Coastline ROP

Our 2014-15 Priorities


Coastline ROP aspires to be recognized by its partner districts as the premier provider of innovative career technical education promoting student engagement, student achievement, and college and career readiness. The strategic priorities below will help us achieve this goal.


Collaborate with partner districts and develop a funding solution compatible with the Local Control Funding Formula.

• Coastline ROP in collaboration with our partner districts revised and amended the Joint Powers Agreement. Most of the changes in the document occurred in under section (f) Fiscal Duties and Responsibilities. All district boards and the Coastline ROP board approved the JPA in November 2014.


Complete the WASC Self-Study Accreditation Process and prepare for the Visiting Committee.

• Coastline ROP began the WASC self-study process in November of 2013. The assistant superintendent served as the self-study coordinator; an instructional program coordinator was the report chair; and the former director of student services acted as the process chair. Together with the superintendent, these employees comprised the WASC executive team. The executive team attended the WASC training sessions and created the structure for the self-study process.

• The WASC organizational chart and timeline were developed early in the process. Each of the ten criteria were assigned to the staff member most qualified to facilitate the analysis. Assessment of the program included surveying stakeholders, conducting student learning observations, evaluating student work, and analyzing student data. The report chair guided the authors to determine findings and identify the areas of strength and key issues for each criterion. The Action Plan was developed based on the key issues.

• Coastline ROP’s Action Plan addresses three key issues that emerged from the self-study process. In addition, it identifies specific action steps to address the key issues, lists timelines and responsible parties for their completion, describes the means for assessment of progress toward completion, and states the reporting instruments and methods to share information with appropriate stakeholders.

• As part of the WASC self-study process, the Mission Statement was revised and the Expectations for Students were replaced with new Student Learning Outcomes. All staff members were invited to participate in these important organizational activities.

• Members of the WASC visiting team met with staff members and visited classrooms March 22 – 25. The team validated the findings in our self-study report and recommended a six-year term of accreditation.

3. Implement tactical strategies as identified in the Marketing and Communication Plan prepared by Full Capacity Marketing.

• At the beginning of the fiscal year, cabinet members met to discuss the strategic marketing and communications plan developed by Full Capacity Marketing (FCM). Staff spent time digesting the plan which consisted of 11 strategies or tasks. We looked at each task and determined (1) if the task was appropriate, (2) if the ROP had the capacity to complete the task, (3) if funding was available, or (4) if we needed the assistance of Full Capacity Marketing. We also looked at when we would be able to implement the task, either this year or next and who would be responsible. Tasks completed include final website revision; rebranding of online presence and all documentation by replacing former logo with a new logo; research on creation of a mobile website; updated use of social media including increased posting to Facebook, opening a Twitter account, establishing a HootSuite account, and posting videos on YouTube.

• We are working on a student repository of success stories that will be part of our website; we have a draft PowerPoint template with customizable slides for ROP presentations, and we created a database of business partners. These items are also addressed in the Annual Performance Objectives listed below.


Strengthen engagement, collaboration, and communication with business partners.
• Fifty-seven new affiliation agreements were created with local businesses to provide internship opportunities for students!

• Collaborated with Hass Automation, Inc. In December 2014, the Gene Haas Foundation (GHF) granted $3,000 to support field trips to the Haas factory in Oxnard, California. Students toured the Oxnard facility in January and March 2015 with plans to go again in October to celebrate Manufacturing Day.

• Strengthened partnership with Glidewell Dental Labs. Students participated in a field trip in November and were invited to apply for employment at the completion of the dental program.

• Collaborated with the Orange County Auto Dealers Association and Golden West College to establish the ROP Auto Tech Academy (ATA) held at Golden West College allowing students to work on state-of-the-art equipment and helping them to transition to the college campus. The Golden West College Foundation donated funds to pay for student parking passes.

