Beaumont Adult School

 Agenda  April 18, 2013

Meeting Objective/s: Strategic Planning

 Date:   April 18, 2013                                                           Time: 12:30 pm – 3:00 pm

Norms: Start on time / End on time, respect all, clarity in communication, participation by all, positive attitude, no interrupting

Tasks                         Resources              Activity       Duration   Expected Outcomes

School/District/State update.  Dave Briefing and discussion 15 min Staff informed on school’s status and budget issues
Review implementation of CCSS’s for each program area DaveBAS Strategic Plan


4 Steps to Increasing Rigor in the Classroom

Group discussion 15 min Program teams review program implementation status
Program teams work independently to draft CCSS implementation plan TeamsBas Strategic Plan


Implementation plan template

Teams work independently 1 hr 15 min Draft of implementation plan
Program teams share out TeamsBas Strategic Plan


Implementation plan template

Teams work independently 15 min Teams share out feedback andinput on implementation plan

Introduction (5 minutes)

1. Transition from last meeting to the present meeting.

2. Review the objective/s for the meeting.

3. Review the norms.

4. Quickly go over the agenda for the meeting.

5. Assign timekeeper and if needed note taker (flip chart paper)


I wanted to take this opportunity to wish everyone at BAS, staff and students, a very Merry Christmas and the best wishes for a happy and prosperous new year.
It is customary at this time of the year to reflect on the events of the past year and we have certainly had a number of outstanding events and accomplishments this year at Beaumont Adult School. All of our programs continue to be recognized for excellence and this past fall our Parent Academy program was recognized by the Riverside County Office of Education and the 23rd District PTA for exemplary practice in parent engagement. This is not surprising as our Parent Academy continues to provide workshops and programs for parents in our district ranging from pre-K instruction for preparing children to enter school to the Discovery Zone program providing exciting discoveries of learning in new areas to both parents and their children.
Of course, in my opinion, the crown jewel of accomplishments for the schools was the success of the dual accreditation by the Council on Occupational Education (COE) and the Western Association of Schools and Colleges (WASC) in November. All of us can be extremely proud that both accrediting agencies found our school to be fully compliant in all ten required standards, the absolute best report any school can receive. Although we won’t know the final decision by both accrediting agencies until their commissions meet this spring, I am confident that the school will receive the highest level and longest term of accreditation possible.
Although the state of California’s budget problems are far from over, with the passage of Proposition 30 by the citizens of this state, at least the threat of further budget cuts to education has been forestalled. Adult education will continue to struggle throughout the state, even with no immediate threat of budget cuts, however at Beaumont Adult School we continue to receive strong support from our district leadership and from the community for the work that we all do here.
All of the accomplishments of our school programs and the achievements of our students are due to the part that each and everyone plays at BAS. So I thank you all for your dedication, hard work and accomplishments and I know you will continue to do so in the future.

PLC meeting on August 2, 2012


Agenda Item 1: School/District/State status update – Dave provided updates on the state, district and school budget situations for the 2012-2013 school year. District negotiated furlough days and impact on Adult Ed were discussed. Ramifications of failure of the Governor’s Tax Initiative on the November ballot were discussed. Dave presented two policy changes for the upcoming school year; a) Modification of the managed enrollment policy for ESL, b) new policy to waive 2nd semester registration fee for students completing a pre and post test and a minimum of 50 hours of instruction.

Agenda Item 2: Dave reviewed the past events in the development of the school’s strategic plan (WASC accreditation, implementation of the PLC process, etc). The current PLC strategic plan with updates was reviewed and program teams took the plan to make annotations of the team’s current status in accordance with the plan. Program teams were tasked to provide at least two programmatic goals to support the school’s Schoolwide Learner Outcomes (SLO’s).

Agenda Item 3: Dave provided the program teams with copies of the latest template for dual accreditation provided by WASC to provide teams with the changes in WASC criterion for accreditation and to prepare for the accreditation visit in November 2012. Discussion followed on what materials, student work, etc. could be used as examples of how we meet the criterion.

Agenda Item 5: Program teams shared out where their teams are in regard to programmatic goals and in the implementation of the CCSS.

I recently received a letter from the Temecula, CA WASC office that informed us that the Council on Occupational Education (COE) is changing some of the format for the accreditation visits to schools seeking Title IV and WASC dual accreditations. This dual accreditation process just began around the first of this calendar year and those of us involved in the accreditation process were made aware that there would be adjustments made as the two organizations (WASC and COE) had the opportunity to actually perform accreditations.

