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Coastline ROP

Priorities: 2012-2013

FINAL STATUS REPORT

I. Improve ROP instructional programs to assist students in acquiring college and career-readiness skills.

A.   

Begin implementation of a two-year process that includes all staff in a reassessment of the Coastline ROP Expectations for Students.

Status:  Following our last WASC accreditation process in 2009, Coastline ROP, along with all Regional Occupational Programs/Centers, was placed in the Post-Secondary Institutions category for WASC accreditations.  This change precipitated a need for us to realign our organizational and accountability structures to fit the new accreditation standards and protocols.  Among the necessary changes will be the need to reformulate and articulate what are now our organizational “Expectations for Students” (ESs) in terms of “Student Learning Outcomes” (SLOs). 

The Leadership Team and Cabinet studied literature from the Western Association of Schools and Colleges (WASC) relating to Post-Secondary accreditation standards, requirements and protocols.  They examined examples of different Student Learning Outcome statements from other ROPs and colleges.

In April, the Cabinet convened a special meeting to analyze and discuss relevant literature and new documents, including the new CTE Standards and Career Ready Practice Standards, and the matrix demonstrating the correspondence of the Common Core State Standards and CTE Standards.   This process helped Cabinet members identify the focus areas of our new Student Learning Outcomes, and will inform future staff activities that will lead to formulation and adoption of the new SLOs in 2013-14.

B.   

Develop and implement a plan to align Coastline ROP instructional practices with district partner’s initiatives in adoption of the Common Core State Standards.

Status:  Last August, two instructional coordinators, along with many district partners, attended the second Annual Common Core Summer Institute.  The two-day workshop, sponsored by the Orange County Department of Education, focused on implementation of the Common Core State Standards (CCSS), with break-out sessions on 21st century skills, integrated instruction, and blended learning.

One of our instructional coordinators attends Common Core Network meetings at the Orange County Department of Education.  The instructional services team uses the information gathered at these sessions to formulate Coastline ROP’s plan for supporting the CCSS.  Instructional services will plan professional development activities centered around: leading high level text-based discussions, reading informational text and incorporating the Common Core Mathematical Practices.

Additionally, our project specialist and assistant superintendent were instrumental in planning a CTEoc event at the Orange County Department of Education last October.  Administrators from all five participating districts attended the event.  Presenters shared information about the new CTE Standards and explained how they align with the CCSS.

C.   

Explore and identify opportunities to add industry certification or licensing to existing Coastline ROP course offerings to enhance rigor and relevance in courses.

Status:  Currently ROP classes prepare students for the following certifications:  Certified Medical Assistant, Certified Nursing Assistant, CPR, Dental Radiology, Emergency Medical Technician, National Craft Assessment and Certification, and ServSafe Food Handler. The Certified Solidworks Associate was added in the spring of 2013. 

In an effort to increase the number of classes that lead to an industry certification, the teacher on special assignment surveyed all teachers to identify potential certifications for our existing programs.  The ROP will pursue these additional certifications for the 2013-14 school year:  Adobe Certified Associate, Child Development Assistant Permit, Coronal Polishing, Infection Control and Registered Dental Assistant. 

D.   

Implement a professional learning community practice for Instructional Services staff to include periodic review and discussion of relevant literature and research.

Status:  The assistant superintendent, instructional program coordinators, and student services manager have engaged in an ongoing PLC practice involving reading and discussion of current, relevant, scholarly literature.  Articles and book excerpts are selected by from various online and print resources including ASCD, Eye on Education, Edutopia and Educational Leadership magazine, based on their relevance to Coastline ROP Priorities and to ongoing instructional initiatives.  Discussions take place at periodic meetings that include the instructional services staff. 

E.   

Support teachers in the use of student data and student learning outcomes to inform and enhance instructional and assessment practices.

Status:  On May 31, 2012, and again on August 23, 2012, instructional services staff offered a workshop entitled “Get Smart- Empowering Teachers and Enhancing Student Achievement Using Data.”  The workshop was attended by 27 teachers, including both direct and contracted staff.  The topics and teacher learning activities included data-driven decision-making in the classroom; types of student data teachers can use to boost student success, and methods to identify and apply student data to enhance instructional practice.

