Coastline ROP

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

Strengthen engagement, collaboration, and communication with business partners.
Status:
• 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.
Status:
• 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.

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.
Status:
• 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.

Create business engagement presentations and increase outreach efforts.  Utilize SlideShare for presentation publication.
Status:
• 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.