The first change is; COE has determined that they have been in violation of their own accreditation policy by allowing WASC representatives from California schools to serve as members of the COE accreditation visiting committee. So, for future COE accreditations (which includes BAS’s accreditation this coming November) only COE representatives from outside of California will review the CTE Title IV programs undergoing accreditation. WASC will send representatives that will will review only non-CTE academic programs for schools desiring the dual accreditation.

The letter further went on to provide more definitive information on the preparation of a WASC “Supplemental Self-study Report” for their portion of the accreditation. The basic template of how this supplemental self-study report is to be organized follows;

WASC Supplement to the Self-Study Report for the Postsecondary Joint COE/WASC Process Participants in the joint COE/WASC accreditation process must complete the following questions with concise narrative paragraphs that summarize to what extent the school meets or exceeds the “Ten WASC Criteria” for postsecondary schools. 

Section 1

School Profile

1.      School Name:

2.      School Address (of all branches or sites):

3.      Non-CTE programs or courses, ROP courses, and any other high school level programs/courses: 

 4.      Enrollment in each program/course at this time:

5.      Provide summary of analysis of learning data for the past three years (if possible).  List what different formative and summative assessments are used to determine the learning levels of all students.  Identify any trends or conclusions identified as a result of data analysis (charts and graphs are welcomed). 

  Section 2

Response to WASC Ten Criteria

Please respond to the following Ten WASC Criteria by providing two or more paragraphs narrative answers for each question. 

Criterion 1 – Institutional Mission and Schoolwide Learner Outcomes

 1.      Provide the Mission Statement of School.

2.      Identify the Schoolwide Learner Outcomes (SLOs), or Expected Schoolwide Learning Outcomes (ESLRs).

3.      To what extent are SLOs used to impact curriculum development, professional growth activities, resource allocations, or other school improvement activities?

4.      Describe the purpose of your non-CTE program, your ROP program, or any other high school level programs/courses that you offer.

 5.      Describe the demographic make-up of your student body. 

Criterion 2 – Organizational Infrastructure and School Leadership

1.      Describe the school leadership structure and the lines of authority established by the governing body.

 2.      Describe how the governing body interacts with the school leadership throughout the school year.

3.      To what extent has the school developed written policies and procedures that govern the operations of the school? 

Criterion 3 – Faculty and Staff

1.      List the teaching faculty and provide information regarding their degrees and experience to verify their qualifications.

2.      To what extent does the school leadership annually evaluate all teachers?

3.      To what extent does the school provide professional development opportunities for the teaching staff? 

Criterion 4 – Curriculum

1.      To what extent does the school have a written curricular map that describes courses and outlines student learning outcomes for each course?

2.      Describe to what degree and how often the school reviews curriculum.

3.      To what extent are curricular resources available to all students so that they can successfully complete course requirements? 

Criterion 5 – Instructional Program

1.      To what extent does the school provide a rigorous educational experience for all students?

2.      Describe what different instructional methods/strategies are used to provide successful learning opportunities for students.

 3.      To what extent does the school integrate technology into the instructional program? 

Criterion 6 – Use of Assessment

1.      Describe what formative and summative assessments are used to measure student learning progress.

2.      To what extent does the administration and faculty gather learning data from multiple sources, disaggregate the data, and analyze the results to create clear conclusions?

3.      To what extent does the administration and faculty take the conclusions drawn from the analysis of learning data and create recommendations to address areas of needed improvement?

4.      Describe how the analysis of learning data is used to improve the instructional program of the school. 

Criterion 7 – Student Support Services

1.      Describe what support services are provided to students, including academic counseling, personal counseling, and health services.

2.      Describe how the school guides students through the admissions process all the way to the completion of a course or program.

3.      To what extent does the school maintain student records in a permanent, secure, and fireproof manner?

4.      To what extent does the school communicate with students and make information available as requested. 

Criterion  8 – Resource Management

1.      To what extent does the school have sufficient resources to offer its current educational courses/programs?

2.      Describe how the school maintains integrity in financial practices, audits, and reporting to all stakeholders.

3.      To what extent does the school provide clean, safe, and well-maintained facilities that are sufficient for the courses/programs offered? 

Criterion 9 – Community Connection

1.      Describe school efforts to connect to community leaders, local businesses, and vocational partners to enhance the school’s academic program.

2.      To what extent does the school provide for student service projects that impact the community in a positive manner? 

Criterion 10 – Action Plan for Continuing Improvement

1.      Describe how the school’s Action Plan is created, maintained, and used to guide the school in ongoing improvement efforts.

2.      To what extent does the non-CTE, ROP, or high school level courses/programs have critical areas of needed improvement that are part of the school’s Action Plan. 