On March 8, 2013, instructional program staff offered a continuation of the “Get Smart” workshop entitled “Get Smarter:  Aligning Curriculum, Assessments and Competencies.”  Topics focused on rationale and techniques for analyzing available student data and alignment of course descriptions, curriculum, and instructional strategies.  Guidance and tools will continue to be offered to support teachers’ refinement of student progress assessments and identification of intended student outcomes.  

F.   

Provide additional opportunities for directly employed Coastline ROP teachers to participate in professional learning community activities.

Status:  Coastline ROP’s project specialist co-facilitates the CTEoc Digital Media Arts (DMA) Professional Learning Community for Orange County’s secondary and post-secondary DMA instructors.  In Fall 2012, the project specialist organized a series of five professional development opportunities including a visit to Post Factory, a post production company in Orange; a visit and workshop at Column Five Media in Newport Beach; an industry presentation on “Medical Illustration and Animation;” and two workshops to develop lesson plans on the topic of medical illustration and animation.  Many of Coastline ROP’s direct teachers participated in these DMA PLC activities; several teachers collaborated to create interdisciplinary lesson plans. 

In Spring 2013, a presentation and demonstration on “Arts + 3D Technology” was organized in collaboration with the Advanced Technology Education Park/Irvine Valley College.  High school and college DMA instructors from both Orange and Los Angeles Counties attended. Another highlight event was a visit to the Chapman University’s Dodge College of Film and Media Arts.  

Coastline ROP Culinary, Baking and Pastry, and Hospitality teachers were invited to be part of a Culinary PLC, kicking the 2012-13 year off with a Culinary and Hospitality Advisory Meeting at the Waterfront Hilton.  The instructors met and shared lesson plans with fellow educators from the middle school, high school, community college and university levels.  Throughout the year, our instructors attended four additional Culinary PLC meetings which included an industry day field trip, competing in several knife-skills competitions; and attending a cooking demonstration at Cypress College and Tustin High School.

A Construction PLC meeting was held in October; an Engineering PLC was held in March. 

In May, Huntington Beach High School and Coastline ROP instructor Jamie Knight hosted the first Music Technology PLC Meeting at Huntington Beach High School, in conjunction with the Distinguished Program Apple Open House.  Over 40 Music Technology educators attended, along with administrators and industry professionals.

G.   

Expand fee-based course offerings.

Status:  Coastline ROP offered two fee-based classes, Certified Nursing Assistant (CNA) and Dental Radiology, in the summer of 2012.  Two fee-based classes were offered in the fall of 2012, CNA and Medical Back Office Internship.  In the spring of 2013, the ROP offered an additional section of Medical Back Office Internship but it was ultimately cancelled due to low enrollment.  The ROP has four fee-based classes planned for the summer of 2013: CNA, Dental Radiology, Dental Assistant Back Office and Radiology Internship, and EMT.

H.   

Offer three new courses: Culinary Arts, Advanced Placement Computer Programming, and Engineering Design and Development.

Status:  Three new courses were offered in the fall of 2012: Culinary Arts, Advanced Placement Computer Programming, and Engineering Design and Development.  Culinary Arts is part of the new pathway at Laguna Hills High School.  Three sections of AP Computer Programming are being offered at Northwood High School.  This is the first advanced placement class offered by Coastline ROP.  Engineering Design and Development is serving as the capstone class for the engineering programs at Tustin and Foothill High Schools.

I.   

Enhance and expand engineering program through partnerships and collaborations with high schools, post-secondary, and industry partners.

Status: Three engineering pathway teachers and classes participated in the UC Irvine Performance Engineering Project, a year-long engineering program under the leadership of a UCI engineering professor.  For Tustin and Foothill High School teachers, this was their second year of participation; it was the first year for the El Toro High School teacher.  This year, Foothill and Tustin High School students designed and built two cars.  At the Design Review, held at the OC STEM. Showcase, Tustin and Foothill High School teams received awards in the categories of Technical Execution and Presentation/Design Brief.  For both cars, Foothill High School teams received Chancellor’s Awards.  All ROP student teams qualified to compete in the 4th Annual UCI Invitational on May 11 at Adams Motorsports Park.

