Rowland Adult and Community EDUCATION Administration Rocky Bettar - Director

Rowland adult and community Education attainable doable measurable

Self Study report March 28 - March 30, 2011

Self-Study RepoRt

of Rowland adult and Community eduCation 2100 Lerona Avenue, Rowland Heights, CA 91748

Mr. Rocky Bettar, Director

Western Association of Schools and Colleges Accrediting Commission for Schools

ViSiting Committee Dr. Jeannette Darakjian, Chairperson Dr. Clement Ainabe, Member Carolyn Barnes, Member Robert Holtz, Member Teresa Johnson, Member Dr. Harry Obiako, Member Martha Maria Peralta, Member

March 28 - March 30, 2011

Rowland adult and Community eduCation miSSion and ViSion Statement

Mission To inspire students to develop and achieve their goals through quality educational programs.

Vision To identify and address the challenges of an economically and culturally diverse community; striving to fulfill the needs of our students by providing a curriculum that gives the students the opportunity to be informed, productive and successful community members.

taBle of ContentS

INTRODUCTION Board of Education RUSD Administration RACE Administration District Organizational Chart RACE Organizational Chart List of Self Study Members PREFACE

CHAPTER I: Institutional, Community and Student Profile

CHAPTER II: Progress Report

CHAPTER III: Standards Standard I: Institutional Mission, Purpose and Objectives Standard II: Organizational Structure Standard III: Evaluation and Planning Standard IV: Educational Programs Standard V: Program, Student and Institutional Outcomes Standard VI: Student Support Services Standard VII: Human Resources Standard VIII: Learning Resources Standard IX: Financial Resources Standard X: Physical Resources

CHAPTER IV: Schoolwide Action Plan

CHAPTER V: Glossary APPENDIX A – Rowland Adult and Community Education Instructional Staff List B – RACE Staff Survey with Results C – RACE Student Survey with Results D – Community Education Survey with Results E – RACE Budget

RuSd adminiStRation

BOARD OF EDUCATION Heidi Gallegos, President Judy Nieh, Vice-President Cary Chen, Clerk Robert Hidalgo, Member Dr. Gilbert G. García, Member

DIsTRICT ADMINIsTRATION Maria Ott, Ph.D - Superintendent Robert J. Arias, Ed.D - Assistant Superintendent, Personnel Services Rosemary Aguilar, Ed.D - Assistant Superintendent, Schools Division Ruben Frutos - Assistant Superintendent, Administrative Services

ROwlAND ADUlT AND COMMUNITy EDUCATION ADMINIsTRATION Rocky Bettar - Director

RACE COUNsElINg sERVICEs Joseph Miraglia - Counselor

TEACHER sPECIAl AssIgNMENT Ami Takanashi

OFFICE sTAFF Norma Parra – Office Manager Elsa Castanon – Data Processing/CASAS Jessica Marin – Receptionist Mary Ellen Martinez – Pupil Services Magda Mazzarino – Data Processing/Attendance Cammi Lee-Ngo – Fee Based Clerk Roseanne Romero – Student Assistant II

2010-11 ROWLAND UNIFIED SCHOOL DISTRICT DIVISIONAL ORGANIZATIONAL CHART

COMMUNITY

BOARD OF EDUCATION

PERSONNEL COMMISSION SUPERINTENDENT OF SCHOOLS DIRECTOR OF PERSONNEL PUBLIC INFORMATION OFFICER

ASSISTANT SUPERINTENDENT ASSISTANT SUPERINTENDENT DEPUTY SUPERINTENDENT SCHOOLS DIVISION ADMINISTRATIVE SERVICES DIVISION HUMAN RESOURCES DIVISION

INTERMEDIATE PRINCIPALS Energy Management Human Resources ELEMENTARY DIRECTOR Coordinator Coordinator Alvarado PRINCIPALS CURRICULUM AND Giano STAFF DEVELOPMENT Rincon Director Blandford Hollingworth Facilities & Custodial Manager Hurley Jellick Building Services HIGH SCHOOL Killian Northam Director PRINCIPALS Rorimer Rowland Curriculum and Director Shelyn Villacorta Bilingual Education Controller Nogales Yorbita Fiscal Services Rowland Santana A. E. C. Director Special Projects/GATE Director Operations Manager Food Services Food Services Director K – 8 Adult Education and PRINCIPALS Career Preparation TOSA/Analysts Director Stanley G. Oswalt Student Assessment Purchasing Services Academy Ybarra Academy of the Director Arts and Technology TOSA for CoPs Director Pupil Services Technology Services Community Day School BALL Foundation

Director Director Transportation Services Special Education

Chief of Police

Risk Manager

Revised: 11/09/2010

Board of Education Organization Superintendent Chart Assistant Superintendent Schools Division

Director of Adult Education & Career Preparation

Student School to Career Administration Guidance Instruction Assessment Recreation

Adult Education Testing STC Counselor Program Specialist Program Specialist Coordinator (Vacant) Coordinator (Vacant)

Attendance Office Office Clerk Office Office Manager Assistant Assistant Assistant

Office Leadership Assistants Team

Student Instructional Instructors Assistants Assistants

Self-Study Committee memBeRS

RACE lEADERsHIP TEAM MEMBERs: Rocky Bettar - Director Melinda Seshiki - Retired Program Specialist Ami Takanashi - ESL/Teacher on Special Assignment Colleen Bridgewater - Parent Education Pete Doherty - Citizenship/Staff Development Norma Parra - Office Manager Joe Miraglia - Counseling/ASE/GED Wilder Ynoquio - Technology wAsC lEADERsHIP TEAM MEMBERs: Norm Chavez Rosa Leon-Blanco Ami Takanashi Pete Doherty Janna Socash Wilder Ynoquio Janet Duker

PROgRAM AREA MEMBERs: (Bold Name indicates served in more than one area) Office Staff (7) Norma Parra, Office Manager Magda Mazzarino, Office Assistant Elsa Castanon, Office Assistant Cammi Lee-Ngo, Office Assistant Mary Ellen Martinez, Office Assistant Ignacio Hernandez, Custodian Jessica Marin, Office Assistant Roseanne Romero, Student Assistant ESL Teachers (15) Donald Atherton Kirsten Garcia Nancy Lopez Cynthia Clark Grace Grubbs Mark Ramirez Edgar Cruz Marieann Han Janna Socash Janet Duker Chris Johnson Ami Takanashi Carmen Elsahrgty Rosa Leon-Blanco Wilder Ynoquio ASE Teachers (3) Norm Chavez Janet Duker Peggy Toda

Citizenship Teachers (2) Edgar Cruz Pete Doherty PROgRAM AREA MEMBERs: continued Parent Education Teachers (2) Colleen Bridgewater Joey Ramirez

Older Adult Teacher (1) Linda Odegaard

Instructional Assistants (5) Saundra Archuleta Nancy Gardner Jeanie Robertson Janice Cornwell Lita Hernandez PREFACE

The primary role of the Adult School is to provide an excellent quality education to the adult members of the local community. In 2005, at the conclusion of the prior Focus on Learning visit, the school set on a six year path to maintain integrity to the FOL process and instituted the elements of the action plan. Since the school had a mid-term visit in April 2008, all the information and response will be from that time forward. Some of the changes that took place to the school since 2008 came about because of the action plan, other changes came about because of discussion with the total staff and input from various stakeholders within the school community. However, the most significant changes came about as the result of the Budget Act of 2008 that placed once restricted Adult Education Funds into local flexibility.

Significant Developments Since the 2008 Mid -Term Visitation Leadership Team Since the 2008 visitation, the Leadership Team has continued to be the driving force behind the progress and growth of the school. This team meets monthly and has become more proactive and taken their roles as the decision-makers very seriously. Testing Program The testing program continues to be a major source of pride for the school. Considering the school size, the benchmarks earned are significant and evidenced by the benchmark reports. This additional source of funds has done much to reduce the flexibility cut to adult ed funds. Elimination of CBET Program As a result of flexibility cuts, the CBET funds in the amount of $212,000 was swept by the District in 2010. Staff Changes There have been significant full-time staff changes that have removed some of the historical and stable culture of the school. The Office Manager of 15 years, retired in June 2010. This person was replaced by an office manger from one of the closed elementary schools. The Program Specialist retired in June 2009 and has not been replaced due to budget cuts. The Receptionist who left after six years was replaced by a classified person from Special Ed. On one hand, the school is lucky to have individuals who bring fresh perspective to the school, on the other, since there is so few fulltime staff; the burden on the operation of the school has made the learning curve for the new staff very steep. Elimination of Distance Learning Because of the budget cuts and the elimination of ADA reporting, the Distance Learning Program was eliminated, as it was not cost effective to operate. Preparations for the WASC Post Secondary Self-Study began in January 2010 with the distribution of WASC materials. In February and March, the Leadership Team developed the timeline for the WASC process. Once the timeline was developed, it was presented to the staff. Meetings were conducted in order to assess and prioritize the needs of the school and to make tentative plans for the self-study. One of the first priorities was to re-examine and revise the Vision and Mission Statements of RACE as well as develop Expected Learning Outcome (ELOs). The three key words used throughout the process were Attainable, Doable and Measurable. In all the meetings, staff was reminded that the elements of the report must be honest, without bias and represent a snapshot in time for the school. September of 2010 saw the beginning of a series of Saturday meetings for the entire staff in which Focus and Home Groups were established to work on the WASC self-study document. The series of Saturday meetings allowed the entire staff to get an overview of the WASC process and to be involved in the concepts of peer review, student shadowing and evidence gathering. These meetings and the ensuing lengthy discussions began a very interesting process in which the staff came to realize the complexity of the operations of RACE. The heterogeneous composition of the HOME and FOCUS groups resulted in the staff seeing the total picture of the functions and operations of the entire school. It became very evident that few were aware of all the facets of RACE and that the whole is greater than the sum of all the parts. This is especially significant in a setting where all the staff, certificated and classified, are part time employees, and as such had a tendency to be immersed in their own subject field concerns. In December 2010, a core group collaborated to begin the actual writing of the physical document. After many meetings, individuals and groups began to put concepts into concrete terms. Many new questions arose, and the staff began to have a greater insight into the entire process. In January 2011, the refining process continued, and the entire staff reviewed the document. They gave suggestions in all areas of the report, while concentrating on polishing the specific areas with which they had more knowledge. The preparation of the RACE self-study has enhanced the school’s programs resulting in a greater sense of collaboration and respect for other areas within the school. The meetings were well attended, a fact which speaks well of the dedication of the staff. While maintaining the standards of their own daily work, they demonstrated willingness and an interest in expanding the scope of their knowledge to include other dimensions of the school. Hence, this report is Attainable, the growth areas are Doable and the results are Measurable. chapter one attainable doable

measurable InstItutIonal, CommunIty & student CharaCterIstICs

Not E

Chapter I: s InstItutIonal, CommunIty & student CharaCterIstICs

InstItutIonal CharaCterIstICs

With no centralized system of municipal services, the community looks to Rowland Adult and Community Education to provide educational opportunities and a connection to the community at large. The school is among the first contacts and connections to American culture for many newly-arrived immigrants. In order to help meet this need, RACE has increased the number and variety of fee- based course offerings over the last six years. Traffic School, Tax Preparation and Notary Public classes are offered regularly and attract large numbers of students. Other courses include flower arrangement, golf, candle making, accent reduction, ethnic cooking and Spanish. In addition there has been an increase in computer class offerings as well as job preparation classes in Heating and Air Conditioning as well as Medical Coding. The 2006-2007 enrollment of over 2,000 students, the highest fee-based enrollment in the school’s history, reflected the increasing popularity of the course offerings. However, with the economic crisis and reduction of disposal income by the community, the fee-based enrollment count has seen a steady decline since the 07-08 year. This has been a concern for the school. The school continues to respond to student request for classes, however the cost of classes has risen and the price point for some classes will be readjusted to make the classes more attractive.

Academic Year 2006-07 2007-08 2008-09 2009-10 2009-10

Fee Based Enrollment 2021 1125 992 883 661

Chapter I PAGE 1 Chapter I Chapter PAGE PAGE 2

Notes are all part-time employees. part-time all are worker student the and staff, clerical assistants, instructional teachers, school counselor,adult The programs. Career to School District’s the and Department Recreation the of supervision includes assignment District The District. the and Custodian. The Director’s assignment is split 75% - 25% Pupil and the between Receptionist Clerk, Manager, Attendance Clerk, the Data Processing Clerk, Personnel Adult Office School the of consisting staff office classified five Assignment, is the breakdown of the years of experience. breakdownof years the the is 14% Hispanic, are 57% and members Asian White. are are has Adult Ed According to credentials. the teacher survey, 29% of percent staff classroom space. to maximize furniture new classroom and classroom in their instructors to assist computer stations for student use, room amplification systems in each classroom at the corner of Backton and Gemini in La Puente. All RACE owned facilities have to has a address foster separate its identity. The other is building AEC2, located are buildings, located at the AEC1and School south offacility Elementary Killian Under 5Years Under Eighty-one percent of the teachers at RACE have Bachelor’s Degrees. Below Degrees. Bachelor’s have RACE at teachers the of percent Eighty-one the of Two buildings. three own Education Community and Adult Rowland Special on Teacher Director, the are RACE of employees time full The The certificated staff at RACE is ethnically diverse. 100% diverse. staff teaching of the ethnically is RACE at staff certificated The 3 4 3 1/5% 7/33% 3/14% 9 /43% 6-10 Years 11-15 Years 11-15 Years 6-10 16-20 Years Over 20 Years 20 Over Years 16-20 1 /5%

Community Characteristics Not e s

Rowland Unified School District encompasses an area of forty square miles in the East San Gabriel Valley in Los Angeles County and serves the unincorporated community of Rowland Heights. The District also serves portions of the communities of La Puente, West Covina and Walnut. There has been a change in demographics over the past several years, with an increase in the Asian populations. A five member elected board governs the 11 elementary schools, 2 K-8 schools, 3 intermediate schools, 2 high schools, continuation high school, community day school and Rowland Adult and Community Education (RACE) in Rowland Unified School District. The K-12 population of approximately 16,000 students has had a decline in student enrollment of approximately 2% per year over the past few years. Students in the District speak more than 60 different languages with one-third of the students speaking a primary language other than English. Thirty percent of the Asian residents speak English “not well” or “not at all,” as do twenty-six percent of the Spanish-speaking residents. According to the 2000 U.S. Census, the ethnic distribution of the residents of Rowland Heights is:

The vacancy rate for all housing units is less than 1%. Residents of Rowland Heights (91748) have a median average income of $52,270. The median home price in Rowland Heights is $438,000.

Below Poverty % Owners % Renters Level La Puente - 91744 71 28 5%

Rowland Heights - 91748 63 35 2%

In 2010, the work force in L.A. County is approximately 4.8 million people with an unemployment rate 12.3%. Rowland Heights, has a work force of 25,100, but has an unemployment rate of 8.5%, which is an increase of 4% since the last accreditation. La Puente’s work force of 19,100 has an unemployment rate of 14.4%, which is an increase of over 7% since the last accreditation.

Chapter I PAGE 3 Chapter I Chapter PAGE PAGE 4

Notes develops and provides additional revenue, services and gifts to district. the gifts and revenue, services additional provides and develops education for all students of the Rowland Unified School District. The foundation Foundation is dedicated to maintaining, enhancing and enriching the excellence of homeless. as classified children district for referrals and clothing food, as such support provides Program Act Assistance Education other limited services to children enrolled in the District. The McKinney Homeless and immunizations Center, provides Resource Family the of auspices the under Program, Start Healthy District’s The services. health low-cost and free limited $70 a by bond. of either not part is Education funded improvements facility and voters. byAdult district $132 passed and million bond obligation general million modernization for plan master groups. community between interaction limit and area county the of population the the segment ofto tend two differences Language between supervisors. split is Heights Rowland of In governance District. addition, the from miles located thirty-five approximately is Angeles, Angeles Los Los Downtown of in County the governs Supervisors of Board member manyfor families. is prohibitive of cost homes haveover the increasing ten the dropped years, last rates vacancy Although housing. affordable of lack the is issue major Another of and the the between south north portions District. public direct transportation services. community other to access and schedules provides transportation as such and information general and films Office, computers, District the to next located is library county A complex. theater large a and stores department major two includes District, the steady the reflect to continue increase in businesses the Asian populations. and The Puente Hills Mall, malls located a few strip miles from small several area, Although there Although is no or major center business industrial in the Rowland Heights n needn cmuiy ae, opoi ognzto, h “O US” “FOR the organization, nonprofit based, community independent An provides which Puente, La in Office Health County Angeles Los a is There implementation multi-year a approved has District School Unified Rowland five- A government. community of form centralized no has Heights Rowland no with area, the in challenge a be to continues transportation public Limited Student Characteristics Not e s

The enrollment breakdown in the program areas for the last three years is:

ESL/ Parent Year ASE Older Adult Fee-Based TOTAL Citizenship Education 2010-2011 817 / 41% 322 / 15% 172 / 9% 31 / 2% 661 / 33% 2003 (as of 2/10) 2009-2010 1491 / 45% 523 / 16% 208 / 6% 45 / 1% 1065 / 32% 3332

2008-2009 2222 / 52% 661 / 15% 245 / 6% 52 / 1% 1112 / 26% 4292

Male / Female Enrollment

2010-2011 (as of 2/10) 2009-2010 2008-2009 Male 398 / 31% 712 / 33% 1155 / 36% Female 867 / 69% 1441 / 67% 2049 / 64% Total 1265 2153 3204

Chapter I PAGE 5 Chapter I Chapter PAGE PAGE 6

Notes is: Walnut. and Bar 8-10% of students come from each of the communities of West Covina, Diamond approximately 47% are from Rowland Heights and 26% are from La Puente and fee. of registration the programs implementation the and to cuts of because drop to continue numbers enrollment the 08-09, of year base the With offerings. school’sprogram the on based uncommon, not La Puente -91744 Puente La Total Diamond Bar -91765 Bar Diamond -91748 Heights Rowland West Covina -91792 Covina West -91789 Walnut The data shows that females historically outnumbered male students, which is which students, male outnumbered historically females that shows data The The distribution of students attending class by class years zip for three code the last ofattending students distribution The communities, surrounding many from come students RACE Although

(as of2/11) 2010-2011 296 / 26% 556 / 28% 898 /30% 898 /28% 556 /26% 296 4 7 3 7 1368 /46% /47% 935 /47% 543 1 0 7 %225 /8% 171 /9% 110 /10% 0 %14/8 243 /8% 164 /8% 101 /9% 97 /8% 1147

0921 2008-2009 2009-2010 5 %224 /8% 154 /8% 1980 2958 The ethnic distribution for students attending RACE over the last three years is:

2010-2011 2009-2010 2008-2009 (as of 2/11) Latino 472 / 37% 942 / 44% 1479 / 46% White 51 / 4% 76 / 4% 81 / 3% Asian-Pacific 672 / 53% 1110 / 51% 1601 / 50% African-American 12 / 1% 10 / <1% 20 / <1% Other 51 / 4% 22 / 1% 23 / <1% American Indian/Alaska Native 2 / <1% 1 / <1% 1 / <1% Other 1260 2161 3205

2010-2011 (as of 2/11) 2009-2010 2008-2009 Male 391 713 1155 Female 860 1446 2049 Unspecified 9 2 1 Total 1260 2161 3205

As can been seen by the zip code and ethnic data, the school has seen a decline in enrollment since 2008-2009. This is because of the budget impact and the fact that a registration fee has been instituted.

Chapter I PAGE 7 Chapter I Chapter PAGE PAGE 8

Notes planning. Teachers and students are provided with reports on specific specific on program reports in with teachers provided whole. a the as class are the for and assists students individual students for achievement competency results and test Teachers the planning. by provided feedback system. total TOPsPro CASAS collection and data the of Assessment implementation the for (Rowland responsible is Pack, called, RATaffectionately is it Team) as The teacher. the from burden the relieving test to students to continues The school fund staff offerings. specifically course chart the and program in mark, reduction the water with correlation high direct in decrease that a shows below Since mission. its out carry to school the for 07, the had school a high of 1835funds which substantial provided benchmarks, as a means to offset general fund expenditures. Prior to the budget cuts, in 2006- (7%). (3%)a friend of transportation forms other use or the students drive to class (56%) and a third walk (31%). Other students ride with small of half than more community. Slightly the in availability limited its reflects which a (3%) is transportation public via There classes RACE at semesters-10%). arriving students of 5-7 percentage semesters-35%; (2-4 55% semester (97%) sites. school their at safe feeling students reported all (15%). Almost “OK” or (33%) “Good” (50%), “Excellent” as (96%). students other and them for respect (94%)demonstrated and progress their on up-to-date them kept teachers their that reported also (97%).They up-to-date goals. their to meet them individual help (95%).for Over opportunities 94% provide of the and (82%)students surveyed felt materials that RACE diversified is helping have relevant, (80%), challenging are courses that their overwhelmingly report successfully. Students media. other or Results (27%)clearly indicate that catalog courses are meeting course the needs (12%),of the the community school very child’s their included sources Other member. family a or friend a through RACE at classes about out areas. program of major the representative were completed Student SurveyStudent Results A student survey was conducted in April and May 2010. The 497 surveys surveys 497 The 2010. May and April in conducted was survey student A h tsig rga i wl rcie b tahr ad tdns n the and students and teachers by received well is program testing The 231 the Funding WIA to embrace continues RACE accreditation, last the Since one for attending been have RACE attending students the of half than More Over 92%procedures level with ofemergency comfort rated their the students and knowledgeable as teachers their rated students the of percentage large A (60%) foundmajority of students largest the that indicate of survey the Results

Benchmarks are earned when a student scores a significant gain on post-testing Not as compared to his/her score on a pre-test, and/or earns a GED or a high school diploma. e s

Year 2006-2007 2007-2008 2008-2009 2009-2010

Benchmarks 1835 1734 1612 1045

Graduate Survey

Graduates of RACE are surveyed following completion of their course of study. The survey is given to each student on graduation day. The purpose of the survey is to determine the student’s experience to their education at RACE. Questions are yes/no and provide the student an opportunity to comment on each answer. The survey was given in June, 2009 and 2010.

Did you get a job or get a better job because you received your diploma?

Yes No No Response

In year 2009 26% 48% 26% N=46

In year 2010 49% 23% 28% N=42

2009 2010

Chapter I PAGE 9 Chapter I Chapter PAGE PAGE 10

Notes o wud o dsrb yu eprecs t oln Aut and Adult Rowland at experiences your describe Education?Community you would How Appendix include: survey the 2010 from information Survey include: survey the 2009 from information Survey 2010 /42 2010 Responses Year /#of 2009 /46 2009 Were you satisfied with the classroom atmosphere? classroom the with yousatisfied Were Did you receive adequate help with your studies? your with help adequate youreceive Did Did you receive adequate help with your studies? your with help adequate youreceive Did Were you satisfied with the classroom atmosphere? classroom the with yousatisfied Were Did the time and location of the class meet your needs? your meet class of the location and time the Did counselor? the from information accurate youreceive Did needs? your meet class of the location and time the Did counselor? the from information accurate youreceive Did Was the clerical staff helpful? staff clerical Was the helpful? staff clerical Was the 5. 4. 3. 2. 1. Benchmark Payment Point Summary by Program Payment Point Summary Benchmark Teacher Information Credential Budget School Surveys Report Summary Benchmark Agency Positive Very Very 50% 62% Positive 22% 21% - Satisfac 15% tory %0% 0% Negative 0% 100% 100% 100% 100% 100% 100% 98% 93% 95% 87% Yes Yes sponse No Re No 13% 17% 11% %0% 0% %0% 0% %0% 0% 0% 0% %0% 0% 0% 0% 2% 4% 1% No No - sponse sponse N=46 No Re No No Re No N=42 0% 2% 3% 4% - - chapter two attainable doable

measurable progress report

Not E

Chapter II: s progress report

At the conclusion of the last full accreditation visit, which was conducted on May 15-18, 2005, the term of accreditation granted by the WASC Commission was six years with a mid-term visit. The visiting team validated the school action plan during the 2005 visit. Their comments shown below reflect that: “In 2004 the staff took the school-wide action plan developed in 1999, and developed a user-friendly school-wide action plan identifying persons responsible for implementing the action steps. Resources for implementing the action plan have been identified and the timeline for implementation seems feasible given existing resources. The staff seems sufficiently motivated to explore, develop and monitor the on-going process. Having a strong Leadership Team that guides the process will ensure that the action plan is carried out to improve instructional delivery to students. Improving instructional delivery is one aspect of enhancing student learning. RACE receives strong support from district personnel assuring sustainability. The action plan specifies a report of progress to assure on-going monitoring of the process. The school has shown such a strong commitment in developing the self-study and the Action Plan, and the team anticipates they will demonstrate the same enthusiasm and dedication to carrying out the Action Plan. Leadership at the top, the school and district administration, are strongly committed to this aspect.” During the Mid-Term visit conducted on April 8, 2008 the two person team addressed the identified four Areas of Growth as follows:

Area for Growth 1 Develop plans that will maximize student and community access to the new computer lab at the AEC1 site.

The leadership team has developed a plan to utilize the lab for ASE (Adult Sec- ondary Ed) and ESL classes. Steck-Vaughn GED, Access, and Plato software programs have been installed in the lab and staff were provided with software training. The lab also contains supplementary materials to the ESL core textbooks. Various computer classes are offered in the lab each semester and during the summer as part of the extensive fee-based program serving the community. Chapter II PAGE 1 Chapter II Chapter PAGE PAGE 2

Notes last two years is evidence of high quality instruction. quality of high evidence is years two last the in increase) huge point pay(1,029 The performance needs. benchmark/paypoint in special increase accommodate to exceptions limited with English in meetings. staff monthly at strategies teaching share and activities development staff tooutside attend is encouraged Staff instruction. of language basis. aregular on issues review curriculum and discussions strategy multi-level a in levels competency student classroom. individual the accommodate differentiated are to activities Instructional sites, community. the in multiple at adults for program classes ESL the to Having access better provides levels. sizes, class class small relatively seven maintaining and offer to feasible not is it sites, statestandards. and to district aligned and revised being curriculum ESL and curriculum core academic the in resulted and successful been has strategy This curriculum. their of process revision the for responsibility assume area program each haveto effective more be would it The The ESL curriculum committee revised course outlines to include the four areas A minimum of four program area meetings per year is held to facilitate curriculum different eight at classes with community-based is program ESL the Since committee, oflarge instead one that Team determined Leadership discussions Follow-up observations determined that instruction is done predominately predominately done is instruction that determined observations Follow-up written, reading, andlistening)intotheirlessonsonanongoingbasis. Ensure thatallESLteachersare integratingthefour elements(oral, program. Improve articulationbetweenteachersinthesameinstructional Delineate theESLprogram toreflect thesevenlevelsofcompetency. Establish aviablecurriculumcommittee. 2 for Growth Area Ensure thatinstructionin allclassesispredominantly inEnglish. Not

Area for Growth 3 e s Review the process of evaluating certificated employees and ensure that teachers are properly credentialed with a reduced reliance on emergency credentials.

A committee chaired by the school counselor, with participants from all program areas, developed an evaluation instrument that will be used in the evaluation process for the 2008-09 school year. There has been a 13% improvement in the number of credentialed staff since 2005, i.e. currently 27 out of 31 part-time teachers are fully credentialed.

Area for Growth 4 Develop steps to improve ongoing communications between the school, staff, students and community.

The school has implemented a standardized new teacher orientation that incorporates curriculum and accountability procedures. In addition, several steps have been taken to improve communication schoolwide: Schoolwide e-mail for staff. Active website generating 40 to 50 hits per day and maintaining a monthly calendar of adult school activities and events. Expanded use of school newsletter. Increased publicity through the district Public Information Office. The review committee feels that no additional recommendations are needed. Rowland Adult and Community Education (RACE) has shown a commitment to addressing the needs of the school and the community. It is only recommended that the adult school continue the good work that they are doing.

Chapter II PAGE 3 Chapter II Chapter PAGE PAGE 4

Notes meetings. the school had five area and program meetings four Saturday Development Staff cuts, the Before month. a meeting staff one had school the time, one At three. to reduced was meetings of number the process, accreditation the before cuts, Low. Beginning and Literacy, Intermediate High, Beginning is RACE for worked Pronunciation, has on Emphasis as such What delineations broad with ESL. classes multi-level of levels alone stand have to district the committee. to curriculum have need no astanding is There revision. that do to together brought be will areas program those in staff the updated, or revised beto needs curriculum as that believeto continues staff, certificated 22 oflevel sites. both at laptops facilitate 2010.to Office Windows7, Microsoft introduce to lab also the allowing thus upgraded be can lab the if todetermine department technology district the with working currently is school The PowerPoint, Access. Coding, and Excel Medical for the ESLComputer has Student, school The offerings. catalog course various the by evidenced as 2008 since offerings course computer in increase an been been further addressed and the school has redefined them. redefined has school the and addressed further been 2010-2011 It is impractical, as a community school that is utilizing multiple sites throughout current its to 2008 in 75 of high a from staff in reduction the with school, The has There community. the and teachers ESL the by increased has use lab The The school continues to have Program Area Meetings, but as a result of budget budget of result a as but Meetings, Area Program have to continues school The The school at has capabilities also wireless AEC1installed and AEC2. This is to The The school has had dramatic but changes the four growth haveareas identified Delineate theESLprogram toreflect theseven levels ofcompetency. Establish aviablecurriculumcommittee. 2 for Growth Area new computerlabattheAEC1site. Develop plansthatwillmaximizestudentandcommunityaccesstothe 1 for Growth Area program. Improve articulationbetween teachersinthesameinstructional Not Ensure that all ESL teachers are integrating the four elements (oral,

written, reading, and listening) into their lessons on an ongoing basis. e s

Because of the program areas meetings, the ESL staff has worked to integrate the oral, written, reading and listening elements into a cohesive package of ESL instruction.