• Students from Fountain Valley and Edison High Schools participated in an exclusive tour and job shadow experience at Disney Animation in Burbank in December 2014. Disney does not offer tours of their working facility to the public or to school groups; however, instructor Zoe Seals is a former employee of Disney and made the arrangements privately with her former colleagues. Zoe and Fountain Valley animation instructor, Michael Eich, are collaborating with Disney to develop curriculum for a pilot internship program slated to launch in summer of 2016. The internship program vision includes an emersion-type summer experience for students, followed by mentorship of the student by Disney personnel, and a pipeline to studio jobs after college graduation.

• PBS SoCal has continued its partnership with the ROP and instructor Javier Espinoza, offering studio tours and job shadows for new students this spring and a summer internship for one or more students from his Costa Mesa High School Broadcast News class. Students wrote and produced a short video tour of the PBS facility in September 2014. The video is in the final editing stage and will be posted to the PBS SoCal website for public viewing in May 2015.

• Costa Mesa High School’s KMESA show produced by Javier Espinoza’s Broadcast News class produced and began airing the first Spanish-language student and school news and information show in Orange County. Telemundo aired a feature item highlighting the show and lauding Mr. Espinoza’s innovative approach to integrating language students and CTE. Telemundo invited Mr. Espinoza and students to visit the Telemundo studio in Universal City in the fall and expressed interest in continuing to support and partner with the KMESA broadcast students.

• Northwood High School’s Beverly Matsuda developed an internship component and partnership with the South Coast Research and Extension Center (SCREC) in Irvine. The new affiliation agreement allows up to 15 students from the Environmental Horticulture classes to serve up to 45 hours of internship at the center, which was established by the University of California in 1956 as a representative site for agricultural and horticultural research. Students serving internship hours can earn up to 2.5 credits toward graduation.

• Beverly Matsuda also developed a partnership with the Second Harvest Food Bank in Irvine, California. Students enrolled in the Environmental Horticulture class at Northwood High School have the opportunity to work as short-term interns at the food bank to learn about distribution and logistics and non-profit community-based business operations.

• Broadcast News students from Laguna Hills High School attended an exclusive studio tour and witnessed taping of the E! entertainment news show in Universal City. The tour and taping experience was made possible through professional industry connections of the instructor, Kris Velasquez.

• Instructor Greg Goran has developed a business partnership with Slapfish restaurant in Huntington Beach. Students in Greg’s Sustainable Urban Agriculture class sell vegetables grown in their urban garden to the local restaurant.

• Seven ROP teachers and seven community college instructors participated in externships funded by the Orange County Deputy Sector Navigator for Global Trade and Logistics. Teachers learned about workplace practices, skill requirements, and career opportunities for students at Allergan, Blizzard, Brighton-Best International, and ValleyCrest Design. Additionally, the externships increased the level of connectivity between secondary and postsecondary educators and business and industry.

• Twenty-six Coastline ROP Culinary Internship and advanced students, as well as several alumni, participated in a Chili Cook-Off Showcase sponsored by the Hilton Irvine, as part of their bright blue futures program.

• Coastline ROP was the training agency for the Costa Mesa Fire Department to provide the Basic Life Support for Healthcare Providers renewal course to their staff of 83 Costa Mesa Fire Department Firefighters.

• The assistant superintendent and a coordinator attended the annual All-County Chamber of Commerce Mixer at the Orange County Fairgrounds. This was an opportunity to meet business people and make connections to Coastline ROP.

• The TOSA and instructor Darin Petzold networked with local machine shops in the Orange County area. Many shops offered to donate equipment and metals; to serve as a guest speakers or advisors, and to conduct tours.


Implement the AERIES student information system.
• Because we use the supplemental attendance portion of Aeries, our use of the program is limited. The conversion of the imported data from our partner districts is working well.

• Overall, however, Aeries has not worked well for the entire organization. Bell-schedule teachers no longer need to enter dual attendance, but reporting and administrative tasks are difficult and often impossible. Internship and co-op teachers are having difficulty entering the proper times for attendance hours; it is a long and laborious task.

• After reevaluating our needs and possible solutions, we are considering the use of our former student information system, AIM, in addition to Aeries. We would maintain the Aeries data exports and implement AIM’s K-12 import utility. With those additional pieces in place, all student data could be brought together in one database with the ability to run required reports and perform necessary administrative tasks.