To foster relationships with industry, the engineering teachers attended an industry mixer, featuring executives from Boeing, Kia, and Taylor Dunn among others.  The ROP project specialist arranged a visit to Sandvik Coromant; connected the teachers with SunPower, Precision Optical, and Axial Racing representatives; and facilitated introductions to community college instructors.  As a result, two engineering instructors were invited to participate in a week-long, all-expenses-paid training in SunPower’s Northern California facility.  The training will take place in the 2013-14 school year. 

In recognition of its Excellence in Engineering Program, Boeing has selected Tustin High School for its summer high school student internship program.  This prestigious recognition is bestowed upon nine high schools in Southern California.  Further, the Orange County Engineering Council selected Tustin’s T-Tech Engineering Academy for its Outstanding STEM Program Award.

J.   

Submit at least one additional course for UC/CSU a-g approval.

Status:  The Entrepreneurship course outline was submitted for approval.

K.   

Explore the feasibility of offering a non-traditional college fair featuring career-oriented schools.

Status:  Coastline ROP’s Career Specialists were surveyed to determine the access students currently have to information regarding career-oriented schools.  Four of our five participating districts plan an annual district-wide college fair which also includes career-oriented schools such as: the Fashion Institute of Design and Merchandise (FIDM), the Art Institute, Culinary Institute of America (CIA), Music Institute,  and the Universal Technical Institute (UTI).  In addition, representatives from local community colleges promote the career certificate programs that are available on their campuses.  In addition, evening and lunch-time campus visits from university and career-oriented school representatives are scheduled during the fall semester.  

IUSD students are trained to use Naviance, a college and career readiness software, to match their career interest with post-secondary education and training options.  Students and parents are encouraged to further research Naviance options, which include career-oriented schools.

Students also have the opportunity to learn more about post-secondary options while in their ROP classes.  Many ROP teachers invite industry professionals to speak to students about job qualifications that include skill levels and educational requirements.  Career-oriented school representatives are also invited to speak to students about school offerings, tuition, admission procedures, financial aid, etc.

The most current information about universities, colleges, community college career programs, and career-oriented schools is available on all campuses in the College and Career Center.  Students are encouraged to explore educational opportunities, career choices, and training options with their career specialist.  Students receive essential college and career-oriented school information presented in a variety of formats to make informed secondary education decisions.

II. Strengthen services to students and create a supportive learning environment.

A.  

Explore the feasibility of developing a Career Technical Student Organization (CTSO) to enhance student leadership skills.

Status:  Our new culinary arts teacher at Newport Harbor High School, Sarah Wall, embraced the idea of a Culinary Arts CTSO. Sarah reaffiliated the Newport Harbor High School chapter with FHA-HERO, Future Homemakers of America-Home Economics Related Occupations. FHA-HERO is the pre-professional organization for secondary students enrolled in home economics careers and technology programs. Students sharpen their personal leadership and career skills by participating as members and officers in competitive recognition events, leadership development activities, and community service projects.  FHA-HERO is sponsored by Home Economics Careers and Technology Programs, California Department of Education.

Our students participated in the Fall Region 9 Leadership Meeting at Westchester High School on October 27.  They participated in three community service projects including safe teen driving, gardening for the food bank, and birthday cakes for kids in transitional housing. 

The spring regional meeting was held in March in Ontario. The Newport Harbor High School Culinary team won several culinary competitions.  These students will be the only California team competing at the national meeting held in Nashville, Tennessee this summer.

B.  

Update the Coastline ROP guidance handbook for school counselors.

Status:  The updated Coastline ROP Guide is currently available to counselors in all partnering districts.  Updated materials include: contact information, industry sectors, course sequencing, career-related flyers, special-needs referrals, and classroom management guidelines.

C.  

Update course catalog descriptions, reference materials, and recruitment items to improve student course selection and achieve appropriate student placement.

