1 I PREFACE The North Orange County Regional Occupational Program (NOCROP) 2019 WASC Self-Study Process has been a collaborative effort over the last eighteen months involving various stakeholders. During this time, the WASC Leadership Team facilitated opportunities to reflect on NOCROP’s mission of student success and the Career Technical Education experience we offer. NOCROP’s self-study process began in October 2017 with the review of accreditation criteria by Dana Lynch, Assistant Superintendent of Educational Services. In December 2017, the WASC Executive Team was formed to facilitate the process and Jennifer Prado, Patient Care Pathways Instructor was selected to serve as the 2019 Self-Study Coordinator. The self-study process was officially launched with a WASC Executive Team Meeting in February 2018, where Focus Group Chairs and Co-Chairs were assigned, and timelines were established. Focus Group work related to students and instruction commenced via Professional Learning Community (PLC) meetings during March, April, and May 2018. Individual meetings for the remaining Focus Groups were held during those same months. The focus on reviewing data and reflecting on its meaning has become more important and work was started early. The Educational Services Department provided data updates to instructional staff at the start of PLC meetings and guided them to reflect on its meaning, impact on them individually, and impact to the organization. Further review of data took place during NOCROP’s Back-to- School In-Service in August 2018 and at Spring In-Service in January 2019, which resulted in the implications identified in Chapter 1 of this document. The NOCROP self-study paid attention to the process, adhering to the five overarching expectations addressed below. The WASC Leadership Team, a subgroup of the WASC Executive Team, and representative of all NOCROP operations, was created to discuss and design all facets of the self-study process with respect to the criteria below including how data would be reviewed at the Back-to-School In-Service, recruitment of Focus Group members within the PLC Groups, Focus Group meeting agendas, and the identification of Action Plan items. The involvement and collaboration of all stakeholders in the self-study process. The WASC Executive Team for the self-study process consisted of the Superintendent, the Assistant Superintendent, Educational Services, and the Self-Study Coordinator. The NOCROP Leadership Team was identified as the WASC Leadership Team along with the PLC Lead Instructors. The WASC Executive Team is a subset of the Leadership Team. Focus Groups for Criterion 4, 5, 6, and 7 had members comprised of blended PLC teams. The Co-chairs for each group was a Leadership Team member and a PLC Lead instructor. Focus Groups for Criterion 2, 3, 8, and 9 were created from the WASC Leadership Team and are made up of a variety of NOCROP stakeholders. II The clarification of the institution’s mission and Schoolwide Learner Outcomes (SLOs). NOCROP periodically reviews its mission statement and, as detailed later in Criterion 1, is minimally reviewed as part of the accreditation self-study process. The SLOs were reviewed, and it was determined they needed to be updated. The Standards for Career Ready Practices were adopted as NOCROP’s SLOs. The assessment of student learning with respect to the institutional mission, Schoolwide Learner Outcomes, and the WASC Postsecondary Criteria. A timeline was first developed using a backward mapping process starting with the WASC visitation date. Meetings were held regularly for the WASC Leadership Team and Focus Groups. The WASC Executive Team attended a kick-off study session. A Google Drive was used to organize all aspects of the Self-Study, including documents needed for review and reference, as well as evidence collection, review, and discussion. Detailed agendas were provided to Focus Group chairs including background information, tasks to conduct, and questions to discuss. The Leadership Team discussed the process, developed meeting agendas and established work targets to achieve benchmarks. All team chairs were responsible for posting their meeting highlights on Google Drive. The creation of an Action Plan that develops programmatic plans to address identified areas of growth After the Focus Groups met, their information was synthesized by the WASC Leadership Team and revised to include the WASC Action Plan components. Once completed the draft Action Plan was disseminated to NOCROP stakeholders for review. The NOCROP Leadership Team met and assessed all input submitted. The Action Plan was created and refined over the course of several WASC Leadership Team meetings between November 2018 and March 2019 when it was finalized for the