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

Chapter IV: Quality of the School's Program

B. CURRICULUM AND INSTRUCTION

B1. What Students Learn Criterion

To what extent does the school provide a challenging, coherent and relevant curriculum for each student that fulfills the school's purpose and results in student achievement of the ESLRs through successful completion of any course of study offered?
The teaching staff feels that the curriculum is challenging to students, and most teachers cited examples of using their Plus One strategy-instruction based on prior knowledge with a more difficult piece added. Many of the teachers describe a building process for the curriculum, where layers of complexity are added based on student performance and comments. Observations of classroom instruction as well as interviews of students and teaching staff show that teachers challenge the students while providing exciting and enjoyable instructional environments. A wide variety of methodologies are used, ranging from small group activities to large group brainstorming.

Each ESL level has highly articulated curriculum, which is very specific and particular to what will be taught at those levels. There is informal articulation between teachers of different levels, although nothing is formalized, and many of the staff would like to increase the coordination. The Older Adults and Adults with Disabilities programs serve specific needs within specific areas or at specific sites, and there is often limited movement of students between different sites. Coherency and articulation of the program is maintained by coordination among the Program Coordinator, teaching staff, and staff at the community facilities in which instruction occurs. Additionally, a portfolio is kept for each student participating in the Adults with Disabilities program. Maintained within this portfolio is a history of the student's completed programs and tasks, as well as goals, objectives, task lists, and notes on the student.

The Adult Basic and Secondary Education (ABE and ASE) provides for program coherency and articulation between ESL and ABE, and ASE and ROP and vocational programs largely through the efforts of the Program Coordinator. The ABE and GED programs have a seamless articulation with student placement depending on T ABE testing-both ABE and GED students are in the same classroom, and students move up from ABE into GED (or high school diploma).
Teaching staff is unanimous that curriculum is relevant to student needs. The examples vary depending on program: GED teachers cited the relevancy of academic subject-specific curriculum depending on the GED subtest for which students were preparing; ESL teachers referred to life skills being taught in their classes, such as job interview skills, consumer education, and health care situational practice. Older Adult Program instructors based their curriculum either upon student interests or upon recommendations of a collaboration of teachers, care providers, and the Program Coordinator. Vocational courses are based on demand and input from the Community Advisory Board.

There is some emphasis on goal setting for students to make the courses more relevant, although student mobility makes this challenging. Two of the programs currently emphasizing goal setting are ESL and ABE/ASE. Every incoming student in these programs meets one-on-one with a staff member for registration and enrollment. Students are then placed in appropriate levels depending on their skills. ESL teachers conduct needs surveys with the students once they enter class to determine goals and interests for each student. Exiting High School Diploma students meet with staff for exit interviews to review their education at the San Mateo Adult School, providing feedback for the entire process. In the Adults with Disabilities program, each student has a set of individual goals that follows him or her through the program.

Many of the smaller off-site programs focus on narrowly, specific-relevant curricula. The Parenting through Play class (families with infants between 12 months - 3 years) is filled with parents who describe the opportunity given by this class to share information with other parents. Many of these parents have no local extended family members who can offer advice or mentor them, and they acquire 'mentor' parents and peers through this class who can provide additional support. Their children model English acquisition skills while in the program, and there is an eagerness to learn among the participants: not only does the program fill quickly with word of mouth advertising, when some parent cannot attend a class session, they will often send a substitute (family friend or relative) with their child to maintain participation.

The Day Laborer Project (ESL) funded by the City of San Mateo through Samaritan House is another very specifically focused program. The Project provides English classes for itinerant workers who previously wandered the streets looking for work. The program was developed by the community, working with the Adult School-it gets unemployed workers off the street into a modular building where employers can seek labor, while workers are provided instruction in basic communication and job readiness skills. In classroom observations by the Visiting Committee, students were all on task, they were often paired up for peer education, and many of the students move on to the Main Campus of the Adult School because of articulation and encouragement by the instructor.

The Kindergarten Parent Computer-Related Literacy Program at Turnbull Elementary encourages and teaches parents how to participate in the education of their own children. Parents of kindergarteners learn computer skills in order to develop their own materials (such as alphabet books) for their children. Participating parents are given refurbished desktop computers to take home to continue working on their materials. Again, there is articulation with the main Adult School, and many of these parents go on to take ESL classes.

B2. How Students learn Criterion

To what extent does the professional staff use research-based knowledge about teaching and learning? Do they design and implement a variety of learning experiences that actively engage students at a high level of learning consistent with the school's purpose and ESLRs?
On a survey response of 28 teachers, 27 responded that they use researchbased knowledge about teaching and learning. Classroom observation, as well as interviews with students and teachers, shows that a wide variety of methods are currently being used, from Total Physical Response, to instruction addressing different learning modalities. A small professional library is maintained on site to provide staff with additional ideas and information about pedagogy and methodology. Additionally, staff is encouraged to attend professional training on applicable topics, such as working with Learning Disabled students.

Across the programs, teaching staff implements a variety of learning experiences from in-class role-playing, mastery of computer skills, group work, community based skill practice, field trips, and group practice. All of these experiences and methods tie directly back into the School Mission and ESLRs. Although the ESLRs are not explicitly included in course curricula and classroom instruction, the essence of the ESLRs permeates instruction. For example, one of the six ESLRs is "Communicate Effectively." Instruction in effective communication is a routine aspect of all courses at San Mateo Adult School, and students practice their communication skills on a regular basis.