Ensure that instruction in all classes is predominantly in English.

The school has maintained a high level of paypoints and benchmarks as indicated below:

This high level, even though there has been a decrease over time, as a result of decrease in funding, still reflects the high quality instruction that is apparent in all the classrooms at RACE.

Area for Growth 3 Review the process of evaluating certificated employees and ensure that teachers are properly credentialed with a reduced reliance on emergency credentials.

100% of the instructional teaching staff at RACE have Adult Ed credentials.

Chapter II PAGE 5 Chapter II Chapter PAGE PAGE 6

Notes an averageof 1,700an amonth. hits seeing is website school paper. the The of versions on-line and print the both in are there addition, newspaper local the in offerings In course and school the about articles community. numerous the with communication of source primary the plan as an integral focus in the direction of school. the direction the in focus integral an as plan the before the years ofdevelopment to Plan, Action the RACE continues current use has school the form. Plan, original its in Plan Action the maintained Action existing the validated visit term mid the and Plan Action original tothe changes anymake not Team did 2005 Visiting in the Since Sc P The RACE web site, school newsletter and course catalog continue to be the be to continue catalog course and newsletter school site, web RACE The The original Action Plan can be found on the following pages. following the on found be can Plan Action original The Team in six the had it Plan. As Action Leadership reviewed The has current the staff, studentsandcommunity. Develop stepstoimprove ongoingcommunicationsbetweentheschool, 4 for Growth Area rogress Made on the the on Made rogress hoolw i de Ac t ion P lan Schoolwide Action Plan

Area for Growth: Improve communication within the school and the community Rationale: The results of the Self-Study indicate that there is a need in improving effective and efficient communication with staff and students. ESLRs Addressed: Problem Solvers, Effective Communicators Criterion Addressed: Support for Student Personal and Academic Growth

Persons Timeline Indicators Action Steps Resources Assessment Responsible 2005 2007 2010 of Progress

Enhance communication among Improve attendance at Computer Lab Attendance at the various programs regarding school meetings instructional and support Leadership Staff e-mail directory X/D IO training sessions Improve response to services through increased use of Handouts memos technology.

New teacher meeting Implementation Develop standardized new teacher minutes Leadership Staff Time X/D IO of new teacher orientation Outline of new teacher orientation orientation

Counseling Rainbow Guide Develop a system to disseminate Family Resource Center Record of Distribution X/D information about community Leadership IO Staff interview Community Connections Staff Survey resources. Pamphlet

Staff Survey done Completed each semester Improve participation in X/D Determine available meeting times Leadership IO forms and meetings for staff members to determine availability schedules for meetings

Staff Handbook Informal teacher Distribute monthly school calendar Office Manager X/D I O Calendar District Calendar interviews

Key: X Explore D Develop All elements of this action plan have been met. I Implement O Ongoing Schoolwide Action Plan

Area of Focus: Staff Development Rationale: To improve the effectiveness of the RACE educational programs and to enhance the professional skills and growth of the staff, this delivers the educational programs to align with the RACE ESLRs. ESLRs Addressed: Life Long Learners Criterion Addressed: Curriculum and Instruction, Resource Management and Development

Persons Timeline Indicators Action Steps Resources Assessment Responsible 2005 2007 2010 of Progress

Professional Development Center Assessment Annual Staff Develop and administer staff Staff Survey form and survey X/D IO Development development needs assessment Development Flyers on Conferences results annually Committee and professional/ Schedule workshops

Staff Staff Develop an annual staff Development Development Survey Results Staff Development Plan X/D IO development plan based on needs Committee Committee assessments Reports

Staff Survey Results Staff Development Staff Provide workshops, training and Development Records and Reports X/D IO Development funding for conference attendance Committee Funding on areas of focus Travel Requests Reports Administration

Key: X Explore D Develop Each year a survey is taken to determine the needs of the staff. I Implement This plan has been addressed. O Ongoing Schoolwide Action Plan

Area of Focus: Curriculum Rationale: To ensure quality instructional content in all program areas reflecting district, state and national standards to align with RACE ESLRs. ESLRs Addressed: Culturally Aware, Life Long Learner Criterion Addressed: Curriculum and Instruction

Persons Timeline Indicators Action Steps Resources Assessment Responsible 2005 2007 2010 of Progress

Re-establish curriculum committee List of Curriculum committee with a representative from each Leadership Staff X/D IO Committee minutes department Members

Program Area Curriculum Leaders and Determine priorities and develop Time Committee Curriculum Schedule X/D IO schedule for each program area Current Course Outlines Reports to Committee Leadership Team Member

Time Curriculum Committee Revise curriculum according to Curriculum Revised curriculum X/D IO established priorities Committee State Standards for Reports to program areas Leadership Team

Key: X Explore Curriculum is revised as needed. Teachers are brought together in their program areas to review D Develop and revise the curriculum. All ESL and AASE curriculum has been revised. I Implement O Ongoing Schoolwide Action Plan

Area of Focus: Technology Support Rationale: Support students and staff in the use of technology in all program areas. ESLRs Addressed: Problem Solvers, Effective Communicators Criterion Addressed: Curriculum and Instruction Support for Student and Academic Growth, Resource Management and Development

Persons Timeline Indicators Action Steps Resources Assessment Responsible 2005 2007 2010 of Progress

Agendas Technology Meeting Minutes Develop and administer, analyze Past CTAP and other Committee Survey results X/D IO an annual needs assessment for Technology surveys Extent of Staff technology Administration survey participation

Director Inventory, catalog and assess needs Catalogs Leadership in software, hardware (including Teachers Purchase orders The inventory list X/D IO Staff internet access throughout adult Technology Classroom instructors used sites Committee

Report to Explore feasibility of a position for a leadership Director Budget Projection Personnel X/D IO computer technician Technology committee

Key: X Explore D Develop A technology survey is administered each year. Staff development is determined based on the survey. I Implement O Ongoing Schoolwide Action Plan

Area of Focus: Communication – Students Rationale: Improving effective and efficient communication with students. ESLRs Addressed: Problem Solvers, Effective Communicators Criterion Addressed: Support for Student Personal and Academic Growth

Persons Timeline Indicators Action Steps Resources Assessment Responsible 2005 2007 2010 of Progress

Rainbow Guide Community Resource Guide Provide information regarding Distribution Record of Staff/Student Counselor X/D IO community resources Family Resource Center guide interview Community Connection Pamphlet

Rainbow Guide Community Resource Counselor Guide Student Survey each Staff/Student Develop a system to disseminate X/D IO semester interview information Leadership Family Resource Center Community Connection Pamphlet

Key: X Explore D Develop This has been accomplished as evidenced by the student survey results. I Implement O Ongoing chapter three attainable doable

measurable ten standards

Not E chaPter III: s ten StandardS

Standard InStItutIonal MISSIon, PurPoSe and objectIveS

The institution that is designed for adult students, to demonstrate strong commitment to a mission that emphasizes achievement of student learning in vocational and avocational endeavors, and to communicating the mission internally and externally. Institution uses analyses of quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation, integrated planning, implementation and re-evaluation to verify and improve the effectiveness by which the mission is accomplished.

Criterion 1 The institution has a statement of mission that defines its broad educational purposes, its intended student population and its commitment to achieving student learning.

Rowland Adult and Community Education (RACE), in existence since 1970, has provided quality education for adults in the Rowland Heights and surrounding communities for over 39 years. The mission of the adult school is: “ To inspire students to develop and achieve their goals through quality educational programs.” The mission statement reflects the commitment of RACE to offer a wide variety of courses, both academic and community education, which are of the highest educational quality in order to encourage and give confidence to the adult students in the community.

Chapter III PAGE 1 Chapter III Chapter PAGE PAGE 2

Notes less discretionary income available to members of the RACE adult community. adult of RACE the to available members income discretionary less Education enrollment is an Community indicator of the in economic times difficult and the drop fact that there is the addition, In flexibility. to because subjected school being adult of the of reduction the and 2008 of Act Budget the before served. communities the within of diversities the because focuses on the difficulties inherent in achieving the goals of the Mission Statement reads, which Statement Vision school the clearly. Furthermore, very principles these articulates Statement Mission The objectives. learning lifelong and goals inspire and motivate students to formulate, pursue and achieve their own personal is to classes and of that the RACE programs purpose main the from discussions clear was It school. adult the by offerings class to relevance its and Statement program areas was: areas program the in breakdown enrollment 3,708.The was enrollment student duplicated and During staff meetings, there were ongoing discussions regarding the Mission Mission the regarding discussions ongoing were there meetings, staff During In In school adult the of growth the articulates below information enrollment The informed, be providing by to opportunity students the our of students members.” community and successful productive needs the the gives that fulfill to curriculum a striving community; diverse “To identify and address the challenges of an economically and culturally Community Education enrollment was 2,021 enrollment Education Community aligned withitspurposes,missionandstudentpopulation. programsThe institutionestablishesstudentlearning andservices Criterion2 2006-2007 , the school generated an ADA of 605. The funded cap was 545 was cap funded The 605. of ADA an generated school the ,

In 2007-2008, RACE generated an ADA of 621. The funded cap was 559 and Not duplicated student enrollment was 3,602. The enrollment breakdown in the program areas was: e s

Community Education enrollment was 1,125

In 2008-2009, the first year of being in Tier III and allocated funding by the District, RACE generated an ADA of 659, with a duplicated student enrollment of 3,288. The enrollment breakdown in the program areas was:

Community Education enrollment was 992

In 2009-2010, the second year of being in Tier III and allocated funding by the District, RACE generated an ADA of 423, with a duplicated student enrollment of 2,170. The enrollment breakdown in the program areas was:

Community Education enrollment was 883 Chapter III PAGE 3 Chapter III Chapter PAGE PAGE 4

Notes were also made and distributed to every student attending RACE classes. classes. RACE orientation. attending student every to of new student as part to students statement their Teachers the Mission present distributed and made also were revised Mission and the Vision with statements and made ELOs. were Bookmarks with classroom these each revisions for posters New catalogues. course 2010 Fall the in printed also posted were statements new then The webpage. were home RACE the statements on new The approval. for Board School RUSD to the statements Vision and Mission new the presented in Director the involved Statements, Vision were and Mission the staff to revisions the all completed staff of which the After updating. in adoption the (ELOs) and Outcomes revision for Learning followed Expected was the process same The consensus until reached. versions was revised various the on choice his/her of revision the under Post-its placing by voted member staff Each suggested. revisions minor some was livelywith debate and discussion The statements. Vision and Mission School District. District. School the Mission statement with and Core Values statements of both the governing of body of Rowland alignment Unified and relevancy the assure and each, update to statements Vision and Mission adopted school’s the previously revisited staff Rowland Unified School District Core Values: Core District School Unified Rowland Statement: Mission District School Unified Rowland tf ws iie it porm ra rus n ofc saf o pae the update to staff office and groups area program into divided was Staff In In August of 2010, in staff meetings, as a to precursor the WASC visit, the entire creative exploration, and nurturing learning experiences. learning nurturing and exploration, creative technology, of use innovative academics, rigorous by distinguished through system a society, global a to contributes responsibly and potential unique her or community united in learning, is to empower students so that each actualizes his The mission of the Rowland Unified School District, the progressive international published. The missionstatementisapprovedboard bythegoverning and Criterion3 Responsibility with Accountability with Responsibility Focus Student-Centered Safety Respect Excellence Integrity Not

Criterion 4 e s Using the institution’s governance and decision-making processes, the institution reviews its mission statement on a regular basis and revises it as necessary.

The Mission and Vision statements are brought up for reconsideration periodically in staff meetings. The Mission statement was written in 1999, then revised in 2004, and again in 2010. It is the desire of staff and leadership that the statements reflect as simply and clearly as possible the school’s commitment to quality education for all students in the RACE community.

Rowland Adult & Community Education Mission Statement (1999): “To inspire our students to reach their goals and realize their potential through various educational programs.” Rowland Adult and Community Education Mission Statement (2004): “To motivate students to achieve their goals through varied and dynamic educational program offerings.” Rowland Adult and Community Education Mission Statement (2010): “To inspire students to develop and achieve their goals through quality educational programs.” Student surveys are taken twice a year. Once in the fall and again in the spring to evaluate students’ understanding and evaluation of RACE’s Mission Statement. “Are you learning what you were expecting?”

Yes/Agree No/Disagree I don’t know Total Number of 459 7 22 488 Surveys Percent 94.1% 1.4% 4.5% 100%

Chapter III PAGE 5 Chapter III Chapter PAGE PAGE 6

NotEs GED testing results. testing GED by as evidenced both CASAShas not suffered and offered of the classes quality this, of spite In enrollment. in decline a to contributed directly have fees These Classes. Adult Older and Preparation GED Parenting, Citizenship, ESL, for fees to initiate registration minimal climate. necessary It been has negative economic Evidence: Areas: Growth Strengths: RACE maintains its commitment to quality education in spite of cutbacks and cutbacks of spite in education quality to commitment its maintains RACE making. The institution’s missioniscentraltoinstitutionalplanninganddecision- Criterion5

RACE’s Mission statements (1999,RACE’s statements Mission 2010) 2004, CASAS and TOPSproCASAS data and Home Webpage (copy Webpage Home printed) Board meeting minutes with approval of revised statement approvalof with revised minutes meeting Board Classroom Posters and Bookmarks and Posters Classroom Program Area Reports from the Leadership Team Leadership the from Reports Area Program Staff meeting agendas and minutes and agendas meeting Staff Course catalogues Course Agendas and minutes of staff meetings reflecting staff staff reflecting meetings of staff minutes and Agendas Agendas and minutes of the Leadership Team of Leadership the minutes and Agendas None Identified Education Community and Adult Rowland involvement in the development of the Mission statement. of Mission the involvement development the in that reflects its beliefs and philosophy. and beliefs its reflects that of purpose statement aclear established has Standard Organizational Structure

The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. The organizational structure and roles of governance are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.

Criterion 1 The institution recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, learn, and improve.

RACE recognizes that ethical and effective leadership throughout the organization enables it to identify institutional values, set and achieve goals, and improve the learning experiences of students. Throughout its 39-year history, Rowland Adult and Community Education has striven to maintain the highest principles and goals in addressing the learning needs of the surrounding communities. It consistently achieves these high standards in spite of loss of revenues, which has resulted in a decrease in staff and programs. RACE has clearly stated its commitment to provide an excellent quality education to the adult members of the community in its Vision and Mission Statements. RACE visibly demonstrates the goals and values on its home webpage, in its published catalogs, on posters displayed in each classroom, and in bookmarks given out to students in classes. As a part of their student orientations at the beginning of each semester, teachers identify, present and explain the goals and values of RACE as listed in the Mission and Vision statements and the ELOs. During staff meetings, administrators, instructors and clerical staff were involved in the writing and adoption of the revised Mission and Vision statements, as well as the ELOs. The instructors communicate these ideals with the individual students in each class. Staff feels strongly that they should assist the students in setting goals and helping them to reach those goals educationally, as well as personally. Results from staff and student surveys are readily available to staff for evaluation and understanding. These are distributed in staff meetings and/or program area meetings for discussion. Areas that need to be improved are targeted and addressed as needed.

Chapter III PAGE 7 Chapter III Chapter PAGE PAGE 8

Notes Education Code. Education California the with aligned are turn in which procedures, and policies District’s and schools high the between RACE. connection positive a be to proven has which of Director has responsibilities combined Career Education and Adult Education, the perspective, a from time management challenging Although Superintendent. Assistant tothe directly reports and team Division School the of part is Director of Education. of Board the requirements the with consistent policies and and guidelines its sets administration policy RACE mandates. establishes and Education and state and federal with Codes Education California in compliance regulations Community and Adult Rowland over calls also are used frequently for immediate communication with staff. with communication immediate for frequently used are also calls phone and and noted E-mails is improvements. these meetings of these implementation from the into input integrated Staff basis. timely a on done is This student learning experience in the various classes. various the in experience learning student The and administration utilizestaff all of in tothese processes effort enhance the programs. various the in improvements about administrators and instructors to feedback give to encouraged are students and improvements these implement Teachers improvements. needed assess results to evaluated testing are surveys curriculum student and course program results, testing their GED in results, improvements CASAS for areas. ideas develop to instructors individual of student Outstanding referenced. New,” of website. the portion readily “What’s on be found be also can RACE to related matters other can and achievements newsletters and school the calendar information, course Current community. the and staff students, by The Board of Education of Rowland Unified School District has jurisdiction jurisdiction has District School Unified Rowland of Education of Board The RACE policies and procedures are in line with the Rowland Unified School School Unified Rowland the with line in are procedures and policies RACE RACE the structure, leadership District School Unified Rowland the In RACE maintains an excellent home webpage for easy access of information information of access easy for webpage home excellent an maintains RACE In staff and program area meetings, the Director articulates the responsibilities the responsibilities the articulates Director meetings, area and program In staff organizations forproviding inputintoinstitutionaldecisions. and expertise.Studentsstaff alsohaveestablishedmechanismsor policies, planningandbudgetthatrelate totheirareas ofresponsibility andexerciseinstitutional governance asubstantialvoicein and administratorshaveasubstantiveclearlydefined role in appropriate policy, planningandspecial-purposebodies.Faculty bring forward ideasfrom theirconstituenciesand worktogetheron making processes. Thepolicyspecifiesthemannerinwhichindividuals for faculty, staff, administratorandstudentparticipationinthedecision- The institutionestablishesandimplementsawrittenpolicyproviding Criterion2 Actions requiring Board approval are submitted to the Assistant Superintendent Not for inclusion on the Board Agenda. The Board holds public meetings once a E month. Every meeting includes an opportunity for any student, employee, parent s or community member to address the Board regarding existing or proposed policies. The Board of Education monitors the policies and procedures of RACE to ensure alignment with the education code. The Director of Adult Education meets regularly with the Assistant Superintendent to keep her informed of current Adult Education activities.

Board of Education

Superintendent Organization Chart Assistant Superintendent Schools Division

Director of Adult Education & Career Preparation

Student School to Career Administration Guidance Instruction Assessment Recreation

Adult Education Testing STC Counselor Program Specialist Program Specialist Coordinator (Vacant) Coordinator (Vacant)

Attendance Office Office Clerk Office Office Manager Assistant Assistant Assistant

Office Leadership Assistants Team

Student Instructional Instructors Assistants Assistants

The RACE Leadership Team was instituted in 1997, and includes the following central office individuals: Director Counselor Teacher Specialist Office Manager

In addition, a Program Area Leader and committee chairperson from each of the following areas is on the team: ESL/Citizenship ASE Parent Education Staff Development Technology

Chapter III PAGE 9 Chapter III Chapter PAGE PAGE 10

Notes are monitored additionally by observations in the classes. the in by observations additionally monitored are results the classes, Education Parent In curriculum. course and GED CASAS,of are results Program Team the through monitored Leadership and via testing results TOPSpro reports Leaders. Area Program the by reviewed are which plans, oversight. other lesson 18-week and preparing in outlines curriculum course RACE ofthe utilize members Faculty areas in administrators and faculty the of in school planning. school in of staff participation to maximize used are network their e-mail wide school and calls staff, all ofphone Memos, schedules. status time conflicting part-time and employment outside the additional to due challenging been has members staff all or most accommodate to times meeting Scheduling budget. determine longer no Leaders Area Program constraints, tobudget Due needs. department their colleagues withto coordinate allworking curriculum, monitor for student progress and responsible prioritize on are Leaders current Area Program stay The RACE. of Members aspects development. staff and attendance curriculum, to active. be continues team yet leadership the eliminated, was stipend that cuts, budget leaders the With program participation. and to commitment their awarded for was stipend semester a past, the In enrollment. and offerings course of reduction a in resulting staff, classified and certificated in created reduction a newly been has the there changes, of these to addition In description Specialist. Teacher job These the time. to this added at been have vacant are responsibilities positions These Coordinator. Testing the and Specialist Program the of retirement the of because team leadership smaller a situation has meant economic The the and difficult administration. between staff direction, increases staff involvement, and serves as an open line of communication The RACE Staff Handbook describes the official responsibilities and authority authority and responsibilities official the describes Handbook Staff RACE The This team is a vital part of the decision-making process at RACE provides and process of the teamThis decision-making is a vital part Members meet monthly to discuss an array of topics, which include budget, budget, include which topics, of array an discuss to monthly meet Members matters? of thefacultyandadministratorsincurricularothereducational What documentsdescribetheofficial responsibilities andauthority and services. administrators forrecommendationsprograms aboutstudentlearning The institutionrelies onfaculty, acurriculumcommitteeand Criterion3 Not

Criterion 4 e s Through established governance structures, processes and practices, the governing board, administrators, faculty, staff, and students work together for the good of the institution. These processes facilitate discussion of ideas and effective communication among the institution’s constituencies.

RACE administration believes in empowering the staff to make decisions and chart paths that are best for students and the student’s needs. When regular staff meetings were instituted in 1995, the culture of the school gradually changed to what has become an institution that is recognized throughout the Rowland Heights community as a school that offers quality programs with a caring staff that is there to serve students. Leadership team members meet monthly to discuss an array of topics which include budget, curriculum, attendance and staff development. Members stay current on all aspects of RACE. The Program Area Leaders are responsible for working with their colleagues to coordinate curriculum, monitor student progress and prioritize department needs. Due to budget constraints, Program Area Leaders no longer determine budget. Scheduling meeting times to accommodate most or all staff members has been challenging due to the part-time status of all staff, their additional outside employment and conflicting time schedules. Memos, phone calls and school wide e-mail network are used to maximize participation of staff in school planning. With reduction in budget and staff, more has to be done with less. Also, the addition of new office staff as a result of district budget cuts and elementary school closures has resulted in staff in key roles, not familiar with adult education and the array of differences that are inherent in an adult school from a comprehensive district school, has added additional challenges for RACE. On page 12 listed are the responsibilities of the office staff and the number of years the staff has been at RACE.

Chapter III PAGE 11 Chapter III Chapter PAGE PAGE 12

Notes Program Specialist –Vacant Specialist Program -16 Bettar –Rocky Director Responsibilities Administrative/Office Rowland Adult Community Education And Counselor – Joseph Miraglia -26 Miraglia –Joseph Counselor Provides primary support to all instructional program areas program to instructional all support primary Provides activities relations/outreach community and students Directs Serves as an administrative contact and liaison with staff, with liaison and contact administrative an as Serves adult and meetings District at RACE Represents personnel classified and Evaluates certificated objectives school evaluates yearly and implements Develops, Prepares student statistical reports statistical student Prepares clerk personnel pupil Supervises compliance and testing –GED examiner Chief program testing and counseling Directs evening with supervision Assists for recommendations makes and interviewing in Assists projects of special completion and supervision coordination, the in Assists areas to program all support Provides activities development training/staff technology Coordinates system information/attendance student Supervises compliance for monitors and 231 ABE Prepares proposal/reports CASAS/ESL TestingMonitors evening with supervision Assists regarding to District the recommendations Evaluates develops and compliance and quality for areas program all Monitors expenditures and income, monitors and budget, school Prepares staff all and program instructional Supervises students, other adult schools, and programs and schools, adult other students, meetings committee education hiring, training, and performance of personnel performance and training, hiring, program school adult on of new legislation impact the Coordinates graduation activities Not

Coordinates services for students with special needs e s Establishes and maintains student records data base Provides information for post graduate education, student loans and scholarships Provides counseling on personal relationships

Teacher Specialist – Ami Takanashi - 1 Supervises research testing team Prepares master testing schedule Prepares and submits monthly department reports for Leadership Team Analyzes testing data Teacher training

School Office Manager – Norma Parra - 1 Secretary to Director Schedules appointments, staff meetings, coordinates facilities and maintains calendar Coordinates clerical activities and filing systems Maintains employee attendance records; prepares payroll reports and distributes payroll warrants Prepares requisitions and a variety of reports, records, and files Maintains budget records, reconciles and resolves discrepancies Types from rough draft or verbal instruction a variety of materials such as letters, memoranda, bulletins, agendas, reports; duplicates and disseminates materials as appropriate Completes requisitions, receives, stores, and distributes school supplies and office materials Monitors and assures classroom coverage, makes arrangements for substitute teachers Prepares adult school brochures Maintains record of keys issued and returned Assists with student registration and program inquiries

Chapter III PAGE 13 Chapter III Chapter PAGE PAGE 14

Notes School-to-Career Program Specialist – Position Vacant –Position Specialist Program School-to-Career -20 Mazzarino –Magda Entry/Attendance Data -10 Martinez – MaryEllen Clerk Personnel Pupil Provides support for program articulation with community community with articulation program for support Provides exit interviews and presentations seminar student Coordinate (ICC) activities Committee Coordinating Internship the Supervise event and committee Day planning Employment Community the Chair deposits bank makes and received of cash/checks record Maintains Provide RUSD school support in various school-to-career activities activities school-to-career various in support Provide school RUSD inquiries program and registration student with Assists re-admitted and expelled, suspended, of students record Maintains Diploma School GED/High adult all Enters inquiries program and registration student with Assists colleges and postsecondary Institutions andcolleges postsecondary Represent RUSD and provide leadership in sustaining partnership activities activities partnership sustaining in leadership provide and RUSD Represent and posts records, enrollment/attendance student Monitors reports attendance monthly and weekly Prepares attendance student weekly records Reviews and daily registrations inputs Reviews and other to students, communication written and oral Provides mailing for results test GED official Prepares administration and preparation arrangements, testing with Assists notices drop and reports progress student of all records Maintains office to counseling support ASE clerical Provides transcripts student requests and Prepares records students school high adult and GED Maintains advisory meetings, regional workshops and job shadowing job and workshops regional meetings, advisory Day, Employment regional Expo, Community Career including base data student separate in registrations in the San Gabriel Valley Business, Community, and Education Partnership Community, Education and Valley Business, Gabriel San the in discrepancies possible clears and reports, grade mails office counseling RACE from schools and counselors school Data Entry Clerk – Elsa Castanon - 12 Not

Data entry – TOPSpro, CASAS, and EL Civics e s Pre-slugs entry and test forms Prepares teacher reports Prepares and submits state reports for accountability

Instructional Assistant – Saundra Archuleta - 15 Prepares material/tests Pre and post tests ESL students Maintains master testing schedule

Receptionist – Jessica Marin - 2 Assigns codes for copy machine Orders supplies and materials for office and classrooms Maintains employee attendance records; prepares payroll reports and distributes payroll warrants Answers telephone and provide customer service Records minutes for monthly staff meetings Completes work orders for office and classroom purposes Assists with student registrations and program inquiries Provides information for publication and cable television Types forms for travel requests, refunds and requisitions Receives, sorts, and routes mail

Office Assistant – Cammi Lee-Ngo - 2 Assists with student registration and program inquiries Maintains records of credit card charges and receipts Inputs registrations for fee-based programs Provides attendance lists and materials for fee-based programs Monitors fee-based staff and program

The RACE Staff Handbook specifies appropriate codes of conduct for all students on pages 37 and 39. In the Staff Handbook, there are job descriptions for faculty, instructional aides, testing and clerical staff. Staff participation is good, as evidenced by their attendance at staff and program area meetings. Although frequency of staff meetings has been reduced due to budget cuts, all staff work together to improve the overall experience of students in every curriculum area. In order to have sufficient input from the entire staff for the WASC Self- Study, the number of staff meetings was restored for the 2010-11 school year. Chapter III PAGE 15 Chapter III Chapter PAGE PAGE 16

Notes well as better responses to memos. responses better well as as sessions, training and meetings at staff in improvement attendance been has there result, a As information. pertinent containing memos as well as meetings, formed and made available online. Through this, staff is made aware of upcoming was directory e-mail an addition, In members. staff all to address e-mail school and is ongoing. The areas of focus were as follows: as were of focus areas The ongoing. is and Subsequently, a school wide action plan was explored, developed, implemented and dialogue of stakeholders. because adult and members staff among discussion instituted been have improvements additional also but implemented, been WASC study previous the from plan action the of points many have only Not funding. in cuts and economy the in downturn the of spite in instituted, been have changes many community, local the of members adult to the offerings of educational of improving the quality process with the ongoing in its Mid-Term WASC dated Report April 8, 2008. In an toeffort maintain integrity staff meetings. meetings. staff and mailboxes, e-mails the webpage, RACE staff through is RACE disseminated within Communication programs. the HS Diploma/ASE GED and from graduates and rates, passing GED results, testing CASAS in improvement rates, retention student by evidenced are RACE areas at improvement overall ongoing of Results and concern. of current address meetings staff at sessions Brainstorming School and the Community the and School the within Communication Improve In response to enhancing communication, RACE has provided an individual individual an provided has RACE communication, enhancing to response In RACE RACE has responded honestly and quickly to previous WASC recommendations In the 2008 Mid-Term WASC report, several areas of focus were addressed. addressed. were focus of areas several report, WASCMid-Term 2008 the In Commission. moves expeditiouslytorespond torecommendations madebythe team visits,andpriorapproval ofsubstantivechanges.Theinstitution requirements forpublicdisclosure, self-study, aswellotherreports, ACS WASC standards, policiesandguidelines,Commission in itsrelationshipsagencies.Itagrees withexternal tocomply The institutionadvocatesanddemonstrateshonestyintegrity Criterion5

Distribute monthly school calendar. school monthly Distribute members. staff for times meeting available Determine resources. community about information asystemDevelop to disseminate orientation. new teacher standardized Develop of technology. use increased through services support and instructional Enhance communication among the various programs regarding regarding programs various the among communication Enhance RACE utilizes many avenues for dissemination of information about the quality Not of its programs. Press releases are given on a regular basis through the District e s Public Information Officer. In addition, the RACE webpage is frequently updated to reflect the latest information regarding courses and students’ achievements. The RACEr’s Edge, a quarterly newsletter (with staff and student editions) relates to the different ELOs and features interesting articles written by students and staff. The course catalogue is published three times a year for spring, fall and summer offerings and distributed throughout the surrounding communities. All of these means of information provide up-to-date and accurate information about classes for the community and staff. Information is disseminated about community resources through the Rainbow Guide, the School District Family Resource Center and the Community Connections Pamphlet. Records of distribution and staff surveys are conducted to assess the effectiveness of these resources. Availability of meeting times for staff members is determined through staff surveys, which are conducted each semester. Because of this input, there has been improvement in attendance at staff meetings. The monthly school calendar is distributed through the Staff Handbook and on the District calendar. Additionally, the calendar is posted and updated as necessary on the RACE webpage.