Status:  Instructional program coordinators and the manager of student services are updating the course descriptions for the Fall 2013 Schedule of Classes to better assist students in making appropriate course selections.  To ensure that the descriptions use parallel language and contain important course information, a template is being developed.  A class syllabus and sample chapter from the text for each course is being compiled as a resource for career specialists to aid in appropriate student placement. 

Eye-catching, career-related flyers were produced for career specialists to use for recruitment and marketing ROP courses. Each flyer has related occupational information, education requirements, and corresponding ROP course suggestions.  Career Prop Boxes contain easy to assemble displays that are designed to capture student interest and direct them to a related ROP course. The Prop Boxes are available for career specialists to use when promoting ROP at back-to-school nights, open houses, elective fairs, and other recruitment events.

D.  

Implement a professional learning community practice for career specialists.

Status:  The manager of student services, the student services program assistant, and all career specialists met six times during the school year. In addition to offering each other support, the mission of these meetings has been to:

  • share personal practices to better serve the needs of students.
  • brainstorm new and creative ways to conduct business at their respective high school sites.
  • receive updated information from instructional and technology services departments.
  • communicate the shared Coastline ROP vision for students.

The collaborative discussion and shared best practices are then used to update the Coastline ROP Career Specialist Best Practices Handbook.  As a result of these PLC meetings, Career Specialists are better equipped to answer questions from all stakeholders.

III. Ensure ROP business operations are conducted in a fiscally sound manner.

A.  

Improve the budget development process to include additional staff input.

Status:  The superintendent and assistant superintendent will continue to hold interagency meetings to collaborate with district staff and high school principals regarding the CTE needs of district students. The information will be used to plan and/or develop course offerings and the budget for subsequent years. In addition, the Coastline ROP Cabinet will serve as a budget committee, providing input and serving as a liaison ensuring that program and teacher/staff needs are considered in the budget development  process. Furthermore, the business director will work with the information technology manager to examine the five-year technology plan and make recommendations accordingly. Lastly, we are reviewing the possibility of developing an equipment request form that would be used by teachers and staff to identify program needs, not identified in the ROP technology plan; and thereby, submit a request for budget consideration.

B.  

Increase the dissemination of budget information to staff.

Status:  The monthly bulletin will be used to provide staff with current and relevant budget information. In addition, the budget presentations for financial reports presented at board meetings will be posted in the staff locker on the ROP’s website. The superintendent and business director will continue to communicate with staff regarding budget updates via email.

C.  

Provide financial reports in an easy-to-understand format.

Status:  The business services department will provide budget presentations that summarize financial reporting and budgeting information; as noted above, the presentations will be posted in the staff locker on the ROP website. In addition, the business services department has revised the monthly budget status reports provided to managers, coordinators, and the assistant superintendent in a more user-friendly format.

D.  

Seek alternative program funding.

Status:  For 2012-13, Coastline ROP received $55,800 in grant funds.  A $10,000 grant was awarded by the Collectors Foundation for “Restoration 66:  Connecting Students with Cars, History, Family and Community.” Sabra Inc. awarded $5,000 to enhance Laguna Hills High School Culinary Arts program.  Additionally, $36,000 was awarded by Coast Community College District for two projects: the “Career and Educational Opportunities in Medical Illustration and Animation” and “Summer Externship for Teachers.”  A $4,800 SB70 subgrant from Saddleback College was obtained for certificated staff professional development. 

IV. Improve strategies that utilize technology to increase the efficiency and efficacy of the organization.

A.  

Research the feasibility of implementing the AERIES student information system to eliminate the need for bell-schedule teachers to enter dual attendance and to increase access to student data.

Status:  Last year Eagle Software’s AERIES Student Information System was identified as the best answer to our ongoing problem of bell-schedule teachers needing to enter dual attendance.  This year we are taking a detailed look at the software to ensure that all ROP requirements will be met.  Through a series of meetings, telephone calls, and emails with Eagle representatives, Central County ROP, Garden Grove USD, and OCDE, most of our questions and concerns have been satisfied.  However, there are still a few outstanding items that need to be resolved before we make a final commitment to the purchase of a new student information system including getting permission from partner districts to share attendance data.

B.  

Upgrade the ROP district site infrastructure to support increasing technology utilization by students and staff.