Another inherent ESLR is the "participation in and contribution to community" by students. Recent fund raising activities and community and campus clean-up efforts are two very straightforward demonstrations of the inclusion of this ESLR at San Mateo Adult School. Perhaps the clearest indication of the importance of this ESLR is the near universal description of the School community as 'family.' Students, staff and community members all refer to the inclusive, supporting 'family' nature of San Mateo Adult School.

One ESLR directly addressed in classroom instruction involves demonstration of respect. The EL Civics Curriculum includes a specific unit on Respect, and across the teaching staff there is unanimous agreement that respect is integral to all programs. While there is variation between teachers on the explicitness of direct instruction on respect, both teachers and students report that mutual respect is expected, and disrespectful behavior is not tolerated. Reports with students and staff describe how students easily mix during breaks and social events, regardless of ethnicity, how students readily provide peer support for each other, and how inappropriate and rude behavior by students is not tolerated by staff or students.

B3. How Assessment Is Used Criterion

To what extent is teacher and student use of assessment frequent and integrated into the teaching/learning process? Are the assessment results the basis for measurement of each student's progress toward the ESLRs, for regular evaluation and improvement of curriculum and instruction, and for the allocation of resources?

At the San Mateo Adult School, a wide variety of assessment tools are used in all classrooms, although the staff does not clearly identify them as 'assessments.' For example, in ESL classes, teaching staff use regular and ongoing informal classroom assessments, including weekly writing assignments, role-playing, oral assessments, portfolios, games, practice phone calls, presentations (at higher levels), and weekly quizzes. Formal CASAS testing occurs on a regular basis, and the majority of teachers report using midterm and final exams each semester. Teachers use these various assessments and evaluations to determine the effectiveness of their instructional methods and to determine promotion of ESL students to higher levels. There have been discussions by staff about developing Exit Exams: as of yet, there are no formalized Exit Exams or Promotional Exams in place for the ESL Program. CASAS class results are used for adjustment of curriculum at the end of semesters.

The Vocational classes as well as the Older Adults and Adults with Disabilities routinely use informal demonstration of skills as assessment of student learning. Additionally, self-assessment tools are also used in the Parent Education program, while the Older Adult Program and Adults with Disabilities Programs use accomplishment of assigned tasks and continuous personal communication with the instructor as assessments of student success. Vocational and FeeBased Programs use student surveys as well as teacher observations to adjust materials, expectations, and schedules of classes to better meet student needs.

Initial placement within the ABE/ASE program is based on personal interviews as well as the T ABE test. For students in the ABE program, teachers use oral feedback, task completion and further T ABE testing along with the Multiple Skills Assessment battery to determine progress and refine the educational process. CASAS test results are used to provide additional data on the progress of ABE students. As ABE students progress to a higher reading level, they transition into either the Adult High School Diploma or the GED program.

Students within the High School Diploma and GED program work at their own pace, and no CASAS tests are administered to these students. The High School Diploma students complete units of instruction-based on the specific subjects in which they are enrolled, and instructors provide ongoing assessment and feedback using activities within each unit. Most subjects include mid-term and final exams. A final exit interview for Diploma students provides general feedback for the entire program. Progress of the GED students is assessed largely through the use of practice GED Exams.

Areas of Strength:

1. Even though the self-study does not specifically identify many of the assessment
types currently used, classroom teachers use multiple assessment types.

2. In all program areas the curriculum is highly relevant to student needs.

3. Development of an outstanding ESL Program

4. With the assistance of community partnerships, there is ongoing development of a broad spectrum of course offerings to meet the unique needs of the Older Adult and Adults with Disabilities populations.

5. A wide range of methodologies and learning experiences are implemented within the School programs. Not only are students learning, but they are enjoying their learning experiences.

6. Although ESLRs are not explicitly included in curriculum and instruction, it is highly evident that they are implicit in all aspects of the School.

Key Issues:

1. A majority of ESL teachers felt that occasional inter-level meetings to compare
curriculum might ensure a smoother transition of students from level to level. Although teachers at the same levels discuss curriculum and instruction, there is no formal process to share information across levels, or to articulate instruction between levels of ESL. Articulation and curricular issues can be included in the regular program meetings.

2. Many ESL teachers also felt they might benefit from observing lower and higher level classes, as well as classes at the same level. According to teachers, coordinators and administrators, there is both support and encouragement for teachers to conduct these types of observations. This type of activity could easily be incorporated in the departmental or program professional development plans.

3. In planning curriculum, most teachers felt that they had adequate direction. They feel most constructive criticism comes from peers. Again, this type of activity can be incorporated in professional development plans. Additionally, more meeting time could be set aside just for curriculum planning, such as a second, semiannual meeting.

4. Develop evidence of ESLR integration into the learning experience and assess student progress toward the ESLRs in all programs.

5. A variety of effective assessments are used across the curricula, but no formal Exit or Promotional Exams are used in ESL.

Evidence:

Self-Study Report
Classroom visitations
Interviews with students and staff
Course outlines
Curriculum handbooks and guides
Samples of intake forms
Samples of surveys
Sample assignments from teaching staff