Curriculum Re-establish curriculum committee with a representative from each department. Determine priorities and develop schedule for each program area. Revise curriculum according to established priorities.

ESL Curriculum was revised in the summer of 2007. ESL Instructors were invited to participate and course outlines were re-formatted. Additionally, the All-Star textbook was adopted as the core ESL text. In 2008-2009, ASE curriculum was again revised and modified in the areas of government, algebra, art, economics and English. Due to budget cuts, no ongoing curriculum committee exists.

Communication-Students Provide information regarding community resources. Develop a system to disseminate information.

Information regarding community resources is available and disseminated to the students in the form of the Rainbow Guide Community Resource Guide, the Family Resource Center and the Community Connection. Additionally, features in the local newspaper, and on the RACE webpage, offer updates as well.

Chapter III PAGE 17 Chapter III Chapter PAGE PAGE 18

NotEs that steps are taken to address and correct weak areas. weak correct and to taken address are steps that and discussing seeing in for instrumental are staff and forums Leadership improvements. needed initiating ongoing as used, also are meetings area and program staff Leadership, weaknesses. identified on improve and been have correct to changes made necessary Plan, Action staff the at with staff accordance In to meetings. communicated are Findings structures. decision-making and Growth Areas: Growth Strengths: The RUSD School Board and Leadership Team evaluate the governance governance the evaluate Team Leadership and Board School RUSD The basis forimprovement. communicates theresults oftheseevaluationsandusesthemasthe to ensure theirintegrityandeffectiveness. Theinstitutionwidely making organization, structures, andprocesses are regularly evaluated The role ofleadershipandtheinstitution’s anddecision- governance Criterion6

the focus of student achievement and progress. and achievement of student focus the

of part important an active and Testing remain programs cuts. budget the despite progress and achievement student

more student participation in decision-making. in participation student more on Team focus keeping in force aguiding Leadership is The retention. rate of student high the in circumstances ideal

There is a need for a for aneed is There students. for setting goal regarding Our faculty and staff have shown their ability to adapt to less than to to adapt less have ability their shown staff and faculty Our strength. amajor is staff, our in reduction ELOs, large given and the statements Vision A certificated evaluation document was developed document evaluation A certificated Teachers would like more professional development development Teachers would like professional more New Teacher Orientation needs to implemented. be needs New Teacher Orientation implemented. not been has but 2000 in and to Mission toour true staying Dedication memos. through correspondence and attendance meeting by improved staff evidenced as strengths, major of RACE’s one become has communication homepage, With the addition of staff e-mail addresses and the RACE the and addresses e-mail of staff addition the With to assure to assure Session Input Student Not Evidence: Board meeting minutes e s RUSD policy and bylaws Staff Handbook Minutes of staff meetings and notes Copies of staff and student surveys Examples of press releases Addresses of all campuses affiliated with RACE Policies of the governing board Organizational charts

Chapter III PAGE 19 Standard Evaluation and Planning

The institution demonstrates a conscious effort to produce and support student learning, measures that learning, evaluates how well learning is occurring, and plans for changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

Criterion 1 The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes.

An important component of Rowland Adult and Community Education has been the continued involvement of the Leadership Team to enhance communication and involve staff in decision-making. The Leadership Team members include: the Director, Counselor, Teacher Specialist, Office Manager and leaders from each of the program areas and committees. Due to the budget cuts, the Program Specialist and the Testing Coordinator are no longer members of the Leadership Team since they have retired and their positions remain unfilled. The CBET Program was incorporated into ESL and the CBET Program Specialist position was dissolved when $110,000 in CBET funds was eliminated. Agenda items include: policies, procedures, budget, facilities needs, curriculum concerns, staffing, technology and school goals. At each meeting, the committee members present reports from their assigned areas and have an opportunity to present issues brought forth by their colleagues. Decisions on purchases of equipment, software programs, textbooks and resource materials are the shared responsibility of program areas and the leadership team. Before the budget cuts, RACE typically had twelve staff meetings during the school year. Due to the budget restraints, the meetings have been decreased to three each for program area and staff development. Program area meetings are held on Wednesday evenings from 6-9 p.m. and staff development meetings on Saturdays from 8 a.m.-12 noon. All staff is paid, as these are required meetings.

Chapter III PAGE 20 RACE staff size has significantly decreased from seventy members to thirty- Not five. Ten CBET babysitters were laid off due to the cut in the CBET Program and e s one classified employee was laid off due to the closure of an Adult Secondary Education Class for low enrollment. Program area meetings provide an opportunity to discuss program needs. Staff development meetings are designed for staff growth. Topics have included: Stress Management, 2010 Census, Technology Training, OTAN workshops, Personal Financial Planning, WASC, Annual Two-Day Back to School and The End of the Year Meetings. In an effort to maintain communication with program areas, information from the Leadership Team is disseminated regularly by program area leaders to their colleagues through memos and other normal methods of in-house communication.

Criterion 2 The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals and states the objectives derived from them in measurable terms to the degree that they are achieved can be determined and widely discussed. The institutional members understand these goals and work collaboratively toward their achievement.

In preparation for the 2010 WASC review, RACE established Expected Learning Outcomes (ELOs) to replace the Expected School Wide Learning Results (ESLRs), which have been in place since 1999. In August of 2010, the administration presented the new WASC requirements to the staff, which met in focus groups to debate and discuss updating the ESLRs and their descriptors. Guide questions were given by which to measure the appropriateness of each new ELO. The Guide Questions to create the new ELOs were: 1. How do you measure or assess this ELO? 2. What data or evidence (objective and/or subjective) can you use to measure a student’s attainment of this ELO? 3. What strategies do you use to actively involve students in the learning process? 4. What curriculum and/or instructional strategies support the attainment of the ELOs? After extensive discussion, the entire staff voted on the ELOs individually. The school staff was divided randomly into groups where they presented their suggestions to the group as a whole. Upon sharing each group’s suggestions of the new ELOs, each staff member had the opportunity to vote on the new Expected Learning Outcomes.

Chapter III PAGE 21 Chapter III Chapter PAGE PAGE 22

Notes Staff voted to accept each ELO with descriptors to make them more easily easily more them make to descriptors remembered. with and understood ELO each accept to voted Staff of 2010-2011 the year. school and bookmarks, posters, new as ELOs the of changes. these reflected brochures aware made were staff and and address identify, to met Students ELOeach toofareas. the according the needs assess program unique groups area program ELOs, the of adoption the Following areas. program the different within in classes were to implemented be In October 2010, program area groups met and collaborated on how the ELOs the how on collaborated and met groups 2010, area October In program The The following are the new ELOs for RACE, which were adopted at the beginning All students who attend classes and programs conducted by Adult Rowland conducted programs and classes attend who students All and Community Education will be afforded the opportunity to become: opportunity the afforded will be Education Community and Understand and Appreciate American Ideas and Systems and Ideas American Appreciate and Understand Understand and Respect Cultural and Social Differences Social and Cultural Respect and Understand Acquire and Apply Knowledge and Skills to their Needs to their Skills and Knowledge Apply and Acquire Responsible CommunityMembersWho: Expected LearningExpected Outcomes Develop Personal and Professional Goals Professional and Personal Develop Culturally Aware IndividualsWho: Effective Communicators Who: Participate in Community Activities Community in Participate Utilize Problem Solving Strategies Solving Utilize Problem Apply Critical Thinking Skills Thinking Critical Apply Demonstrate Accountability Lifelong Learners Who: Lifelong Learners Problem SolversWho: Exhibit Personal Integrity Personal Exhibit Understand Concepts Understand Process Information Process Express Ideas Express RACE expresses its commitment to achieve identified goals in its Mission and Not Vision statements, which were collaboratively revised by the current leadership E and staff. s

Mission To inspire students to develop and achieve their goals through quality educational programs.

The goals of the Mission and Vision statements are articulated in the ELOs. Students express satisfaction of these goals through their attendance and written surveys at the beginning and end of the school year. During Back to School meetings staff assess how well these goals were met in the previous year. RACE achieves its goals largely as evidenced by the variety of classes offered, the large number of new and returning students with steady attendance and continuous growth.

XPECTED CHOOLWIDE E S EXPECTED LE A R N I N G EARNING ESULTS L R OUTCOMES All Students who attend classes and programs conducted by Rowland Adult and Community Education will be afforded the opportunity to become: All students who attend classes and programs conducted by Rowland Adult and Community Education will be aff orded the opportunity to become:

esponsible Citizens Who . . . Responsible Community Members Who... § Exhibit Personal Integrity R• Reflect Personal Integrity § Demonstrate Accountability ifelong Learners Who . . . • Demonstrate Accountability § Participate in Community Activities • Participate in Community Activities L• Set Personal and Professional Goals • Acquire Knowledge and Skills Lifelong Learners Who... Appropriate to their Needs § Develop Personal and Professional Goals § Acquire and Apply Knowledge and Skills to their Needs

Eff ective Communicators Who... roblem Solvers Who . . . § Understand Concepts § Express Ideas P• Apply Critical Thinking Skills • Utilize Problem Solving Strategies ffective Problem Solvers Who... Communicators Who . . . • Process Information OUR E § Apply Critical Thinking Skills • Understand Ideas § Utilize Problem Solving Strategies • Express Ideas § Process Information MISSION “To inspire students to Culturally Aware Individuals Who... develop and achieve their § Understand and Appreciate American goals through quality Ideas and Systems educational programs.” § Understand and Respect Cultural and Social Diff erences

ulturally Aware Who . . . 2100 Lerona Avenue Rowland Heights, CA 91748 626–965–5975 http://race.rowland.k12.ca.us/ C• Understand American Ideas and Systems • Respect and Understand Cultural and Social Differences

Rowland Adult and Community Education • 2100 Lerona Avenue Rowland Heights, CA 91748 • 626-965-5975 • www.rowland-unified.org/adult_education.htm

ESLR Poster ELO Poster

Chapter III PAGE 23 Chapter III Chapter PAGE PAGE 24

Notes and e-mails to maximize participation in school planning and communication. communication. and planning school in participation to maximize e-mails and calls phone memos, on heavily more relying in haveresulted meetings staff ited Lim schedules. time conflicting and employment outside additional their staff, due accommodate to ofthe status challenging part-time allhas been members or tomost all staff times meeting Scheduling available. longer no is funding tra ex since they expenditures of allocation the budgets, determine to colleagues own their with meet their create longer no teams the Since needs. department prioritize and progress, monitor curriculum, coordinate to teachers fellow their with working for responsible are Team.They Leadership the for report monthly a prepare toand activities colleagues school-wide coordinate their concerns, with and issues meet discuss Leaders Area Program The development. staff and attendance to curriculum, monthly budget, including meets topics, of team variety wide The a discuss administration. the and staff the communi between of line cation a as serves and involvement staff increases direction, vides following program areas is on the team: the on is areas following program Testing and Coordinator. Specialist Program the changes. of economic aresult as planning resource heightened and towards student results, expansion of fee-based classes per community directed requests curriculum modified of implementation technology, in updates through This team is an integral part of the decision-making process at RACE and pro and at RACE process of the decision-making part integral team an is This AE nesad ad mrcs h nto o ogig lnig s shown as planning ongoing of notion the embraces and understands RACE In In addition, a from each area program ofleader and chairperson committee the The reduction due in staff to office the budget has resulted in job vacancies of individuals: office Team following the central Leadership includes school The qualitative data. evaluation. Evaluationisbasedonanalysesofbothquantitativeand integrated planning,resource allocation,implementation,andre- effectiveness inanongoingandsystematiccycleofevaluation, and makesdecisionsregarding theimprovement ofinstitutional The institutionassessesprogress toward achievingitsstatedgoals Criterion3

r o t c e r i D Technology Development Staff Education Parent GED/HS Diploma/ASE ESL/Citizenship Office Manager Office Teacher Specialist Counselor - - - - Eighty-eight percent of the staff feels that they are involved in decision-making Not that relates to their responsibilities “always” or “most of the time.” Twelve percent e s report that they are involved “sometimes” (Certificated Personnel Survey). Certificated staff prepares annual performance evaluations for classified personnel under their supervision. These reviews provide staff with feedback on their job performance and encourage them to continue their personal and professional growth. All certificated and classified staff is encouraged to participate in staff development in the areas of curriculum, instructional strategies and technology. Due to the budget cut backs, the school can no longer hire substitutes to release staff members to attend workshops nor reimburse the home district of the staff member attending the training for the costs related to hiring a substitute. As an innovation in providing teachers with professional growth, teachers rotated among classes for peer evaluation; and feedback was provided to teachers during a staff development meeting. Teachers submit 18-week lesson plans at the beginning of each semester. Program results are monitored through Leadership Team reports, classroom visitations, student and teacher evaluations, reviews of attendance, TOPSpro reports, CASAS and other test results.

Criterion 4 The institution provides evidence that the planning process is broad- based, offers opportunities for input by appropriate stakeholders, allocates necessary resources and leads to improvement of institutional effectiveness.

Suggestions for school improvement can be made by any of the school stakeholders, but primarily by faculty and students. Ideas and suggestions are then forwarded to the Leadership Team, which represents all program areas and committees. RACE solicits input from the community and receives requests for specific course offerings. In response to these community requests, the school has greatly expanded the number and variety of community education courses. Professional courses such as Medical Insurance Billing and Coding, Heating, Ventilation and Air Conditioning (H.V.A.C.), Massage Therapy, Computer Phobia and CPC Coding Review have been offered. Although regular course offerings have declined, fee based classes have increased. These are work-based classes where students receive certificates upon completion. In addition to serving the adult community, the school strives to address the needs of the younger adult population by offering new courses such as S.O.S. for Algebra, Creative Writing and Writing for College Boards. As Adult Secondary Education class at the high school is no longer in high demand, RACE is nevertheless committed to meeting the ever-changing needs of the community. Since the 2005 WASC visitation, the Leadership Team continues to be the driving force behind the progress and growth of the school. The team’s proactive decision making is vital to the growth and culture of the school. The Leadership Team considers school improvement suggestions received from stakeholders. Chapter III PAGE 25 Chapter III Chapter PAGE PAGE 26

Notes mat n tdn aheeet s t h frfot f h dsuso and discussion the of forefront the at is consideration of each suggestion. achievement student on Impact website. school the to traffic the show below over 1,700 dashboard The month. a visits are there indicates webpage Tracking maneuverable. easily of the are site the of elements The formed. in community the keep to order in updatespagefrequently information major asset for the school. The web a is catalogs. webpage RACE the addition, In course 56,000 over out mails and channels, television nity commu- on and newspapers local in advertises releases, press dis tributes RACE semester each munity, Heights. Victoria at Windsor at offered is class ESL community, housing morning senior local the a sites, school the to addition In enrollment. from tosixteen twelve hours per week. All of these factors have caused declining reduced havebeen hours class Hence, components. parenting and tutoring the the ESL classes at the off site elementary schools no longer include babysitting better assist their children. nor However, due to the elimination of the CBET program, to wanting ofESL parents instruction the requests from came schools in various RACE sites. their at of in classes The placement the on district. nine campuses school classes holds catalogues RACE distributing by assist also schools education. The adult to access better member’s community enabling sites their at available. are access Internet with classrooms, computers most In instruction. classroom improving and planning lesson of areas the in teachers for workshops technology conducted have representatives OTAN lab. computer thirty-seat the in technology instructional state-of-the-art with students prepare better to tool a as technology accommodates on reliance This increasing the areas. technology computer and areas matter subject in teaching, testing and administration. On-line courses continue to be offered, both the in assist provides can that technology Team, in developments new about information Leadership with team the of of chair member The a staff. Committee, the Technology to the information Assistance the Technical disseminating and and Outreach (OTAN) Network through offered resources free using by and updates current for strive conferences to continues Committee attended Technology the constraints, regularly have members budget the Despite past, classroom. the in technology of using area the in workshops the In staff. and of instructors composed are committee oftechnology the technology.Members The The Technology the ofin needs is addressing RACE instrumental inCommittee o ute is dniy n h com the in identity its further To Principals of other RUSD schools cooperate with RACE by providing classrooms - - - - 0 100 200 T V S D r a r i i 0 45 90 s t 1 V a c e i a e f i , t s U f o 1 . i i c r t s r 2 o o s S s Jan 3 r w a 7 O h s o g l a u b v e Jan 3 n e r (28.45%) Previous: 2.77 3 (103.68%) Previous: 3,125 6 (58.56%) Previous: 1,127 1 c d o r . , , e v . 5 3 7 k i s a e 6 6 8 1 O w 2 5 7 r P . v d c a P V e a Jan 10 g a i r s e . v g u i s t e i s / s e V v w i i e s w i t s Jan 17 R D S 389.00 (21.77%) 389.00 (22.83%) 408.00 (55.40%) 990.00 e e i r Previous: Visitors a Jan 10 e f e r c r c t r T h i n E r g a S n f Jan 24 f g i i c i t n e e s s Visitors 0 45 90 Jan 31 1 M a Jan 17 p O v e r l a (12.05%) Previous: 48.89% 5 (25.87%) Previous: 00:02:28 0 (-23.84%) Previous: 44.01% 3 y 4 0 3 . : . 7 0 5 Comparing to: Comparing 8 3 2 % : % 0 6 J % B o a A N u v n n e g c w . 1 T e V R i m , i s a 2 e i Jan 24 t t e o s Dec 1,2010-31, 0 n S 1 i t 1 e - J Previous: Visits a Google Analytics n 3 1 , 2 Visits 0 1 0 100 200 1 Jan 31 RACE enjoys positive relationships with many local business establishments, Not which donate products to RACE and participate in the school events attended e s by many of our students and staff. RACE maintains positive relationships with various community organizations such as local libraries, civic organizations and churches. Other community events include the annual Food Collection, Christmas Toy Drive, Principal for a Day and Open House. The school offers a variety of courses to meet the needs and demands of the community. Classes include ESL, GED/HS Diploma/ASE, Citizenship, Parenting, on-line courses, computer, recreation/fitness and general interest classes. Weekend fee-based classes are also offered to maximize availability to the community. RACE strives to ensure that the curricula in all the academic subjects, ESL and Citizenship comply with national, state and district standards. The course content for most classes reflects the adopted ELOs.

Student Survey Results A student survey was conducted in April and May 2010. The 491 surveys completed were representative of all the sites where RACE offers adult education and services.

School Other School Non- School AEC1 AEC2 Total Site Sites Sites Number of 284 48 125 33 490 Surveys Percent 58% 9.8% 25.5% 6.7% 100%

Results of the survey indicate that students learned about classes offered at RACE through the school’s course catalog and by mail (37.9%). Other sources of knowledge included through their child’s school, other media, fliers in the Penny Saver, friends and family. Results clearly indicate that courses are meeting the needs of the community very successfully. Students report overwhelmingly that courses are challenging, relevant, include diversified materials, and provide opportunities for individual help.

Chapter III PAGE 27 Chapter III Chapter PAGE PAGE 28

Notes “Are you what you learning expecting?” were results. the against success program ELOs. indicated Responses that their most students felt they evaluate were achieving expected regarding to asked suggestions were make Students to classes. opportunities have of they 77% that over RACE, stated through students offered courses Concerning issues. class about agreed that instructors do offer opportunities to express opinions and concerns “Is the school helping you helping meetyour goal? the school “Is Surveys of Number Percent Percent Surveys of Number More than 96%over than and More have85%of in class, theyidea what will a learn clear

Yes/Agree Yes/Agree 94.1% 459 97.4% 478 No/Disagree No/Disagree 1.4% 7 0 0 I don’t know I don’t I don’t know I don’t 4.5% 2.6% 22 13 100% Total 100% Total 488 491 Over half of RACE students were attending classes for the first time Not (1 semester-54.8%; 2-4 semesters-34.8%; 5-7 semesters 10.4%). e s There are currently no students arriving at RACE classes via public transportation. This reflects the limited availability of public transportation in the community. Over 94% of the students drive to class and slightly over 2% walk. Other students ride with a friend or use a bicycle. A large percentage of the students agreed that teachers provide assistance when needed (95.5%) and are knowledgeable and up-to-date (96.9%). They also reported that their teachers kept them up-to-date on their progress (94.2%) and demonstrated respect for them and other students (96.2%). Students were asked to rate their teachers and their teaching skills.

“How would you best describe your teacher’s teaching skills?”

Excellent/ Good/ OK/ Poor/ Does not Total Very Well Somewhat A little Not at all apply Number of 396 73 11 0 5 485 Surveys Percent 81.6% 15.1% 2.3% 0% 1.0% 100%

Over 97% of the students rated their comfort level with emergency procedures as “Excellent” (49.7%), “Good” (32.7%) or “OK” (14.7%), while 0.8% responded with “Poor,” and 2.1% as “Does Not Apply.” Students were generally satisfied with the cleanliness of the school and student restrooms, and how well the school policies and student rules were clearly communicated.

Chapter III PAGE 29 Chapter III Chapter PAGE PAGE 30

Notes Did you get a job or get a better job because you received your diploma? you received because job you getDid or abetter get ajob of information. variety awider and responses more to elicit order in questions most for formats multiple-choice and yes/no in are questions survey study. The “How do you rate the school’s custodial services?” you do custodial rate the“How school’s Graduate Survey Summary Survey Graduate Surveys of Number Percent rdae o RC ae uvyd olwn cmlto o ter ore of course their of completion following surveyed are RACE of Graduates No Response

Yes No Excellent 56.3% 273 25.2% Good 122 In year 2009 year In 48% 26% 26% 8.9% OK 43 6.4% Poor 31 In year 2010 year In Does not not Does apply 3.2% 49% 23% 28% 16

100% Total 485 How would you describe your experiences at Rowland Adult and Community Education?

Year 2009 Year 2009 # of Responses: 46 # of Responses: 42

Very Positive 50% 62%

Positive 22% 21%

Satisfactory 15% 0%

Negative 0% 0%

No Response 13% 17%

Survey information from the 2010 survey includes:

Yes No No Response

Did you receive adequate help 95% 1% 4% with your studies? Were you satisfied with the 100% 0% 0% classroom atmosphere? Did you receive accurate infor- 100% 0% 0% mation from the counselor? Was the clerical staff helpful? 100% 0% 0% Did the time and location of the 99% 1% 0% class meet your needs?

Chapter III PAGE 31 Chapter III Chapter PAGE PAGE 32

Notes students citizens. become 96% that of in reflected is program ofthe success The interviews. their awaiting still are who students for motivation provide and outcome the report to class to returnto encouraged are interviews Naturalization the have taken who Students activities making. group are students their and progress the on teachers tests the to information teacher-madeprovide quizzes, test, Interview Citizenship include examples Some semester. each given be Health. and to History American DMV, Resources, Housing, Community developed are lessons These corrected. be to office main the to sent were Tests classes. all for coordinated to held were explain and review the for lessons meetings the ESLPre instructors. and post testing were area program ESL testing. post and pre and plans, lesson including modules EL/Civics developed staff RACE descriptions. class various the for rubrics clear no currently are there informally, and formally both classes be achieved at each level. students in each his Although teacher assesses or her to competencies specific the define and delineate clearly to need a is there feel instructors area program ESL The time. this at tracked not is classes between the ELOs. Other than the formal CASAS test individual records, student progress written and constructed oral quizzes to their assess levels on ofaccomplishment noted. and observed are skills parenting an with activities in-group participate instructional assistant or to another parent, ability and the children’s parents’ ability The to use appropriate observations. student discussion. informal and about reports through areas program the from information progress ongoing receives Team Leadership The programs. instructional the of success the of indicative is attained benchmarks of number is at announced staff meetings and at TeamLeadership meetings. In general, the of the of number is in posted totaland report an the ongoing benchmarks office, chart benchmark A score. test previous the from post-test a on higher points of success. for opportunity increase and needs student to meet adjusted then is program instructional The time. short a within teachers and students the to provided are tests these of Results tests. CASAS the using intervals regular at at RACE are assessed students tests, and most toquizzes teacher-generated addition In unfilled. left been has Testing position the Coordinator crisis, budget current the to Due Aide. Instructional time part a and Assistant, Office time full of a consists which at RACE, of a program testing in the establishment reflected h cmimn t suet rges hw b te AE diitain is administration RACE the by shown progress student to commitment The n h Ctznhp rga, AA Hsoy n Gvrmn ts, CASAS test, Government and History CASAS Program, Citizenship the In teacher and activities group informal given are students program, ESL the In through primarily measured is progress student classes, Education Parent In number given a as achieved, “benchmarks” by measured is progress Student matters ofqualityassurancetoappropriate stakeholders. The institutionusesdocumentedassessmentresults tocommunicate Criterion5 In the GED/ASE program, contract completion, grade slips, GED pre-test and Not test results, and computer tracking and management reports generated by e s academic software programs track student progress. There is also an ongoing tracking of students who are working on completing requirements for their high school diploma. This system developed at RACE, categorizes the students according to the number of credits they need to complete their diploma. This provides motivation for the students as they see their progress charted on posters. Students who have completed all the requirements for a diploma are classified as “G1” or graduates. Students who have only 1-10 credits to complete are “G2-Almost There.” When students have 11-25 credits to complete, they are added to the “G3-Closer Than You Think” chart. The ASAP database program has created an efficient tracking system to provide the teachers with additional information on the overall progress students are making and gives the counselor immediate access to lists of graduates and near- graduates. Student folders and portfolios contain a variety of student work that reflects student progress. Tests and course work are kept in individual student folders in the classrooms. Students check out their folders as they arrive in class and continue work on the project or assignment in progress. Graduation is celebrated with a formal cap and gown ceremony. There were 57 graduates in June 2010. The event is held in the Rowland High School Gymnasium, located two blocks from AEC1. Articles announcing graduation are placed in local newspapers and graduates are given engraved invitations for their family and friends. Members of the school board participate in the ceremony and present awards and scholarships. One student from each HS Diploma class is chosen to be a class speaker. The graduation ceremony is very well attended and has often been a “standing room only” event. The GED pre-test procedure is very successful. It is recommended that students attain a specific score before taking the actual GED test. The pre-test indicates their strengths and weaknesses, allowing the instructor to provide necessary remedial work. Students are allowed to take a portion of the test when they are prepared for the subject matter content. The pass rate of 86% for RACE GED students is consistently higher than the state average pass rate of 75%. 130 students received GED certificates in 2010.