Status:  The instructional server that maintains the student and teacher information at the Snyder Site has been upgraded and reimaged.  This has sped up the performance and response time of student and teacher activities.

Plans have been made to rewire all offices and replace all switches.  Five new GbE switches were recently purchased and will be installed during the summer.  The cables in Building F will be replaced first. 

C.  

Retool the media resource center with current equipment and digital media.

Status:  A new fiber optic cable has been installed and connects the media resource center (MRC) in building B to the servers in building A.  This allows more data to travel at high speeds to and from the MRC.  It also enhances online interactions and efficiency.

A new 44” HP Designjet Z2100 wide-format printer has also been installed.  The printer can be used for printing posters or any type of large media.

A new 80” Sharp AQUOS LED HD Smart TV was installed in the board room adjacent to the MRC in Building B.  The TV is linked to a media panel, Apple TV, and a computer.

D.  

Increase staff awareness of new technologies.

Status:  In December 2012, Coastline ROP teachers and administrators had the opportunity to participate in an industry-site professional development activity.  The topic was “The Power of Visual Storytelling.”  Participants learned about trends in infographics, interactives, and social media in today’s digitized economy directly from the agency’s Digital PR Strategist, Production Director, Senior Designer, Producer, and the CEO. The event was well attended.  In April, teachers attended a presentation and demonstration on “Arts + 3D Technology” and learned about the scope and power of rapid product development to influence art, manufacturing and new product development.

At various SSC (Snyder Siters Communicate) meetings, presentations were given on using the advanced features of the district telephone system and the new Smart TV.  In January, seven staff members received iPads.  Group training and one-on-one training as needed has been provided by IT staff.  Career specialists have been trained on the newest version of Adobe Acrobat.  Google Drive is now being used by some of our staff members to share pictures, videos, and documents with teachers and/or career specialists off-site.  At various high schools, teachers have been trained to use Apple Remote Desktop to manage student use of computers.  Some staff has participated in training sessions on Haiku.  Haiku is the learning management system we use for the online portion of courses.

V. Refine human resources processes and procedures.

A.  

Complete the revision of board policies; publicize completed policies on the website.

Status:  The final series of Board polices have been submitted to CSBA for processing.  Policies that were approved by the Board of Trustees will be posted on our website.

B.  

Revise evaluation documents and processes to ensure a systematic evaluation of all personnel.

Status:  The evaluation document and processes have been revised and will be finalized by the leadership team.

C.  

Research the feasibility of purchasing and implementing a human resources software information system.

Status:  Beginning July 2013, we will be coordinating with OCDE to begin the implementation of the Human Resource Information Software (HRIS) system.

D.  

Develop a tool for determining appropriate placement of newly hired certificated employees on a salary schedule.

Status:  The salary placement tool for newly hired certificated employees is finalized and ready for use.

E.  

Update the employee manual.

Status:  The employee manual has been revised and is ready for distribution to new employees.  It will be posted on the website.

VI. Strengthen business and industry alliances.

A.  

Implement strategies to recognize business partners and internship supervisors.

Status:  ROP staff created a 2013 calendar featuring student work; they also purchased glass coffee mugs with the ROP logo etched on them. The project specialist and internship teachers connected with business partners and presented them with these tokens of appreciation, along with updated ROP information.  Additionally, logos from select companies have been posted on the ROP website.  The select companies are those partners who have provided grants/donations and advocacy support.

B.  

Strengthen connections with the identified industry sector partners.

Status:   Upon completion of identifying candidates for lead industry sector partners, the project specialist visited businesses and presented them with the ROP “tokens of appreciation.”  She conducted an informal survey to determine how ROP staff or students might address industry needs.  Many business partners agreed to be advisors or legislative contacts and permitted us to post their logos on the ROP webpage.  Our goal is to develop a true partnership where both entities benefit.  This year we connected an industry partner with the ROP’s Rapid Product Development instructor who identified a high school student to design a playground layout for the business partner.

VII. Provide a professional growth program to improve and enrich practices for all staff.

A.  

Develop an organization-wide professional development plan.