self-study report. During these meetings, guidelines were established and consensus sought to identify key issues which were to become part of the Action Plan. The Action Plan will be presented at the April 2019 NOCROP Board of Trustees meeting. After the accreditation visit April 28 through May 1, 2019, the WASC Leadership Team will incorporate the visiting Committee feedback, make recommended revisions, and submit the final Action Plan to the NOCROP Board of Trustees for approval and adoption on May 8, 2019. The development of an accountability system for monitoring the implementation of the Action Plan. The NOCROP Leadership Team discussed the accountability system to monitor the implementation of the Action Plan as listed below: The annual Board of Trustees/Superintendent Priorities will reflect related goals and targets. An annual progress report to the Board of Trustees with periodic updates will be provided throughout the year. Progress and outcome data will be reviewed with stakeholders through various channels including In-Services, monthly PLC meetings, partnership breakfasts, school/district planning meetings, and via a published annual report. III We offer many thanks to the PLC Lead teachers for facilitating numerous Focus Group meetings and leading essential activities and discussions. Their efforts led to the identification of the critical needs of our students and the subsequent Action Plan. These teacher leaders are Lourdes Amador, Maile Leonard, Reid Peterson, and Amy Jensen. Our sincere appreciation and gratitude go to the WASC Executive Team and those stakeholders who participated in the self-study process and demonstrated a commitment to our improvement efforts including our Board of Trustees, teachers, business and industry partners, district and high school administration, counselors, parents, and students. Also, special thanks to Leadership Team members who accepted responsibility to facilitate Focus Group meetings. Special acknowledgment goes to the following staff for their leadership in coordinating and writing the criterion sections: Joshua Behnke, Kenia Cueto, Ph.D., Julie Dentler, Gail Kairis, Kathi Kent, Michael Le, Dana Lynch, Jennifer Prado, Lupe Rodriguez, Linda Skipper, and Tonia Watkins. At the core of this process was a group of people who could always be counted on to get the job done. Our distinct appreciation is extended to the Educational Services, Fiscal Services, Human Resources, and Technology/Facilities Maintenance support staff. Special shout-outs go to Christina Campbell, Wendy Jiacoma, Sandy Lane, Kim Mai, Jenifer Reddick, Natasha Perera, Michele Schirmers, and Jenilee Umali, Allison Bradley for their support. The advance support and encouragement provided by WASC Visiting Chair, J.S. Coke, was sincerely appreciated and helped assure a timely process and quality product. And thank you to the Visiting Committee members in advance for the giving of their time, commitment to the cycle of ongoing improvement espoused through the self-study process, and for the constructive feedback which is so essential for moving us forward. Theresa M. Giamarino, Ed.D. Superintendent IV Board of Trustees V WASC Self-Study Timeline VI WASC Self-Study WASC Self-Study WASC Self-Study Executive Team Leadership Team Focus Groups Terri Giamarino, Ed.D. Josh Behnke Superintendent Director of Fiscal Services Criteria 1: Institutional Mission, Purpose and Objectives Sandy Lane Kenia Cueto, Ph.D. Business & Innovation Specialist. Executive Assistant Criteria 2: Organizational Terri Giamarino, Ed.D. Infrastructure and Leadership Superintendent Dana Lynch Criteria 3: Faculty and Staff Assistant Superintendent, Gail Kairis Administrator of Instructional Criteria 4: Curriculum Educational Services Programs Criteria 5: Instructional Christina Campbell Kathi Kent Program Executive Assistant Administrator of Instructional Programs Criteria 6: Use of Assessments Jennifer Prado Sandy Lane Self-Study Coordinator Executive Assistant Criteria 7: Student Support Services Michael Le Director of Technology & Facilities Maintenance Criteria 8: Resource Management Dana Lynch Assistant Superintendent of Criteria 9: Community Educational Services Connection Jennifer Prado Instructional Programs Manager Lupe Rodriguez Instructional Programs Manager Linda Skipper Administrator of Instructional Programs Tonia Watkins Human Resources Manager VII TABLE OF CONTENTS PREFACE ii CHAPTER I: Institutional, Community, and Student Characteristics 2 CHAPTER II: Progress Report 44 CHAPTER III: Self-Study Findings 54 Criterion 1: Institutional Mission and Schoolwide Learner Outcomes 54 Criterion 2: Organizational Structure and School Leadership 68 Criterion 3: Faculty and Staff 78 Criterion 4: Curriculum 94 Criterion 5: Instructional