Section 3

Schoolwide Strengths and Critical Areas of Needed Improvement

After reviewing the results of the answers provided in the preceding pages, please identify what you believe your school does very well in regard to the non-CTE, ROP, or other high school courses/programs that are offered. Schoolwide Strengths: 1.2.3.Etc.  Next, please indentify 3-5 schoolwide critical areas of needed improvement.  Also, prioritize them in order of importance to the school. Schoolwide Critical Areas of Needed Improvement: 1.2.3.Etc.  In addition, please attach a copy of the most recent school Action Plan to this Addendum.  This Addendum will be used by the WASC representative(s) during the COE/WASC site visit to evaluate the non-CTE, ROP, and any other high school programs/courses that are offered.  The WASC personnel will write an Addendum Report for the WASC Commission to consider at the conclusion of the joint COE/WASC visit.  Once you have completed this Addendum, please mail it to: Western Association of Schools and Colleges43517 Ridge Park Dr., Suite 100Temecula, CA  92590.

I am posting this now as it will be the criteria we use in preparing for the scheduled accreditation in Novemebr.

Beaumont Adult School

 Agenda  August 2, 2012

Meeting Objective/s: Strategic Planning

 Date:   August 2, 2012                                                           Time: 12:00 pm – 3:00 pm

Norms: Start on time / End on time, respect all, clarity in communication, participation by all, positive attitude, no interrupting

Tasks                         Resources              Activity       Duration   Expected Outcomes

School/District/State update. Policy changes for 2012-2013 school year



Briefing and discussion

45 min

Staff informed on school’s status and policy changes

BAS PLC strategic plan




Group discussion

1.5 hour


Staff feedback and input on strategic plan


Review changes to WASC accreditation criteria


Group discussion

30 min

Staff awareness of revised WASC criteria for accreditation

Program teams share out

Program teams

Group discussion

15 min

Teams share out feedback and input on strategic plan

  Introduction (5 minutes)

1. Transition from last meeting to the present meeting.

2. Review the objective/s for the meeting.

3. Review the norms.

4. Quickly go over the agenda for the meeting.

5. Assign timekeeper and if needed note taker (flip chart paper)


The following link is to a letter sent by California State Superintendent of Public Instruction, Tom Torlakson, last week addressing the loss of adult education opportunities in California;

TTorlakson ltr dtd 022012

In his letter, Supt. Torlakson refers to various ways that adult education supports the mission of K-12 education, higher socio-economic levels for families with higher academic achievement, higher levels of parental involvement in the children’s education through better communication skills by parents, etc. Most of us already know these items are true, as we see the evidence of those successes everyday.

I believe that the real problem exists in the focus of education in California. The main focus or goal to educate should not be K-12, it should be pre-K – Adult in every community in California. It is only through addressing the needs of the whole community can the education system provide for the maximum achievement of every student.

We have been extremely fortunate here at the adult school  in Beaumont in that our district believes in serving the needs of the whole community. I believe that it is because of this shared vision for a pre-K to adult education system that we (as a district) have been able to accomplish so much success at all academic levels and yet we have so much more work to do to bring about the success of every member of our community.

With the recent news about LAUSD, Sacramento City and Marysville shutting down their adult education programs (some of which have been in operation since 1919) we can’t help but worry about what may occur in Beaumont if the state funding picture continues to worsen.

While there is very little that we can personally do, we must continue to provide the opportunities to our adult students to succeed and we must continue to advocate for adult education in California.

I want to thank all of you as staff members at the adult school for what you have already accomplished and what I know you will be able to accomplish.

This is a Summary of the High School and GED – PLC Group discussion on April 15, 2011.

 Objective: To develop competency skills to meet the general objective.

 Specific Objective: To meet the criterion for developing an assessment from a competency skills test that indicated a % less than 76%.(CASAS)

 Develop 20 questions.  Passing score 14/20 – 70%.

 Students who score below 70% will not be recommended to take the CAHSEE or GED.

Teacher re-teaches students who scored low, in middle of 3rd week and conducts another test with test items in different order to those students who scored low on previous test.

 Develop CFA’S:

  1. Select 8 items/skills
  2. Teach 2 items per quarter(6weeks).  10 questions per skill=20 questions total.
  3. Prepare CFA (assessment) for students who scored less than 237 on CASAS Math.

And develop another CFA for students who scored above 237 on CASAS Math.

 When to Assess students: Give test end of six weeks (end of quarter) on the two items.

 Look at May 6 as date to have draft Math and ELA test items/questions available for Hi School Team.

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