Chapter III PAGE 33 Chapter III Chapter PAGE PAGE 34

Notes an evening ESL class free of registration fees at AEC2. Regular ESL and parenting parenting and ESL catalog. course to summer the Regular AEC2. added was at S.O.S. Algebra as such courses based fee Additional fees costs. staffing offset to order in courses based fee as registration community the of to offered were classes free class ESL evening an and class eveningCitizenship ofthe toadvantage take opportunity the students However, available. longer no are during the charge summer of of 2010, a free $5,000 grant from offered the Majestic Foundation once provided classes result, classrooms. instruction quality for funding of provide means additional seeking as well as totechnology current on based commitment RACE’s indicate examples These Foundation. For-Us the and Ecolab from grants from funding through possible made Smartboard new a of installation the by upgraded recently was students laptop computers. The classroom at AEC2 which houses the ESL and Citizenship using conversation everyday practice they as interaction havetoverbal able are For-Us Students program. this funded foundation, district school the The Grant, Foundation Interactive. Step by Step software, computer adopted benefited newly have from classes ESL The opportunities. scholarship and grant various of advantage taking and resources upgrading by instruction classroom refine to improvement has been very effective. Despite the budget cuts, teachers continue improvement. needed results are CASAS also reviewed for of and programs effectiveness areas instructional ofofferings. and course and effectiveness resources course both in re-evaluate improvements toneeded assess used are year student a and twice staff done wide surveys school of Results meetings. staff and meetings Team Leadership in occurs re-evaluation Periodic place. in policies and curriculum of re-evaluation and planning staff of resources, implementation and the allocation appropriate, when modifying, and reviewing systematically by this accomplish They processes. allocation resource and planning ongoing its of effectiveness AEs edrhp em s epnil fr sesn ad oioig the monitoring and assessing for responsible is Team Leadership RACE’s Summer classes have been severely impacted because of budget cuts. As a As cuts. budget of because impacted severely been have classes Summer fostering for process planning RACE’s surveys, of results the to According and otherresearch efforts. modifying, asappropriate, allpartsofthecycle,includinginstitutional and resource allocationprocesses bysystematicallyreviewing and The institutionassures theeffectiveness ofitsongoingplanning Criterion6 Not

Criterion 7 E The institution assesses its evaluation mechanisms through a s systematic review of their effectiveness in improving instructional programs, student support services and other learning support services.

The Technology Committee oversees the purchasing of software and hardware for curricular use in the school. The committee developed two surveys and these surveys have provided a road map to determine the technology needs for the certificated and classified staff. In conjunction with the District-Wide Technology Plan, the committee has developed a technology plan for the school. The committee has implemented the plan, which in turn provided direction for the development and use of the new Technology Center. Key elements of the plan are staff development training, technical support and evaluation.

Strengths: Student progress is measured continually throughout the various programs at RACE. Both formal and informal evaluations assist the teachers in helping students achieve the ELOs. The CASAS testing program provides a standardized assessment tool. This gives teachers immediate feedback on competency achievement of individual students and the class as a whole for the ESL and Citizenship Programs. The GED/High School Diploma/Adult Secondary Education programs have assessments embedded in the curriculum and contracts. The curriculum for program areas is relevant and up-to-date. The teachers have implemented a variety of teaching methods, strategies to supplement basic curriculum material with a wide array of supplementary resources. Students indicate that the courses are helping them achieve their goals. Small class sizes in some ESL classes enable instructors to give individualized instruction. Professional growth is encouraged through the free Outreach and Technical Assistant Network and other ongoing staff development opportunities. Implementation and upgrading of technology in the classrooms have been continuous, and the embedding of software-based curriculum has been achieved in some classrooms despite current budget constraints. Parent Education classes are successful in encouraging greater parental involvement in children’s academic and personal growth.

Chapter III PAGE 35 Chapter III Chapter PAGE PAGE 36

Notes Evidence: Areas: Growth

teachers and elimination of one classified position. position. classified of one elimination and teachers certificated two for of hours loss the in resulting closed been has class ASE one schools, by high the offered Program

Due to the utilization of AVENTA the to utilization the Due On-line Remediation classes. Diploma/ASE GED/HS summer to reinstate aneed is There impact. economic substantial and decline enrollment significant have caused programs Learning Distance and ESL classes afternoon

The elimination of Community Based English Tutoring, English morning, Based early of Community elimination The program. Diploma/ASE GED/HS the in students for support needed

There is a need for Adult Basic Education remedial courses to provide courses remedial Education Basic Adult for aneed is There classes. to appropriate by assigned level and

There is a need for incoming ESL students to be screened to screened be ESL students incoming for aneed is There system. delivery or format adifferent in

There is a need to re-establish the Curriculum Committee Committee Curriculum the to re-establish aneed is There procedures. assessment improve their

There is a need within the Parenting Program to Program Parenting the within aneed is There by school. the earned benchmarks and achievement

There is a need to recognize teachers for their roles in student student in roles their for teachers to recognize aneed is There ESL. in placement of student improve accuracy levels and achievement pinpoint will accurately that RACE has a cadre of dedicated, experienced staff/teachers. experienced of dedicated, acadre has RACE $250.00 to from $100,000. have ranged submitted Applications funds. to awarded augment have Atotal of 5grants been years. past in than year this written were grants More grants. upcoming There is a need to help teachers develop strategies develop strategies teachers to help aneed is There level. to each at achieved be competencies the delineate clearly and ESL, in Grant writing is encouraged and applications are available on available are applications and encouraged is writing Grant Student Folders, Portfolios Folders, Student Graduation Records Reports Grade ASAP CASAS Test Reports Reports Benchmark levels of class the differentiation the for to standards create aneed is There Standard Educational Programs

The institution offers high-quality educational programs in recognized and emerging fields of study that culminate in identified student outcomes leading to certificates, licensure or other indicators of program completion. Educational programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered by the institution.

Criterion 1 The institution demonstrates that all educational programs, regardless of location or means of delivery, address and meet the mission of the institution and uphold its integrity.

Mission “To inspire students to develop and achieve their goals through quality educational programs”. Vision “To identify and address the challenges of an economically and culturally diverse community; striving to fulfill the needs of our students by providing a curriculum that gives the students the opportunity to be informed, productive and successful community members.”

Rowland Adult and Community Education is dedicated to ensure the philosophy of the Mission and Vision Statements, the creation and maintenance of a student- centered environment and the provision of a quality education. RACE’s mission to facilitate and motivate all adults (disabled, parents, immigrants and older students) to achieve their goals has led the school to continue to offer a variety of courses. RACE classes include: ESL, GED/HS Diploma/ASE, Citizenship, Parenting, Online and Technology classes. General interest classes include: Older Adult, Recreation/Fitness, Traffic School, Tax Preparation, and Notary Public which are offered regularly and attract large numbers of students. Job improvement courses include: Heating, Ventilation and Air Conditioning (HVAC), CPC Coding, and Medical Insurance Billing and Coding.

Chapter III PAGE 37 Chapter III Chapter PAGE PAGE 38

Notes atrs ere. e-ae cas ntutr ae l poesoa eprs in experts communities. surrounding the in many own professional businesses and fields their all are instructors class Fee-based Degrees. Master’s holds staff certificated the of percent twenty-six About experience. of years 30 year. school the throughout offered is development professional longer no are however, seminars; great emphasis staff is placed on and the use of OTAN and other workshops free seminars. In-house and during acquired Faculty expenses for CalPro. reimbursed and CATESOL LACOE, webinars, development. professional professional to offer ameans as resources various utilizes for opportunities Available RACE staff. classified and certificated both for stressed highly credentialed. are development teachers properly all are that RACE verifies at administration school the Credentialing, Teacher of the improvement of adult education. In to accordance the California Commission legislation agendas. He encourages staff to become active in issues topertaining the to SCANS. and CASAS All-Star alignment competencies, state standards, its semester.of because the text core for the as framework adopted been basic has curriculum a are that plans lesson 18-week the updated and complete Instructors 2006. in reassessed WASCvisit previous the following outlines course instructors ESL of team A when use instruction. to instructors planning the for guides are outlines course The levels. various the for instruction of units and strategies instructional objectives, performance skills content and objectives workplace for the course outlines. The course outlines include goals, – Skills) thedictate Necessary of sources Labor. These by developed Department States the United Achieving on Commission (Secretary’s and school the by upheld statements staff. Vision and Mission offerings the RACE to all that correspond verifying in assist assessments designed teacher and longer available. areas. Due to are classes noLearning recent school budget Distance limitations, Online are courses also offered, both in subject matter and computer technology In classes. of types at AEC1 AEC2. and connections wireless year, this addition, installed school the these accommodate to lab computer thirty-station a has classes. populated most the Professional Development Professional The Director of RACE is the source of information regarding state and national national and state regarding information of source the is RACE of Director The remain classes Diploma/ASE GED/HS and Language Second a as English The length of service for credentialed staff at RACE varies from two to over to two from varies RACE at staff credentialed for service of length The OTAN include: development professional for resources important Various SCANS and competencies CASAS the with aligned is curriculum ESL The surveys student customized with along tests CASAS and Civics EL of use The RACE classes, technology for requests community increasing the meet To The school’s vision to identify and address the challenges of a culturally diverse Not and ever changing population drives RACE to continually assess the success e s and quality of each course and service provided. The main determination of courses offered comes from the administration and funds available to the school. Teachers, students and community needs are seriously taken into consideration for each course offered by RACE. ADA funding is no longer provided by the state; however, student attendance is still a factor in determining which classes are to remain open. Decisions about class closure are closely analyzed according to previous program and class success. Principals of other RUSD schools also offer insight to the possible classes they would like RACE to offer at their schools. In past years RACE held off-site courses at thirteen elementary schools. However, due to the budget constraints, RACE now holds classes at nine RUSD school sites with the collaboration of principals and the requests of parents.

English as a Second Language (ESL) Because of the surrounding diverse ethnic communities, RACE is the primary source of education for many newly arrived immigrants and those striving to connect with the American culture. On average, twenty ESL classes are offered per semester. Levels range from beginning literacy to advanced multi-level. Students at RACE come from diverse cultural backgrounds. Examples of respect, trust, high expectations and caring for students are evident in all programs. Students are encouraged to share information about their countries and traditions. Differences are celebrated and respected as students learn about their new country and language. This is evident in articles written by students in the RACEr’s Edge, the schools newsletter. As students bring in photos of their countries of origin to share with classmates, bonds between students of different backgrounds are established in the friendly environment created by the staff. ESL courses are aligned with the CASAS competencies and the state model standards. Teachers prepare and follow lesson plans which meet such standards while considering students’ literacy skill levels. Due to the budget cuts, teachers work without instructional aides. They adjust their lessons to fit the learner’s needs, the variation in students, and the school’s Expected Learning Outcomes (ELOs). Various supplementary materials are used: dictionaries, grammar books, software and specific instructional programs such as phoneme and listening programs, videos, software, CD’s and worksheets.

Chapter III PAGE 39 Chapter III Chapter PAGE PAGE 40

Notes of U.S. history and government necessary to pass the Citizenship exam. Citizenship the to pass necessary government and of U.S. history ability to listen, comprehend both written and oral questions and have knowledge the demonstrate also must Students information. personal provide and prepare the passing Citizenship and written oral interview. is Emphasis put on tolearning in student the aid that skills comprehension and speaking, listening, integrate that lessons plans develops instructor Citizenship the courses, ESL in As lessons. of variety a offer courses Citizenship goal, this attain help To courses and aspiring to become U.S. Citizens. ESL in advancing after achieve to milestone budget course. cutbacks; however, afee-based as and offered is class the costs high to program due year This school 2009-2010 the completed. in discontinued coursework was for credit received students and basis desired and classes regular in were on materials supplied a and rental supplemental Modules more instruction. enrolled as were used who was students also for It supplement classes. a normal attend to Citizenship unable and were ESL who of students areas for the in attendance non-classroom offered year, strategies. tutoring using home at children their assisting in skilled Association Boards Schools to families become California to English-Learner an (CSBA),invaluable opportunity offered the from Award Bell Golden 2007 the received which program, This purposes. other for RUSD by appropriated were ($220,000) monies allocation CBET The cuts. funding state the of result direct a 2010as in eliminated was program (CBET) Tutoring English Based Community RACE. at classes interest ESL students progress and enroll in Citizenship, GED/ASE, Parenting and general students are also in assessed English Literacy Civics Education (EL Civics). Many level of comprehension each ESL with student. In the correlation CASAS testing, the into insight have teachers the result, a As students. their of levels ability the Interactive, classroom the in Step-by-Step as techniques learning such of wide-range a offer Programs programs online free and PowerPoint classroom. the in learning and teaching facilitates classrooms some in Smartboards of Installation multimedia. community. the within English in to communicate able being in ESLstudents the of goals the meet to help and teach assessments informal and formal and activities writing group practice, completion form role-playing, discussion, Citizenship In In addition, teachers use a variety of techniques to teach ESL students. Lecture, o mn, iiesi cas s h next the is class Citizenship many, For The free Distance Learning program, which was initiated in the 2007-2008 school the sites, elementary thirteen at offered being of decade a than more After The CASAS testing results provide teachers with standardized information about Technology continues to be implemented into the ESL program via software and Practice tests prepare students for the official test, and practice interviews Not provide an opportunity for students to succeed. Teachers in the Citizenship e s program use computer assisted instruction, videos, demonstrations and mock interviews. In addition, curriculum is delivered through a variety of approaches: lecture, discussion, role-playing, forms completion practice, group writing activities and formal and informal assessments. Students become familiar with the ELOs through lessons and discussions, and learn to connect their classroom knowledge to real-life situations.

GED/ASE GED/ASE teachers systematically evaluate and update course outlines to ensure that the highest quality of education is being offered to students. The curriculum is developed to be in alignment with California State Standards in English Language Arts, Mathematics and Social Science. The same graduation requirements for traditional high school students are expected of adult high school diploma students, with the exception of Physical Education. Thus to receive a high school diploma from RACE requires 205 credits along with the passage of the CAHSEE, Algebra and Biology. RACE uses the same curriculum and textbooks as the districts comprehensive high schools. Before enrolling in the program, GED/ASE students meet individually with the RACE counselor to plan their course of study to ensure success. Since 2007, the RACE GED program has been very successful, with a pass rate of 86%. This continues to exceed the state pass rate of 75%.

GED Pass / Fail

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Notes School Diplomas annually. Diplomas School instruction. computer-assisted and instruction direct demonstration, program strategies, this solving problem workgroups, in small activities, teacher goal-setting uses A area tasks. assigned of completion through application its demonstrate and subjects academic in knowledge content attain They skills. Students working independently demonstrate critical thinking and problem solving of 70%. grade Teacherspassing generally employ a a require system of and individual or outlines, small group instruction. course and textbook district adopted follow Courses samples. writing and evaluations teacher- performance tests, incorporates prepared courses most for of evaluation level and specific Testing a on achievement. based is completion and advancement for criterion The subjects.multiplelevelsaccommodate and classes these since comprehension GED by Gender GED RACE GED Pass Rates Compared Pass GED RACE Students in the ASE classes must be able to read and study independently for Since the 2006-2007 school year, RACE has awarded an average of 52 High 52 of average an awarded has RACE year, school 2006-2007 the Since RACE Graduation by Gender Not e s

Graduation by Ethnicity

Parent Eduction Parent Education classes encourage greater parental involvement in children’s academic and personal growth. Instructors coach and assist parents on appropriate parenting skills through lectures, discussions, role-playing and modeling. The focus is on lessons and activities that enable parents and children to become effective problem solvers, responsible members in the community, and lifelong learners. The Parent Education program assists parents in becoming familiar with valuable community resources, e.g. the local public library. Parents learn to use other community resources to increase their knowledge of effective parenting methods as children progress through various stages.

Chapter III PAGE 43 Chapter III Chapter PAGE PAGE 44

Notes the involvement between the parents and the Parent Education teacher. Education Parent the and parents the involvementthe between to due learners lifelong way their to on becoming start Children age. and culture able to discover solutions to common parenting dilemmas that ethnicity,surpass Through child development pedagogy and parent discussion groups, parents are for this project were eliminated and this element of the program is no longer longer no is program the ofoffered. element this and eliminated were project this for allocated funds the cuts, budget to Due Distance collected. as was ADA and recorded logs was Learning data This returned. were backpacks the when in it turned and form home assessment at pre/post a backpacks completed Parents the children. their in with contained the activities the purchase complete would to they time which grant during week; Ecolab a for backpacks an themed out checked of Parents backpacks. because program Backpack Learning ELOs. the achieving in students to assist used are strategies other and instruction direct speakers, time. Guest for a parents short their from separating and activities craft during cooperating share, to learning observed are activities. Children in-group together participate they well how on evaluated and are child parent the Both activities. and topics parenting reflect which pages journal emerge. that Parents complete observations. through primarily issues is measured progress Student parenting everyday the addressing observed are parents as ongoing are aide and teacher by evaluations Informal skills. giving care and parenting student’s each evaluate semester, each of end and beginning the administered at assessments, These assessment. designed teacher- a and form the the Parent team Education “Ages has implemented assessment and Stages” In order to evaluate the progress of students enrolled in parenting classes, classes, parenting in enrolled students of progress the evaluate to order In During the During 2009-2010 school year, Parent Education the implemented Distance Not

Criterion 2 e s The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy if its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.

CASAS The RACE commitment to student progress through programs consistent with the community’s diversity, demographics and economy is reflected by ongoing student testing and result analysis by the Comprehensive Adult Student Assessment System (CASAS). Adopted by RACE in 1999, the CASAS testing is the most widely used system for assessing native and non-native English speakers in adult basic reading and listening skills. In addition, CASAS is the only adult education assessment system approved and validated by the U.S. Department of Education and the U.S. Department of Labor. Furthermore, students are assessed in competencies related to skills in the workplace, community and family. Pre-tests are administered upon student enrollment and post-tests given at regular intervals throughout the semester when students have accumulated a certain amount of classroom instruction hours. The results of these tests are provided to the students and teachers within a short time. Using these results, the teacher adjusts the instructional curriculum to meet student needs and reinforce instruction to increase opportunities for success. In addition to using CASAS data to evaluate student-learning needs, ESL instructors also do their own assessment of students. Instructors do oral activities to assess the speaking ability of students and written activities to determine the writing skills of students. Instruction is adjusted to meet the needs of various levels in the classroom. Among the methodologies and approaches used by RACE staff in all programs, the two most important are andragogy and pedagogy. Pedagogy refers to teaching children whereas andragogy refers to helping adults to learn. It focuses on the facilitation of the learning process. Instructors utilize andragogical strategies to determine if students are achieving RACE’s Expected Learning Outcomes. Instructors are the facilitators in this process. Through written work, oral presentations, dialogues, pair work, simulations, and various other strategies instructors are able to assess students’ achievement of the learning outcomes. In addition, student learning needs are identified through the CASAS competency reports. Using the reports, teachers conduct conferences to identify the relevance of the learning. The needs of the student population and demographics determine how teachers tailor their instruction. This is the focus of RACE’s Mission and Vision.

Chapter III PAGE 45 Chapter III Chapter PAGE PAGE 46

Notes teachers improvise and create appropriate quizzes, tests, and observation observation ELOs. and tests, the of quizzes, achievement the and students of progress the indicate appropriate that courses, assessments create interest and general and improvise Education teachers Parent in as such matter, subject of type students. for information supplementary provide to used are speakers guest and Videos languages. several in available are materials Support History. and Government Students interview. official the pass practice to dictations and readiness verbal responses their to questions. and The curriculum understanding covers U.S.of class meeting, students are given oral interview practice to determine their level every interview. During naturalization the on is lesson of each focus primary The Government. and History U.S. and Form, N-400 the interview, the on emphasis the and (ELA) Arts Language English (CAHSEE). the Exam Exit School High of California the components Mathematics pass must diploma school high a the same textbooks and curriculum as RUSD useshigh schools. Any students seeking program Education Secondary Diploma/Adult School High Social The and Science. Mathematics Arts, Language English in Standards State California and plans (OTAN). Network Technical and Assistance Outreach the lesson through worksheets complete as well as seminars, and assistance development curriculum access can teachers RACE Program, Civics EL the and CASAS both with association In Nutrition. and Resources Community (DMV), Vehicles Motor of Department California History, U.S. included: have topics Civics EL Previous demands. learning civics and demographics, diversity, community’s the mind in Civics topic is chosen EL by the RACE instructors during surveys, regular staff meetings, keeping student on based semester Each competencies. civics U.S. of English Literacy Civics Education (EL Civics). on Students are a assessed variety El Civics El Other ClassesOther Citizenship GED/ASE In In Citizenship programs offered at RACE, teachers use the course syllabus with the to aligned is curriculum GED/ASEProgram the State, the by mandated As implements also RACE testing, CASAS the with correlation and association In In In other RACE programs where a formal assessment cannot be utilized due to the Not Expected Learning Expected School Wide e s Outcomes (2010) Learning Results (2004)

All students who attend classes and All students who attend classes and programs conducted by Rowland Adult programs conducted by Rowland Adult and Community Education will be af- and Community Education will be afforded the opportunity to become: forded the opportunity to become: Responsible Community Responsible Citizens Members Who: Who: Exhibit Personal Integrity Reflect Personal Integrity Demonstrate Accountability Demonstrate Accountability Participate in Community Activities Participate in Community Activities Lifelong Learners Who: Lifelong Learners Who: Develop Personal and Set Personal and Professional Goals Professional Goals Acquire Knowledge and Skills Acquire and Apply Knowledge Appropriate to their Needs and Skills to their Needs Effective Communicators Who: Effective Communicators Who: Understand Concepts Understand Ideas Express Ideas Express Ideas Problem Solvers Who: Problem Solvers Who: Apply Critical Thinking Skills Utilize Apply Critical Thinking Skills Problem Solving Strategies Utilize Problem Solving Strategies Process Information Process Information Culturally Aware Individuals Who: Culturally Aware Individuals Who: Understand and Appreciate Understand American American Ideas and Systems Ideas and Systems Understand and Respect Cultural Respect and Understand Cultural and Social Differences and Social Differences Acquire and Apply Knowledge and Skills to their Needs

Chapter III PAGE 47 Chapter III Chapter PAGE PAGE 48

Notes strategies, which assist students in achieving the ELOs. the achieving in students assist which strategies, otherare speakers guest and instruction Direct dilemmas. toparenting common of knowledge solutions to explore their groups discussion in work Parents next. to the learning and increase to resources of growth stage one from progress children their as community methods parenting effective use to learn Parents and learners. lifelong in society members responsible problem-solvers, effective become to children their and parents enable to activities and lessons the focus parenting skills through lectures, discussions, role-play and modeling. Teachers effective. are methods instructional that confidence with said be can it results, assessment on based conclusion, In instruction current incorporates technology and web of toresources facilitate student learning. Delivery effectiveness. instructional of student indication and an as attendance retention monitor Administrators instruction. class specific for need rubric a as of serves outline areas course A projects. and and understanding.reports essays, tests, successes through their for review and checking work setting their and complete goal Students re-teaching include: instruction, assessment, teachers by needs direct used activities strategies (TPR), Additional modeling. Response role-play audiovisual, and learning, Physical small-group scaffolding, Total learning, cooperative andragogy, as: approaches and methodologies such different includes each program by ESL needed skills The life student. and language the address to plans lesson develop ESL by specific addressing learning gaps. inBased on the gap needs analysis, instructors and After strengths student instruments. the evaluate instructors assessment the assessment, various initial using by students evaluate to trained of range wide are They curriculum. a technology-based and textbooks student in both given materials are still Instructors but expense. requirement own teacher’s a at longer encouraged no is this constraints, budget to due However, work and education with in their contracts. per workshops semester compliance growth two professional attend varying to required been by have teachers past, the evidenced In backgrounds. is experience instructors these of diversity research- of variety andragogy. in methodologies based a school’s incorporates the staff with instructional The consistent goals. learning and of purpose level high a at students engage that teaching has staff and designed implemented a number of activities instructional In In an toeffort maintain staff development to enhance classroom instruction, the Students in the Parent Education program achieve the ELOs and learn life and life learn and ELOs the achieve program Education Parent the in Students The education. adult in qualified highly and certificated are instructors ESL current andfuture needsofitsstudents. compatible withtheobjectivesofcurriculumandappropriate tothe The institutionutilizesdeliverysystemsandmodesofinstruction Criterion3 In the GED/ASE classes, the criterion for advancement and completion is based Not on a specific level of achievement. GED students are encouraged to attain a e s passing score 450-470 on the GED practice test before taking the formalized state GED test. Students in the GED/ASE classes must be able to read and study independently for comprehension since these classes accommodate multiple levels and subjects. Testing and evaluation for most courses incorporate teacher-prepared tests, performance evaluations and writing samples. Courses follow adopted district high school textbook and course outlines, and require a passing grade of 70%. Teachers generally employ a system of individual or small group instruction. Students working independently demonstrate critical thinking and problem solving. They attain content knowledge in academic subjects and demonstrate its application through completion of assigned tasks. A teacher in this program area uses needs assessment, goal-setting activities, small workgroups, problem solving activities, demonstration, direct and computer- assisted instruction. Teachers in the Citizenship program use computer assisted instruction, videos, demonstration, mock interviews, role-play and goal-setting activities. In addition, curriculum delivery is accomplished through a variety of modes: lecture, discussion, forms completion practice, group writing activities, formal, and informal assessments. Students become familiar with the ELOs through lessons and discussions and learn to connect their classroom knowledge to real- life situations.

Criterion 4 The institution identifies student learning outcomes for courses, programs, certificates, licensure exams, and other completion indicators; assesses student achievement of those outcomes; and uses assessment results to make improvements.

RACE demonstrated its commitment to implement a strong testing program by establishing the Research and Assessment Team, the “RAT” Pack, in 1999. The RAT pack manages the CASAS and EL Civics Assessment programs which include the Tracking of Programs and Students (TOPSpro) data collection system. The three members of the team prepare a master-testing schedule to assess students in the Citizenship, GED/ASE and ESL classes. Test reports for individual students and for the entire class are returned to the instructors within a short time. The reports include specific achievement for the competencies addressed at each test level. Teachers use this information to plan lessons, adjust the curriculum and group students to better enable them to successfully master the target competencies and achieve the ELOs. When individual students are both pre and post tested, yielding a “paired score,” a significant increase in the post-test score results in an achieved benchmark. The points needed for a significant increase in score vary slightly with the level of test taken. RACE generates revenue via CASAS and EL Civics assessments for all program areas:

Chapter III PAGE 49 Chapter III Chapter PAGE PAGE 50

Notes exceeds the state average pass rate of 75%. pass stateaverage the exceeds consistently which 86%, of rate pass average 2007,an haveof we As GED. the passing students RACE in resulted has pre-testing the of success The student. given subject matter; therefore, the teacher is able to a in plan profile student’s a a determine to course used of are pre-tests study the of for Results test. the GED assistance. and input with provided are students and classrooms, ESL of component integral an are assignments Oral topics. presented on information targeting quizzes and tests informal evaluation of speaking skills. Teachers also administer teacher-generated of pronunciation lessons on an ongoing basis, frequent writing assignments and comprehension, ensure to techniques checking worksheets used follow-up as a follow-up and activity for presented repeat, lessons, repetition review, include ESL the curriculum. to enhance also but data, test to student capture only not together work TestingBack-to-School Teamteachers The 2009. and August the in Meeting during teacher each to distributed were inserted which were binders, multi-levels in for plans by lesson curriculum various skills The life plans. the lesson creating enhance to learned information the applied They The chart below shows the units of potential revenue of (benchmarks.) potential units shows the below chart The have decreased due to lost paypoints However,revenue sources; therefore, instruction. fewer of classes are offered. delivery the improve to resources purchase to used are earned monies The Literacy, Citizenship. GED/ASEFamily and ESL, Benchmarks Year Teachers participated in an in-service training to analyze competency reports. GED students are given pre-tests to assess their readiness to take the official official the take to readiness their assess to pre-tests given are students GED students assess informally to instructors ESL by used strategies the of Some 2005-06 ,2 ,3 ,3 ,1 1,045 1,612 1,734 1,835 1,326 2006-07 2007-08 2008-09 2009-10 Students enrolled in ASE classes follow a contract as specified in the course Not outline. Assessment of progress is embedded throughout the contract, allowing e s the teacher to modify instruction and provide resource material for mastery of curriculum as needed. Portfolios and projects are required if appropriate to the course of studies. Frequent teacher consultation and follow-up provides an ongoing assessment of student progress. There is an “Ages and Stages” assessment form for students enrolled in the Parent Education program. Informal evaluation is ongoing, as parents are observed solving the everyday parenting problems that emerge and are discussed. Children are observed learning to share, cooperating in craft activities and being separated from their parents for a short time.

Criterion 5 The institution assures the quality and improvement of all instructional courses and programs offered including continuing and community education, short-term training courses and programs, and contract or other special programs, regardless of type of credit awarded, delivery mode, or location.

