self-study report€¦ · ariana arteaga breeanna ceniceros brianna guitron brooke quinones cathy...

COLTON REDLANDS YUCAIPA REGIONAL OCCUPATIONAL PROGRAM

SELF-STUDY REPORTWESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

OCTOBER 29-31, 2018


SELF-STUDY REPORT

ACCREDITING COMMISSION FOR SCHOOLSWESTERN ASSOCIATION OF

SCHOOLS AND COLLEGES

FOR THE


1214 Indiana Court, Redlands, CA 92374

October 28-31, 2018

The Colton Redlands Yucaipa Regional Occupational Program (CRY-ROP) has been continuously accredited by WASC since the late 1980s. CRY-ROP was one of the first Joint Powers Authority (JPA) ROPs to participate in the WASC self-study and accreditation processes. In 2012, CRY-ROP was the first JPA-ROP to complete dual accreditation with the Council on Occupational Education (COE) and WASC, receiving a maximum accreditation term of six years. The dual accreditation process followed COE protocols and provided CRY-ROP with eligibility to seek federal Title IV funding for adult programs. In late 2017, CRY-ROP voluntarily withdrew from the federal Title IV funding program and thus voluntarily withdrew from COE accreditation as well.

The current WASC postsecondary protocol is new for CRY-ROP yet the components align with the COE requirements. The current self-study process was officially launched at our all staff in-service in July 2017. It should be noted however, that CRY-ROP maintains annual updates to a dynamic strategic action plan, informed by staff and stakeholders. The focus on reviewing data and reflecting on its meaning is systemic, and occurs on an ongoing basis. At the July

2017 in-service staff were introduced to the WASC criteria elements and began reviewing and reflecting on information to be included in the self-study report. Additionally, at the July 2017 in-service the current version of Student Learning Outcomes were presented for staff input.

The CRY-ROP self-study paid particular attention to process and adhering to the five overarching expectations of:

1. The involvement and collaboration of all stakeholders in the self-study process.2. The clarification of the institution’s mission and Schoolwide Learner Outcomes (SLOs)3. The assessment of the actual student program and its impact on student learning with respect to the institutional

mission, Schoolwide Learner Outcomes, and the WASC Postsecondary Criteria4. The creation of an Action Plan that develops programmatic plans to address identified key issues5. The development of an accountability system for monitoring the implementation of the Action Plan.

A representative committee reflecting all ROP operations, was created to discuss and design all facets of the self-study, from how data would be gathered and reviewed, through the identification of action plan items. CRY-ROP committed early to the idea of using existing committees and processes in the self-study. For example, the core CRY-ROP Leadership Team was identified as the WASC Leadership Team. The CRY-ROP committees became the criteria group teams for the self-study with staff, students, parents, industry members, and partner school district representatives included.

Our sincere appreciation and gratitude goes to the committees, including business and industry members, high school administration, parents and students, who committed to meetings and surveys supporting our self-study efforts. Also, special thanks to the staff members who accepted responsibility to facilitate the criteria group sections of the report. Criterion leads also performed double duty as not only did they lead each section of the report, they also participated in the editing process and used their exceptional talents to complete and fine tune the final report. At the core of this process was a group of people who could always be counted on to get the job done. They worked diligently behind the scenes to support the CRY-ROP self-study and related activities. They truly were an essential part of the self-study process. Our distinct appreciation goes to Deidra Puentes, Christopher McClung, James Hattar, and Brooke Quinones.

Additionally, the support provided by WASC Visiting Chair, Jennifer Owens, was sincerely appreciated. Ms. Owens made two pre-visits to CRY-ROP including spending the entire day for the July 2018 all staff in-service. Finally, thank you to the visiting team in advance for their time and effort given to our self-study. We hope you enjoy the report and learn how CRY-ROP inspires possibilities for students!

A Message from Our Superintendent

Stephanie Houston Ed.D. Superintendent

i

SELF-STUDY COMMITTEE MEMBERSFOCUS GROUPSWASC Criteria 1: Institutional Mission, Purpose and Objectives

Team Lead: Carlos PadillaAhmad BooneAlma OrozcoAngelo FloresAriana ArteagaBreeanna CenicerosBrianna GuitronBrooke QuinonesCathy BiceChris JunkerChris McClungChristine HernandezChristopher Bailey

Daphne HunterDeidra PuentesDonna RobinsonDonna StriebyElena HernandezErika ShermanGuy StoilHilda LandinInedra LigginsJames HattarJean ValkenburgJessica Titus

Joseph ChengKarla LechugaKathy CallawayKathy QuiggleKendra TaylorKevin ChalupaLaura KogerLinda MassonLynnae PattisonLisa LlamasLrod JaraMaria Cutz

Min GonzalezMatthew StewartMelissa DixNicole DrazinPat ParamoRobert HarshbergerRoman MorenoRudy VillalobosRyan FischerSarah BeldScott RaineStephanie Alvarez

Sandra HorvatichStephanie HoustonSandy MortensenSteven JohnsonTimothy HamelTina MartinucciTerrence DavisWendy McClungWendy Padron

WASC Criteria 2: Organizational Infrastructure and Leadership

Team Lead: Stephanie HoustonAhmad BooneAlma OrozcoAngelo FloresBrianna GuitronBrooke QuinonesCarlos PadillaCathy BiceChris McClungChristopher Bailey

Daphne HunterDeidra PuentesDonna RobinsonDonna StriebyElena HernandezErika ShermanGuy StoilHilda LandinInedra Liggins

James HattarJean ValkenburgJessica TitusJoseph ChengKarla LechugaKathy CallawayKendra TaylorKevin ChalupaLaura Koger

Linda MassonLynnae PattisonLrod JaraMaria CutzMin GonzalezMatthew StewartMelissa DixPat ParamoRobert Harshberger

Ryan FischerScott RaineStephanie AlvarezSandra HorvatichSandy MortensenTimothy HamelTina MartinucciTerrence DavisWendy McClung

WASC Criteria 3: Faculty and Staff

Team Lead: Carlos Padilla and Laura KogerAbbey MaciasAlex O’BrienAlma OrozcoAngelo FloresAriana ArteagaAshley HicksBrianna GuitronBoris RobinsonBreeanna CenicerosBrooke QuinonesChris JunkerChris McClung

Christine HernandezChristopher BaileyCrystal HickeyDaphne HunterDeidra PuentesDonna RobinsonDonna StriebyElena Hernandez Erika ShermanGuy StoilGreg StoverHilda Landin

James HattarJason CeballosJean ValkenburgJoseph ChengJulie CastilloKarla LechugaKathy Callaway Kathy QuiggleKevin ChalupaLinda MassonLynnae PattisonLisa Llamas

Maria CutzMegan DavisMelissa DixMin GonzalezMike RosanoNicole DrazinRobert HarshbergerRoman MorenoRudy VillalobosRyan FischerSarah BeldScott Raine

Stephanie AlvarezSandra HorvatichStephanie HoustonSandy MortensenSteven JohnsonTina MartinucciWendy Padron

ii

WASC Criteria 4: Curriculum

Team Lead: Carlos Padilla and Melissa DixAbbey MaciasAlex O’BrienApril MurphyAshley HicksAzalia MoranBrianna GuitronBoris RobinsonBrooke QuinonesChris Barta

Chris McClungCindy GourlayCrystal HickeyDaphne HunterDawna HughesDeidra PuentesDonna RobinsonElena HernandezGuy Stoil

Greg StoverJames HattarJason CeballosJean ValkenburgJoseph ChengJulie CastilloKarla LechugaKevin ChalupaLaura Koger

Lynnae PattisonMegan DavisMin GonzalezMike RosanoMike SolaPatty HassanRobert HarshbergerSandra HorvatichStephanie Houston