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

  A. Align current course outlines with the CTE Model Curriculum Standards and Common Core State Standards.
• The coordinators and the assistant superintendent developed an implementation plan for revising current course outlines with the CTE Model Curriculum Standards and Common Core State Standards. In an effort to standardize the curriculum for topics that are included in all ROP courses, four teacher leaders developed global lessons on: career planning, financial literacy, safety, ethics, and responsible use of technology. The process of revising current course outlines with the CTE Model Curriculum Standards and Common Core State Standards will continue into the 2015 – 2016 school year.

  B. Develop three new classes as proposed in the Career Pathways Trust Grant.
• Three new classes will be offered in the following industry sectors: Engineering and Architecture, Information and Communications Technology, and Manufacturing and Product Development.

• The Engineering Innovations class is an after-bell, semester course that started in the spring of 2015. A new computer lab on the ROP campus was installed; it includes an Airwolf 3D-printer and CAD software. Students learn key design and engineering concepts, including 3D design modeling software (SolidWorks) and additive manufacturing (3D printing). Electronics and programming are integrated to assist students in building unique, high-tech products.

• The after-bell, semester course, Programming and Robotics, will be offered in the summer of 2015 and every fall and spring thereafter. Students will learn to build and program VEX robots using ROBOTC, a C-based programming language. Students from all five districts have enrolled for summer; the class is full and a wait-list has been started.

• The Advanced Manufacturing Engineering Technology class will be held in the Haas Technical Education Center (HTEC) at Trabuco Hills High School. This class will be offered starting in the summer of 2015 and every fall and spring thereafter. In this semester-long course students will receive advanced instruction in the operation, setup, and programming of a CNC mill and lathe in addition to building their CAD/CAM and metalworking skills. Students will have an opportunity to work toward the National Institute for Metalworking Skills (NIMS) Level 1 Certificate.

   C. Apply for a Golden Bell Award.
• The instructional services department is submitting the T-Tech Academy at Tustin High School for CSBA’s Golden Bell Award.

   D. Submit at least one additional class for UC approval.
• The provisional requirement for the UC/CSU “d” approval of Sports Medicine and Athletic Training was removed, and the course is now approved. Currently, 48% of Coastline ROP courses meet the UC/CSU a-g requirements.

  E. Explore distance learning options.
• This year the Pharmacy Technician course was expanded to a year-long course with internship and online components. Students not at an internship site for the first five weeks of the semester will complete the online coursework in addition to meeting on two scheduled “control class” days. Once the first group finishes the internship component, the groups will switch and the first group will have the opportunity to complete the online portion of the class while the other group of students participates in the 60-hour internship component.

  F. Create a presentation for the CSBA Annual Education Conference.
• Coastline ROP submitted a proposal to present at the CSBA Annual Education Conference. The topic is “Connections and Collaboration” and will highlight the Haas Technical Education Center at Trabuco Hills High School.

  G. Revise the internship orientation package to better outline business expectations and timelines; solicit regular feedback.
• The teacher-on-special-assignment is developing an electronic version of the internship orientation package to be used in site development, training of site mentors, and in soliciting feedback. The electronic communication will also feature video testimonials from students and existing business partners.

  H. Investigate the feasibility of offering pre-apprenticeship programs.
• The assistant superintendent and an instructional coordinator attended the California Apprenticeship Council Second Quarterly Meeting. They also met with John Dunn, Division of Workforce and Economic Development at the Chancellor’s Office for the California Community Colleges; staff at North Orange County ROP; and the Deputy Sector Navigator for Retail/ Hospitality/Tourism at the California Community Colleges to discuss apprenticeships and gather information. At this point, additional investigation needs to occur before we determine if pre-apprenticeship programs will be offered by the ROP.

7. Provide a safe and supportive learning environment for students.
  A. Revise the existing student exit survey to better understand student perceptions.
• The revised student exit survey was presented to the cabinet staff for final review at the May 18 meeting. The approved student survey will be administered online during the 2015-2016 school year.