Programs offered are determined by the requests and needs of local businesses and community members. Enrolled students complete surveys indicating their needs for and interests in future classes. Individuals may propose class offerings and submit a syllabus based on expertise and relevance to the community. The Director makes the final determination as to the selection of classes to be offered. Class locations are scheduled according to availability within the District. Through community cooperation, two classes (ESL and Older Adult) are offered in non-school settings. RACE leadership, teaching staff and support personnel are professionally qualified for their positions. In addition to textbooks supplied by RACE, teachers research current materials to maintain high quality, relevant instruction in their classes. Program area team members meet several times during the year to evaluate their programs for effective learning outcomes and improvement of teaching strategies. ASE students uses current textbooks adopted by RUSD which meet state standards and are supplemented with approved technology software and programs such as Plato, Access 21st Century, Reading Plus, as well as interactive internet resources. RACE follows the same course outlines as used in the district’s high schools. Teacher observation and evaluation of student materials determine modifications to ensure timely completion of student contracts and projects.

Chapter III PAGE 51 Chapter III Chapter PAGE PAGE 52

NotEs Strengths: Growth Areas: Growth

Learning program have been eliminated. have been program Learning

software and of technology use Increased of stateaverage the 75% 2007. since

Funds for Parent Education Backpack Distance Distance Backpack Funds Education Parent for cutbacks. to due budget trips field Education above been rate of 86% continuously pass GED has offerings. course determining in considered

RACE no longer buses parents and children for Parent for children and parents buses longer no RACE Staff development meetings have been reduced from twelve to 3 per year. to twelve 3per from reduced have been meetings development Staff to sites. other ofhave transportation means no and communities those in reside who ESL students are community the and staff students, from Input revenue depletion. to offset growth professional and of personal areas the in courses to offer school the enabled has

The closure of two elementary school sites has affected affected has sites school ofelementary two closure The reduction. to due budget eliminated classes of fee-based number increased The form. “Ages the assessment Stages” implemented and has all in methods andragogy use RACE at Instructors RUSD Professional Resource Center was Center Resource Professional RUSD reasons. economic for courses fee-based Since the last WASC visitation, the Parent Education staff staff Education WASC Parent the last the visitation, Since achieve ELOs. the and program educational aquality receive students that ensures materials and strategies teaching of other variety of awide utilization Additionally, classes. Education Parent for andragogy and of pedagogy acombination well as as classes, Free Distance Learning for ESL and Citizenship became became Citizenship ESL for and Learning Free Distance The CBET Program was eliminated due to of due funds. lack was eliminated Program CBET The Not Evidence: California Benchmark Report e s Sample Memos from the Testing Team RACE catalogs – Fall 2010, Spring 2011 Multilingual brochures and other recruiting materials Schedules for classes Program syllabi and/or comprehensive outlines Assessment examples by program area Registration procedures for students in Staff Handbook Written procedures for adding or dropping programs in Staff Handbook CASAS test results, EL Civics assessments, GED test results, High School Diploma/ASE contract completion

Chapter III PAGE 53 Standard Program, Student and Institutional Outcomes

The institution uses established procedures to design, identify student learning outcomes for, approve, administer, deliver and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving courses, programs and student learning outcomes.

Criterion 1 The institution has established policies and institutional processes to guide the development and evaluation of courses and programs. These procedures lead to the assessment of quality and improvement.

ESL teachers identified appropriate student learning outcomes by realigning the course outlines to the new curriculum when All Star textbooks were adopted. CASAS competencies and Expected Student Learning Results were introduced in l999. In preparation for the 2005 WASC Self-Study report, the Leadership Committee and staff revised the ESLR descriptors in 2004 to make them more easily understood and remembered. In August of 2010, the Expected School- Wide Learning Results (ESLRs) were revised and renamed Expected Learning Outcomes (ELOs) to meet the current WASC standards. RACE staff does a course evaluation three times a year in the program area meetings. Program area leaders meet with their colleagues to discuss issues and academic concerns in order to improve and facilitate student performance, e.g., evaluating the curriculum and modifying ASE contracts and tests to improve student progress. Based on community needs or requests, any suggested course ideas are presented and proposed to the Director for approval. Once approved, the new classes are added. Any additional offerings must fall within the limits of District and state approved courses. In order to assess quality and improvement of instruction, informal observations are made by the Director during random class visitations. In the fall of 2010, each staff member, classified and certificated, made at least one classroom visitation during which a lesson was observed and students were interviewed by the observer. This experience provided an opportunity for all staff to gain a new perspective of what happens at RACE.

Chapter III PAGE 54 Subsequently, staff presented the results of their observations at a program Not area meeting. In order to participate in the sharing of their best practices, all e s teachers presented a typical lesson before their colleagues and administrators. Comments and feedback resulted in the consideration of new instructional approaches. In addition, student surveys provide a means for them to express their ideas about the quality of current classes, as well as possible new class offerings.

Criterion 2 The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, programs and certificates. The institution regularly assesses student progress toward achieving those outcomes.

Student progress is measured in a variety of ways, which include: ESL Reading and Listening CASAS EL Civics Student Portfolios Writing Samples Q u i z z e s

GED/ASE Practice GED assessments CASAS History and Government Concurrent High School Student Contracts History/Government chapter assessments English chapter tests English essays Oral, book, and novel reports Economic current events

Citizenship CASAS CIT (Citizenship Interview Test) CASAS History and Government Test

Chapter III PAGE 55 Chapter III Chapter PAGE PAGE 56

Notes from the Stateof the California. from completion GED of Certificate a receive students GED course. the of completion Edge the in RACEr’s acknowledgement and teachers certificates completion, with achievement course or student recognize program the of end the At completion. the is Citizenship U.S. of reception and interview citizenship the of passing The tests. results of their CASAS History and Government and CASAS Citizenship Interview results from CASAS and EL Civics module tests. Citizenship students receive the contract with a progress report issued to the student. In ESL, students their If progress. is progress receive tonot satisfactory, as students receive their an update on instructor their the by counseled are students program, ASE the In score. line improve to strategies teaching their performance. to student modifications necessary makes and the and assessment provides teachers with monitors results. The faculty analyzes test team results testing The instruction. of hours forty after post-tested and tests to guarantee a high level of quality instruction. level ahigh of quality totests guarantee and procedures classroom consistent management. of use the on agree to held been have rate pass percentages. national and state the surpasses High RACE GED,Citizenship, e.g. and Diploma classes, School some In quality. their on recommend based students others to that classes show the further results Survey good. is instruction of quality the feel students that suggest strongly surveys Student testing. CASAS Students Students receive a printout of their CASAS test results with an itemized line-by- classroom the entering upon pre-tested are students tests, CASAS Using h qaiy f ntuto i dmntae piaiy hog rsls f the of results through primarily demonstrated is instruction of quality The ESL classes use the same texts, and have the same EL Civics modules and modules Civics EL same the have and texts, same the use classes ESL Director the and aides instructional teachers, with meetings Area Program Parenting Education time to completion, and synthesis of learning characterizeallprograms.time tocompletion,andsynthesisoflearning High-level instructionandappropriate breadth, depth, rigor, sequencing, Criterion3

Backpacks Stages and Ages observations informal child and Parent Me About All . In the ASE program, a five credit report card is issued upon the upon issued is card report credit five a program, ASE the In . One criterion used to enhance sequencing is the use of universal EL Civics Not sections with fixed test dates for all classes and the use of module guidelines and e s prep questions. Teachers discuss breadth and depth of material during program area meetings. ASE students are given 65 hours to complete their contracts because that is the number of hours in a semester. To simulate an actual test, GED students take timed practice tests. State standards determine the breadth, depth, rigor and sequencing of instruction.

Criterion 4 The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

Teachers use a variety of delivery modes. Common among these modes are the use of audiovisuals (CDs DVDs, videotapes, computer programs); lecture (directed instruction) small group work, pairing of individuals, individual writing (Alpha Smart keyboards), dictation and role-playing. An audiovisual approach is often used due to its popularity among students and the technological innovations of the times. Teachers monitor student progress and make adjustments as needed. Instructors tailor teaching strategies to the learning style of the individual students, following the andragogy approach.

Criterion 5 The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

Data from CASAS test results and student surveys are readily available and used by staff in planning. The data are analyzed and distributed to instructors and students for feedback. Individual class student surveys are used by instructors in developing and modifying class instruction for future planning. After reviewing student survey results, teachers can determine immediate relevance of the program to the students’ needs. Results of the program evaluations are used by RACE in planning future course offerings. Programs are added or modified because of the analysis of the students’ assessments.

Chapter III PAGE 57 Chapter III Chapter PAGE PAGE 58

NotEs been charged for the past three semesters in all areas except High School School High except areas all in semesters Diploma. three past the for charged havebeen fees registration funding, in cut 46% a to Due funding. District and State of unpredictability the to due uncertain very is cycle planning This constraints. modification of class schedules, locations and hours is The significantly classes. due tofee-based of area budget the in true especially is This years. five past the planning by the revision, and modification addition of and classes overprograms Growth Areas: Growth Strengths: RACE demonstrates that it understands and embraces the notion of ongoing ongoing of notion the embraces and understands it that demonstrates RACE the results availabletoappropriate constituencies. institution systematicallystrivestoimprove thoseoutcomesandmakes outcomesforcourses,certificatesandprograms.student learning The planning toassure currency andmeasure achievementofitsstated The institution engages in ongoing, systematic evaluation and integrated Criterion6

consistently exceed the State’s exceed the consistently of average 75%. of 86% rates that pass GED achieving school the in

The successful pretesting of GED students has resulted resulted has of students GED pretesting successful The class. Education Secondary Adult and GED evening and morning the in management classroom

There is a renewed consistency in the procedures and procedures the in consistency arenewed is There achievement. student ongoing reflects benchmarks

Creation of an ESL teacher webpage as a new method of communication. anew method as webpage ESL of teacher an Creation staff. and teachers among communication of number the in RACE’s increase continual (RAT team pack) Assessment and Research by the reflected of students assessment thorough

Increase the use of e-mail as a means of ameans as of e-mail use the Increase students. for Certificates Achievement and to ongoing, an commitment strong avery has RACE CASAS team. testing Increase teacher awareness of the availability of Recognition of Recognition of availability the awareness teacher Increase efficient and vigorous avery has RACE Not Evidence: Course evaluations e s Program area meeting minutes Fee based class proposals Course catalog Teacher observation/questionnaire Student surveys Lesson plans CASAS test results EL Civics test results Student portfolios Writing samples Teacher generated quizzes Practice GED assessments CASAS History and Government Concurrent High School Student Contracts History/Government chapter assessments English chapter tests English essays Oral, book, and novel reports CASAS CIT (Citizenship Interview Test) All About Me Parent and child informal observations Ages and Stages Backpacks

Chapter III PAGE 59 Standard Student Support Services

The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.

Criterion 1 The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of delivery, support student learning and enhance achievement of the mission of the institution.

RACE determines course programs based on community requests, e.g. many residents want to learn or improve their English skills, so the demand is evident that ESL classes be offered on multi levels. Student surveys are conducted twice a year and based on the results, new classes are added and advertised in the course catalog. Although working students have requested afternoon and early morning ESL classes, these classes have been eliminated due to the current budget situation. Distance Learning has been modified to a fee-based course due to the low enrollment because of the high cost of the registration fees. Low attendance affects some class offerings, which in turn contributes to a declining enrollment. The RACE Mission, “To inspire students to develop and achieve their goals through quality educational programs,” is the driving force behind the flexibility of course offerings, providing new and interesting classes to an ever-changing community. Fee- based courses have recently become more work oriented due to the current economy. Students are returning to the adult school to obtain their GED and High School Diplomas to become more competitive in the job market according to the student/counselor interviews. Fee-based courses continue to address the needs of students who aspire to improve their personal lives and goals – courses such as massage therapy, zumba and Spanish for adults continue to attract new and returning students. The Older Adult class is designed to offer lifelong education for personal growth, self-development, economic self- sufficiency and opportunities to participate in special activities.

Chapter III PAGE 60 Counseling services are available to students to evaluate transcripts, especially Not for GED/ASE students who are pursuing higher education for professional e s careers. The Counselor visits off-site classes advising students of educational opportunities and community resources. Office staff advises students and answers questions about fee-based classes in multiple languages e.g. English, Spanish and Chinese.

Criterion 2 The institution provides a catalog for its constituencies with precise, accurate and current information concerning the following:

The catalog is published three times a year corresponding to the fall, spring and summer sessions. A majority of the summer classes are fee based since budget cuts have brought about the cancellation of regular summer classes. Catalogs are mailed to over 55,000 homes in the surrounding areas of La Puente, Rowland Heights, Walnut, West Covina, Diamond Bar and Hacienda Heights. Due to the budget cuts, the new catalogs have been condensed. RACE has an active webpage, which includes all the contents of the catalog on-line. The catalog is in compliance, meeting the needs to state the school’s policies: academic and personal records, refund of fees, sexual harassment statement, grievance and complaint procedures, acceptance of transfer credits, nondiscrimination statement, and academic regulations. Regular and fee-based course descriptions in the catalog include information on staff, dates and times, location, and registration fees.

Chapter III PAGE 61 Chapter III Chapter PAGE PAGE 62

Notes which are appropriate for their students’ level students’ of understanding. their for appropriate are which Test.EZ by-Step Interactive Start and utilize Many linksother webpage teachers Step- 21stCentury, Access Reader, Lexia Plato, All-Star, achievement: student surveys. staff and by staff and are administration. Recommendations made based on these student goals. educational their pursue and had indicated this was which a service allowed necessary them to attend classes students though even services babysitting of elimination the in resulted funding elimination The space limitations restrictions. of financial and considering CBET by preferences student to responds RACE class environment. school teachers, and schedules materials, class with satisfaction about: ask questions Other survey classes. Improvement” “Accent and Pronunciation” on Emphasis the of respect to preference of programs, suggestions to vary offerings, e.g. “Introduction held. be will classes where sites school the to and communities surrounding the within publication. Staff revises it. Fifty-five thousand catalogs are mailed to residences by and phone. webpage home RACE the on community the to communicated are classes of updates and Changes printing. after occur changes some document, available toreadily it is a the Since time-dated public. and accurate catalog the make to is goal The in-person. and fax, on-line, mail, by courses for up sign to options various the given and procedures registration the of aware made are Students locations. class and maps includes and photos, AE rvds tdn sres o s suet aot hi eprecs in experiences their about students ask to surveys student provides RACE type, by classes organizing by structured well and friendly user is catalog The RACE offers the following on-line learning resources at all sites to reinforce reinforce to sites all at resources learning on-line following the offers RACE analyzed and tabulated are results sites; all at conducted are surveys Student before months catalog school the on working begin members staff Office to address thoseneeds. its studentpopulationandprovides appropriate servicesandprograms The institutionresearches supportneedsof andidentifiesthelearning Criterion4 where otherpoliciesmaybefound. The institutionprovides informationonthelocationsorpublications Criterion3 Not

Criterion 5 e s The institution designs, maintains, and evaluates counseling and/ or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function.

RACE employs a part-time counselor who advises students academically and evaluates necessary documentation especially in the area of high school and GED to help students achieve personal success and attain career goals. Future possibilities are discussed and student options are explored. Students are encouraged to consult with the counselor in the areas of higher education including advice about scholarships and financial aid. The counselor frequently attends workshops and seminars regarding GED and High School Diploma requirements. He also receives updates from other community resources and governmental agencies. The counselor informs faculty and staff about progress of GED/High School/ASE students with current information. He visits off-site locations to explain and offer his services.

Criterion 6 The institution maintains student records permanently, securely and confidentially with provision for secure backup of all files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records.

RACE maintains student records securely and follows established policies for release of student records. The records have a microfilm backup at the local site and copies are maintained in a distinct location by the contracting computer service. Hard copies are securely maintained for seven years in the district warehouse. RACE has an established policy for release of records. Release to institutions requires a signed permission from the student and proof of identity is required.

Chapter III PAGE 63 Chapter III Chapter PAGE PAGE 64

NotEs for graduation. for needed credits determine to student the with follow-up academic individual an determine staff and Director does the counselor registration, The reviewAfter ofafter results. the survey changes services. support student and programs of Evidence: Areas: Growth Strengths: RACE provides student surveys twice a year to determine the effectiveness effectiveness the determine to year a twice surveys student provides RACE evaluations asthebasisforimprovement. outcomes.Theinstitutionusestheresultsstudent learning ofthese services provides evidencethattheycontributetotheachievementof adequacy inmeetingidentifiedstudentneeds.Evaluationofthese The institutionevaluatesstudentsupportservicestoassure their Criterion7

RACE offers a multitude of on-line learning learning of on-line amultitude offers RACE

sites. all at preparation student for resources they leave, as students haveall for exit survey should an class Each to measure the quality of the programs offered by RACE. offered of programs the quality the to measure field. his in to current keep meetings informational and workshops of seminars, avariety attends who Community Resource Guide Resource Community Community Connections Pamphlet Family Resource Center Family Resource Rainbow Guide Guide Rainbow Workshop/seminar and handouts agendas GED/ASE contracts student On-line resources On-line Counselor appointment book appointment Counselor Distance Learning teaching materials teaching Learning Distance Student surveys Student Multi-level class offerings class Multi-level Course catalog Course counselor experienced and adedicated has RACE Standard Human Resources

The institution employs qualified personnel to support student learning programs and services wherever offered and/ by whatever means delivered, to ensure institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.

Criterion 1 The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training and experience to provide and support these programs and services.

RACE leadership, teaching staff and support personnel are professionally qualified for their positions. All teachers must have passed the CBEST and hold a valid California Teaching Credential. Classified personnel are tested and evaluated by RUSD. This process consists of qualifying for the posted position, followed by a personal interview. Employees may be selected based on language needs. All fee-based instructors are professional experts in their fields. Many own their own businesses in the community. They are dedicated to the philosophy of RACE’s Mission and Vision statements in creating and maintaining a student-centered environment, as well as providing a quality education. Most instructors have years of experience in adult education. Preference is given to applicants who have previous experience in adult education. RACE verifies that all teachers are properly credentialed. About twenty-six percent of the certificated staff holds Master’s degrees. The length of service for credentialed staff at RACE varies from 2 to over 30 years of experience. The teaching and support staff has been reduced by approximately 50% from seventy to thirty-five members. Since the last WASC review, the Program Specialist and Testing Coordinator positions have become vacant.

Chapter III PAGE 65 Chapter III Chapter PAGE PAGE 66

Notes Bettar, Rocky STAFFOFFICE Joseph Miraglia, COUNSELING Odegaard, Linda ADULTS OLDER Ynoquio, Wilder Toda, Peggy Joey Ramirez, Duker, Janet Chavez, Norman ADULT SECONDARY EDUCATION Peter Doherty, Edgar Cruz, ESL/CITIZENSHIP Ann Joey Ramirez, Bridgewater, Colleen PARENT EDUCATION Janna Socash, Takanashi, Ami Rosa Leon-Blanco, Johnson, Chris Carmen Elsahrgty, Ynoquio, Wilder Mark Ramirez, Lopez, Nancy Marieann Han, Grace Grubbs, Kristen Garcia, Duker, Janet Edgar Cruz, Cynthia Clark, Donald Atherton, ESL Name Years of Experience Years of at RACE at 30 29 16 10 18 12 12 12 11 11 11 11 11 6 4 6 4 5 6 2 5 3 4 5 9 4 5 Leadership Team members have an average of over 22 years of experience in Not education. They demonstrate their commitment to RACE’s Mission and Vision as e s a focus in decision making at all levels. This is particularly evident in the areas of school resources and curriculum. The emphasis on staff development is another example of commitment by the administration and staff to continuously upgrade instruction and provide quality programs. Staff members understand and value the benefits of professional development. Before the budget cuts, provisions were made for staff to attend a wide variety of in-house, regional, statewide and county workshops and conferences related to adult education. Ample latitude was given to staff members to choose workshops and training activities. Staff members have also presented workshops at conferences. They continue to publish professional materials and provide peer presentations at in-house training meetings. Information from outside conferences attended by staff members is shared through program area, leadership, and staff meetings, as well as handouts. Program area meetings provide an avenue of communication between administration and the teaching staff. Program Area leaders share information from Leadership Team meetings and keep their colleagues apprised of staff development opportunities. Ongoing staff development at regular meetings is provided. Topics such as “Review WASC Process,” “Vote on New Vision and Mission Statement,” “Review- Revise ESLRs/ELOs,” and “Applications of Andragogy as it is used in Adult Education” have been presented. Staff has indicated that additional training in the area of technology is needed. The Director of RACE is active at both local and state levels in adult education as well as in career technical education. He is viewed by staff as a source of information regarding legislation at both state and national levels. Staff members attend meetings held by the San Gabriel Valley Consortium of Adult Educators, CATESOL, CalPro, Association of California School Administrators (ACSA), California Association of Leadership for Career Preparation (CALCP), California Department of Education (CDE) and WASC visitations among others.

Criterion 2 Criteria, qualifications and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution.

Positions are announced through posted flyers, EdJoin, the RUSD Hotline and webpage. The District personnel department screens classified employee applications. If the applicant meets the job description and passes a qualifying test, he/she is then invited to the interview process. After passing the interview process, the applicant is placed on the eligibility list for hiring.

Chapter III PAGE 67 Chapter III Chapter PAGE PAGE 68

Notes score. A benchmark chart is posted in the office, and an ongoing report of the of report ongoing an and office, the in posted is chart benchmark A score. test previous the from post-test a on higher points of number given a is which success. for opportunities increase and needs student meet to modified then is program instructional The days. few a within teachers and students the to provided are tests the these of using results The intervals tests. CASAS state regular at assessed are quizzes RACE generated at students teacher most to tests, addition and In Team. Leadership the of also is member team a testing the of member oversee a toCurrently, RACE. pack) at (RAT program Team testing Testing the and Research a of establishment the in informal have areas program various in progress. student about themselves teachers among discussions addition, improve In to methods and instruction. progress students’ discuss to groups area program improvements. necessary for recommendations makes He personnel. classified and certificated all of effectiveness and the evaluate ensure to classrooms visits Director The supervisor. his/her by annually ih h RC Drco t esr te plcn i cmitd mtvtd and motivated, committed, of new faculty. not involved is selection the in staff The is experienced. applicant the ensure to Director RACE the with interview an for invited is applicant the position, the for requirements the meets credential status to for RUSD department personnel approval. Once oran applicant card security social license, certificate,birth original transcripts, fingerprints, driver’s verification of their CBEST and test, TB current employers, previous uig tf meig, etfctd n casfe saf ebr bek into break members staff classified and certificated meetings, staff During out filled are that employees classified all for forms evaluation has RUSD Student Student progress is indicated by “benchmarks” achieved on CASAS evaluation, reflected is Director RACE the by shown progress student to commitment The etfctd plcns umt plcto, eue ltes f eeec from reference of letters resume, application, submit applicants Certificated of theirevaluation,effectiveness inproducingoutcomes. those learning outcomesmaintainasacomponent achieving statedstudent-learning Faculty andothersdirectly responsible forstudent progress toward Criterion4 evaluations are formal,timelyanddocumented. personnel andencourageimprovement. Actionstakenfollowing expertise. Evaluationprocesses seektoassesseffectiveness of institutional responsibilities andotheractivitiesappropriate totheir including performanceofassigneddutiesandparticipationin institution establisheswrittencriteriaforevaluatingallpersonnel, evaluating allpersonnelsystematicallyandatstatedintervals.The The institutionassures theeffectiveness ofitshumanresources by Criterion3 number of total benchmarks is announced at staff meeting and at Leadership Not Team meetings. In general, the number of benchmarks attained is indicative of the e s success of the instructional programs. The Leadership Team receives ongoing information about student progress from the program areas through reports and informal discussion. In Parent Education classes, student progress is measured primarily through observation. This method ensures the child’s ability to participate in-group activities with an instructional assistant or another parent and the parent’s ability to use appropriate parenting skills. Parent Education staff is in the process of developing a method to track learning outcomes for the adult student. This will help the teacher with student concerns; for example, to help a student seek referral for speech and language development. Issues and concerns are discussed during program area meetings with other teachers and the school counselor, if needed. In the ESL program, instructors assess student-learning outcomes using a wide variety of methodologies and activities. Since all classes are multi-level, it is an on-going challenge to clearly delineate and define the specific competencies to be achieved at each level. Although teachers assess students in their classes both formally and informally, it is difficult to use the level descriptors in a multi- level class. In the Citizenship Program, quizzes, teacher-created tests and group activities provide information to the teachers on the progress their students are making. Students who have taken the naturalization interview are encouraged to return to class to report the outcome and provide motivation to other students. The success of the program is reflected in that 96% of students in the program become citizens. Student contract completion, GED pre-test and formal test results, CASAS evaluation results, essays, oral reports and book reports track student progress in the GED/ASE program. Computer program tracking and management reports generated by academic software also track student progress. A system developed at RACE categorizes students according to the number of credits they need to complete their high school diploma. This provides motivation for them as they see their progress charted on posters. Students who have completed all the requirements for a diploma are classified as “G1- Graduates.” Students who have only 1-10 credits to complete are “G2-Almost There.” When students have 11-25 credits to complete, they are added to the “G3-Closer Than You Think” chart. This chart provides visual motivation to keep students focused on their goals. The new GED pre-test process as recommended by teachers has proven to be very successful. In the past, students took a two-part test, which consisted of the test book, and official practice test. With the new testing procedure, students take the official practice test and utilize the book tests as study guides. This new procedure eliminates the need for students to take numerous tests and assists in narrowing the learning gap. In addition, the GED testing schedule has changed from Tuesday and Thursday to Tuesday, Wednesday and Thursday.

Chapter III PAGE 69 Chapter III Chapter PAGE PAGE 70

Notes additions are welcomed. are additions throughout the year, and all members’ forstaff comments and recommendations information for handbooks intheir to refer to meetings encouraged strongly is School” Staff August. to “Back summer, the the at Over redistributed and June. updated in are books meeting the staff final the at handbooks their submit staff. and students RACE to is This an and in safe ethical maintain for property. an environment effort both students, and the Zero Tolerance policy regarding alcohol and tobacco on school with fraternizing fixed topics such as sexual by addressing harassment, annually employees its in behavior ethical fosters administration The included. also are school-wide the Core Values, and with the Mission and Vision statements of along both RACE and the policies, RUSD on information and charts responsibilities. Organizational and procedures information, updated and pertinent contains “Back-to-School” meetings. and environment professional a annually upholds such policies and procedures are conveyed and to all staff during the August values RACE Code. Education California the with aligned are turn in which procedures, and policies District’s average is 86% and the state average is 75%. 86% is stateaverage is the average and RACE’s2009-2010, For average. state the than higher consistently is students GED RACE for rate passing The content. matter subject the for prepared when test the of portion a take to allowed also are Students an test. or per 450 tests of five average all remedial for 2250 of provide minimum a to need students instructor GED needed. the if work allowing weaknesses, and strengths their indicates pre-test The test. GED actual the taking before more or 470of score test practice GED a attain students that recommended is It rate. passing the on The additional day has helped alleviate student and anxiety have a positive effect ouin o hw o ov te rbe. n eape a mdfig the a in fashion. timely more modifying contracts completing students was and scores test example improved in resulted One have problem. the solve government course contract to bring it to in line with other subjects. These changes how on solutions taken. of course 70% achieve each in ascore must higher or RACE policies and procedures are in line with the Rowland Unified School School Unified Rowland the with line in are procedures and policies RACE h Saf adok s pae anal. l saf ebr ae eurd to required are members staff All annually. updated is Handbook Staff The which Handbook, Staff RACE a given is staff all meetings, the During In In order to obtain a course completion grade slip, students in the ASE programs When problems occur in the ASE program area, instructors meet to discuss discuss to meet instructors area, program ASE the in occur problems When personnel. The institutionupholdsawrittencodeofprofessional ethicsforallofits Criterion5 New employees are required to become familiarized with the RACE Staff Not Handbook upon accepting employment. Updates in legislation are presented to e s all staff at meetings along with changes in programs, procedures and policies.

Criterion 6 The institution maintains a sufficient number of qualified faculty. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution’s mission and purposes.

As a result, of the recent state funding, RACE was impacted with a 46% decreased budget. Faculty and staff were reduced from seventy (70) to thirty- five (35) members. However, this financial impact has not diverted RACE from its Mission and Vision to uphold and offer high quality adult education to the community. The RACE Director is the active coordinator of the institution and administrative support staff. Due to the elimination of the Program Specialist and Testing Coordinator positions, RACE administration now consists of the Director, Counselor and Teacher Specialist. The administration decides appropriate program offerings and support services in accordance with the current school budget. The commitment by RACE to respond to community, student and staff needs is demonstrated by the ongoing services despite the reduction of school funds in recent years. RACE administration strives to match instructors with courses that best fit their experience, background and field of preference. Preferences for hiring are given to applicants who have previous adult education teaching experience and possess a proper credential. Due to budget cutbacks, the Program Specialist position has been eliminated. In previous years, the Program Specialist assisted in the hiring and placing process of each teacher. To ensure ongoing quality of instruction, random observation of instructors takes place throughout the school year by the Director. Certificated staff completes a written evaluation of their instructional aides annually, which in part determines if a pay increase is applicable. The Leadership Committee and support staff meet regularly with the Director to discuss the needs of the program areas and services. The Leadership team meets monthly to plan, discuss and evaluate programs and services. Input from staff, teachers and community stakeholders is always welcomed and encouraged. At the beginning of each school year, the administration decides on support services for each program offered, dictated mainly by the budget available in order to uphold and maintain quality adult education at RACE. RACE uses Certificated and Classified surveys each year to help evaluate the effectiveness of their programs and services.