Sandy MortensenScott RaineStephen StalkerTina Martinucci

WASC Criteria 5: Instructional Program

Team Lead: Greg StoverAbbey MaciasAlex O’BrienApril MurphyAriana ArteagaAshley HicksAzalia MoranBoris RobinsonBreeanna CenicerosBrianna GuitronBrooke QuinonesCarlos Padilla

Chris BartaChris JunkerChris McClungChristine HernandezCindy GourlayCrystal HickeyDaphne HunterDawna HughesDeidra PuentesDonna RobinsonElena Hernandez

Guy StoilJames HattarJason CeballosJean ValkenburgJoseph ChengJulie CastilloKarla LechugaKathy QuiggleKevin ChalupaLaura KogerLisa Llamas

Lynnae PattisonMegan DavisMelissa DixMin GonzalezMike RosanoMike SolaNicole DrazinPatty HassanRobert HarshbergerRoman MorenoRudy Villalobos

Sarah BeldSandra HorvatichSandy MortensenStephanie HoustonScott RaineStephen StalkerSteven JohnsonTina MartinucciWendy Padron

WASC Criteria 6: Use of Assessments

Team Lead: Donna Robinson and Deidra PuentesAbbey MaciasAlex O’BrienApril MurphyAshley HicksAzalia MoranBoris RobinsonBrooke QuinonesBruce IngramCarlos Padilla

Chris BartaChris McClungChrista PadillaCindy GourlayCrystal HickeyDavid AmanDawna HughesElizabeth FregosoElena Hernandez

Erica AnayaJames HattarJason CeballosJulie CastilloKarla LechugaKaryn RetzerKevin BiceLaura KogerLynnae Pattison

Marcia ZaroffMarcos MezaMegan DavisMelissa DixMin GonzalezMike RosanoMike SolaPatty HassanSandra Horvatich

Stephanie HoustonSandy MortensenStephen StalkerTom Wurz

WASC Criteria 7: Student Support Services

Team Lead: Sandy Mortensen and Lynnae PattisonAbbey MaciasAlex O’BrienApril MurphyAriana ArteagaAshley HicksAzalia MoranBoris RobinsonBreeanna CenicerosBrooke QuinonesBruce IngramCarlos Padilla

Chris BartaChris JunkerChris McClungChrista PadillaChristine HernandezCindy GourlayCrystal HickeyDavid AmanDawna HughesDeidra PuentesDonna Robinson

Elizabeth FregosoElena HernandezErica AnayaJames HattarJason CeballosJulie CastilloKarla LechugaKaryn RetzerKathy QuiggleKevin BiceLaura Koger

Lisa LlamasMarcia ZaroffMarcos MezaMegan DavisMelissa DixMin GonzalezMike RosanoMike SolaNicole DrazinPatty HassanRoman Moreno

Rudy VillalobosSarah BeldSandra HorvatichStephanie HoustonStephen StalkerSteven JohnsonTom WurzWendy Padron

iii

WASC Criteria 8: Resource Management

Team Lead: Stephanie Houston and Min GonzalezAhmad BooneApril MurphyAzalia MoranBrooke QuinonesBruce IngramCarlos PadillaCathy BiceChris BartaChrista Padilla

Cindy GourlayDavid AmanDawna HughesDeidra PuentesDonna RobinsonElizabeth FregosoElena HernandezErica AnayaInedra Liggins

James HattarJessica TitusKarla LechugaKaryn RetzerKendra TaylorKevin BiceLynnae PattisonLaura KogerLrod Jara

Marcia ZaroffMarcos MezaMatthew StewartMelissa DixMike SolaPat ParamoPatty HasanSandra HorvatichSandy Mortensen

Stephen StalkerTimothy HamelTerrence DavisTom WurzWendy McClung

WASC Criteria 9: Community Connection

Team Lead: Carlos Padilla and James HattarAhmad BooneAlma OrozcoAngelo FloresAriana ArteagaBreeanna CenicerosBrooke QuinonesBruce IngramCathy BiceChris JunkerChris McClungChrista PadillaChristine Hernandez

Christopher BaileyDavid AmanDeidra PuentesDonna RobinsonDonna StriebyErica AnayaElena HernandezErika ShermanHilda LandinInedra LigginsJessica TitusKarla Lechuga

Karyn RetzerKathy CallawayKathy QuiggleKendra TaylorKevin BiceLaura KogerLinda MassonLynnae PattisonLisa LlamasLrod JaraMin GonzalezMarcia Zaroff

Marcos MezaMaria CutzMatthew StewartMelissa DixNicole DrazinPat ParamoRoman MorenoRudy VillalobosRyan FischerSarah BeldStephanie HoustonSandra Horvatich

Sandy MortensenStephanie AlvarezSteven JohnsonTimothy HamelTerrence DavisTom WurzWendy McClungWendy Padron

WASC Criteria 10: Action Plan for Ongoing Improvement

Team Lead: Carlos Padilla and James HattarAhmad BooneAshley HicksAbbey MaciasApril MurphyAzalia MoranAlex O’BrienAlma OrozcoAngelo FloresAriana ArteagaBreeanna CenicerosBruce IngramBrianna GuitronBrooke QuinonesBoris RobinsonChrista PadillaChris BartaCathy Bice

Cindy GourlayChris JunkerCrystal HickeyChris McClungChristine HernandezChristopher BaileyDavid AmanDaphne HunterDawna HughesDeidra PuentesDonna RobinsonDonna StriebyElizabeth FregosoElena HernandezErica AnayaErika ShermanGuy Stoil

Hilda LandinInedra LigginsJason CeballosJames HattarLrod JaraJean ValkenburgJessica TitusJoseph ChengJulie CastilloKarla LechugaKathy CallawayKevin BiceKathy QuiggleKendra TaylorKevin ChalupaKaryn RetzerLaura Koger

Linda MassonLynnae PattisonLisa LlamasLrod JaraMaria CutzMegan DavisMin GonzalezMatthew StewartMelissa DixNicole DrazinMarcos MezaMike RosanoMike SolaMarcia ZaroffPatty HassanPat ParamoRobert Harshberger

Roman MorenoRudy VillalobosRyan FischerSarah BeldScott RaineStephanie AlvarezSandra HorvatichSandy MortensenSteven JohnsonStephen StalkerTimothy HamelTina MartinucciTerrence DavisTom WurzWendy McClungWendy Padron

iv

CRY-ROP BOARD OF EDUCATIONThe Governing Board of CRY-ROP derives its power and exists under the Constitution and Acts of the Legislature of the State of California, the procedures of the California State Board of Education, and the Joint Powers Agreement signed by the Colton Joint Unified School District, the Redlands Unified School District, and the Yucaipa-Calimesa Joint Unified School District.

The Governing Board consists of six regular members, two from each of the participating districts. The term of office for members elected in regular elections is two years. Each year, each participating district elects a member to serve a two year term.