  B. Develop systems to collect and publicize student and business success stories and testimonials.
• As part of our strategic marketing and communications plan, we will implement a system to collect stories and testimonials. The system exists in what is called the “back end” of our website. It will be used as a repository for student success stories. This collection of stories and testimonials will be used to communicate student success to the educational community.

  C. Develop general collateral materials with new branding and messaging.
• All existing marketing materials have been rebranded with the new logo, colors, and tagline including career flyers, posters, fact sheets, PowerPoint presentations, and Career Specialists’ Best Practices manual. New tablecloths and banners were purchased for use at career fairs and other school events. All high school campuses were visited by the student services’ manager during the week of March 9 to insure that career specialists’ work areas had all the appropriate branded materials.

8. Ensure that ROP business operations are conducted in a fiscally sound and transparent manner.
  A. Strengthen internal control procedures between human resources and the business services functions for payroll and budgeting.
• The implementation of the HR 2.0 system is fully functional. Human resources and the business services department have coordinated a check and balance system to ensure that the information reported in HR 2.0 is accurate. Business services staff will continue to review current processes in order to identify possible areas that could benefit from increased internal controls.

  B. Review current eligibility requirements for students requesting bus passes, free of charge, for transportation assistance to and from an ROP class.
• While the ROP provides OCTA bus passes free of charge to any high school student requiring transportation assistance to an internship site, it does not provide bus passes to travel to high school sites for an ROP class unless the student demonstrates a financial need. In February 2015, the superintendent, assistant superintendent, coordinators, manager of student services, and the CBO met to discuss the current eligibility requirements, based on financial need, for students requesting transportation assistance to and from an ROP class. To ensure that students are able to attend classes, the ROP implemented an “emergency bus pass” program early in the fall semester that allows career specialists to issue bus passes at their discretion to students demonstrating a need for assistance. Since few, if any, students are denied assistance and the current program appears to be working, the consensus of the group was to maintain the current eligibility requirements. In addition, the ROP will take the following actions: (1) include the revised Bus Pass Program FAQs document in the teacher handbook and in the staff locker on the ROP’s website, (2) increase communication to ensure teachers and career specialists understand the program so that they can provide guidance to students, and (3) consider adding a question to the student exit survey pertaining to student transportation concerns impacting class choices/decisions.

  C. Research asset and inventory management systems to improve efficiency and strengthen internal controls for safeguarding ROP property.
• The CBO identified two inventory and asset management programs, “Asset Manager” and “WASP Barcode” that would serve the inventory control and financial reporting needs of the ROP. Both systems seem user friendly, cost-effective, and use a barcode scanning system for efficient and accurate inventory control. The plan is to purchase one of the software programs in 2015-2016 and begin transferring inventory and fixed asset data from the current Microsoft Access and Excel programs to the new program.

9. Improve strategies that utilize technology to increase the efficiency and efficacy of the organization.
  A. Provide training and technical support in the implementation of the AERIES student information system.
• We have conducted three training sessions for teachers and career specialists and one training session specifically for career specialists. As new employees are hired, one-on-one training is provided.
• All employees who use AERIES have received appropriate training.

  B. Upgrade appropriate computer labs with Adobe Creative Cloud and current Microsoft products.
• All appropriate computer labs have been updated to CS6. For those who want it, Creative Cloud is available. Computer labs have also been updated to current Microsoft products.
• Our information and education technology specialist installed updates and patches in computer labs to comply with districts’ SBAC testing requirements.

  C. Implement improvements and upgrades to the Snyder Site local area network based on recommendations from OCDE.
• Switches, cabling, cabling components, wireless access points, firewall, and all licenses required for these devices have been purchased and will be installed over the course of the summer with as little disruption as possible to employees and students.


Administer all student exit surveys electronically by facilitating access to computer labs and maintaining sets of tablets for instructors who do not have computer access.
• At the end of spring semester, all student exit surveys were completed electronically. We reconfigured the survey to be compatible with mobile devices and developed a QR code that gave students easier access to the survey.

