most of the teachers work part-time and could not be compensated for meeting attendance due to the budget crisis. Three members of the Community Advisory Committee were actively involved in the Self-Study process.

2. The clarification of the school's purpose and the ESLRs

The School's purpose is to encourage lifelong learning. This is enhanced via courses provided, and how they meet the needs of their students. There is a correlation between the School's purpose and the ESLRs that was not articulated in the information provided. There are many wonderful pieces of information provided, but there is a need to show how they fit together. Every program visited by the Visiting Committee demonstrated that the School's purpose and the ESLRs are already integrated into the curriculum and classroom instruction. It is now important to develop the evidence to show the integration.

Since a large number of the community population is non-English speaking, the School needs to be sure its message also reaches this demographic base. The methods of communication between the School and the community need to be documented and reviewed periodically as the demographic base changes.

3. The assessment of the actual student program and its impact on student learning with respect to the criteria and the ESLRs

One form of assessment in ESL, ABE, and EL Civics is CASAS testing. At this time there is no assessment process to evaluate learning with respect to the ESLRs. The School recognizes the need for ESLR assessment and has addressed it in the Schoolwide Action Plan. After visiting the various programs, it is evident that the curriculum and instruction promotes the achievement of the ESLRs. However, the ESLRs are not clearly identified in the curriculum.

4. The development of a Schoolwide Action Plan that integrates subject area, program, and support plans to address identified growth needs

The Action Plan addresses the following four major areas for growth identified in the Self Study:

Integrate ESLRs into curricula, develop, and implement measurement tools.

Expand and improve communication patterns to students, staff, teachers, and administrators through a variety of approaches.
Develop and execute projects to improve outreach and expansion to various student groups.

Develop, communicate, and implement yearly, cost-effective, department specific professional development plans compatible with finances available.

5. The development and implementation of an accountability system for monitoring the accomplishment of the School wide Action Plan

Two committees will be established to monitor progress on the Action Plan. Each of the committees will be comprised of Action Plan stakeholders. They will set annual objectives to achieve clarity of purpose, hold regularly scheduled meetings, and keep the school community informed. It will be imperative that the Action Plan committees use all means of communication to ensure implementation of the Action Plan, with on-going documentation and regular feedback to and from staff, students and community.

Areas of Strength:

1. The Leadership Team was comprised of individuals from various educational disciplines, community liaisons, classified staff, administrators and students.

2. Development of a strong, comprehensive Action Plan.

Key Issues:

1. Integration of ESLRs into the curricula.

2. Develop and execute projects to improve outreach to various demographic groups.

3. Mission Statement's purpose defined.

4. Meaningful student participation in the Self Study.