COLTON JOINT UNIFIED SCHOOL DISTRICT

Pilar TaberaPresident

Frank IbarraMember

Randall CenicerosAlternate

YUCAIPA-CALIMESA JOINT UNIFIED SCHOOL DISTRICT

Chuck Christie, Ph.D.Member

Sharon BannisterMember

Jane SmithClerk

Patty HolohanVice President

REDLANDS UNIFIED SCHOOL DISTRICT

Donna WestMember

Jim O’NeillAlternate

v

LEADERSHIP TEAM

AdministrationStephanie Houston; Superintendent

Carlos Padilla; Director of Educational Services

Min Gonzalez; Director of Business Services

Sandy Mortensen; Director of Student Services

Donna Robinson; Program Manager

Melissa Dix; Program Manager

Hesham Diab; Program Manager

Sandra Horvatich; Information and Communications Technology Manager

Laura Koger; Coordinator of Human Resources

Lynnae Pattison; Program Coordinator/WIOA

VISITING CHAIR

Jennifer Owens, Teacher Grossmont Adult School

vi

ADA Average Daily Attendance CTEIG Career Technical Education Incentive Grant

AGR Agriculture and Natural Resources CTSO Career Technical Student Organization

AME Arts, Media and Entertainment CUE Computer Using Educators

BCT Building and Construction Trades CVHS Citrus Valley High School

BHS Bloomington High School CYEP CalWORKS Youth Employment Program

CALPADS California Longitudinal Pupil Achievement Data System DOK Depth of Knowledge

CASAS Comprehensive Adult Student Assessment System CDOR California Department of

Rehabilitation

CATEMA Career and Technical Education Management Application ECF Education, Child Development

and Family Services

CC Community Classroom FY Fiscal Year

CCI College and Career Indicators GED General Education Development

CCSS Common Core State Standards GTHS Grand Terrace High School

CDE California Department of Education GVHS Green Valley High School

CEO Career Express Online HAYEP Housing Authority Youth Employment Program

CHS Colton High School HiSET High School Equivalency Test

CJUSD Colton Joint Unified School District HOSA Health Occupations Students of

America

COE Council on Occupational Education HOSP Hospitality, Toursim and

Recreation

CRS Career Readiness Specialist HSMT Health Science and Medical Technology

CRY-ROP Colton Redlands Yucaipa Regional Occupational Program ICT Information and Communication

Technology

CSBA California School Board Association IEDRC Inland Empire/Desert Regional

Consortium

CSEP CalWORKS Subsidized Employment Program IEP Individualized Education Plan

CTE Career Technical Education iNACOL International Association for K-12 Online Learning

CTEDDI Career Technical Educators Using Data-Driven Improvement ISTE International Society for

Technology in Education

ACRONYMS

vii

JPA Joint Powers Agreement SBCSS San Bernardino County Superintendent of Schools

LCAP Local Control Accountability Plan SELPA Special Education Local Plan Area

LCFF Local Control Funding Formula SLO Student Learning Outcome

LEAP Love, Energy, Audacity & Proof SWP Strong Workforce Program

LMS Learning Management System TIP Teacher Induction Program

MKTG Marketing, Sales and Service TPP Transition Partnership Program

MNF Manufacturing and Product Development TRAN Transportation

MOE Maintenance of Effort UC University of California

NOCTI National Occupational Competency Testing Institute VE Virtual Enterprise

OVEC Oak Valley Education Center WCW We Can Work

PS Public Services WDD Workforce Development Department

REVHS Redlands East Valley High School WIA Workforce Investment Act

RHS Redlands High School WIOA Workforce Innovation and Opportunities Act

ROC/P Regional Occupational Centers and Programs YCJUSD Yucaipa-Calimesa Joint Unified

School District

RUSD Redlands Unified School District YHS Yucaipa High School

SAP Strategic Action Plan

viii

Linda Masson Testing Examiner

CRY-ROP Main Campus

Teachers

Stephen JohnsonData and Software

Analyst

Ryan FisherComputer Network

Specialist

Rudy VillalobosTechnology

Support Assistant

Christine StephensProgram Support

Specialist

Kathy Callaway Employment

Placement Specialist

Angelo Flores Student Accounts

Technician

Sandra HorvatichInformation andCommunications

Technology Manager

Hesham DiabProgram Manager

RUSD

Donna RobinsonProgram Manager

CJUSD

Melissa DixProgram Manager

YCJUSD/Virtual

Nicole Drazin

Christopher Junker Erika Sherman

WIOA

Christopher BaileyAlma Orozco

Employment Placement Specialist

Lynnae PattisonProgram Coordinator/WIOA

Donna StriebyPayroll Specialist

Breeanna CenicerosAccounting Specialist

Lisa LlamasAccounting

Support Specialist

Maria CutzPurchasing/

Receiving Specialist

Ryan BirkProject Analyst

Roman MorenoFacilities Worker

ORGANIZATIONAL CHART

Governing Board

Dr. Stephanie Houston Superintendent

Brooke Quinones Executive Administration Assistant

Deidra PuentesCommunity Recruiter

James HattarCommunity Recruiter

CTE TEACH

Elena HernandezPeer Coach Leader

Christopher McClungCurriculum Developer

Karla LechugaInstructional

Technology Facilitator

Hilda LandinProgram Support

Specialist

CJUSD Campus Teachers

Sarah BeldProgram Support

Specialist

Ariana ArtegaEducational

Technology Specialist

Wendy PadronEducational

Technology Specialist

YCJUSD Campus Teachers

Christine HernandezProgram Support

Specialist

RUSD Campus Teachers

Carlos Padilla Director of Educational Services

Min Gonzalez Director of

Business Services

Stephanie AlvarezHR Program

Support Specialist

Kathy QuiggleHR Office Assistant

Laura Koger Coordinator of

Human Resources

Sandy Mortensen Director of Student Services & ROP Site

ix

NATP RN &Nurse Assistant

Certified TeacherJean Valkenburg

Yucaipa High SchoolJulie Castillo

Crystal Hickey Ashley Hicks

Myrna MolinaAbbey Macias

Boris RobinsonMike Rosano

YHS Career Readiness Specialist

Yvette Rosevear

Oak Valley Education CenterJason Ceballos

Green Valley High SchoolAlexander O’Brien

YCJUSD Middle SchoolCareer Readiness Specialist

Megan Davis

Citrus Valley High SchoolTimothy Hamel

Robert HarshbergerPat ParamoScott Raine

Kendra Taylor

CVHS Career Readiness Specialist

Mary Zech Pena

Redlands East Valley High School

Cathleen BiceKevin Chalupa

LRod JaraTina MartinucciWendy McClung

Guy Stoil

REVHS Career Readiness Specialist

Norma Nuno

Redlands High SchoolAhmad BooneJoseph ChengTerrance DavisDaphne Hunter

Inedra Hunter-LigginsPat Manning

RHS Career Readiness Specialist

Alexis Tygart

Orangewood High SchoolMatthew Stewart

RUSD Middle SchoolCareer Readiness Specialist

Jessica Titus Brianna Guitron

Bloomington High SchoolDavid Aman

Robin BucklesCynthia Gourlay

Celina HernandezKaryn Retzer

Stephen StalkerMarcia Zaroff-Hernandez

BHS Career Readiness Specialist

Celina Hernandez

Colton High SchoolChris Barta Kevin Bice

Dawna HughesBruce IngramMarcos Meza

Mike Sola Tom Wurz

CHS Educational Assistant April Murphy

CHS Career Readiness Specialist

Elizabeth Fregoso

Grand Terrace High SchoolMarta ChavezLisa Comnick

Patricia Hassan Christa Padilla

GTHS Career Readiness SpecialistSharon Van-Madrigal

CJUSD Middle SchoolCareer Readiness Specialist

Azalia Moran Erika Anaya

EDUCATION STAFF

Donna RobinsonProgram ManagerColton Joint USD

Hesham Diab Program Manager

Redlands USD

Sandy MortensenDirector of Student Services

& ROP Sites

Melissa Dix Program Manager

Yucaipa-Calimesa Joint USD

x

Jane SmithClerk

Chuck Christie, Ph.D.Member

Sharon BannisterAlternate

Patty HolohanVice President

Donna WestMember

Jim O’NeillAlternate

Pilar TaberaPresident

Frank IbarraMember

Randall CenicerosAlternate

GOVERNING BOARD

Colton Joint Unified School District

Governing Board Members

Redlands Unified School District


Yucaipa-Calimesa Joint Unified School District


xi

TABLE OF CONTENTSCHAPTER ONE

Institutional, Community, and Student Characteristics ........................................................................ 2Introduction .......................................................................................................................................................... 2School Sites ............................................................................................................................................................ 4Governance Structure ........................................................................................................................................ 6Significant Developments ................................................................................................................................ 6Workforce Programs .........................................................................................................................................10Specific Changes Since 2012 .........................................................................................................................12Data and Dmographics ...................................................................................................................................13

