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SELF STUDY VISITING COMMITTEE REPORT Western Association of Schools & Colleges SANTA CRUZ COUNTY REGIONAL OCCUPATIONAL PROGRAM March 26-28, 2007 Chapter 1 Student and Community Profile • High School Hispanic student population is 50% • Higher-paying jobs a short distance away in Silicon Valley • Significant offerings to at-risk populations Chapter 1 – Student and Community Profile • Six Career Pathways – Agriculture and Natural Resources – Arts and Communication – Business, Marketing, Information Systems – Engineering and Industrial Technology – Home, Health and Recreation – Social, Human and Government Services Chapter 1 – Student and Community Profile • Nine Courses meet UC/CSU A-G credit • Santa Cruz County ROP is a serviceoriented organization Chapter 2- Progress Report • Innovations in Professional Development • Collaboration with Cabrillo Community College and Tech Prep Grants • Work-based training activities • Communication with high school partners • Career portfolio and curriculum Chapter 3 – Self-Study Process • SCCROP involved all stakeholders in the self-study process • The Schoolwide Action Plan – Developed in a way that integrates subject area and support plans – Sets up an accountability system to monitor accomplishments Chapter 4 – Organization for Student Learning • • The SCCROP mission: “provide students with opportunities to acquire career and technical skills, preparing students for life-long learning and success in the changing workplace” The school has established a clear statement of purpose that reflects the beliefs and philosophy of the institution by ensuring that all students have the opportunity to recognize and strive to fulfill their potential – ESLRs form the basis of the educational program for every student – Governing board approves, adopts and monitors policies supporting SCCROP curriculum and budget allocations PROGRAM LEADERSHIP • The SCCROP leadership makes decisions to facilitate • student achievement and success It is clear that the school leadership is committed to developing and maintaining programs that are beneficial to all students. – ROP leadership is in the process and will continue to develop system and procedures to facilitate staff and student needs – The leadership has developed and implemented a professional development plan – New instructors are supported with mentors, as well as assistance with curriculum, pathway development, the academic and CTE standards and ESLRs What Students Learn Challenging, coherent and relevant curriculum for each student ESLRs have been incorporated into the criteria for the certificate of completion Nine courses approved for UC/CSU A-G credit Six courses articulate with Cabrillo College How Students Learn Teachers participate in professional development activities preparing them to meet the needs of all students Materials are presented in a variety of formats to actively engage all students Business partners provide internship opportunities, guest speakers, job shadowing and other work world experiences How Assessment is Used A variety of assessment tools are used to provide feedback to both students and teachers The Career Portfolio culminates student assessment, linking learning to the ESLRs and the world of work Efforts are in progress to obtain data regarding academic achievement such as CAHSEE results There is a desire on the part of teachers and administration to involve the advisory committee members to a greater extent in assessment Student Connectedness A strong network of partnerships exists in Santa Cruz County to support students ROP counselors are located on all school sites Advisory committee members work with teachers to provide additional supports for students ROP courses are seen as an integral part of each school site and teachers are connected to the school faculty and resources Resource Management SCCROP has regularly exceeded its CAP Other funding is aggressively sought to supplement state resources Partnerships with school districts and other community agencies provide maximum resources for students Resource Planning A long range planning process is in development Additional staff development days have been added to the salary schedule Areas of Strength • Leadership (SCCOE Board and Administration and SCCROP • • • • • • administration), instructors, counselors, and support staff are committed to the ROP purpose, mission and ESLRs ROP counselors are available at each site to support instructors and students Strong liaisons with site administration and community partners The continuous improvement model that supports program decision-making Yearly Professional Development Plan and goal-setting for administration, instructors, counselors and support staff Proactive instructor recruitment Excellent staff morale Areas of Strength • Cutting-edge curriculum, many aligned with ESLRs, • • • • • • • • academic and CTE standards Nine courses meet UC/CSU A-G requirements Six courses articulated with Cabrillo Community College Continuous improvement model (Baldrige in Education) ROP website with useful resources for students and instructors CareerLocker.com Portfolio Showcase Student, parent, instructor evaluations Strong partnerships with school districts Areas of Strength • Strong partnerships with Santa Cruz County Tech Prep • • • • • • • Consortium, Cabrillo College, and Your Future Is Our Business ROP courses are integrated into the school curriculum and are seen as an integral part of the school program Multiple internship opportunities are available for students Career portfolios tie classroom activities to the work world Community members participate in school to career activities Instructors stay connected with the community Instructors are well-informed of school support services Students gain leadership skills in student-run businesses Areas of Strength • Systematic update of computer labs every three • • • • years Partnerships with ROP and site administration to share resources Exceeded ADA cap for four years Instructor and counselor salary schedule support for professional staff development Maximizing resources through partnership grants and inter-segmental alignment of career pathway efforts Areas of Growth • Dissemination of data to staff, site administration, Board, students • • • • • and community regarding SCCROP purpose, progress and programs on an ongoing basis Continue support for professional development to meet student and workforce needs Continue to align course outlines and instruction to academic and CTE standards, course competencies and ROP ESLRs Increase the number of program-to-program course sequences and course-to-course articulation agreements with community colleges Provide support for students who have not passed the high school exit exam Align course curricula through collaboration between ROP instructors and counselors using the career portfolio as the authentic assessment Areas of Growth • Improve communications and collaborations with stakeholders • Increase ROP Counselor role in career guidance to support • • • • student career and post-secondary planning Develop processes for the ROP counselor and instructor to work more closely with the school and parents to support special needs students Develop long range plan to align with the changes in legislation Develop online attendance procedure Expand grant opportunities by developing additional partnerships with Cabrillo College, the Santa Cruz County Tech Prep Consortium and individual school sites Chapter 5 – Ongoing School Improvement • The visiting team believes that Santa Cruz County ROP has the capacity, commitment and resources to implement their action plan Commendations • Linda Surrell – Self-Study Coordinator • Innovative programs that take advantage of resources and partnerships throughout the community • Santa Cruz County ROP Teachers – Enthusiastic support of programs and students Commendations • Santa Cruz Administrator for developing the Metro Ed Credentialing process to assist teachers in the credentialing process • Santa Cruz County ROP Support Staff • Santa Cruz County ROP Administration – High visibility in classrooms and schools