Chapter III PAGE 71 Chapter III Chapter PAGE PAGE 72 *Completed 10/13/10bythe Office ofStudent Assessment (KA).

Notes 21. 20. 19. 18. 17. 15. 14. 13. 10. 28. 27. 26. 25. 24. 23. 22. . 1 1 16 12 9. 8. 7. 6. 5. 4. 3. 2. 1. training programs? learning? encourage studentparticipation? future? modeled amongstaff. Counseling Center, suchas: *(Multiple Marks) prepare youtoteachandenhancestudent movement ofstudentsfromonelevelclass classroom? student feedback? *(Multiple Marks) progress intheclassroom? maintained: Overall, Iamhappyatwork. If so,haveyouavailedyourselfofprofessional Do youhaveopportunitiesforprofessional Does thestaff development/trainingbetter I recognizeandrewardstudentsthrough: I assessmystudents'progressthrough: Do studentsunderstandtheirindividual Do youworkwithstudentsoutsideofclass Students andStaffDevelopment Course outlinesarecurrentandprepare Curriculum, Cont'd Do youadjustyourcurriculuminresponseto How wellhaveELObeenintegratedintoyour Assessment instrumentsareinplaceforthe Curriculum The equipmentIuseiswellmaintained. I caneasilygettheinstructionalmaterials, Respect forracialandethnicdifferences are I feelthatreceivesupportfromthefollowing: Teachers to Support Do youeverinvitecommunityspeakerstoyour Do youreferstudentstoothereducationaland Do youpromotecommunityactivitiesand Student SupportServices,Cont'd Are youawareoftheservicesoffered bythe Student SupportServices The following area are adequate and well The size,arrangementandfurnishingsinmy Do youfeelsafeatyourjobsite? Are youawareofthesafetyandemergency The school'sprogramiseffectively publicized. Hiring practicesattheschoolarefair. Do youthinkthatthe Adult Schooladmin Are teachersinvolvedindecision-making Site Administration andManagement time? which relatestotheirresponsibilities? to another. to plans oncampus? *(Multiple Marks) executes responsibleresourceplanningforthe growth oppstostaycurrent… supplies, andequipmentIneed. classroom supportmyinstructionalprogram. students forthefollowing: growth? instructional program? *(MultipleMarks) *(MultipleMarks) *(MultipleMarks) WASC Teacher Survey 2010

Responses Responses Responses Responses Responses Responses Responses Responses Responses Responses Responses Total # Total # Total # Total # Total # Total # Total # Total # Total # Total # Total # 12 16 16 15 16 16 16 16 16 16 16 16 15 16 16 16 15 16 16 16 15 16 16 16 16 16 10 12 Number ofResponses:16 WASC TEACHER SURVEY -2010 In-Class Recognition Vocational/ Career Progress Charts Administration Continuing Ed Continuing 16 10 13 10 12 14 1 1 1 1 1 1 N N N N N N N N N N N 0 8 9 9 7 5 6 6 6 4 6 2 7 6 4 7 9 0 1 Restrooms Always Always Always Always Always 100.0% 50.0% 60.0% 68.8% 68.8% 62.5% 56.3% 43.8% 31.3% 68.8% 37.5% 40.0% 37.5% 81.3% 25.0% 40.0% 12.5% 62.5% 43.8% 40.0% 25.0% 43.8% 56.3% 75.0% 87.5% 0.0% 0.0% 8.3% % % % % % % % % % % % (N= 16) Lunch/Eating Lunch/Eating Area Most oftheTime Most oftheTime Most oftheTime Most oftheTime Most oftheTime Academic/GED Presentations 15 14 10 14 Employment N N N N N N N N N N N 6 6 4 5 5 4 8 9 5 6 5 7 7 5 8 1 7 7 3 4 5 2 3 5 Certificates Projects/ Clerical 50.0% 93.8% 87.5% 40.0% 25.0% 31.3% 31.3% 25.0% 50.0% 56.3% 31.3% 37.5% 33.3% 43.8% 43.8% 31.3% 53.3% 62.5% 43.8% 46.7% 18.8% 25.0% 31.3% 12.5% 87.5% 30.0% 41.7% 6.3% % % % % % % % % % % % Student Observation Bulletin/Newsletter 10 14 14 Involvement N N N N N N N N N N N 3 0 1 0 1 2 1 2 0 4 4 3 8 1 7 9 1 2 6 4 2 1 8 3 2 Community Community Counseling Sometimes Sometimes Sometimes Sometimes Sometimes Campus ESL 25.0% 62.5% 87.5% 12.5% 12.5% 25.0% 26.7% 18.8% 50.0% 87.5% 43.8% 56.3% 13.3% 37.5% 25.0% 12.5% 50.0% 30.0% 16.7% 0.0% 6.3% 0.0% 6.3% 6.3% 0.0% 6.7% 6.3% 6.3% % % % % % % % % % % % Daily StudentWork/ School Recognition School Offsite Locations Personal Growth Resource/Tech 13 12 1 1 Participation N N N N N N N N N N 0 0 0 0 0 0 0 0 0 0 0 0 4 0 5 1 0 1 0 0 1 8 2 1 Support Never Never Never Never Never 68.8% 25.0% 81.3% 31.3% 75.0% 50.0% 20.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 6.3% 0.0% 6.3% 0.0% 0.0% 6.3% 8.3% % % % % % % % % % % 16 1 1 1 1 N N N N N N N N 3 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 2 1 0 0 2 3 Don't Know Don't Know Don't Know Don't Know Don't Know Classroom Custodial Testing 100.0% 68.8% 12.5% 68.8% 20.0% 25.0% 25.0% 0.0% 0.0% 0.0% 0.0% 0.0% 6.3% 0.0% 0.0% 6.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 6.3% 0.0% 0.0% % % % % % % % % Not

WASCWASC Classified CLASSIFIED SURVEY - 2010Survey

Number of (N=Responses: 10) 10 e s

Personal 1. How many hours per week do you work for the Under 10 1 5 Tot# = 10 10-20 Hours 4 40.0% 21-30 Hours 0 0.0% 31+ Hours Division of Adult Ed? Hours 10.0% 50.0% 2. How many years have you worked in the Under 5 4 3 3 Tot# = 10 6-10 Years 10+ Years Division of Adult Ed? Years 40.0% 30.0% 30.0% 3. Age Group: 1 1 2 5 1 Tot# = 10 20-30 31-40 41-50 51-60 60+ 10.0% 10.0% 20.0% 50.0% 10.0%

4. What training and/or education do you have in 1 HS Diploma/ 6 BA/BS MA/MS Tot# = 9 Work Exp. AA Degree 2 22.2% 0 0.0% 0 0.0% the area you are working in? 11.1% Prof Cert 66.7% Degree Degree 5. Ethnic background: 3 Hispanic/ 5 Black/ 2 Tot# = 10 White 0 0.0% Asian Other 0 0.0% 30.0% Latino 50.0% African Am 20.0%

Always Most of the Time Sometimes Never Don't Know Total # Site Administration and Management Responses N%N%N%N%N% 6. Are you involved in decision-making which relates to my responsibilities? 10 2 20.0% 5 50.0% 1 1.0% 2 20.0% 0 0.0% 7. Do you think the Adult School admin executes responsible resource planning for the future? 9 6 66.7% 3 33.3% 0 0.0% 0 0.0% 0 0.0%

8. Do you feel part of the Adult Ed team? 10 8 80.0% 2 20.0% 0 0.0% 0 0.0% 0 0.0% 9. Do you feel safe at your job site? 10 5 50.0% 5 50.0% 0 0.0% 0 0.0% 0 0.0% 10. The admin provides me with sufficient resources to do my job well. 10 8 80.0% 2 20.0% 0 0.0% 0 0.0% 0 0.0% Student Support Services 1 1 . The student registration process and procedures are convenient and effective. 9 5 55.6% 4 44.4% 0 0.0% 0 0.0% 0 0.0%

In-Class Recognition Certificates Bulletin/Newsletter School Recognition Total # Student Support Services, Cont'd Responses N%N%N%N% 12. Students are recognized through: *(Multiple 10 5 50.0% 4 40.0% 5 50.0% 5 50.0% Marks)

District Admin Administration Teachers Counseling Total # Support to Staff Responses N%N%N%N% 13. I feel that I receive support from the following: 10 4 40.0% 7 70.0% 4 40.0% 2 20.0% *(Multiple Marks)

Always Most of the Time Sometimes Never Don't Know Total # Responses N%N%N%N%N% 14. Respect for racial and ethnic differences is modeled among staff. 10 8 80.0% 2 20.0% 0 0.0% 0 0.0% 0 0.0% 15. If your job performance feedback is less than satisfactory, are you given the support and 10 5 50.0% 2 20.0% 0 0.0% 0 0.0% 3 30.0% resources to improve? 16. I can easily get materials, supplies, and equipment I need. 9 7 77.8% 1 11.1% 1 11.1% 0 0.0% 0 0.0% Curriculum 17. Do you have opportunities for professional growth? 10 5 50.0% 2 20.0% 2 20.0% 1 10.0% 0 0.0% 18. If so, have you availed yourself of these opportunities in the last year? 8 0 0.0% 3 37.5% 1 12.5% 3 37.5% 1 12.5% Conferences/ School/District In- College Classes Workshops services Adult Ed Classes Other Total # Responses N%N%N%N%N% 19. What professional growth activities have you participated in within the last year? 9 1 11.1% 2 22.2% 2 22.2% 0 0.0% 4 44.4% By adjusting my No workshops are As part of my assigned schedule to include offered in my job skill work hours paid time On my own time I do not attend area Total # Responses N%N%N%N%N% 20. I can go to district provided in-services related to by job… 9 4 44.4% 1 11.1% 0 0.0% 2 22.2% 2 22.2%

*Completed 10/13/10 by the Office of Student Assessment (KA).

Chapter III PAGE 73 Chapter III Chapter PAGE PAGE 74

Notes and discusses student data to determine any need for improvement. for any need to data determine student discusses and reviewed by the Leadership Team monthly. The RACE Leadership Team evaluates improved and learning student teaching for techniques. effectiveness feedback its determine presentation, to development collected is professional a After if development, allows. professional budget the the for arranges and topics requested most the Director informs and discusses them with the Leadership Team. The them to team each staff member during meetings. Survey identifies results are tabulated and the budget current reduced. severely been has the development professional crisis to due 2009-10 year school the in However, employment. the to request written by done Director. be must it records, personnel their to access wish employees If Manager. Office the of supervision direct the under secured kept are records Personnel policies. survey RACE with staff content on are personnel Based results, procedures. and policies discuss to meetings Cabinet and the employee lounge. The Director meets regularly with colleagues at District handbook employee the in policies personnel publicizes also RACE knowledge. rfsinl eeomn hs en eurd y AE s cniin of condition a as RACE by required been has development Professional public are which policies, commission personnel RUSD the follows RACE AE vlae erlmn ad ls sz wel, hc i rpre and reported is which weekly, size class and enrollment evaluates RACE distributes and needs develops a on Director teaching learning and The survey basis forimprovement. development programs andusestheresults ofthese evaluationsasthe of itspersonnel.Theinstitutionsystematicallyevaluatesprofessional institution plansprofessional developmentactivitiestomeettheneeds needs.The mission andbasedonidentifiedteachinglearning continued professional development,consistentwiththeinstitutional The institutionprovides allpersonnelwithappropriate opportunitiesfor Criterion8 and procedures are equitablyandconsistentlyadministered. procedures thatare availableforinformationandreview. Suchpolicies The institutionsystematicallydevelopspersonnelpoliciesand Criterion7 and usestheresults oftheevaluationasbasis forimprovement. institution systematicallyassessestheeffective useofhumanresources Human resource planningisintegratedwithinstitutionalplanning.The Criterion9 RACE analyzes its enrollment data, student registration, Administrative Software Not Applications Program (ASAP) reports and budget in addition to office staff E meetings, leadership meetings, program area meetings and staff development s meetings to determine hiring priorities. Certificated applicants will submit an application, resume, letters of reference from previous employers, current TB test, driver’s license, social security card or birth certificate, original transcripts, fingerprints, verification of their CBEST and credential status to RUSD personnel department for approval. Once an applicant meets the requirements for the position, the applicant is invited for an interview with the RACE Director to ensure the applicant is committed, motivated and experienced. The staff is not involved in the selection of new faculty. Classified personnel are tested by RUSD. These tests qualify the applicant for needed positions. This is followed by a personal interview. Employees may be selected based on language need. RUSD has evaluation forms for all classified employees that are filled out annually by the supervisor. The Director visits classrooms to evaluate and ensure the effectiveness of all certificated and classified personnel. He makes recommendations for necessary improvements. RACE personnel records are secured in the administration office under the direct supervision of the Office Manager. If employees wish access to their personnel records, it must be done by a written request to the Director.

Strengths: RACE Leadership and Program Area teams facilitate collaboration and support among its highly qualified and dedicated staff to serve the varied needs of students. RACE teachers use andragogy as an approach and method to facilitate adult learning.

Growth Areas: RACE needs to develop a process to evaluate certificated personnel in addition to the Director’s classroom visits. ESL student placement continues to be a concern especially due to multi-level classes. A placement procedure needs to be implemented in order to streamline the ESL classes at AEC1 to create single-level classes for better instruction.

Chapter III PAGE 75 Chapter III Chapter PAGE PAGE 76

Notes Evidence: Faculty handbook Documentation of faculty participation in professional growth activities growth professional in participation of faculty Documentation of faculty growth professional for Plan evaluation staff for Plan member staff each for evaluations formal written of annual Copies member staff administrative and instructional of each Résumé Job descriptions Faculty orientation programs forms evaluation Personnel procedures hiring listing Document meetings of planning Minutes Standard Learning Resources

Learning resources for students are sufficient to support the institution’s educational programs and other activities in whatever format and wherever they are offered. Such services include library services and collections appropriate to the size and scope of the institution, its courses and programs. There are tutoring programs, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that learning resources may be used effectively and efficiently. The institution systematically assesses these resources using student learning outcomes, faculty input and other appropriate measures in order to improve the effectiveness of the resources.

Criterion 1 The institution supports the quality of its instructional programs by providing library, technology and other learning resources that are sufficient in quantity, currency and variety to facilitate educational offerings.

Each year staff completes a needs assessment, which includes an evaluation of the use of technology and materials at the main site and off-site locations. This has resulted in installation of more computers, DVD capability, and acquisition of an off-site interactive “Smartboard.” The staff budget does not allow for a librarian, but there are reference materials available in the main office workroom. Staff has access to an extensive collection of resource materials for ESL, EL Civics, ASE and Citizenship. Instructors use these materials on a regular basis. The Los Angeles County Library (Rowland Heights) has a modern, comprehensive library one block from the school site. There is close cooperation between RACE and the Rowland Heights library. Students use the library extensively. Needs in the area of technology are assessed each year by OTAN Technology and CTAP2 surveys. The Technology Committee prepares a technology survey for the students, and a staff survey for comments and evaluation of resources and needs. The results of these surveys are reviewed by the Leadership Team and the Director and courses of action are discussed. Often specific technological needs are discussed at the leadership meetings. At many off-site locations, RACE uses existing classrooms and arrangements must be made with the local principals. RACE has invested in many software programs such as All-Star, Plato Pathways, Step-by-Step Interactive, Lexia Reader, Access 21st Century, and Start EZ Test.

Chapter III PAGE 77 Chapter III Chapter PAGE PAGE 78

NotEs to the number and accessibility of computers in the classroom. the in of computers accessibility and to number the as vary locations Off-site the Internet. and to computers access provide student based utilizeclasses the computer lab as well. All at classrooms AEC1 and AEC2 to a.m. 4:008:00 p.m. fee- from Saturday are top.m.Fridays,hours 9:00 the On about e-mail via communicate to teachers questions and assignments. their by encouraged Internet and are computers access with students Those receive literacy. classes computer most in in instruction Students addressed. being are which need, of areas AE a etrd no iesn areet fr S ad iiesi CD’s Citizenship and ESL for agreements programs. Learning Distance former the in use for primarily licensing into entered has RACE Strengths: transportation. any regular have curtailed constraints however, budget lab; the in time computer scheduled have classes for students. Some fee-based classes also utilize the computer lab. Some off-site lab computer tothe visits of schedule routine havea classes ESL Most classes. The student technology survey identified student perceptions of strengths and of strengths perceptions student identified survey technology student The The scheduled hours of the computer lab are Monday to Thursday 8:00 a.m. 8:00 Thursday to Monday are lab computer the of hours scheduled The The The computer lab located at AEC1 serves the needs of both morning and evening develop skillsininformationcompetency. resourcestechnology andotherlearning sothatstudentsare ableto The institutionprovides ongoinginstructionforusersoflibrary, Criterion2

In-services, both in-house and with guest speakers, have been held. have been speakers, guest with and in-house both In-services, of information. variety and awealth with public the and students staff,

RACE maintains an attractive up-to date home webpage, which serves serves which webpage, date up-to home attractive an maintains RACE Use of tracking attendance electronically saves time and money. saves and time electronically attendance of tracking Use experienced. have been problems technical

The quality of maintenance is very high and minimal minimal and high very is of maintenance quality The Room Amplification is installed in all RACE classrooms RACE all in installed is Amplification Room AEC1 at AEC2. and classrooms some in installed

Interactive Whiteboards (Smartboard) have been (Smartboard) Whiteboards Interactive awards. grant through and constraints budget within software, and of computers upgrade RACE has been proactive in the purchase and purchase the in proactive been has RACE Not Growth Areas: Staff needs to avail themselves of additional training in technology e s to more effectively use computers as a teaching tool.

Evidence: Technology surveys OTAN Technology and CTAP2 surveys Computer lab log

Chapter III PAGE 79 Standard Financial Resources

Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner, which ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.

Criterion 1 The institution relies upon its mission and goals as the foundation for financial planning. Financial planning is integrated with and supports all institutional planning.

The last year that RACE received funding through ADA was in the 2007-2008 school year. In 2008-2009, RACE was placed as a Tier III categorical program by the state because of the Budget Act that was signed in 2008. This means that RUSD can now access Adult Education funds for district use. RACE’s overall budget for the 2010-2011 school year is $1,574,800.00. The district allocation, based on flexibility is approximately $800,000, which amounts to a 48% reduction. RACE’s income is derived from Work Force Investment Act Title II/231, EL Civics Preparation Grant, CASAS benchmarks and fee-based courses. At this point, the school has sufficient revenues to support educational improvements; however, being in flexibility with no dedicated source of funding makes each year tenuous at best. The resource allocation process provides a means for setting priorities for funding improvements. In the annual fiscal planning process, the mission and goals of RACE are reviewed to ensure that there are sufficient funds to meet that year’s goals. The Director, based on student needs and achievement of the ELOs, decides the disposition of revenues. It has been difficult to predict future funding with the severe cutbacks of the last two years. The Director closely watches all developments regarding funding and adjusts the budget as needed. The CASAS scores, GED passing rates, High School Diploma completions, and continued enrollment in ESL and Citizenship classes demonstrate evidence of support for achievement of RACE’s goals in the past.

Chapter III PAGE 80 Not

Criterion 2 e s Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships and expenditure requirements.

Department leaders are no longer given responsibility for planning and developing a budget for their respective departments based on their specific needs. All staff is encouraged to bring concerns or requests to their program leader. Staff members meet with Team Leaders to discuss all relevant aspects and areas of need which include curriculum and supplies.

Criterion 3 To assure the financial integrity of the institution and responsible use of financial resources, the financial management system has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision-making.

A Budget and Resource Allocation Projection is prepared annually and distributed to Leadership Team members. Staff is informed regularly regarding budget updates and allocations.

Criterion 4 The institution practices effective oversight of finances, including management of financial aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets.

The Director meets with the Leadership Team to develop a budget allocation and resource plan by evaluating the needs and objectives of each program. Decisions are made by examining requests from the community, students and staff. Demographics and ethnicity of the community are considered when new classes are offered. Marketing strategies include the distribution of over 55,000 school course catalogs by mail to the surrounding communities, newspaper ads and distribution of catalogs in RUSD K-12 schools.

Chapter III PAGE 81 Chapter III Chapter PAGE PAGE 82

NotEs ra edr Saf ebr me wt Ta Laes o ics al relevant all discuss to supplies. and curriculum including Leaders of need areas and aspects Team with meet members Staff Leader. Area meetings. Team Leadership the RACE. for audit external the conducts RUSD through decisions and plans of and staff priorities informs decides Director The members. Team Leadership to distributed Strengths: Staff members are encouraged to bring concerns or requests to their Program Program to their requests or concerns to bring encouraged are members Staff and annually prepared is Projection Allocation Resource and Budget A improvement. resources andusestheresults oftheevaluationasbasisfor The institutionsystematicallyassessestheeffective useoffinancial Criterion6 management systems. and theresults oftheevaluationare usedtoimprove financial The institutionregularly evaluatesitsfinancialmanagementprocesses, Criterion5

Most students’ learning needs are being met despite financial constraints. constraints. financial despite met being are needs learning students’ Most planning. resource exercises school the that feels

As indicated in the staff survey, the majority of RACE staff staff of RACE survey, majority staff the the in indicated As organization. and planning communication, for vehicle

RACE’s Leadership and Program Area teams provide an effective effective an provide teams Area Program and RACE’s Leadership of community. the needs the addressing

The school continues to offer fee-based classes classes fee-based to offer continues school The of funds. expenditure the in of ELOs the paramount is

The consideration of student achievement of attainment of attainment achievement of student consideration The system. communication interoffice through of resources RACE ensures that staff input is integral in the allocation allocation the in integral is input staff that ensures RACE Not Growth Areas: RACE needs to be more persistent in exploring new sources of revenue. e s RACE needs to focus on more timely and effective capture of grants through a designated grant coordinator. A more innovative approach to local business and civic organizations must be developed as an additional avenue of resources. Funding for Adult Education needs to be based upon ADA as in prior years.

Evidence: Budget and Resource Allocation Projection Staff meeting minutes Workforce Investment Act Title II/231 EL Civics Preparation Grant CASAS benchmarks Fee based course revenue

Chapter III PAGE 83 Standard Physical Resources

Physical resources, which include facilities, equipment, land and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.

Criterion 1 The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and services, regardless of location or means of delivery.

RACE has a Safety Coordinator and a Safety Handbook. The Safety Coordinator has the responsibility to visit sites on a regular basis and report any problems. All staff members are in-serviced on safety and emergency procedures at our annual Back to School meetings. Chapter 7 of the Staff Handbook covers emergency information and policies. RACE looks at the county’s population demographics report, as well as past enrollment figures to determine the number of classrooms that are needed to meet the community’s needs. Enrollment data is compiled for all classrooms. Based on that data, classroom needs are determined. Student surveys are collected for student input on perceived needs. RACE’s main campus, AEC1, utilizes all of its classrooms from morning through evening. At this location, there are adequate restrooms, a refreshment vending machine room, and a covered patio for breaks and lunches. All classrooms are climate controlled. There are interactive Smartboards in Room 101 and Room 102. All classrooms have room amplification. The computer lab has thirty (30) computers. The computer lab is available to all classes. A conference room is located in the office and is used for staff meetings, testing, and even as a classroom, if needed. During daytime classes, parking problems exist for both staff and students because the parking lot is shared with Killian Elementary School. Many need to park on the street during day classes. There are no parking problems for the evening classes. A staff member remains on campus until all students and employees have safely exited the campus. This addresses any safety concerns. There is adequate lighting around all buildings and the parking lot. Off-site campuses have sufficient classroom space. There is proper lighting and adequate restroom facilities at each off-site location. The one exception is the Chapter III PAGE 84 evening ESL class at Hurley. The lighting is not adequate there due to construction Not changes. RUSD Campus Police regularly patrols all of the campuses in the e s District. In addition, L.A. County Sheriffs are present in the areas surrounding each campus. If help is needed at any of the off-site campuses, the teacher can call 911, district patrol or the adult main office.

Criterion 2 The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization and the continuing quality necessary to support its programs and services.

RACE looks at its prior enrollment history and projects its enrollment in academic and fee-based classes for the coming year. The number of classes offered is determined by the availability of funding. The Safety Committee makes recommendations on needed replacements for safety equipment, e.g. batteries for flashlights, and bulbs for emergency exit lights. Teachers also give input during staff meetings on any maintenance needs that their classroom may have. There are opportunities through classified and certificated personnel surveys for staff to evaluate and give input regarding the effectiveness of facilities and sufficiency of equipment and other resources to meet the needs of programs and services. RACE conscientiously and competently utilizes the physical resources available. Available resources, though limited by current economic cutbacks, are used to provide students with sufficient textbooks, resource materials and technological equipment to ensure that the students have the means to achieve the ELOs.

Criterion 3 The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment.

Access to all facilities is available to the students and staff, through collaboration with site managers. Keys are distributed to instructors as needed. All sites used by RACE comply with the Americans with Disabilities Act (ADA). Most off-site facilities are located on RUSD school sites and are maintained according to District policies to assure the safety and security of all students, as well as provide a healthful learning and working environment. All campuses within the Rowland Unified School District observe a Zero Tolerance policy concerning drugs, alcohol and tobacco. This is just one way that a healthful learning and working environment is assured.

Chapter III PAGE 85 Chapter III Chapter PAGE PAGE 86

Notes o tdn nes n aheig h sae Msin n Vso saeet in statements Vision and Mission ELOs. the with conjunction stated the achieving given and is needs priority level student to Highest students. and staff of surveys from information requests. instructor and student well as as enrollment, projected and ongoing ELOs. of establishment is priorities based on student the needs and the achievement and of the limitations budget of view in regularly discussed are maintenance and purchases issues, equipment Resource, Team. Leadership the conjunction from in input with resources of allocation the decides Director The meetings. the at discussed are priorities program and School members. Team Leadership to consistently personnel IT District correctly. lab. computer the update functioning is classrooms the in equipment all that sure tomake inventory regularly personnel District members. staff all in from equipment meetings, and facilities staff regarding input and additional Teamallow and to order Leadership surveys at the discussed of are Results figures semester. enrollment each conducted surveys teacher and Facility decisions are made with the use of all available information regarding regarding information available all of use the with made are decisions Facility student and figures enrollment through facilities its of use the assesses RACE RACE makes its physical resource decisions by evaluating and prioritizing prioritizing and evaluating by decisions resource physical its makes RACE A budget and resource allocation projection is prepared annually and distributed improvement. resources andusestheresults oftheevaluationasbasisfor The institutionsystematicallyassessestheeffective useofphysical Physical resource planningisintegratedwithinstitutional planning. Criterion5 utilization andotherrelevant dataintoaccount. and evaluatesitsfacilitiesequipmentonaregular basis,taking supporting institutionalprograms andservices,theinstitutionplans To assure thefeasibilityandeffectiveness ofphysicalresources in Criterion4 Not Strengths: E

AEC1 and AEC2 classrooms s The computer lab The school has a procedure to ensure that staff input is integral in the allocation of resources. The consideration of student achievement of attainment of the ELOs is paramount in the expenditure of funds. Information on expenditures is disseminated through the Leadership Team to all program areas.

Growth Areas: Parking and walkway lighting is inadequate for safety during night classes at Hurley Elementary due to construction at that site. Improve technology at all off-site locations. Improve cooperation between off-site principals and RACE Director with respect to use of technology tools. Limited parking for daytime classes at AEC1 continues to be a problem. Volunteers are needed to monitor and direct traffic during peak hours at AEC1.

Evidence: Safety handbook Back to School meeting minutes Staff handbook County population demographics report Student surveys RUSD Police Directory

Chapter III PAGE 87 Chapter III Chapter PAGE PAGE 88

Notes chapter four attainable doable

measurable sChool wIde aCtIon plan

Not E

Chapter iv: s SChoolwide aCtioN plaN

Narrative

During a Professional Development Meeting, staff members were divided into four groups of certificated and classified personnel. Each small group consisted of a recorder, reporter and facilitator who led the staff to analyze the key issues for each standard. The various departments brought the key issues forth during several staff development meetings that took place in the course of four months. The purpose was to determine which concerns were attainable to address keeping in mind the current budget state and RACE’s new Mission and Vision statements. The following key issues include concerns that are addressed in the new action plan. On the following pages, the inclusive and ongoing process described in the earlier chapters is synthesized into ATTAINABLE, DOABLE and MEASURABLE steps. As the action process rolls out, each step of each component plan will be placed on the master calendar and assigned to each Program Area Leader of the Leadership Team. The three Action Plans developed by the staff are in the areas of: Organizational Structure Staff Development Schoolwide Communication The consistent themes in the standards were identified and developed into the three areas. As with any Action Plan, it is fluid over time and will change as the school identifies changes over the next six years. The Action Plan will be a road map for the school. However, with the uncertainty of the budget the Action Plan may look significantly different over time.