CHAPTER TWOSignificant Developments ..............................................................................................................................26Action Planning Calendar ...............................................................................................................................28Response to Current Action Plan Key Issues ............................................................................................29Progress to Key Issues in the Action Plan..................................................................................................29CRY-ROP Strategic Action Plans ...................................................................................................................31

CHAPTER THREECRITERION 1: Institutional Mission and Schoolwide Learner Outcomes .......................................34CRITERION 2: Organizational Infrastructure and Leadership .............................................................46CRITERION 3: Faculty and Staff .....................................................................................................................53CRITERION 4: Curriculum ................................................................................................................................61CRITERION 5: Instructional Program ...........................................................................................................67CRITERION 6: Use of Assessment .................................................................................................................75CRITERION 7: Student Support Services ....................................................................................................84CRITERION 8: Resource Management ......................................................................................................101CRITERION 9: Community Connection ....................................................................................................108CRITERION 10: Action Plan for Ongoing Improvement .....................................................................120

CHAPTER FOURRevising the School Action Plan ................................................................................................................127Summary of Strengths ...................................................................................................................................128Summary of Key Issues ..................................................................................................................................1312018-2024 Strategic Action Plan ................................................................................................................133

1

CH

APT

ERONE

Institutional, Community, and Student Characteristics

2

ONECH

APT

ER

Institutional, Community, and Student Characteristics

History, Mission and VisionThe Colton-Redlands-Yucaipa Regional Occupational Program (CRY-ROP) is a public agency of the California Department of Education, established by a joint powers agreement (JPA) and headquartered in Redlands, California. The JPA includes three partner districts: Colton Joint Unified School District, Redlands Unified School District and Yucaipa-Calimesa Joint Unified School District. CRY-ROP’s purpose is to create a career preparation delivery system that serves both high school and adult students across a broad region of San Bernardino County. CRY-ROP has been in the business of providing job training since its inception in 1971, and provides quality, hands-on career training programs in more than 40 high-demand career fields to high school and adults students. With over 220 sections of Career Technical Education (CTE) programs available each semester in 10 of the 15 CTE industry sectors identified by California Department of Education (CDE), CRY-ROP averages over 5000 student enrollments per year. CRY-ROP works in collaboration with K12 school districts, adult education, community colleges, and workforce development. This collective approach ensures coordinated integration of academic and career preparation competencies connected to sequences, paths and postsecondary options leading to viable jobs. Secondary students explore career options and apply academic skills to practical problems, enabling them to prepare for workplace or postsecondary training transition. Adults also benefit from CRY-ROP programs as they seek skill upgrade, enter the workforce, or change careers. Career guidance and special services for individuals with disabilities are support structures offered to ensure program success. In 2012, CRY-ROP received a 6-year term of accreditation from the Council on Occupational Education (COE). WASC accepted the COE term as part of a Memorandum of Understanding for dual accreditation. The COE self-study process was the guiding criteria for the 2012 accreditation. COE accreditation is aligned to Federal Title IV requirements, and does not include Student Learning Outcomes. The Student Learning Outcomes were developed in summer 2017 in response to the shift from the COE self-study process to the WASC self-study process.

INTRODUCTION

3

ValuesEvery student deserves the opportunity to: Believe in themselves Control their destiny Create their future Discover their purpose Exercise personal freedoms

Student Learning Outcomes (SLO)Developed and adopted in the summer of 2017, CRY-ROP SLOs reflect broad, global goals for all students based on current and future student learner needs. The SLOs were developed to ensure measurable data could be collected to validate progress. Additionally, current education accountability related to LCFF and the California Dashboard Career and College Indicators (CCI) measures were considered. All staff attending the 2017 mandatory in-service reviewed and validated the SLOs. Staff feedback on the SLOs is available through the survey data collected in Google.

All CRY-ROP students will: • Be connected to Industry Experiences to enhance their learning • Be provided the opportunity to earn articulated credits and/or meet UC/CSU a-g requirements • Develop leadership skills through embedded program activities • Develop career readiness through program activities

Community InformationAll of CRY-ROP facilities are located in San Bernardino County, the largest geographic county in California. Located in the heart of California, an economy of 23 million people, San Bernardino County is the largest county in the United States. Its borders stretch from the greater Los Angeles area to the Nevada border and the Colorado River encompassing a total area of 20,160 square miles. Comprised of 24 cities, San Bernardino County has more than two million residents with a workforce of nearly 900,000. There are close to two dozen colleges and universities supporting a strong, diverse workforce along with highways, runways and railways that lead to regional, national and international business centers. Located at the base of the San Bernardino Mountains, CRY-ROP’s service area comprises over 220 square miles from Bloomington (Colton District) in the west to Calimesa in the east along a corridor of Interstate 10, approximately half way between Los Angeles and Palm Springs. CRY-ROP’s region is part of a diverse area, which is commonly referred to as the Inland Empire, and includes both rural and urban settings. Income levels in the Inland Empire have traditionally lagged behind those in the neighboring counties of Los Angeles, San Diego, Orange and Riverside.

Training students to be career ready, technically skilled and academically prepared by providing quality Career Technical Education

Our VisionTo be the most influential, respected, industry-focused and student-centered Career Technical Education program in our state

CRY-ROP Mission

4

CRY-ROP serves students in the Colton, Redlands, and Yucaipa school districts. CRY-ROP teachers and staff are housed on all listed high school campuses. Career Readiness Specialists are housed on all middle and high school campuses. Administration and support services are housed in the district office located in Redlands, California.

School Sites

SITE ADDRESS

Administrative/District Office 1214 Indiana Court, Redlands, CA 92374

Website www.cryrop.org

Bloomington High School 10750 Laurel Street, Bloomington, CA 92316

Colton High School 777 W. Valley Blvd., Colton, CA 92324

Grand Terrace High School 21810 Main Street, Grand Terrace, CA 92313

Colton Middle School 670 W. Laurel Street, Colton, CA 92324

Joe Baca Middle School 1640 S. Lilac Avenue, Bloomington, CA 92316

Ruth O. Harris Middle School 11150 Alder Avenue, Bloomington, CA 92316

Terrace Hills Middle School 22579 DeBerry Street, Grand Terrace, CA 92313

Citrus Valley High School 800 W. Pioneer Avenue, Redlands, Ca 92374

Redlands East Valley High School 31000 Colton Avenue, Redlands CA 92374

Redlands High School 840 E. Citrus Avenue, Redlands, CA 92374

Orangewood High School 515 Texas Street, Redlands, CA 92374

Beattie Middle School 7800 Orange Street, Highland, CA 92346

Clement Middle School 501 E. Pennsylvania Avenue, Redlands, CA 92374

Cope Middle School 1000 West Cypress Avenue, Redlands, CA 92373

Moore Middle School 1550 E. Highland Avenue, Redlands, CA 92374

Green Valley High School 35948 Susan Street, Yucaipa, CA 92399

Oak Valley Education Center 12358 6th Street, Yucaipa, CA 92399

Yucaipa High School 33000 Yucaipa Blvd., Yucaipa, CA 92399

Mesa View Middle School 800 Mustang Way, Calimesa, CA 92320

Park View Middle School 34875 Tahoe Drive, Yucaipa, CA 92399

5

CRY-ROP District Boundaries

CRY-ROP Regional Map

Colton Joint Unified School District

Redlands Unified School District

Yucaipa-Calimesa Joint Unified School District

6

Governance StructureThe Governing Board of CRY-ROP derives its power and exists under the Constitution and Acts of the Legislature of the State of California, the procedures of the California State Board of Education, and the Joint Powers Agreement signed by the Colton Joint Unified School District (CJUSD), the Redlands Unified School District (RUSD), and the Yucaipa-Calimesa Joint Unified School District (YCJUSD). The CRY-ROP Governing Board consists of six regular members, two from each partner district, and three alternates, one from each partner district. The term of office for appointed members in regular terms is two years. Each year, each partner district appoints one member to serve a two year term, alternating appointments each year to ensure continuity in governance. The Governing Board works with the Superintendent to fulfill its major responsibilities, which include:

1. Setting the direction for the district through a process that involves the community, parents/guardians, students, and staff and is focused on student learning and achievement

2. Establishing an effective and efficient organizational structure for the district3. Providing support to the Superintendent and staff as they carry out the Board's direction4. Ensuring accountability to the public for the performance of the ROP programs5. Providing community leadership and advocacy on behalf of students, the ROP's

educational program, and public education in order to build support within the local community and at the state and national levels

Significant DevelopmentsPrior to permanent categorical flexibility (pre Local Control Funding Formula-LCFF), CRY-ROP was directly funded from Average Daily Attendance (ADA) generated in classes offered in each district. The 2008-09 Enacted Budget SBX3 (Education Code Section 42605) authorized complete flexibility in the use of funds appropriated in 39 budget act items, including ROC/P for fiscal years 2008-2009 through 2012-2013. The funding for ROC/P was benched at 2007-08 levels as a proportionate share of the total state ROC/P funding. The 2013-2014 Enacted Budget eliminated the ROC/P funding stream and included the amount of ROC/P funding received in 2012-2013 in each partner districts’ funding floor, with a required Maintenance of Effort (MOE) allocation through the 2014-2015 school year. As a JPA ROP school district, the funds continued to flow directly to CRY-ROP throughout all of the “flexibility” and LCFF MOE years. It was during the 2-year LCFF MOE time-frame (2013-2014 & 2014-2015), that the CRY-ROP Superintendent worked with the partner district Chief Business Officials and Superintendents to establish the proportionate share from 2014-2015 as the “base” for funding post MOE- or CRY-ROP being direct funded. Since the funding had been based on ADA, and since ADA was no longer the funding methodology, all partners agreed that establishing numbers of sections as the proportionate share would be the most fair and equitable. Using the 2014-2015 school year (the last year of direct funding to CRY-ROP as a result of the MOE) as the base or foundation, the number of sections established was 82 for CJUSD, 66 for RUSD, and 35 for YCJUSD. Again, those were the numbers of sections offered in each partner district in the 2014-2015 school year. Then the MOE funds ($5,964,543) were divided accordingly. All of the agreements went into the updated September 2014 JPA document that was filed with the California Secretary of State. Each partner district now pays a proportionate share of the $5.9 million that was rolled into each districts’ funding floor.

7

During the 2015-2016 budget year, the Career Technical Education Incentive Grant (CTEIG) was authorized by the governor and legislature to provide a bridge for districts until the LCFF targets were met. CTEIG was authorized for three budget years, 2015-2016, 2016-2017, and 2017-2018. CRY-ROP received $4,027,502 in FY 2015-2016, $3,071,773 in FY 2016-2017, and $2,071,559 in FY 2017-2018. It is important to note that because of the CTEIG, numbers of sections have increased across all three partner districts. The 2017-2018 sections in each district now total 89 in CJUSD, 87 in RUSD, and 40 in YCJUSD. But the base allocation still reflects the original proportionate share amounts of 44.8%, 36.1%, and 19.1% respectively.

▶ In 2008-2009 CRY-ROP funding apportionment was approximately $7,373,000- student enrollment 11,463

▶ Mid-year cuts in 2008-2009 resulted in a 24% reduction in funding of $1.4 million that has never been restored

▶ 2013-2014 State Budget Act- LCFF- included ROP Maintenance of Effort (MOE) of funding through 6/30/15

▶ CRY-ROP remained direct funded at MOE level ($5,964,543) through June 2015 ■ Base funds in renewed updated JPA to reflect LCFF contribution from partner districts

equal to 2014-2015 MOE funding allocation of $5,964,543 ($1,408,457 or 23.6% less than 2008-2009)

▶ 2014-2015 established proportion of “respective share” of base from each district to establish funding amounts per district

■ CJUSD- 82 class sections or 44.8% ■ RUSD- 66 class sections or 36.1% ■ YCJUSD- 35 class sections or 19.1%

▶ 2015-2016 first year of LCFF funds totaling $5,964,543 transferred from partner districts to CRY-ROP

▶ JPA identifies an Annual Master Agreement mechanism to outline respective share and additional sections and/or additional support

▶ Master Agreement for 2017-2018 reflects expansion in sections, which are funded by CTEIG

■ CJUSD 2017-2018 - 89 sections (8.5% more) ■ RUSD 2017-2018 - 87 sections (31.2% more) ■ YCJUSD 2017-2018 - 40 sections (14.3% more)

LCFF/LCAPPrior to 2009, ROCPs received over $440 million in state funding. As part of the LCFF, ROCP funding was consolidated with other categorical funding to provide flexibility in service delivery to school districts. In 2013, the governor’s budget included a provision to maintain ROCP funding for the following 2 years at the same level as 2012, providing ROCPs time to develop new agreements with school districts and strategically plan for California’s changing educational landscape. In 2015, all provisions to continue supporting ROCP funding were eliminated, and districts were permitted to spend funding as they chose. The budgets originally designated for ROCP programs were built into the new funding formula for school districts as part of the LCFF. Districts are now permitted to choose whether to continue services provided through ROCPs or elect an alternate approach to providing CTE within their districts.

8

In response to California's new funding formula, CRY-ROP entered into discussions with its partner school districts to draft a new Joint Powers Agreement that identified how each of the three partnering districts would continue to fund/support the ROP. The districts authorized the transfer of annual operating funds from each district, an amount equal to the 2014-2015 Maintenance of Effort.

The impact of the new funding formula and processes has increased the collaboration and communication between the ROP and its districts. Decisions regarding program offerings involve the district offices where in the past those decisions were between individual school sites and CRY-ROP ‘s Educational Services department.

COE AccreditationPublic funding for adult occupational programs in California has been transitioning for the past ten years. In 2012, as part of the CRY-ROP strategic action plan, accreditation from the Council on Occupational Education (COE) was in response to the instability in funding for adult occupational programs. The COE accreditation allowed CRY-ROP to access Federal Title IV funds to support adult students. Administration of Federal Title IV funds is resource intensive. During the last three years, CRY-ROP monitored the resources invested in the adult programs, including the resource allocation associated with dual accreditation and determined that it was no longer feasible to participate in the Federal Title IV program. As a result, we determined that it was no longer feasible to participate in the Federal Title IV program. CRY-ROP permanently closed the only Title IV eligible program, Vocational Nursing, effective July 31, 2017. CRY-ROP also voluntarily withdrew from the Federal Title IV program in November 2017. Based on the decision to withdraw from Federal Title IV funding for adult occupational programs at CRY-ROP, the Governing Board took action at the July 12, 2017 meeting to withdraw from COE accreditation. Absent the need to access Title IV funds, there was no longer a need to remain dual accredited. Once withdrawn from COE, CRY-ROP notified WASC that the 2018 self-study and accreditation visit would not be a dual COE/WASC process, rather a WASC only process, and requested a fall 2018 visit. WASC approved the request.

Request From CRY-ROP Response from WASC

9

Career Technical Education Incentive Grant (CTEIG)The California CTEIG program is a state education, economic, and workforce development initiative with the goal of providing pupils in kindergarten through grade twelve with the knowledge and skills necessary to transition to employment and postsecondary education. CRY-ROP has used the program to support the development of new CTE programs and update and maintain current programs.

