Chapter 4
Criterion Reports
SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
Each of the groups had their own make-up representing the
different stakeholders.?Their
attendance varied from those who attended one meeting to those who attended all
meetings.?
There
were two Home Groups from across the four regions.?One group consisted of ROP Counselors and conducted their WASC
work as part of their bi-monthly regular meetings.?The second group consisted of ROP Technicians, LACOROP
Secretaries, Administrative Aides, Attendance and Fiscal Staff, and Job Search
Specialists.?All LACOROP staff were
members of these groups.?The ROP
Technicians utilized their spring in-service to discuss WASC process, encourage
participation and review strategies for evidence gathering.?Team members who could not attend were kept
informed of their group’s work by receiving highlights and memos written by the
different Home Groups.
Each of the groups reviewed and analyzed:
?span
style='font:7.0pt "Times New Roman"'>
Student work samples
?span
style='font:7.0pt "Times New Roman"'>
ROP communications
and program promotional materials
?span
style='font:7.0pt "Times New Roman"'>
Community meeting
agendas
?span
style='font:7.0pt "Times New Roman"'>
Student, teacher
interviews
?span
style='font:7.0pt "Times New Roman"'>
Student, parent,
teacher surveys
?span
style='font:7.0pt "Times New Roman"'>
Counselor bi-monthly
task list
?span
style='font:7.0pt "Times New Roman"'>
Counselor Performance
Expectations
?span
style='font:7.0pt "Times New Roman"'>
Student interest
assessments
?span
style='font:7.0pt "Times New Roman"'>
Course catalogs
?span
style='font:7.0pt "Times New Roman"'>
Student Career and
College Planning Guide, 1998-1999
?span
style='font:7.0pt "Times New Roman"'>
Class schedules
?span
style='font:7.0pt "Times New Roman"'>
Student event
materials for College Day, Career Fair, Student Portfolio Day, Student of the
Month and Student of the Year.
The Counselor Home Group developed a student questionnaire
for the purpose of surveying student perceptions in receiving counseling and
guidance support to achieve the ESLR’s.?
The Support Services Home Group developed three different
questionnaires: one questionnaire for students, a second for parents, and a third
for teachers to assess if support services were provided to students and ROP
staff.
Both Home Groups discussed the guide questions and examined
the methods for data collection as well as evidence gathering.?There was much discussion on the
clarification on types of data and evidence to be gathered.?Each group was given the opportunity to
address the guide question as it relates to the ESLRs and was asked to forward
their input to the Focus Group facilitators in the four regions.?All support staff were given the opportunity
to participate with input and evidence collection either in person or by mail
to the lead.
The evidence was collected, reviewed, and groups determined
its inclusion to support the guide question.?
Further discussion was held to clarify and define the term “all
students?since the groups were instructed to base all decisions and findings
on all students.
Evidence:
?span
style='font:7.0pt "Times New Roman"'> WASC
membership
?span
style='font:7.0pt "Times New Roman"'> Counselor Home
Group Membership
?span
style='font:7.0pt "Times New Roman"'> Sign-in sheets
?span
style='font:7.0pt "Times New Roman"'> Agendas
?span
style='font:7.0pt "Times New Roman"'> Counselor Home
Group Minutes
?span style='font:7.0pt "Times New Roman"'> ?/span>Definition list of “all students?o:p>
??????C1.??????Student Connectedness Criterion
Are students
connected to a system of support services, activities and opportunities at the
school and within the community that meet the challenges of the
curricular/co-curricular program in order to achieve the expected school-wide
learning results?
Conclusions:
Yes, students are strongly connected to a system of support
services, activities, and opportunities, both at school and in their respective
communities.?Increased awareness has
been placed on student learning and achievement.?Support services staff work with teachers across job roles and
responsibilities to plan strategies and assess student progress with teachers
toward achieving the ESLRs.
Discussion led to these findings and strengths:
1.
The Support Services
Regions and Home Groups identified counselors, technicians, teachers, job
search specialists, and job developers, as the core student support team. In
addition, indirect support is provided by secretaries, clerical support, and
administrative aides.?Support Services
Staff provide support to students by encouraging application of learning
through ROP, and help students understand the relevance between academic
classes, future career, and interest.?
To help improve the career decision making process and ROP course
selection a review of the utilization of student data from student assessments
is required.
The ROP Student Support Team is involved in supporting the
classroom teacher and students to help achieve the ESLRs by assisting with
field trips, class projects, providing support for student progress towards
meeting course objectives, and making connections to the learning environment.
A wide variety of support services is provided by the
student support team to implement different delivery strategies which enhance
the general course curriculum and achievement of the ESLRs.?Examples of the different delivery
strategies to connect the students from recruitment to enrollment are classroom
presentations, career fairs, student bulletins, and newsletter announcements.?ROP Counselors personalize student support
by administering the career interest
surveys and the follow-up interpretation.
While the above services are noted as supporting the ESLRs,
the groups found that other activities were also needed to support the
achievement of the ESLRs.
The discussion started two years ago at the Strategic
Planning Advisory Committee Retreat and amid the process of the Support
Services self study that indicated a need to review the status of the Job
Information Services (JIS) unit.?The
service delivery model was perceived as being severely underutilized by
districts.?The Support Services
Standing Committee developed a district needs assessment, analyzed the data,
and verified that the JIS services were not meeting district needs
effectively.?At the same time, District
Issues Task Force, composed of Steering Committee representatives and district
superintendents, discussed the JIS unit, among other issues, and recommended
the unit be eliminated as it currently exists.?