Status:  Our staff is involved in a wide variety of professional development activities.  However, we wanted to create a professional development planning and monitoring process that would be conducted in a long-term, sustainable manner.  Instructional coordinator, Lisa Knuppel, created a three-year plan that incorporates three steps or levels.  First, each department will use an inquiry-based approach to determine areas needed to reform, innovate, or refine professional processes.  This is the awareness or exploration step.  Next, the group will identify the learning or development necessary to implement the initiatives determined in the first level.  This is the implementation step or level.  These two steps will be initiated in year one of the plan.  In year two and every year thereafter, a third step will include the assessment of the items in the implementation step.  This will be the monitor and adjust step.

The plan will continue to evolve as the items in the awareness level move to the implementation level with the ability to monitor and adjust the plan on a regular basis.  This plan will be used for broad-based initiatives with teaching staff continuing to participate in professional development activities that relate specifically to the courses they teach.

B.  

Offer additional workshops for teachers on data-driven analysis of student performance.

Status:  In the spring of 2012 and the fall of 2013, teachers attended the first workshop in the series, “Get Smart,” where they were introduced to the concept of data-driven instruction.  The second workshop in the series, entitled “Get Smarter,” was presented on March 8, 2013.  Workshop content and teacher activities focused on the analysis of student learning outcome data, and the alignment of curriculum, assessment, and course competencies.

C.  

Offer online training workshops on topics such as sexual harassment, crisis management, and mandated reporting.

Status:  We have selected the Keenan and Associates SafeSchools program for online solutions to staff training.  SafeSchools employs a scenario learning strategy and has been recognized as the leading developer of safety and compliance solutions for the K-12 market.  Training modules are offered in emergency management, employment practices, safety, human resources, information technology, etc. Staff were given the listing of free online programs and encouraged to participate in training as part of the professional growth process.

Completion of the SafeSchools online sexual harassment training program is required of all management staff. 

VIII. Sustain effective and positive communication with ROP staff and the educational community.

A.  

Increase the use of social media to improve communication with stakeholders.

Status:  Since February was CTE Month, we posted CTE facts on our FaceBook page every day throughout the month.  We have also been promoting our FaceBook page via the website and in the monthly bulletin.  Teachers and staff have been asked to forward items of interest or student activities to members of the educational technology committee so they may be recorded on our FaceBook page. 

Many of our teachers have begun to use social media in the classroom.  They post lectures and assignment; some share students’ work.  Students write posts and have discussions about assignments or continue classroom conversations using social media.

B.  

Create a promotional video to showcase student work and market instructional programs.

Status:  To better showcase the success of current and former ROP students, a video was created by the Music, Media and Entertainment Technology Department at Huntington Beach High School.  The video highlights student accomplishments and how the ROP helped students find success as they transitioned to college and career.  The video was shown at the Distinguished Student Recognition Event in May and will also be used by career specialists as a marketing tool.

C.  

Develop a staff resource guide that includes answers to frequently asked questions.

Status:  A resource guide has been developed for use by new employees who frequently need answers to questions but do not know which staff member to call.  The guide includes a picture of each Snyder Site staff member, contact information, and a brief description of responsibilities as they relate to questions frequently asked by new employees.

D.  

Use C3PO meetings to more effectively facilitate communication at the ROP district office.

Status:  As the organization changes, so do our communication needs.  The first C3PO meeting was in May 2008.  Staff was recovering from a change in leadership, and there was a need to improve communication, create a stronger connection between departments, and provide time for informal staff conversation. The name of the meetings, C3PO, originated from the three Cs (above in italics) and the meetings were for Presidio staff Only (PO), thus the name C3PO.

After meeting with the Cabinet and staff, it was decided that employees are better connected and have open channels of communication.  The staff decided we should rename the meetings (we now call them SSC meetings for Snyder Siters Communicate) and incorporate one or more of the following items in each meeting: professional development activities, inspirational videos or student success stories, departmental processes, legislative updates, or safety information.

Our past meetings have included technology trainings, safety training, legislative updates, and a presentation on adult student registration. 

The change was timely and successful.

E.  

Create core value statements and applications for implementation.