California Longitudinal Pupil Achievement Data System (CALPADS)/Career & College Indicator (CCI)CALPADS was created to enable California to meet federal requirements that increase accountability for student achievement. In September 2012, California Education Code changes were made to reflect California's school performance accountability require only 60 percent of the indicator be comprised of state assessments, and the remaining 40 percent be based on other indicators. One of the indicators recommended was the inclusion of a College/Career Indicator (CCI). Additionally, at the January 2016 State Board of Education meeting, members requested that CDE work to propose measures for a new state accountability system that aligns with the state priorities identified in the LCFF legislation and meets the accountability requirements under the federal Every Student Succeeds Act (ESSA). Both LCFF and ESSA focus on ensuring students are prepared for postsecondary options. The CCI would satisfy the ESSA requirements to include an indicator for school quality or student success. The current CCI contains both college and career measures which recognize that students pursue various options to prepare for postsecondary and allows for fair comparisons across all LEAs and schools. CRY-ROP has worked closely with its partner districts to reassign CRY-ROP course codes for CALPADS and realign pathway sequences to best support California's CCI. Through this process, CRY-ROP has identified various gaps in pathways and has worked closely with the districts to fill those gaps by writing new courses to start new or build upon existing pathway courses. CRY-ROP has also discontinued courses that do not align with CALPADS pathways and do not contribute to CCI for each district site.

$6,000,000$4,027,502

$4,000,000 $3,071,773$2,071,559

$2,000,000

$0 CTEIG Funding

Round 1 Round 2 Round 3

10

Career and Technical Education Management Application (CATEMA)CATEMA is a web application for managing articulation credit information relating to courses, classes, school districts, high schools, teachers, counselors, college registrars, college advisors, and students. CATEMA is designed to provide a simple method to enter, update, display and report course articulation outcomes. The web-based interface allows CRY-ROP to navigate students through the system to establish and maintain their own user accounts. Since the inception of the CATEMA system, CRY-ROP articulation numbers have increased exponentially, thus providing the CRY-ROP partner districts with another positive outcome on their CCI. Prior to the CATEMA system, the articulation process was paper driven and cumbersome. CATEMA now provides CRY-ROP with data regarding student registration, teacher recommendation for credit, and community college issuance of college credits.

2015-2016 2016-2017 2017-2018

DISTRICT CATEMAEnrolled

Recommendfor credit

CATEMAEnrolled

Recommend for credit

CATEMAEnrolled


CJUSD 691 575 1115 823 1277 921

RUSD 919 709 943 728 1158 772

YCJUSD 394 341 426 325 336 255

TOTAL 2004 1625 2484 1876 2771 1948

Workforce ProgramsWIOA - Operation M.O.N.E.Y. is a Workforce Innovation and Opportunities Act (WIOA) Employment Program funded through the County of San Bernardino Workforce Development Board. Operation MONEY is designed for young adults ages 17 to 24 that are out of school and face barriers to training and employment. Program participants receive individualized attention and support for career exploration and planning, work readiness and occupational skills training, work experience and leadership development.

11

CalWORKs Youth – The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Youth Employment Program (CYEP) is a subsidized employment activity for young adults ages 16-24 years to gain employment experience, improve work skills, develop self-sufficiency and contribute to the economic stability of San Bernardino County. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work. CalWORKs Subsidized Employment Program (CSEP) – The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Subsidized Employment Program (CSEP) provides CalWORKS customers ages 25 and up assistance with job placement, maintaining employment experience, working toward self-sufficiency and contributing to the economic stability of San Bernardino County. Housing Authority Youth Employment Program (HAYEP) – The County of San Bernardino Workforce Development Board has partnered with the Housing Authority to provide paid work experience for young adults ages 16-24 from our communities. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work.

K-12 Grant ProjectsCTE TEACH – In partnership with the California Department of Education, CTE TEACH supports the unique needs of new Career Technical Education (CTE) teachers transitioning from industry into the classroom as well as veteran CTE teachers. CTE TEACH provides training and professional development using three strategies:

1. An on-line early orientation program. 2. An on-line professional development program. 3. A two year teacher induction program.

Since 2009 CTE TEACH (the New Teacher Workshop Project) has supported over 7,400 CTE teachers. In addition, CTE TEACH has enabled over 2,300 teachers to meet the Early Orientation Requirement in order to fulfill their CTE teaching credential requirements. In total, the CTE TEACH Web site has been visited over 82,000 times across 50 states and 43 countries. Over 56,000 hours of mentoring and early orientation hours have been tracked since the inception of the project, and over 7,400 teachers have been impacted by the CTE TEACH project.

Career Technical Education Incentive Grant (CTEIG) – The California Career Technical Education Incentive Grant (CTEIG) is a state education, economic, and workforce development initiative with the goal of providing pupils in kindergarten through grade twelve, inclusive, with the knowledge and skills necessary to transition to employment and postsecondary education. The purpose of this program is to encourage the development of new career technical education (CTE) programs and enhance and maintain current CTE programs during implementation of the school district and charter school local control funding formula (LCFF) pursuant to California Education Code (EC) Section 42238.02.

12

WorkAbility I Program – The WorkAbility I Program is funded through the California Department of Education and provides career preparation for High School students in special education or 504 plan. The WorkAbility I Employment Placement Specialists are in the schools on a daily basis, meeting with students, special education teachers, ROP and district CTE teachers, counselors, and campus based Career Readiness Specialists. All WorkAbility I participants are either part of a District Special Day Class or a District Resources Program. The program provides the following services: career assessment, pre-employment and work maturity skills enhancement, paid work experience training at a community work site, job coaching, job development and career guidance counseling.

We Can Work (WCW) – The WCW contracts are administered by California Department of Rehabilitation (DOR) to provide Federal WIOA required pre-employment training services to high school students with an identified disability, ages 16 through 21. Program activities include work readiness preparation, paid work experience training at a community work site and services through DOR to support career development.

Specific Changes Since 2012CRY-ROP has substantially increased the number of UC a-g approved courses offered, as well as increased the number of articulation agreements with local community colleges. CRY-ROP introduced online programs using a third-party vendor, FuelEd, to support 21st Century learning and better prepare high school students for current post-secondary instructional practices. CRY-ROP has developed experience in the online CTE environment, and work has begun on developing in-house curriculum. The adult campus offerings have been reduced, due to lack of funds, low enrollment and cost effectiveness. Resources are being sought to support Adult Education programs within partnering school districts to provide high quality CTE to adult learners.

Criteria 2012 2017

UC approved courses 10 45

Articulation agreements 28 55

Online Programs - FuelEd / 7

CEO Online Programs – CRY-ROP / 1 (Manufacturing)

High school courses offered 32 (5 no longer offered) 44 (20 new programs)

Adult programs offered 8 (7 no longer offered) 1

13

DATA and DEMOGRAPHICSCRY-ROP Program EnrollmentA student is considered enrolled after completion of 20 hours or more of the program. 2016-2017 CRY-ROP Enrollment – 5174

CRY-ROP Program CompletionAn enrolled student is considered completed at time of exit if he or she has earned a passing grade and has achieved a level of competence in one or more skills that would enable him or her to enter employment, or continue in advanced education.2016-2017 CRY-ROP Completion – 4596 (88.9%)

HIGH SCHOOLAge Percent Numbers15 & Under 7.3% 37416 14.6% 74817 28.8% 147418 38.6% 198019+ 10.7% 549

ADULTAge Percent Numbers19 12.2% 620 16.3% 821-25 28.6% 1426+ 42.9% 21

HIGH SCHOOLRace/Ethnicity Percent NumbersAfrican American 4.6% 237American Indian 0.7% 35Asian 5.9% 300Hispanic 65.0% 3329Unknown/Other 0.2% 10White 23.7% 1214