  E. Investigate use of drone technology for instructional purposes.
• The ROP purchased a DJI Phantom Vision 2 which is a remote controlled quadcopter with an attached HD camera. Pairing a smart phone or tablet to the camera allows the user to see a scene before capturing the footage. The quadcopter can capture footage from up to 400 feet in the air. This type of footage will provide video and film students with a unique learning experience.

• The information and education technology specialist has been learning to fly the quadcopter in a safe manner while recording quality footage. Students will get a chance to user powerful editing software on the footage so they can learn the best practices for quadcopter recording. The information and education technology specialist will instruct the students on the safe operation of the quadcopter and supervise all flights.

10. Refine human resources processes and procedures.
  A. Implement procedures and accountability measures to ensure that employee information changes are accurately reported in the HR 2.0 system.
• As stated above, the implementation of the HR 2.0 system is fully functional. Human resources and the business services department have coordinated a check and balance system to ensure that the information reported in HR 2.0 is accurate.

  B. Work with management staff in the creation and maintenance of multi-year, departmental professional development plans.
• Management staff completed their multi-year departmental professional development plans. Implementation of these plans will begin in the 2015-2016 school year.

  C. Research comparable district and ROP salary schedules and revise ROP compensation system as appropriate.
• An analysis of similar job titles and salaries of classified, classified management, certificated and certificated support staff of nine comparable Regional Occupational Programs and/or Regional Occupational Centers was completed. This survey will assist Coastline ROP when examining our current pay compensation system to ensure that it aligns with our organizational needs and the labor market.

11. Increase visibility and community awareness using electronic methods.
  A. Gather “firmographic” data and develop an eMarketing database of business partners; investigate the use of Constant Contact as an eMarketing tool.
• We have developed a database of business partners which includes past and present internship sites, co-op sites, and industry advisors. We did investigate the use of Constant Contact which would allow us to do email blasts to all industry partners easily for a monthly fee. At this time we do not see the need to use Constant Contact.


Create business engagement presentations and increase outreach efforts.  Utilize SlideShare for presentation publication.
• Full Capacity Marketing has designed a PowerPoint template and a draft presentation with customizable slides for presentations to staff, counselors, businesses, parents and students. Coastline ROP staff will provide input and any requests for changes; FCM will script the slides and finalize the presentation.

  C. Implement a structured social media plan.  Revise FaceBook page, incorporate new branding, streamline update process, and increase the number of business and student success stories.
• We are implementing best practices for social media as recommended by Full Capacity Marketing. These include pulling recent analytics for Twitter and Facebook traffic to help outline a successful social media campaign and identifying target audiences for our social media accounts.

• For Twitter, we targeted business partners, local government, district officials, chambers of commerce, industry associations, and other stakeholders. For Facebook, we targeted students and prospective students, parents, and district staff. We are now “following” over 100 Twitter accounts and “like” over 350 Facebook accounts. We regularly cross promote both social media sites to increase exposure with each other and share external links from business partners, stakeholders, government entities, state-related CTE sites and educational sites to further increase our online presence.

• We continued to update our Facebook site by deleting outdated information and adding current, relevant descriptions of our program. We schedule Twitter and Facebook posts in advance using the Hootsuite social media management site, using links, hashtags, and mentions to boost visibility and reach. We have identified an internal team of ROP contributors to collect content.

  D. Consider development of a mobile website; obtain pricing information.  Update current website with new branding, layout, and content.
• The ROP website is complete with new branding and content. We have received numerous compliments on our new website!

• Since internet access via mobile devices continues to grow, we wanted to investigate the development of a “mobile-friendly” website. Coastline ROP’s new website is not optimized for viewing on mobile devices which may discourage navigation of the site by smartphone users. However, the cost to develop a mobile website with the assistance of Full Capacity Marketing is $5,560; we do not currently see the need to offer a mobile version of our website at this time.

  E. Develop an animated intro/outro to use in branding ROP videos, and create marketing videos for YouTube.
• We currently have four videos on the YouTube channel. Due to budget restrictions, we have decided not to contract with FCM to develop a standard intro-outro for videos.




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