The ROP Curriculum and Instruction Committee was asked to design and
recommend a new job services model, if needed, to the Steering Committee.?The Personal
Portfolio and Job Finders Guide, two exemplary products, are widely
purchased state and nationally; therefore, staff will continue to support this
service.
????????????????????????3 Class Schedules
3Public
Relations materials
3Student Career
and College Planning Guide, 1998-1999
3School
Newsletters
3Regular
meetings with school counselors
3Counselor
bi-monthly task list
3Los Angeles
County Resource Referral Directory
3Counselor
administered student survey results
3Support
Services questionnaire for
??students,?parents, and teachers
3Counselor
meeting agendas
3Counselor
monthly calendars
3Course catalog
3Web Site
3Strategic Plan
highlights
3Support
Services Standing Committee highlights
35 Star
Coalition/Issues Task Force Recommendations
3Steering
Committee minutes
2.
The student support
team works at coordinating student intervention and integrating ROP information
into the school guidance program to support student success.?ROP counselors, teachers, and technicians
work with other school site staff to assist students with scheduling of classes
and individual, academic and career counseling.?ROP staff need to identify strategies that
support recruitment and achievement for special populations.
On-going student advisement and support is in place, however, a review of the
process is necessary to determine its effectiveness.
??????Evidence:
????????????3Class
schedules
????????????3Counselor bi-monthly
task list
????????????3Counselor
performance expectations
????????????3Student
/Support Staff Home Group minutes/agendas
????????????3Counselor
duties
????????????3Counselor
meeting agendas
3.?? The ROP student
support team consists of: Coordinator-in-Charge, Technician, Steering Committee
Rep, Consultants.?The School site
support team consists of: ROP Counselors, Technicians, regular School Counselor
and Asst. Principal.?On-going
discussion and plans are reviewed to improve articulation and opportunities to
help prepare students to make a successful transition to the next level of
school learning and work.?This resulted
in increase awareness of ROP to 9th grade students.
Evidence:
??????3Counselor
monthly calendars
??????3Results of
counselor administered student survey
??????3Results of
support services questionnaire for students,
????????parents, and teachers
??????3Counselor
bi-monthly task list
??????3Student
Support Team and School Site staff
????????meeting agendas/highlights
??????3Counselor
meeting agendas
C1. Areas of
Growth
?span
style='font:7.0pt "Times New Roman"'>
Review the extent to which student assessments are used to
help improve the career decision making process and ROP course selection.
Utilize
student interests, desires, and assessments for the appropriate placement of
students in LACOROP classes to enhance the student career decision making
process.
Develop and implement a process which helps to ensure continual student
achievement and support.
?span
style='font:7.0pt "Times New Roman"'>
Identify strategies and activities that support recruitment
and achievement for special populations.
ROP
staff should analyze the process used to review course enrollment/completion
data to determine what gender, ethnic/racial, or disability groups are
underrepresented in ROP courses and take concrete steps to recruit these
students and support them for success.?
This analysis and suggested strategies will enhance the student support
system.
?span
style='font:7.0pt "Times New Roman"'>
Review the extent to which there exists an effective process
for continual student advisement and support.
Student
progress reports are used; however, there appears to be inconsistency in
communication with parents, ROP support staff, and school site support
staff.?To provide immediate help to
struggling students, the system for monitoring student achievement data
(progress reports, grade reports, attendance, and teacher referrals) should be
reviewed.
?span
style='font:7.0pt "Times New Roman"'>
Develop activities to support the achievement of the ESLRS.
Although
many ROP services already in place support the achievement of the ESLRS, it is
important that current services be reviewed and updated.
?span
style='font:7.0pt "Times New Roman"'>
Increase 9th grade student awareness of ROP.
Ninth
grade students are often unsure of ROP classes and programs and how they may
enhance the high school experience and augment selected career pathways.?Information in the form of materials,
presentations, etc., needs to reach these students as freshmen at the appropriate
time for program planning.
????????Guide Question:
Does the ROP leadership employ a
wide range of strategies to ensure that parental and community involvement is
integral to the ROP’s established support system for students.
Yes, ROP leadership employs a wide range of strategies for
community involvement; however, parental involvement is minimal.?ROP leadership provides support to the
Support Services Team with materials, resource guides, community contacts, and
time to implement a variety of strategies which promote community
involvement.?
Conclusions:?
1.?? Examples of
strategies to support parent involvement include Tenth Grade Parent
Conferencing to share opportunities in ROP, Guidance Career Planning Guide
booklets made available to parents, Career Fairs offered to students and
parents, ROP presentations at Back-to-School Nights and School Open House
events and school site parent group presentations.
Evidence:
?? 3Counselor
bi-monthly task list
?? 3Counselor
duties list
?? 3Counselor
monthly calendars
?? 3Student Career
and College Planning Guide, 1998-1999
?? 3Promotional
course flyers
?? 3LACOROP “Fact Sheet?o:p>
?? 3Public
Relations materials
?? 3School
newsletter
?? 3Back-to-School
agendas
?? 3Open House
agendas
?? 3Parent meeting
agendas
?? 3Career Fair
schedules
2.?? Examples of strategies to support community involvement include
presentations to community based organizations; County and District Boards of
Education; Chambers of Commerce; ROP Advisory Committees; church groups; public
agencies including Employment Development Department, County Children Services,
foster group homes, community day schools, and public local officials.?The student support team plans and
implements local communication strategies that include print and TV cable
stations.
????????????
Evidence:
3Counselor bi-monthly task list
3Presentation
agendas and letters to community based
??organizations