CRY-ROP Student Demographics

14

ADULTRace Percent NumbersAfrican American 22.4% 11American Indian 4.1% 2Asian 0% 0Hispanic 42.9% 21Unknown/Other 8.2% 4White 22.4% 11

CRY-ROP Student Enrollment HistoryAcademic Year Student Enrollment2008 – 2009 11,4632009 – 2010 8,7422010 – 2011 8,2182011 – 2012 7,1442012 – 2013 6,8282013 – 2014 6,6232014 – 2015 5,9632015 – 2016 5,5152016 – 2017 5,098

Total District 2017-2018 Enrollment by EthnicityCJUSD RUSD YCJUSD

African American 5.6% 6.0% 1.5%American Indian or Alaska Native .2% .3% .5%

Asian 1.4% 8.6% 1.5%Filipino .9% 2.5% .6%Hispanic or Latino 84.6% 49.4% 41.8%Pacific Islander .3% .4% .1%White 6.1% 28.2% 53.0%Two or More Races .9% 4.5% .9%TOTAL 22,561 21,261 10,063

15

CRY-ROP programs are offered on seven comprehensive high school sites, three continuation high school sites, and at the CRY-ROP campus.

Courses A-G Articulated Campus

Advanced Manufacturing I • • RHS, REVHS

Advanced Manufacturing 2 • • RHS, REVHS

American Sign Language 1 • RHS, YHS

American Sign Language 2 • RHS, YHS

Automotive General Service Technician • BHS, CHS, RHS, YHS

CISCO Internetworking - Level 1 • • GTHS, REVHS

CISCO Internetworking - Level 2 • • GTHS, REVHS

Career Planning and Management • BHS

Careers in Child Development • • CVHS

Careers in Education CVHS, REVHS

Careers in Nutrition and Wellness • • CHS

Construction Technology • YHS

Creating an Online Business • • BHS, CVHS, RHS, REVHS

Criminal Investigation • • BHS, CVHS, YHS

Cybersecurity 1 • • GTHS, RHS, REVHS

Cybersecurity 2 - UC Honors • • RHS

Digital Video Production 1 • • REVHS

Digital Video Production 2 • • REVHS

Emergency Medicine • GTHS

Emergency Responder • CVHS, GTHS

Ethics in Health Care • • BHS, RHS, REVHS, YHS

Fashion Marketing • BHS, CVHS, REVHS, YHS

GIS Fundamentals • • CHS

Graphic Communications • CHS

Graphic Design 1 • • GTHS

Graphic Design 2 • GTHS

Health Information Technology CHS

16

Courses A-G Articulated CampusHospital Occupations • RHS

Intro to ASL Health Care Interpreting 1 • RHS

Intro to ASL Health Care Interpreting 2 - UC Honors • RHS

Intro to Criminal Justice • • BHS, CVHS, YHS

Medical Admin Assist - Front Office • CHS, GTHS, YHS

Medical Assistant - Clinical • GTHS, YHS

Medical Services Occupations CHS, CVHS, RHS

Medical Terminology • • BHS, CHS, GTHS, CVHS, RHS, YHS

Mental Health Careers • BHS, REVHS, YHS

Microsoft Office Specialist • CHS

Mind Matters • • BHS, REVHS, YHS

Nurse Assistant - Certified • CRY-ROP Campus

Personal Fitness Trainer • • REVHS

Pharmacology for Health Care Professionals • CVHS, GTHS

STEAM Shop 1 • • CHS, OHS, OVEC

STEAM Shop 2 • CHS

Sports - Entertainment Marketing • • BHS, YHS

Sports Medicine and Therapy • • CHS

The Art of Animation • • BHS, CVHS, REVHS

Veterinary Assistant • BHS

Video Game Design 1 • • BHS, CVHS, GVHS

Video Game Design 2 • BHS, CVHS

Virtual Enterprise • • BHS, CVHS, RHS

Welding Technology • • CHS

Typical Class Size for TeachersHigh school programs have an average class size of 20, with some programs having more or less depending on the site. Adult Nurse Assistant programs have regulatory class size limits prescribed by the Department of Health Services of 15 students per session

17

Types of Certificates AwardedCRY-ROP does not issue occupational competency certificates for high school programs. CRY-ROP's Nurse Assistant program provides students with a Certificate of Competency at the end of the program. Several programs offer industry-based certifications and/or state certification options. Examples of certification include American Welding Society, Department of Health Services, Automotive Service Excellence, OSHA, CISCO, Comp TIA, A+, and CPR.

Administrative and Teaching Staff MembersAll CRY-ROP teachers possess a CTE Teaching Credential issued by the California Commission on Teacher Credentials. CTE Teaching Credentials authorize the holder to teach in the subject or subjects named on the credential in grades twelve and below. Available subjects, also known as industry sectors, are as follows:

• Agriculture and Natural Resources • Arts, Media, and Entertainment • Building and Construction Trades • Business and Finance • Education, Child Development, and Family Services • Energy, Environment, and Utilities • Engineering and Architecture • Fashion and Interior Design • Health Science and Medical Technology • Hospitality, Tourism, and Recreation • Information and Communication Technologies • Manufacturing and Product Development • Marketing, Sales, and Service • Public Services • Transportation

Eligibility for the CTE Credential is based on a minimum of 3,000 hours (3 years) of documented work experience directly related to the industry sector named on the credential. Industry experience is the standard for the CTE Credential. Although not a requirement of the CTE Credential, additional university coursework is highly valued. The majority of CRY-ROP teachers have over 10 years of industry experience, over seven years of teaching experience, and hold a bachelor’s degree or higher. These exceptional educational professionals ensure all students have access to industry relevant, rigorous programs.

7+ Years Teaching Experience 54%

3 Years Industry Experience 16%

4-9 Years Industry Experience 22%

10+ Years Industry Experience 62%

Credentials in Multiple Industry Sectors 48%

Bachelors, Masters + Degree 58%

18

The CRY-ROP district office and administrative team promote the mission, vision, and strategic priorities with systems of support including:

• Curriculum development, updates, and professional development to ensure students are provided industry standard, academically and technically rigorous programs

• Data collection to provide evidence of student outcomes • Leveraging alternative funding streams for maximum student services • Employee onboarding and employee experience processes to support a positive culture

of trust and engagement

Employee Totals10 – Administrative Team10 – Professional Technical Team24 – Classified Support Team46 – Teacher Team

Calendar System UsedMost of the CRY-ROP programs are scheduled on a semester or year-round basis. Certain programs, particularly those with State Board Licensing, are scheduled to reflect the hours required by the State of California. Secondary programs are offered on the high school campuses and follow the high schools’ master schedule and are either one or two semester programs, meeting one period per day. Post-secondary programs are scheduled to ensure adult students have access to programs in an effective time-frame. Multi-hour, multi-day schedules allow for the adult students in post-secondary programs to complete in a timely manner.

Typical Load for the Average StudentCRY-ROP students carry the unit load designated as appropriate by their respective high school and district. While specific numbers of credits may vary, a typical high school student that attends one of the seven comprehensive high schools in its region would carry a load of 5-6 courses per semester, equaling 25-30 units.

19

Student Learning Data

COMPLETERS Students that participate in a program for 20 hours or more, have a passing grade and complete at least 1 program competency.

ENROLLMENTStudents that participate in a program for 20 hours or more.

SURVEYEDGraduated high school students reachable by CRY-ROP for surveying and former CRY-ROP adult students, which are surveyed regarding current employment or educational or military status following program completion.

PLACEDStudents that were reachable through CRY-ROP surveys and report proceeding into employment, further education (related or unrelated), or military following program completion.