Status:  Last year, staff helped to determine the core values; this year employees were asked to define what the values meant to them.  Cabinet members examined the responses looking for commonalities.  Each value was further clarified by five bulleted items.  The core value statements were distributed to employees at the end-of-the-year staff meeting.  They provide a framework for decision-making and represent agreements about how staff is expected to interact with one another.  They will help us set performance expectations for employees and orient new staff.

F.  

Use data to help validate significance of ROP and career technical education.

Status:  The following data-related documents are being developed or have been developed or refined to use with the school community or legislators when discussing the value of ROPs. 

  • Coastline ROP UC/CSU a-g approved course list.  This report shows the name and number of each approved course by district.  We currently have 98 sections offered; 39% of ROP course offerings are UC/CSU approved.  We are creating a report that indicates the number of students by districts enrolled in the a-g approved courses.
  • The Course Sequence Matrix indicating the sequential skill building pathways available to students.  This matrix shows the career pathways on each high school campus, courses in the pathway, articulation agreements with local community colleges, available certificates, UC/CSU approvals, and salary ranges.
  • The graduation rates of Coastline ROP students in comparison to our partner districts and Orange County.
  • The follow-up study showing the percentage of students after graduation enrolled in postsecondary education, the percentage working, and the percentage in the armed services.
  • District Enrollment Perspective.  This data shows the percentage of juniors and seniors enrolled in ROP classes by district.  Another report shows the percentage by individual high schools as well as students enrolled in ROP classes in other districts. 
  • Workforce Outcome Data.  This data shows the number and percentage of students who have attained course competencies, the number and percentage of students who have obtained licenses or certification, as well as the number and percentage of students participating in paid or unpaid internships.

IX. Maintain a high level of visibility for Coastline ROP through participation of key staff in various professional and community activities.

A.  

Attend CAROCP Board and committee meetings; serve as coordinator of Southern Region Forum.

Status:  The superintendent, assistant superintendent, direct of business services, human resources administrator, and instructional coordinators have attended various CAROCP Board and committee meetings.  The human resources administrator is the chair of the state human resources committee; the superintendent is on the executive committee. 

The superintendent is the chairperson for the southern region of CAROCP and holds monthly meetings for superintendents and administrators of the 25 ROCPs in the southern portion of the state.

B.  

Function in a leadership role on the CTEoc executive committee.

Status: The assistant superintendent and project specialist are active members of the CTEoc executive committee and attend monthly meetings.  They were involved in the planning and organization of the fall and spring CTEoc County-wide Collaborative Meetings attended by school, district, and college administrators, department chairs, and counselors. 

 In addition, the project specialist continues her role as the co-facilitator of the CTEoc Digital Media Arts Professional Learning Community (DMA PLC).  She organized a county-wide DMA PLC meeting and six professional development opportunities for DMA PLC teachers to network with business professionals, visit digital media companies and the Advanced Technology Education Park, and develop new lesson plans.  Further, she was actively involved in the planning and details of the 2013 DMA Arts Competition, a component of the Orange County STEM Showcase and Competition at the Orange County Fairgrounds in April. 

C.  

Serve on the Board of Directors for the Orange County Workforce  Investment Board.

Status:  The superintendent serves as a board member on the Orange   County WIB and also on the WIB Youth Council committee and has the opportunity to promote ROP with business and industry members. 

D.  

Attend at least one district guidance meeting at each participating district.

Status:  The manager of student services attended district guidance meetings in IUSD, TUSD, NMUSD, and SVUSD throughout the school year. The updated Coastline ROP Counselor’s Guide was presented and distributed to all school counselors at that time.  Updated materials include: contact information, industry sectors course sequencing, career-related flyers, special-needs referral and classroom management guidelines.  A request was made from HBUHSD to reschedule their presentation to their October 2013 counseling meeting.

E.  

Participate in school-site activities and community-based activities.

Status:  Coastline ROP administrative staff, the instructional services team, and student services team attend school-site activities on a weekly basis.  Some of the activities include student competitions, award functions, orientations, college and career fairs, parent nights, open houses and back-to-school, PTSA meetings, sports events, music and theater events, and student performances.