Standard I: Institutional Mission, Purpose and Objectives No Key Issues

Chapter IV PAGE 1 Chapter IV Chapter PAGE PAGE 2

Notes Standard II: Organizational Structure Organizational II: Standard Standard V: Program, Student and Institutional Outcomes Institutional and Student V: Program, Standard Programs IV: Educational Standard Planning and Evaluation III: Standard The closure of two elementary school sites has impacted ESL students who classes. Diploma School GED/High summer to reinstate aneed is There been not has but 2000 in was developed document evaluation certificated A Increase the use of e-mail as a means of communication among teachers teachers among communication of means a as e-mail of use the Increase of communication. anew method as webpage ESL of teacher an Creation budget to due eliminated was Center Resource Professional RUSD to of due funds. lack was eliminated Program CBET The There is a need for Adult Basic Education remedial courses to provide needed Committee. Curriculum the to re-establish aneed is There student more assure to Session Input Student a for need a is There to implemented. be needs New Teacher Orientation sites. other to transportation of means no have and communities those in reside implemented. Funds for Parent Education Backpack Distance Learning program have been been have program Learning Distance Backpack Education Parent for Funds nrae ece aaees f h aalblt o Rcgiin and Recognition of availability the of awareness teacher Increase year. per to twelve three from reduced have been meetings development Staff courses fee-based became Citizenship and ESL for Learning Distance Free and level by screened be to students ESL incoming for need a is There setting goal regarding development professional more like would Teachers and staff. and reduction. program. Diploma School GED/High the in students for support in decision-making. participation RACE no longer buses parents and children for Parent Education field trips field Education Parent for children and parents buses longer no RACE eliminated. Achievement Certificates for students. for Certificates Achievement for economic reasons. classes. to appropriate assigned students. for due to budget cutbacks. todue budget

Standard VI: Student Support Services Not

Each class should have an exit survey for all students as they leave, to e s measure the quality of the programs offered by RACE.

Standard VII: Human Resources RACE needs to develop a process to evaluate certificated personnel in addition to the Director’s classroom visits. ESL Student placement continues to be a concern especially due to multi- level classes. A placement procedure needs to be implemented in order to streamline the ESL classes at AEC1 to create single-level classes for better instruction.

Standard VIII: Learning Resources Staff needs to avail themselves of additional training in technology to more effectively use computers as a teaching tool.

Standard IX: Financial Resources Funding for Adult Education needs to be based upon ADA as in prior years. RACE needs to be more persistent in exploring new sources of revenue. A more innovative approach to local business and civic organizations must be developed as an additional avenue of resources. RACE needs to focus on more timely and effective capture of grants through a designated grant coordinator.

Standard X: Physical Resources Parking and walkway lighting is inadequate for safety during night classes at Hurley Elementary due to construction at that site. Improve technology at all off-site locations. Improve cooperation between off-site principals and RACE Director with respect to use of technology tools. Volunteers are needed to monitor and direct traffic during peak hours at AEC1. Limited parking for daytime classes at AEC1 continues to be a problem.

Chapter IV PAGE 3 Area of Focus: Organizational Structure Rationale: To ensure quality instructional content in all program areas reflecting district, state and national standards to align with RACE ELOs. ELOs Addressed: Responsible Community Members, Problem Solvers, Effective Communicators, Culturally Aware Individuals Standards Addressed: Organizational Structure, Evaluation and Planning, Student Support Services, Human Resources, Financial Resources, Physical Resources

Persons Timeline Action Steps Resources Assessment Indicators of Progress Responsible 2011 2013 2016

Implement certificated Director Staff Handbook Record of observation X/D IO Agendas of meetings evaluation form and revisit Leadership Team Completed evaluation Development of form procedures Develop standardized new Director Teachers New Staff Survey X/D/I OO Procedure developed teacher orientation Leadership Team

Develop a videotape Teacher Specialist Teachers Debrief X/D IO Video tape produced to orient new staff on Videotape New teacher meeting procedures Staff Handbook minutes Determine appropriate Leadership Team Class Outline CASAS results X/D/I OO Procedure developed for classes by level for incoming ESL Teachers Attendance proper placement students Office Staff Develop goal setting survey Leadership Team Staff development Survey form and X/D/I OO Survey results implemented for students Program Areas meeting survey results Develop student exit survey Leadership Team Goal setting survey Survey form and X/D/I OO Review of Survey and based on goal setting survey Program Areas Staff time survey results implement changes based on Survey Explore new sources of Director Community Liaisons Classroom X/D IO Additional revenue revenue Leadership Team Grants enhancement generated Program Areas Improve technology at Leadership Team Grants Technology upgrade X/D IO Staff development on how to offsite locations Technology Chair use technology in instruction Technology implemented in classrooms

Key: X = Explore D = Develop I = Implement O = Ongoing Area of Focus: Staff Development Rationale: To improve the effectiveness of the RACE educational programs and to enhance the professional skills and growth of the staff, this delivers the educational programs to align with the RACE ELOs. ELOs Addressed: Responsible Community Members, Lifelong Learners, Effective Communicators, Problem Solvers Standards Addressed: Organizational Structure, Learning Resources

Persons Timeline Action Steps Resources Assessment Indicators of Progress Responsible 2011 2013 2016

Provide in-service to Director Staff Handbook Meeting minutes X/D IO Meeting minutes introduce new evaluation Leadership Team Staff in-service system Provide professional Leadership Team Staff Time Staff development X/D/I OO Meeting minutes development on goal setting Funding plan Goal setting strategies for students OTAN Student support utilized in classrooms Outside speakers Provide training on exit Leadership Team Staff development Survey form and sur- X/D/I OO Meeting minutes survey and areas of focus meeting vey results Exit survey results provided to teachers Strategies implemented based on surveys Improve staff attendance on Leadership Team OTAN Attendance X/D/I OO Sign in sheets technology training Technology Chair Staff needs Lesson Plans assessment

Key: X = Explore D = Develop I = Implement O = Ongoing Area of Focus: Schoolwide Communication Rationale: Improving effective and efficient communication with students. ELOs Addressed: Responsible Community Members, Lifelong Learners, Problem Solvers Standards Addressed: Organizational Structure, Program, Student, and Institutional Outcomes, Financial Resources, Physical Resources

Persons Timeline Action Steps Resources Assessment Indicators of Progress Responsible 2011 2013 2016

Schedule annual Student Leadership Team Community Student input X/D/I OO Meeting minutes Input Session during a staff Teachers Staff Meeting minutes in-service Invitation to meeting Agenda Increase teacher awareness Teacher Specialist CASAS reports CASAS test results X/D/I OO School wide student on availability of student Attendance records Attendance data recognition program certificates implemented Create ESL teacher Leadership Team Technology Enhanced X/D/I OO Web pages on line webpage Teachers communication among colleagues Increase use of e-mail as Leadership Team OTAN Online Staff development on X/D IO Meeting minutes means of communication Technology Chair use of e-mail Increase use of e-mail

Key: X = Explore D = Develop I = Implement O = Ongoing glossary attainable doable

measurable

Not E

Chapter V: s Glossary

ACSA Association of California School Administrators-Professional organization that provides professional development and support for adult school administrators

ADA Average Daily Attendance that determines funding from the state. 525 hours equaled 1 unit of ADA

ADA Americans with Disabilities Act Handicap accessible sites

ASAP Administrative Software Applications Program Data manager and attendance program

ASE Adult Secondary Education

AVENTA On-line remediation program of high school courses

CAHSEE California High School Exit Exam. Passage of this exam is a requirement for a high school diploma in California.

CALCP California Association of Leadership for Career Preparation

CALPro California Adult Literacy Professional Development Project Provides professional development opportunities for adult educators

CASAS Comprehensive Adult Student Assessment System

CASAS CIT Citizenship Interview Test

CATESOL California Association of Teacher of English to Students of other Languages

CBEST California Basic Education Skills Test

CBET Community Based English Tutoring Program

CPC Coding Certified Profession Coder (medical)

CTAP2 California Technical Assistance Project technology survey for schools

EL Civics English Literacy Civics Education

Chapter V PAGE 1 Chapter V Chapter PAGE PAGE 2

Notes WIA WASC TPR TOPSpro SLO RUSD RAT Edge RACEr’s RACE OTAN NCLB LACOE HVAC GED ESLRs ESL ELOs ELA adult school based on student achievement as measured by by measured as achievement results. test post CASAS pre-and student on based school adult the to funding federal provides Act Investment Workforce Colleges and of Schools Association Western uses that movement to learning. facilitate strategy instructional Response Physical Total info program and system student demographics specific to and report collect measurable Tracking of Programs and Students-computerized and database global Outcomes to we learn want students objectives Learning Student District School Unified Rowland and Adult Rowland Education ofCommunity and Team Assessment School and Research Adult Rowland of editions Staff and Student Education. Community newsletter Quarterly Education Community and Adult Rowland technology. and to information, access collaboration, and literacy providers including support services electronic Outreach and Technical Assistance Network adult education Behind Left Child No of Education Office County Angeles Los Program Conditioning Ventilation Air and Heating, to do. able be and know should a graduates that study with of program associated school high knowledge and skills academic major measure to Test Designed Development Education General Results Learning Wide School Expected Language aSecond as English Outcomes Learning Expected Arts Language English appendix attainable doable

measurable

Administrator: 1 Counseling 1 Teachers: 21 Office Staff: 8 2010-2011 Staff IA’s: 5

Certificated: 23 Classified: 12 School Administration (1) Non-Classified: 1 Rocky Bettar, Director TOTAL STAFF: 36 Counseling (1) Joseph Miraglia, Counselor

Office Staff (7) Norma Parra, Office Manager Magda Mazzarino, Office Assistant Elsa Castanon, Office Assistant Cammi Lee-Ngo, Office Assistant Mary Ellen Martinez, Office Assistant Ignacio Hernandez, Custodian Jessica Marin, Office Assistant Roseanne Romero, Student Assistant

ESL Teachers (15) Donald Atherton Chris Johnson Cynthia Clark Rosa Leon-Blanco Teachers: 21 Edgar Cruz Nancy Lopez Admin. Staff: 1 Janet Duker Mark Ramirez IA’s: 5 Carmen Elsahrgty Janna Socash Office Staff: 7 Kirsten Garcia Ami Takanashi Custodial: 1 Grace Grubbs Wilder Ynoquio Stud. Asst’s: 2 Marieann Han Certificated: 25 Classified: 13 ASE Teachers (3) Non-Classified: 1 Norm Chavez Peggy Toda TOTAL STAFF: 39 Janet Duker

Citizenship Teachers (2) Edgar Cruz Pete Doherty

Parent Education Teachers (2) Colleen Bridgewater Joey Ramirez

Older Adult Teacher (1) Linda Odegaard

Instructional Assistants (5) Saundra Archuleta Lita Hernandez Janice Cornwell Jeanie Robertson Nancy Gardner

Appendix PAGE 1 WASC TEACHER SURVEY - 2010 (N= 16)

Always Most of the Time Sometimes Never Don't Know Total # Site Administration and Management Responses N % N % N % N % N % 1. Are teachers involved in decision-making which relates to their responsibilities? 16 5 31.3% 9 56.3% 2 12.5% 0 0.0% 0 0.0% 2. Do you think that the Adult School admin executes responsible resource planning for the 16 7 43.8% 8 50.0% 1 6.3% 0 0.0% 0 0.0% future? 3. Hiring practices at the school are fair. 16 9 56.3% 4 25.0% 2 12.5% 0 0.0% 1 6.3% 4. The school's program is effectively publicized. 16 10 62.5% 5 31.3% 1 6.3% 0 0.0% 0 0.0% 5. Are you aware of the safety and emergency plans on campus? 16 1 1 68.8% 5 31.3% 0 0.0% 0 0.0% 0 0.0% 6. Do you feel safe at your job site? 16 1 1 68.8% 4 25.0% 1 6.3% 0 0.0% 0 0.0% 7. The size, arrangement and furnishings in my classroom support my instructional program. 15 9 60.0% 6 40.0% 0 0.0% 0 0.0% 0 0.0%

Restrooms Lunch/Eating Area Campus Offsite Locations Classroom Total # Responses N % N % N % N % N % 8. The following area are adequate and well maintained: *(Multiple Marks) 16 16 100.0% 14 87.5% 14 87.5% 1 1 68.8% 16 100.0%

Vocational/ Career Academic/GED ESL Total # Student Support Services Responses N % N % N % 9. Are you aware of the services offered by the Counseling Center, such as: *(Multiple Marks) 16 8 50.0% 15 93.8% 10 62.5%

Always Most of the Time Sometimes Never Don't Know Total # Student Support Services, Cont'd Responses N % N % N % N % N % 10. Do you promote community activities and encourage student participation? 12 0 0.0% 6 50.0% 3 25.0% 0 0.0% 3 25.0% 1 1 . Do you refer students to other educational and training programs? 12 1 8.3% 5 41.7% 2 16.7% 1 8.3% 3 25.0% 12 Do you ever invite community speakers to your classroom? 10 0 0.0% 3 30.0% 3 30.0% 2 20.0% 2 20.0% Resource/Tech Administration Clerical Counseling Support Custodial Total # Support to Teachers Responses N % N % N % N % N % 13. I feel that I receive support from the following: *(Multiple Marks) 16 14 87.5% 14 87.5% 8 50.0% 8 50.0% 1 1 68.8%

Always Most of the Time Sometimes Never Don't Know Total # Responses N % N % N % N % N % 14. Respect for racial and ethnic differences are modeled among staff. 16 12 75.0% 2 12.5% 1 6.3% 1 6.3% 0 0.0% 15. I can easily get the instructional materials, supplies, and equipment I need. 16 9 56.3% 5 31.3% 2 12.5% 0 0.0% 0 0.0%

16 The equipment I use is well maintained. 16 7 43.8% 4 25.0% 4 25.0% 0 0.0% 1 6.3%

Curriculum 17. Assessment instruments are in place for the movement of students from one level of class 16 4 25.0% 3 18.8% 6 37.5% 1 6.3% 2 12.5% to another. 18. How well have ELO been integrated into your instructional program? 15 6 40.0% 7 46.7% 2 13.3% 0 0.0% 0 0.0% 19. Do you adjust your curriculum in response to student feedback? 16 7 43.8% 7 43.8% 1 6.3% 1 6.3% 0 0.0% Community Continuing Ed Employment Involvement Personal Growth Total # Curriculum, Cont'd Responses N % N % N % N % 20. Course outlines are current and prepare students for the following: *(Multiple Marks) 16 10 62.5% 10 62.5% 9 56.3% 12 75.0%

Always Most of the Time Sometimes Never Don't Know Total # Students and Staff Development Responses N % N % N % N % N % 21. Do you work with students outside of class time? 16 2 12.5% 1 6.3% 7 43.8% 5 31.3% 1 6.3% 22. Do students understand their individual progress in the classroom? 15 6 40.0% 8 53.3% 1 6.7% 0 0.0% 0 0.0% Projects/ Daily Student Work/ Progress Charts Presentations Student Observation Participation Testing Total # Responses N % N % N % N % N % 23. I assess my students' progress through: *(Multiple Marks) 16 4 25.0% 5 31.3% 14 87.5% 13 81.3% 1 1 68.8%

In-Class Recognition Certificates Bulletin/Newsletter School Recognition Total # Responses N % N % N % N % 24. I recognize and reward students through: *(Multiple Marks) 16 13 81.3% 7 43.8% 8 50.0% 4 25.0%

Always Most of the Time Sometimes Never Don't Know Total # Responses N % N % N % N % N % 25. Does the staff development/training better prepare you to teach and enhance student 16 6 37.5% 7 43.8% 3 18.8% 0 0.0% 0 0.0% learning? 26. Do you have opportunities for professional growth? 15 6 40.0% 5 33.3% 4 26.7% 0 0.0% 0 0.0% 27. If so, have you availed yourself of professional growth opps to stay current… 16 6 37.5% 6 37.5% 4 25.0% 0 0.0% 0 0.0%

28. Overall, I am happy at work. 16 1 1 68.8% 5 31.3% 0 0.0% 0 0.0% 0 0.0%

Appendix PAGE 2 Appendix PAGE 3

*Completed 10/13/10 by the Office of Student Assessment (KA). WASC CLASSIFIED SURVEY - 2010 (N= 10)

*Completed 10/13/10 by the Office of Student Assessment (KA).

Appendix PAGE 2 Appendix PAGE 3 ROWLAND ADULT & COMMUNITY EDUCATION (RACE) Student Survey - 2010 (TOTAL N=497)

1. What adult school do you go to? 284 AEC2 Other Sch 125 Tot# = 490 AEC1 Killian 48 9.8% Comm. Site 33 6.7% 58.0% Villacorta Site 25.5% 2. Approximately how long have you been 266 2-4 169 5-7 attending programs or classes at the adult Tot# = 485 1 Semesters 50 10.3% school? 54.8% Semesters 34.8% Semesters

3. How did you hear about classes at the adult 224 62 Child's Tot# = 473 Friend Mail Brochure 67 14.2% Family 62 13.1% 58 12.3% school? 47.4% 13.1% School 4. Are you currently enrolled in any other school? 86 396 Tot# = 482 Y e s No 17.8% 82.2% 5. How do you come to school? 150 Public 269 With a Tot# = 481 W a l k 14 2.9% Own Car 15 3.1% Other 33 6.9% 31.2% Trans. 55.9% Friend 6. Why are you attending adult education Get a job, 43 Learn 236 Recreation/ Tot# = 419 Help child 64 15.3% 14 3.3% Other 62 14.8% classes? better job 10.3% English 56.3% Pleasure

Yes/Agree No/Disagree I Don't Know Total # Responses N%N%N% 7. Are you aware of the adult school's purpose or mission? 471 409 86.8% 24 5.1% 38 8.1% 8. Do you feel safe at school? 491 477 97.1% 4 0.8% 10 2.0%

9. Is the school helping you meet your goal? 491 478 97.4% 0 0.0% 13 2.6%

10. Do you have a clear idea of what you are going to learn in this class? 488 471 96.5% 6 1.2% 1 1 2.3% 1 1 . Is the coursework challenging? 482 386 80.1% 60 12.4% 36 7.5%

12. Do you have the opportunity to make suggestions regarding classes offered? 485 378 77.9% 55 11.3% 52 10.7% 13. Are there opportunities to express opinions and concerns about problems in your class? 490 418 85.3% 38 7.8% 34 6.9%

14. A variety of instructional materials are used in my class? 482 433 89.8% 36 7.5% 13 2.7%

Yes/Agree No/Disagree I Don't Know Total # Responses N%N%N% 15. Do classes have enough instructional materials for students to use? 491 404 82.3% 79 16.1% 8 1.6% 16. Are you learning what you were expecting? 488 459 94.1% 7 1.4% 22 4.5%

17. The teachers are knowledgeable and up-to- date in their subject? 490 475 96.9% 3 0.6% 12 2.4% 18. Does the teacher provide assistance when needed? 490 468 95.5% 10 2.0% 12 2.4% 19. Do your teachers keep you up-to-date on your progress? 486 458 94.2% 7 1.4% 21 4.3% 20. Does your teacher demonstrate respect for self and cultural differences? 471 453 96.2% 7 1.5% 1 1 2.3%

Excellent/Very Well Good/Somewhat Ok/A Little Poor/Not At All Does not Apply Total # Responses N%N%N%N%N% 21. How well are school policies and student rules clearly communicated? 482 275 57.1% 166 34.4% 38 7.9% 2 0.4% 1 0.2% 22. How comfortable are you with emergency procedures? 483 240 49.7% 158 32.7% 71 14.7% 4 0.8% 10 2.1% 23. How do you rate the school's custodial services? 485 273 56.3% 122 25.2% 43 8.9% 31 6.4% 16 3.3% 24. How do you rate student parking? 477 124 26.0% 97 20.3% 96 20.1% 105 22.0% 55 11.5%

25. How do you evaluate your school's overall appearance? 478 2 1 1 44.1% 170 35.6% 65 13.6% 17 3.6% 15 3.1% 26. How would you best describe your teacher's teaching skills? 485 396 81.6% 73 15.1% 1 1 2.3% 0 0.0% 5 1.0%

*Completed 10/13/10 by the Office of Student Assessment (KA).

Appendix PAGE 4 Appendix PAGE 5 ROWLAND ADULT & COMMUNITY EDUCATION (RACE) Student Survey (Fee Based) - 2010 (TOTAL N=138)

1. What adult school do you go to? 118 AEC2 0 Other Sch Tot# = 136 AEC1 Killian 13 9.6% Comm. Site 5 3.7% 86.8% Villacorta 0.0% Site 2. Approximately how long have you been 2-4 5-7 attending programs or classes at the adult Tot# = 125 1 Semesters 99 79.2% 16 12.8% 10 8.0% school? Semesters Semesters

3. How did you hear about classes at the adult Child's Tot# = 132 Friend 14 10.6% Mail 50 37.9% Brochure 50 37.9% Family 14 10.6% 4 3.0% school? School 4. Are you currently enrolled in any other school? Tot# = 134 Y e s 38 28.4% No 96 71.6%

5. How do you come to school? Public 0 129 With a Tot# = 137 W a l k 3 2.2% Own Car 3 2.2% Other 2 1.5% Trans. 0.0% 94.2% Friend 6. Why are you attending adult education Get a job, Learn Recreation/ Tot# = 132 35 26.5% 12 9.1% Help child 1 0.8% 52 39.4% Other 32 24.2% classes? better job English Pleasure

Yes/Agree No/Disagree I Don't Know Total # Responses N%N%N% 7. Are you aware of the adult school's purpose or mission? 131 84 64.1% 17 13.0% 30 22.9% 8. Do you feel safe at school? 137 132 96.4% 2 1.5% 3 2.2%

9. Is the school helping you meet your goal? 134 1 1 7 87.3% 0 0.0% 17 12.7%

10. Do you have a clear idea of what you are going to learn in this class? 136 127 93.4% 1 0.7% 8 5.9% 1 1 . Is the coursework challenging? 135 104 77.0% 19 14.1% 12 8.9%

12. Do you have the opportunity to make suggestions regarding classes offered? 134 83 61.9% 17 12.7% 34 25.4% 13. Are there opportunities to express opinions and concerns about problems in your class? 135 1 1 3 83.7% 12 8.9% 10 7.4%

14. A variety of instructional materials are used in my class? 134 108 80.6% 15 11.2% 1 1 8.2%

Yes/Agree No/Disagree I Don't Know Total # Responses N%N%N% 15. Do classes have enough instructional materials for students to use? 129 104 80.6% 12 9.3% 13 10.1% 16. Are you learning what you were expecting? 135 122 90.4% 4 3.0% 9 6.7%

17. The teachers are knowledgeable and up-to- date in their subject? 135 128 94.8% 1 0.7% 6 4.4% 18. Does the teacher provide assistance when needed? 135 128 94.8% 3 2.2% 4 3.0% 19. Do your teachers keep you up-to-date on your progress? 137 1 1 4 83.2% 5 3.6% 18 13.1% 20. Does your teacher demonstrate respect for self and cultural differences? 132 123 93.2% 3 2.3% 6 4.5%

Excellent/Very Well Good/Somewhat Ok/A Little Poor/Not At All Does not Apply Total # Responses N%N%N%N%N% 21. How well are school policies and student rules clearly communicated? 135 43 31.9% 56 41.5% 14 10.4% 3 2.2% 19 14.1% 22. How comfortable are you with emergency procedures? 130 39 30.0% 54 41.5% 14 10.8% 3 2.3% 20 15.4% 23. How do you rate the school's custodial services? 135 79 58.5% 40 29.6% 10 7.4% 1 0.7% 5 3.7% 24. How do you rate student parking? 133 49 36.8% 46 34.6% 21 15.8% 7 5.3% 10 7.5%

25. How do you evaluate your school's overall appearance? 132 66 50.0% 50 37.9% 14 10.6% 0 0.0% 2 1.5% 26. How would you best describe your teacher's teaching skills? 134 103 76.9% 25 18.7% 5 3.7% 1 0.7% 0 0.0%

*Completed 10/13/10 by the Office of Student Assessment (KA).

Appendix PAGE 4 Appendix PAGE 5 1 0.00 0.00 0.00 0.00 0.00 % Left 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 Expended Amt 0.00 0.00 0.00 0.00 0.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Farjardo School Farjardo Object Description Object Worker Comp Insur, Certif Pos 10000-Instruction 41440-Summer Enrichment Program 06390.0-Adult Ed 0300000-Farjardo School Obj 3611 LAGL016C 73452 2011 7 0300000 Total for Goal for Total Func 10000 Total for Location for Total Total for Function for Total Total for Resource for Total Goal 41440 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0

Appendix PAGE 6 Appendix PAGE 7 2 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 85.43 35.75 50.44 50.44 71.75 78.14 24.14 49.75 84.31 80.13 -99.00 % Left 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 24.14 37.31 500.00 937.65 337.22 400.64 -495.00 14,523.21 14,477.54 29,000.75 29,000.75 10,763.19 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 75.86 37.69 62.78 99.36 995.00 262.35 2,476.79 4,236.81 26,022.46 28,499.25 28,499.25 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 75.00 500.00 500.00 100.00 400.00 500.00 1,200.00 17,000.00 40,500.00 57,500.00 57,500.00 15,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Commu.Based Engl. Tutor (CBET) Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Certificated Salary Error A/C Instruct Aide Sal-Hourly/Daily Classified Salary Error A/C OASDI/Medic/Alt, Classif Posit Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Clas Pos Worker Comp Insur, Classif Pos OPEB, alloc- Class Fringe Benefit Error A/C Debt Service Interest Debt Service Prin Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. 10000-Instruction Tutoring English Based 41410-Comm. 06285.0-Commu.Based Engl. Tutor (CBET) 91000-Other Debt - CSR Adult Education, 41100-Regular Obj 1999 2130 2999 3312 3332 3342 3512 3612 3712 3999 7438 7439 1130 1161 1171 3111 3331 3511 3611 3711 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 91000 91000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Total for Resource for Total Goal 41410 41410 41410 41410 41410 41410 41410 41410 41410 41410 41100 41100 41300 41300 41300 41300 41300 41300 41300 41300 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06285.0 06285.0 06285.0 06285.0 06285.0 06285.0 06285.0 06285.0 06285.0 06285.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 6 Appendix PAGE 7 3 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 97.92 97.92 75.85 67.10 15.49 32.08 71.91 72.28 75.92 80.76 75.15 % Left 100.00 100.00 100.00 100.00 100.00 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 50.00 50.00 50.00 774.50 759.20 225.46 400.00 5,386.59 2,405.67 1,500.00 1,084.15 1,000.00 3,230.55 18,041.74 18,041.74 13,420.24 10,786.91 MONTHLY 132,736.40 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 74.54 383.26 383.26 415.85 240.80 769.45 6,579.76 4,225.50 5,094.33 4,213.09 -5,386.59 42,263.60 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 50.00 50.00 50.00 300.00 400.00 5,000.00 7,500.00 1,500.00 1,500.00 1,000.00 1,000.00 4,000.00 18,425.00 18,425.00 20,000.00 15,000.00 175,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Textbooks Materials and Supplies Supplies - Projects Non-capitalized equipment Print/Repro/WD Proc - Int Fund Other Certif Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions PERS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Certif Posit OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARS for Instruct Pers-Cert Pos 10000-Instruction Instruction of 21000-Supervision 41300-Citizenship Obj 4110 4310 4320 4400 5751 1930 3111 3331 3511 3611 3711 1130 1161 1171 2130 3111 3211 3212 3311 3312 3331 3332 3341 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 21000 21000 21000 21000 21000 21000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Goal 41300 41300 41300 41300 41300 41300 41300 41300 41300 41300 41300 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 8 Appendix PAGE 9 4 6.33 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 69.75 61.79 63.33 78.77 75.54 73.45 72.35 77.54 42.39 70.62 % Left 100.00 100.00 100.00 -233.34 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 63.33 15.82 50.00 104.62 617.93 188.86 253.23 600.00 310.17 500.00 211.93 -583.36 -327.50 2,363.20 2,754.48 -3,591.06 MONTHLY 171,854.73 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 159.33 159.33 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 45.38 36.67 61.14 96.77 89.83 382.07 636.80 995.52 234.18 674.03 288.07 327.50 3,591.06 71,335.94 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 50.00 150.00 100.00 250.00 350.00 600.00 400.00 500.00 250.00 250.00 500.00 1,000.00 3,000.00 3,750.00 243,350.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Certif Pos PERS Reduction, Classif Pos Books & Oth Reference Material Materials and Supplies Supplies - Projects Non-capitalized equipment Travel and Conferences Print/Repro/WD Proc - Int Fund Vandal Repair - Inter Fund Field Trips - Inter Fund Other Services Other Certif Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. 10000-Instruction Instruction of 21000-Supervision Obj 3342 3511 3512 3611 3612 3711 3712 3811 3812 4210 4310 4320 4400 5220 5751 5754 5756 5890 1930 3111 3331 3511 3611 3711 LAGL016C 73452 2011 7 5300000 Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 21000 21000 21000 21000 21000 21000 Total for Function for Total Function for Total Goal 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 41400 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 8 Appendix PAGE 9 5 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 70.62 99.28 99.29 99.37 98.97 99.57 99.45 68.49 98.59 98.59 % Left 100.00 100.00 100.00 100.00 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 74.23 750.00 375.00 248.43 298.70 372.95 200.00 125.00 342.47 625.00 -113.10 -113.10 -113.10 -573.07 -100.71 1,241.10 -6,946.24 14,892.09 19,544.97 19,544.97 MONTHLY 171,854.73 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 159.33 Enc Amt 0.00 8.90 0.00 0.00 1.57 0.77 1.30 2.05 0.00 0.00 0.00 0.00 0.00 0.00 113.10 113.10 113.10 107.91 157.53 280.03 280.03 573.07 100.71 6,946.24 71,335.94 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 75.00 750.00 375.00 250.00 300.00 375.00 200.00 125.00 500.00 625.00 1,250.00 15,000.00 19,825.00 19,825.00 243,350.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Fringe Benefit Error A/C Print/Repro/WD Proc - Int Fund Teachers Salaries-Hourly/Daily STRS, Certificated Positions PERS, Certificated Positions OASDI/Medic/Alt, Certif Posit Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. PERS Reduction, Certif Pos Books & Oth Reference Material Supplies - Projects Travel and Conferences Print/Repro/WD Proc - Int Fund Other Services Teachers Salaries-Hourly/Daily Certificated Salary Error A/C STRS, Certificated Positions Medic for Instrct Pers-Cert Ps 41400-ESL 10000-Instruction Tutoring English Based 41410-Comm. 10000-Instruction 41430-Distance Learning Obj 3999 5751 1130 3111 3211 3311 3331 3511 3611 3711 3811 4210 4320 5220 5751 5890 1130 1999 3111 3331 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Goal for Total Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Goal 41410 41410 41430 41430 41430 41430 41430 41430 41430 41430 41430 41430 41430 41430 41430 41430 41440 41440 41440 41440 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 10 Appendix PAGE 11 6 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 64.49 25.87 47.50 97.72 63.29 63.67 86.28 82.90 25.25 89.07 62.62 97.26 50.69 91.34 84.60 % Left 100.00 -542.42 -142.80 02/16/2011 8:43:17AM 0.00 0.00 21.57 41.45 37.87 13.36 97.26 45.67 -50.01 -83.35 258.70 570.00 382.00 313.11 304.14 250.00 105.75 -131.97 -285.59 9,771.80 2,215.20 -7,885.35 -7,885.35 -4,068.14 -1,410.00 -3,591.06 25,797.79 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 3.43 8.55 1.64 2.74 4.33 0.00 0.00 50.01 83.35 19.25 131.97 741.30 630.00 228.20 218.00 112.13 186.89 295.86 485.59 7,885.35 7,885.35 1,284.80 4,818.14 1,410.00 3,591.06 14,202.21 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 25.00 50.00 15.00 50.00 600.00 150.00 500.00 100.00 600.00 250.00 125.00 750.00 200.00 1,000.00 1,200.00 3,500.00 40,000.00 10,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Fringe Benefit Error A/C Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class Books & Oth Reference Material Materials and Supplies Supplies - Projects Tests Non-capitalized equipment Travel and Conferences Print/Repro/WD Proc - Int Fund 10000-Instruction 41440-Summer Enrichment Program Obj 3511 3611 3711 3999 1130 1161 1171 2130 3111 3331 3332 3342 3511 3512 3611 3612 3711 3712 4210 4310 4320 4332 4400 5220 5751 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Goal 41440 41440 41440 41440 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 41500 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 10 Appendix PAGE 11 7 0.00 0.00 0.00 0.00 0.00 0.00 0.00 52.22 52.22 94.78 75.96 92.29 99.78 99.47 91.66 87.61 65.01 82.05 72.28 93.59 86.16 92.90 81.74 99.81 -54.50 % Left 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 61.54 54.21 100.00 997.80 994.69 297.91 306.65 195.03 327.57 215.39 464.50 245.21 249.52 -272.50 9,115.02 1,845.82 30,870.88 30,870.88 19,903.80 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 2.20 5.31 0.48 27.09 43.35 13.46 20.79 22.43 34.61 35.50 54.79 772.50 154.18 104.97 1,096.20 2,884.98 28,244.12 28,244.12 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 75.00 75.00 100.00 500.00 325.00 350.00 300.00 350.00 250.00 500.00 300.00 250.00 2,000.00 1,000.00 1,000.00 59,115.00 59,115.00 21,000.00 12,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Other Certif Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos 10000-Instruction Instruction of 21000-Supervision 41500-GED Obj 1930 3111 3331 3511 3611 3711 1130 1161 1171 2130 3111 3212 3312 3331 3332 3342 3511 3512 3611 3612 3711 3712 3812 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 21000 21000 21000 21000 21000 21000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Goal 41500 41500 41500 41500 41500 41500 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 12 Appendix PAGE 13 8 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 94.70 82.90 82.90 69.79 67.42 73.97 28.92 76.30 76.56 % Left 100.00 100.00 100.00 100.00 -800.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 14.46 500.00 118.38 125.00 250.00 842.69 203.42 190.75 306.24 100.00 -360.00 -1,795.53 -1,795.53 34,300.01 34,300.01 10,467.99 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 6.62 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 71.58 35.54 59.25 93.76 405.00 407.31 1,795.53 7,074.99 7,074.99 4,532.01 1,795.53 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 45.00 50.00 500.00 125.00 125.00 250.00 275.00 250.00 400.00 100.00 1,250.00 41,375.00 41,375.00 15,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Books & Oth Reference Material Materials and Supplies Supplies - Projects Non-capitalized equipment Travel and Conferences Print/Repro/WD Proc - Int Fund Other Certif Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Teachers Salaries-Hourly/Daily Teacher Additional Assignment STRS, Certificated Positions Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Supplies - Projects Non-capitalized equipment Travel and Conferences Print/Repro/WD Proc - Int Fund 10000-Instruction Instruction of 21000-Supervision Sub. Sch. 41600-High Obj 4210 4310 4320 4400 5220 5751 1930 3111 3331 3511 3611 3711 1130 1171 3111 3331 3511 3611 3711 4320 4400 5220 5751 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 10000 21000 21000 21000 21000 21000 21000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Goal 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41600 41700 41700 41700 41700 41700 41700 41700 41700 41700 41700 41700 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 12 Appendix PAGE 13 9 3.08 0.00 0.00 0.00 0.00 0.00 0.00 57.40 57.40 68.42 25.87 54.52 65.29 67.65 71.40 64.35 29.32 54.36 80.37 67.41 53.37 54.87 67.47 51.96 -31.25 -20.00 % Left 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 25.87 21.99 40.77 15.40 -10.00 223.25 178.51 321.77 361.66 117.96 160.12 109.73 202.41 -156.25 9,970.02 9,970.02 5,696.92 1,142.59 -3,591.07 14,367.91 19,229.54 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 74.13 71.49 53.01 34.23 88.34 57.04 90.27 97.59 60.00 656.25 607.41 106.75 178.23 139.88 484.60 7,399.98 7,399.98 6,632.09 4,753.08 3,591.07 17,775.46 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 75.00 75.00 50.00 100.00 500.00 330.00 250.00 500.00 450.00 175.00 300.00 200.00 300.00 500.00 1,750.00 17,370.00 17,370.00 21,000.00 10,450.00 37,005.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class Materials and Supplies Supplies - Projects Non-capitalized equipment Travel and Conferences Print/Repro/WD Proc - Int Fund Field Trips - Inter Fund Other Certif Sal-Hourly/Daily STRS, Certificated Positions Medic for Instrct Pers-Cert Ps 10000-Instruction 41700-Older Adult 10000-Instruction Obj 1130 1161 1171 2130 3111 3331 3332 3342 3511 3512 3611 3612 3711 3712 4310 4320 4400 5220 5751 5756 1930 3111 3331 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 21000 21000 21000 Total for Function for Total Function for Total Goal 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 41800 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 14 Appendix PAGE 15 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 10 51.96 74.49 25.46 66.61 69.40 83.81 55.00 57.64 60.56 60.56 42.40 -74.80 % Left 100.00 100.00 100.00 100.00 100.00 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 0.00 50.00 25.00 -18.70 999.13 200.00 173.51 100.00 377.15 100.00 275.00 -115.29 7,933.19 1,145.62 3,000.00 19,229.54 25,939.35 40,183.96 40,183.96 45,787.99 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 76.49 43.70 72.85 500.87 115.29 225.00 2,716.81 3,354.38 17,775.46 19,060.65 26,166.04 26,166.04 62,212.01 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 50.00 25.00 25.00 200.00 250.00 100.00 450.00 100.00 500.00 4,500.00 3,000.00 1,500.00 37,005.00 10,650.00 45,000.00 66,350.00 66,350.00 108,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Teachers Salaries-Hourly/Daily Teacher Sub Other Class Hrly STRS, Certificated Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class Supplies - Projects Non-capitalized equipment Contracted Services Other Services Cert Supervisor & Admin Sal-FT 21000-Supervision of Instruction of 21000-Supervision 41800-Parent Ed. 10000-Instruction 41900-Fee Based Obj 3511 3611 3711 1130 1161 2932 3111 3312 3331 3332 3342 3511 3512 3611 3612 3711 3712 4320 4400 5810 5890 1310 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Goal for Total Func 21000 21000 21000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 27000 Total for Function for Total Function for Total Goal 41800 41800 41800 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 41900 42000 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 14 Appendix PAGE 15 0.00 0.49 6.54 0.00 0.00 11 39.87 58.19 30.26 42.08 66.94 75.04 88.44 66.48 77.38 68.05 61.18 77.76 61.18 81.21 62.21 42.56 -16.78 % Left 100.00 100.00 100.00 -459.08 -324.24 02/16/2011 8:43:17AM 0.00 0.00 49.32 42.50 100.00 750.00 723.50 500.00 -426.94 -583.64 -167.77 5,980.25 4,538.27 3,786.96 1,000.22 2,991.48 1,365.51 4,276.65 2,162.15 7,714.67 -1,936.77 16,735.61 15,007.57 11,607.45 27,220.00 21,039.62 MONTHLY 113,466.48 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 1,626.83 0.00 0.00 0.00 0.00 0.00 130.78 607.50 519.94 763.64 866.49 976.50 9,019.75 9,950.68 5,213.04 8,264.39 4,992.43 1,508.52 3,392.55 1,223.35 1,371.85 1,936.77 1,785.33 1,167.77 81,533.52 10,461.73 12,780.00 11,153.55 Expended Amt 0.00 0.00 0.00 93.00 650.00 180.00 100.00 750.00 500.00 9,000.00 1,131.00 4,500.00 2,232.00 5,500.00 3,534.00 9,500.00 1,000.00 1,700.00 15,000.00 15,000.00 10,000.00 25,000.00 20,000.00 15,000.00 40,000.00 33,820.00 195,000.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Other Certificat Sal-Full-Time Certificated Salary Error A/C Cler, Tech, Office Staff SalFT Cler, Tech, Off Staff SalHr/Dl Student Help STRS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions Hlth & Wlfr Benefits, Cert Pos Hlth & Wlfr Benefits, Clas Pos State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos Fringe Benefit Error A/C Materials and Supplies Supplies - Projects Periodicals Non-capitalized equipment Mileage & Car Allowances Travel and Conferences Obj 1910 1999 2410 2430 2931 3111 3212 3312 3331 3332 3342 3411 3412 3511 3512 3611 3612 3711 3712 3812 3999 4310 4320 4330 4400 5210 5220 LAGL016C 73452 2011 7 5300000 Func 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 Goal 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 16 Appendix PAGE 17 5.87 0.00 0.00 -1.88 12 62.74 10.00 25.96 31.22 48.80 48.80 52.04 52.04 69.71 66.67 67.53 -43.87 -22.98 % Left 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 -775.24 -590.67 02/16/2011 8:43:17AM 0.00 -5.83 88.00 -57.45 -88.60 750.00 376.41 100.00 750.00 226.38 397.34 303.89 250.00 250.00 -273.34 4,682.33 1,000.00 -1,316.11 15,577.08 60,000.00 60,000.00 60,000.00 15,612.68 10,000.00 -11,628.65 MONTHLY 294,052.69 294,052.69 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 5,939.83 1,901.08 9,467.74 9,467.74 3,214.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 223.59 307.45 900.00 208.62 103.60 172.66 273.34 315.83 146.11 1,412.00 7,188.82 2,415.03 1,786.00 44,422.92 10,317.67 14,387.32 299,019.57 299,019.57 Expended Amt 0.00 0.00 15.00 750.00 600.00 250.00 750.00 435.00 570.00 310.00 450.00 250.00 250.00 1,500.00 1,500.00 3,000.00 1,000.00 1,000.00 60,000.00 15,000.00 60,000.00 60,000.00 60,000.00 30,000.00 15,000.00 602,540.00 602,540.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Inservice, Policy 3570.1 Dues and Memberships Rentals, Leases and Repairs Repairs Print/Repro/WD Proc - Int Fund Facilities Mod - Inter Fund Contracted Services Legal, Audit Other Services Postage Equipment All other equipment Drct Spprt/Indrct Csts Intf Ch Cert Pupil Spt Sal-Hrly/Daily Medic for Instrct Pers-Cert Ps State Unemploy Insur, Cert Pos Worker Comp Insur, Certif Pos OPEB, alloc- Cert. Supplies - Projects Tests Travel and Conferences Repairs Print/Repro/WD Proc - Int Fund 27000-School Administration 42000-School Admin. 72100-Other General Administration 42010-Indirect Support Obj 5221 5310 5610 5630 5751 5753 5810 5820 5890 5920 6410 6490 7350 1230 3331 3511 3611 3711 4320 4332 5220 5630 5751 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Goal for Total Func 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 72100 31100 31100 31100 31100 31100 31100 31100 31100 31100 31100 Total for Function for Total Function for Total Goal 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42000 42010 42100 42100 42100 42100 42100 42100 42100 42100 42100 42100 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 16 Appendix PAGE 17 0.00 0.00 0.00 0.00 13 56.87 56.87 46.71 96.76 31.53 34.73 38.94 64.43 65.87 94.28 40.47 55.52 37.97 40.41 -43.19 % Left 100.00 100.00 100.00 100.00 100.00 100.00 100.00 -672.55 02/16/2011 8:43:17AM 0.00 0.00 47.14 250.00 250.00 945.91 694.62 194.72 418.82 856.26 500.00 416.40 100.00 200.00 569.62 500.00 -134.51 -366.01 -863.78 2,418.95 1,200.00 2,428.44 -3,195.00 27,172.52 27,172.52 16,815.86 23,747.44 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 3,214.00 3,214.00 0.00 0.00 0.00 0.00 0.00 0.00 2.86 0.00 0.00 0.00 81.05 305.28 154.51 231.18 366.01 443.74 333.60 930.38 2,054.09 1,305.38 3,195.00 2,863.78 3,571.56 17,393.48 17,393.48 19,184.14 35,022.56 Expended Amt 0.00 0.00 0.00 0.00 20.00 50.00 250.00 250.00 500.00 650.00 500.00 750.00 100.00 200.00 500.00 2,500.00 3,000.00 2,000.00 1,200.00 1,300.00 2,000.00 6,000.00 1,500.00 47,780.00 47,780.00 36,000.00 58,770.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed Adult Ed ADULT EDUCATION Object Description Object Equipment Equipment Replacement Materials and Supplies Classif Support Sal-Full-Time Classif Support Sal-Hrly/Daily PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic Non-Instrct Pers-Clas Ps ARP Classified Positions Hlth & Wlfr Benefits, Clas Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Classif Pos OPEB, alloc- Class PERS Reduction, Classif Pos Materials and Supplies Supplies - Projects Fuel - General Electricity Services Waste Disposal Pest Control Repairs Communications Equipment Replacement 31100-Guidance and Counseling Servcs Counseling and 31100-Guidance 42100-Guidance 10000-Instruction 81000-Plant Maintenance & Operations Obj 6410 6510 4310 2210 2230 3212 3312 3332 3342 3412 3512 3612 3712 3812 4310 4320 4361 5520 5560 5570 5630 5910 6510 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 31100 31100 10000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 81000 Total for Function for Total Function for Total Function for Total Goal 42100 42100 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 43030 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0 06390.0

Appendix PAGE 18 Appendix PAGE 19 8.31 0.00 0.00 0.00 0.00 14 40.41 57.92 52.05 39.52 50.17 75.64 85.88 45.81 78.24 29.30 55.85 84.28 25.86 -31.01 % Left 100.00 100.00 100.00 100.00 100.00 -136.07 02/16/2011 8:43:17AM 5.86 0.00 -5.26 75.64 85.88 78.24 -65.15 -37.34 166.25 781.92 126.42 995.00 500.00 200.00 722.00 500.00 -112.86 -725.26 2,000.00 1,284.54 4,672.34 1,005.23 23,747.44 69,889.84 MONTHLY 769,970.80 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 12,841.07 0.00 5.26 0.00 0.00 0.00 0.00 0.00 24.36 14.12 21.76 65.15 14.14 23.58 37.34 925.08 476.86 794.77 1,833.75 1,965.46 4,640.66 1,258.26 2,070.00 35,022.56 64,395.16 546,593.13 Expended Amt 0.00 0.00 0.00 0.00 20.00 100.00 100.00 100.00 364.00 150.00 533.00 995.00 500.00 200.00 500.00 2,000.00 2,000.00 3,250.00 9,313.00 1,707.00 1,800.00 2,792.00 58,770.00 134,285.00 FINAL 1,329,405.00 Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize ADULT EDUCATION Object Description Object Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos Books & Oth Reference Material Supplies - Projects Non-capitalized equipment Travel and Conferences Repairs Contracted Services 43030-Operations 06390.0-Adult Ed Obj 1130 1161 1171 2130 3111 3212 3312 3331 3332 3342 3511 3512 3611 3612 3711 3712 3812 4210 4320 4400 5220 5630 5810 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Resource for Total Goal 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0

Appendix PAGE 18 Appendix PAGE 19 0.00 0.00 0.00 0.00 0.00 0.00 0.00 15 51.11 48.20 45.38 52.55 44.50 56.07 52.10 50.18 69.15 58.61 50.37 51.05 51.05 59.26 96.47 96.93 79.90 -17.45 % Left 02/16/2011 8:43:17AM 0.00 0.00 -5.41 53.40 59.92 87.81 -23.76 -11.79 415.20 315.32 242.02 351.68 289.40 193.85 228.50 -135.14 -267.14 4,270.54 1,345.64 7,136.12 -1,638.00 82,143.29 89,279.41 89,279.41 10,506.36 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 6.15 66.60 36.41 55.08 87.19 10.60 23.76 57.50 11.79 499.80 284.68 107.98 248.32 135.14 267.14 4,589.46 1,054.36 7,029.88 1,638.00 7,223.64 78,565.71 85,595.59 85,595.59 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 31.00 915.00 600.00 120.00 115.00 175.00 350.00 600.00 300.00 200.00 286.00 8,860.00 2,400.00 14,166.00 17,730.00 160,709.00 174,875.00 174,875.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ESL Citize Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED ADULT EDUCATION Object Description Object Cler, Tech, Office Staff SalFT Cler, Tech, Off Staff SalHr/Dl PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic Non-Instrct Pers-Clas Ps Hlth & Wlfr Benefits, Clas Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Classif Pos OPEB, alloc- Class PERS Reduction, Classif Pos Travel and Conferences Teachers Salaries-Hourly/Daily Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos 10000-Instruction 27000-School Administration 42140-ESL Citizenship 39050.0-Adult Ed Family Lit-ESL Citize Obj 2410 2430 3212 3312 3332 3412 3512 3612 3712 3812 5220 1130 1171 2130 3111 3212 3312 3331 3332 3342 3511 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Function for Total Total for Resource for Total Goal 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42140 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39050.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0

Appendix PAGE 20 Appendix PAGE 21 0.00 0.00 0.00 0.00 0.00 0.00 16 63.11 98.86 46.78 49.08 45.38 52.55 44.54 56.07 52.11 50.18 69.15 50.34 50.56 -30.00 -17.48 % Left 100.00 100.00 100.00 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 -5.42 53.45 59.93 87.81 -12.00 -19.66 -31.11 148.32 197.71 165.00 230.00 316.00 350.00 415.25 315.31 242.04 251.70 -137.23 4,423.53 1,345.68 7,189.28 10,349.31 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 2.29 0.00 0.00 0.00 0.00 0.00 0.00 52.00 19.66 86.68 31.11 66.55 36.42 55.07 87.19 137.23 499.75 284.69 107.96 248.30 2,070.00 4,589.47 1,054.32 7,029.72 11,772.69 Expended Amt 0.00 0.00 0.00 0.00 0.00 40.00 31.00 235.00 200.00 165.00 230.00 316.00 350.00 915.00 600.00 120.00 115.00 175.00 350.00 500.00 2,070.00 9,013.00 2,400.00 22,122.00 14,219.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED Adult Ed Family Lit-ASE/GED ADULT EDUCATION Object Description Object State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos Books & Oth Reference Material Supplies - Projects Non-capitalized equipment Travel and Conferences Repairs Contracted Services Cler, Tech, Office Staff SalFT Cler, Tech, Off Staff SalHr/Dl PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic Non-Instrct Pers-Clas Ps Hlth & Wlfr Benefits, Clas Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Classif Pos OPEB, alloc- Class PERS Reduction, Classif Pos Travel and Conferences 10000-Instruction 27000-School Administration Obj 3512 3611 3612 3711 3712 3812 4210 4320 4400 5220 5630 5810 2410 2430 3212 3312 3332 3412 3512 3612 3712 3812 5220 LAGL016C 73452 2011 7 5300000 Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 Total for Function for Total Function for Total Goal 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 42130 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0 39130.0

Appendix PAGE 20 Appendix PAGE 21 0.00 0.00 0.00 0.00 17 48.26 48.26 30.18 96.86 45.96 96.85 36.64 97.06 95.07 36.94 96.90 37.93 96.77 98.03 39.91 % Left 100.00 100.00 100.00 100.00 100.00 -459.88 02/16/2011 8:43:17AM 0.00 0.00 48.53 14.26 38.76 58.06 -10.92 854.94 193.70 163.07 136.68 218.08 117.64 836.00 120.00 155.00 -465.00 -114.97 8,202.37 1,000.00 3,148.00 1,000.00 17,538.59 17,538.59 15,714.20 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 6.30 1.47 0.00 0.74 1.24 1.94 2.36 0.00 0.00 0.00 0.00 10.92 465.00 102.00 281.93 139.97 233.32 356.92 1,005.06 2,070.00 18,802.41 18,802.41 18,977.63 23,656.80 Expended Amt 0.00 0.00 0.00 50.00 25.00 15.00 40.00 60.00 200.00 445.00 370.00 575.00 120.00 836.00 120.00 155.00 1,000.00 3,250.00 1,860.00 1,000.00 2,070.00 36,341.00 36,341.00 27,180.00 39,371.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics ADULT EDUCATION Object Description Object Teachers Salaries-Hourly/Daily Teacher Sub Teacher Additional Assignment Instruct Aide Sal-Hourly/Daily STRS, Certificated Positions PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps ARP Classified Positions State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos Supplies - Projects Travel and Conferences Repairs Print/Repro/WD Proc - Int Fund Contracted Services 42130-Adult Secondary Ed. Lit-ASE/GED Family Ed 39130.0-Adult 10000-Instruction Obj 1130 1161 1171 2130 3111 3212 3312 3331 3332 3342 3511 3512 3611 3612 3711 3712 3812 4320 5220 5630 5751 5810 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Func 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 10000 Total for Function for Total Total for Resource for Total Goal 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0

Appendix PAGE 22 Appendix PAGE 23 0.00 0.00 0.00 0.00 0.00 0.00 18 51.90 43.72 51.92 52.68 54.74 52.73 55.09 69.10 87.58 71.21 52.10 52.10 -39.00 % Left 100.00 100.00 100.00 100.00 100.00 02/16/2011 8:43:17AM 0.00 0.00 0.00 0.00 0.00 0.00 76.39 63.27 -10.53 400.06 316.69 200.00 175.00 300.00 110.17 248.77 6,846.00 5,101.45 1,000.00 1,313.68 1,751.69 17,892.64 33,606.84 33,606.84 MONTHLY Remain Amt Page No: Run Date: Time: Run 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Pre-Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Enc Amt 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 68.61 37.53 56.73 89.83 514.94 293.31 111.23 248.31 4,728.55 1,086.32 7,235.36 30,892.16 30,892.16 Expended Amt 0.00 0.00 0.00 0.00 0.00 0.00 27.00 915.00 610.00 200.00 145.00 175.00 120.00 300.00 200.00 360.00 6,846.00 9,830.00 1,000.00 2,400.00 2,000.00 25,128.00 64,499.00 64,499.00 FINAL Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Ed Family Lit-EL Civics Adult Education Adult Education ADULT EDUCATION Object Description Object Other Certificat Sal-Full-Time Cler, Tech, Office Staff SalFT Cler, Tech, Off Staff SalHr/Dl PERS, Classified Positions OASDI/Medic/Alt, Classif Posit Medic for Instrct Pers-Cert Ps Medic Non-Instrct Pers-Clas Ps Hlth & Wlfr Benefits, Clas Pos State Unemploy Insur, Cert Pos State Unemploy Insur, Clas Pos Worker Comp Insur, Certif Pos Worker Comp Insur, Classif Pos OPEB, alloc- Cert. OPEB, alloc- Class PERS Reduction, Classif Pos Travel and Conferences Certificated Salary Error A/C Fringe Benefit Error A/C 27000-School Administration 42160-Adult ED Civics Lit-EL Family Ed 39261.0-Adult 27000-School Administration 42000-School Admin. 63900.0-Adult Education Obj 1910 2410 2430 3212 3312 3331 3332 3412 3511 3512 3611 3612 3711 3712 3812 5220 1999 3999 LAGL016C 73452 2011 7 5300000 Total for Goal for Total Goal for Total Func 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 27000 Total for Function for Total Function for Total Total for Resource for Total Resource for Total Goal 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42160 42000 42000 Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 39261.0 63900.0 63900.0

Appendix PAGE 22 Appendix PAGE 23 19 56.72 56.72 % Left 02/16/2011 8:43:17AM MONTHLY 910,395.64 910,395.64 Remain Amt Page No: Run Date: Time: Run 0.00 0.00 Pre-Enc Amt Enc Amt 12,841.07 12,841.07 681,883.29 681,883.29 Expended Amt FINAL 1,605,120.00 1,605,120.00 Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description ADULT EDUCATION Object Description Object 5300000-ADULT EDUCATION Fund Education 11.0-Adult Obj LAGL016C 73452 2011 7 5300000 Total for Fund for Total Func Total for Location for Total Goal Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj

Appendix PAGE 24 Appendix PAGE 25 20 56.72 % Left 02/16/2011 8:43:17AM MONTHLY 910,395.64 Remain Amt Page No: Run Date: Time: Run 0.00 Pre-Enc Amt Enc Amt 12,841.07 681,883.29 Expended Amt FINAL 1,605,120.00 Budgeted Amt Budgeted Fund :11.0 - Adult Education Fund Education Adult - :11.0 Fund 73452- ROWLAND UNIFIED SCH DIST ACCOUNT LIST BY FUND AND LOCATION AND FUND BY LIST ACCOUNT Resource Description ADULT EDUCATION Object Description Object 73452 Obj LAGL016C 73452 2011 7 5300000 Func Total for District for Total Goal Sch/Loc: Report ID: District: Fiscal Year: Period: To ResPrj

Appendix PAGE 24 Appendix PAGE 25 EXPECTED LE A R N I N G OUTCOMES All students who attend classes and programs conducted by Rowland Adult and Community Education will be aff orded the opportunity to become:

Responsible Community Members Who... § Exhibit Personal Integrity § Demonstrate Accountability § Participate in Community Activities

Lifelong Learners Who... § Develop Personal and Professional Goals § Acquire and Apply Knowledge and Skills to their Needs

Eff ective Communicators Who... § Understand Concepts § Express Ideas Problem Solvers Who... OUR § Apply Critical Thinking Skills § Utilize Problem Solving Strategies § Process Information MISSION “To inspire students to Culturally Aware Individuals Who... develop and achieve their § Understand and Appreciate American goals through quality Ideas and Systems educational programs.” § Understand and Respect Cultural and Social Diff erences

2100 Lerona Avenue Rowland Heights, CA 91748 626–965–5975 http://race.rowland.k12.ca.us/

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