Coastline Cares is a community outreach initiative involving a variety of philanthropic activities.  It was created to inspire staff to support others in the community and engage with our school and community partners.  This year’s activities include: Making Strides Against Breast Cancer, Newport Harbor Heritage Run, Tustin Dinosaur Dash, Costa Mesa Community Run, participation in the Families Forward Thanksgiving food drive and Holiday Adopt-a-Family programs, and the GI Go Fund Jeans for Troops Day – a day of “dressing down” in honor of America's military heroes. 

F.  

Strengthen relationships with community colleges and universities.

Status:  As the liaison to community colleges and universities, the project specialist attends both Saddleback College and Coast Community College CTE Transition Committee meetings and the UC Irvine Performance Engineering Project meetings.  She works closely with Coastline ROP’s colleges to articulate courses and to create opportunities for secondary and post-secondary instructors to network and build relationships. 

The ROP contracts with Vital Link to facilitate joint advisory committee meetings with local ROPs and community colleges.  These meetings give teachers additional opportunities to discuss course alignment and course articulation with postsecondary partners.

G.  

Strengthen advocacy efforts and communication with legislators.  

Status:  The superintendent and staff continue to write letters to legislators when necessary in support of career technical education.  The Superintendent is a member of both CAROCP legislative and strategic alliance committees and helps to determine how the state association will work with legislators and other policy makers.  In March, the superintendent traveled to Sacramento; she had appointments with Senators Mimi Walters and Mark Wyland and Assemblymembers Travis Allen, Diane Harkey, Donald Wagner, and Allan Mansoor.  The superintendent has appointments to meet with Senator Mimi Walters and Assemblymembers Donald Wagner and Allan Mansoor in their home offices.  In addition, we have been very successful in our attempts to get business partners to send letters to legislators regarding the Local Control Funding Formula. 

X. Ensure that risk management is being conducted in a manner that provides for the safety and security of students and staff.

A.  

Review and update School Safety Plan.

Status:  To date, the Risk Manager has revised the school safety plan to include references to new and/or revised board policies pertaining to safety and emergency planning. In addition, draft procedures for lockdowns and safety holds were developed; Snyder Site staff and teachers who attended the safety training on January 22, 2013, received copies of the draft procedures and were given the opportunity to provide input. The coordinators shared the information with Snyder Site teachers who were not able to attend the training. Once the procedures have been finalized, they will be added to the school safety plan.

Based on input from Snyder Site staff and teachers, lockdown and safety-hold procedures were developed for our main facility; the procedures have been added to the ROP’s Comprehensive School Safety Plan.  In addition, we will be developing an alternate lockdown procedure applicable to evening and weekend classes.

B.  

Create a Standardized Emergency Maintenance System (SEMS).

Status:  The SEMS Maintenance System will consist of three sections: an advisory group, a technical group, and specialist committees. The advisory group, which will provide advice, recommendations, policy guidance, and direction to the technical group currently includes the Leadership Team. Joe Noceti, our EMR teacher, will serve as a fire/medical emergency advisor to the group (this position is relevant to the job he has outside the ROP, not as an ROP teacher). In addition, we will request that a representative from the Costa Mesa Police Department and from Newport-Mesa Unified School District (due to our proximity to Davis Elementary and Costa Mesa High School) also serve on the advisory group.

The technical group, comprised of management level ROP personnel, will be assigned to/follow-up on tasks assigned to specialist committees and keep the advisory group informed of committee progress. the technical group members include the coordinators of instruction, manager of technology, manager of student services, human resources administrator, and the leadership team (superintendent, assistant superintendent, and director of business services).

The specialist committees are ad hoc groups that will be identified and/or activated on an as-needed basis.

C.  

Provide increased training opportunities for teachers and staff.

Status:  Safety training for Snyder Site staff and teachers was held on January 22, 2013; the primary focus was lockdown and safety hold procedures.  An additional safety training including lockdown table-top exercises was held on April 23, 2013. 

The business services team, who is responsible for risk management, presented a condensed safety training for the Snyder Site staff at a recent SSC meeting; they will continue to use this forum as a means to remind Snyder Site staff of important safety precautions and procedures.

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