1600

1400

1200

1000

800

600

400

200

0

AGR AME BCT ECF HOSP HSMT ICT MNF MKTG PS TRAN

Enrollment 160 591 124 380 100 1620 344 308 556 399 508

Completers 156 542 99 365 92 1477 290 266 501 366 473

2016-2017 Completer Data by SectorN

o. o

f Stu

dent

s

500

400

300

200

100

0

AGR AME BCT ECF HOSP HSMT ICT MNF MKTG PS TRAN

Surveyed 37 144 22 53 29 387 83 76 148 141 105

Placed 34 133 19 51 26 374 77 72 141 135 98

2016-2017 Placement Data by Sector

No.

of 1

2th

Gra

de S

tude

nts

20

2016-2017 Completer/Placement Data by Course

ENRO

LLM

ENT

COM

PLET

ION

TOTA

L %

SURV

EYED

PLAC

ED

TOTA

L %

ALL SECTORS

Career Planning and Management 44 35 80% 17 13 77%

AGRICULTURE and NATURAL RESOURCES

Veterinary Assistant 160 156 98% 37 34 92%

ARTS, MEDIA and ENTERTAINMENT

The Art of Animation 245 230 93% 57 56 98%

Digital Video Production 125 115 92% 29 27 93%

Video Game Design 221 197 89% 58 50 86%

BUILDING CONSTRUCTION and TRADES

Construction Technology 124 99 80% 22 19 86%

EDUCATION, CHILD DEVELOPMENT and FAMILY SERVICES

American Sign Language 1 186 179 96% N/A N/A N/A

American Sign Language 2 100 99 99% 25 25 100%

Careers in Child Development 80 73 91% 21 20 95%

Careers in Education 14 14 100% 7 6 86%

HEALTH SCIENCE and MEDICAL TECHNOLOGY

Community Healthcare Worker 36 36 100% 15 13 87%

Emergency Responder 84 74 88% 33 32 97%

Ethics in Health Care 38 36 95% 9 8 89%

Hospital Occupations 58 58 100% 2 2 100%

Medical Assistant - Front Office 210 199 95% 40 40 100%

Medical Assistant - Clinical 54 53 98% 32 31 97%

Medical Services Occupations 357 268 75% 50 47 94%

Medical Terminology 446 425 95% 100 98 98%

Personal Fitness Trainer 73 70 96% 18 18 100%

Pharmacology for Health Care 167 163 98% 69 66 96%

Sports Medicine and Therapy 97 95 98% 19 19 100%

21

ENRO

LLM

ENT

COM

PLET

ION

TOTA

L %

SURV

EYED

PLAC

ED

TOTA

L %

HOSPITALITY, TOURISM and RECREATION

Careers in Nutrition and Wellness 100 92 92% 29 26 90%

INFORMATION and COMMUNICATION TECHNOLOGIES

CISCO Internetworking - Level 1 17 15 88% 6 5 83%

CISCO Internetworking - Level 2 12 12 100% 9 3 33%

Cybersecurity 1 132 128 97% 35 33 94%

Cybersecurity 2 23 23 100% 11 11 100%

Digital Business Communications 42 36 86% 7 7 100%

GIS Fundamentals 31 28 90% 6 6 100%

MANUFACTURING and PRODUCT DESIGN

Advanced Manufacturing 70 67 95% 29 28 97%

Graphic Communications 145 122 84% 40 37 93%

Welding Technology 93 77 83% 7 7 100%

MARKETING, SALES and SERVICE

Creating an Online Business 254 204 83% 60 58 97%

Fashion Marketing 147 137 94% 39 36 93%

Sports and Entertainment Marketing 75 72 96% 21 21 100%

Virtual Enterprise 89 88 99% 28 26 93%

PUBLIC SERVICES

Criminal Investigations 132 125 95% 59 55 93%

Intro to Criminal Justice 267 241 90% 82 80 98%

TRANSPORTATION

Automotive General Service Tech. 508 473 93% 106 98 92&

ADULT HEALTH SCIENCE and MEDICAL TECHNOLOGY

Vocational Nursing 10 6 60% 5 5 100%

Nurse Assistant - Certified 39 39 100% 35 35 100%

22

Career Express Online (CEO)

CEO – Total Students Served2014–2015 2015–2016 2016–2017

251 325 296

Schoolwide Learner Outcome Results1. Be Connected to Industry Experiences to Enhance their Learning.

In 2016-2017, formalized agreements for student work-sites increased to 67. Industry engagement increased in 2016-2017 to include: 32 Career Panelists, 41 industry-based field trips, 67 virtual field trips, 99 mock interviewers, 126 guest speakers, and 172 career fair participants. In 2016-2017, CTEIG funding was used to support a portion of the following internships opportunities and CTSO/leadership events below:

• Student Internships ■ 132 students totaling 12,114 hours

• Work-based Learning Opportunities ■ 26 field-trips (see CTE Industry partnerships tab); 76 industry guest speakers; 26

Career Panelists; 58 Career Fair presenters; 40 industry guests as mock interviewers; 4 virtual field-trips; 407 pre-recorded Nepris virtual guest speakers (middle and high school); 90 real-time Nepris virtual guest speakers (middle and high school).

In 2014, CRY-ROP embarked in the development of an online campus designed to introduce students to CTE content in an online environment. To get the program off the ground, CRY-ROP created Career Express Online (CEO). CEO offers online CTE programs for students in grades 9-12 currently enrolled in the Colton, Redlands, or Yucaipa school districts. Programs feature a rich multimedia format that includes interactive elements (avatars, interactive tutorials, white-board illustrations, manipulatives, practice games, and videos) to help keep students engaged and motivated to learn. Students receive the support of certified instructors, chat access 24-hours a day, and online sessions once a week. CEO provides CRY-ROP partner districts the opportunity to expose students to online CTE content. Students can experience online learning prior to post-secondary where online programs are common. Students can also be introduced to a variety of CTE programs not readily available on their respective campuses. Districts have used CEO in a few different ways. Students in two districts (RUSD and YCJUSD) can choose to sign up for a CEO as a part of their period day schedule. The grades those students earn are recorded on their transcripts. All three districts have allowed students to take the online programs beyond the period day as well. Those students have the option whether they would like their grades to be recorded on their transcripts. From 2014 through 2017-2018, CEO offered online CTE programs through third party providers FuelEd and Odyssey Ware. The partnership provided CRY-ROP staff an intimate look into the online curriculum world and the inherent gaps vendor courses have. The vendors’ inability to address the high-quality standards set by California for CTE, as well as the cost to support the program led CRY-ROP to begin developing curriculum in 2017. Effective 2018-2019 CRY-ROP has reduced contracts with online curriculum vendors and has begun offering CRY-ROP developed courses.

23

2. Be provided the opportunity to earn articulated credit and/or meet a UC/CSU a-g entrance requirement.

• CRY-ROP was able to support and develop new Programs of Study through an increase of articulated and UC a-g course approvals. In 2014-2015, CRY-ROP maintained 20 articulation agreements with local community colleges. In 2015-2016, that number increased by 38, totaling 58 articulation agreements. As a result of both increased articulation agreements and new CRY-ROP processes to enroll students into CATEMA, the number of students recommended for college credit went from 993 in 2014-2015 to 1573 in 2015-2016. Additionally, CRY-ROP added 6 courses to their UC a-g offerings in 2015-2016.

• In 2016-2017, CRY-ROP recommended 1846 students for community college credit, a 17% increase over 2015-2016. CRY-ROP maintained 59 articulation agreements with 16 agreements pending for new courses and three pending renewals. Additionally, CRY-ROP added 11 more courses to the UC a-g offerings.

• In 2017-2018, CRY-ROP recommended 1948 students for community college credit, a 4%

increase over 2016-2017. CRY-ROP maintained 57 articulation agreements. Additionally, CRY-ROP added 13 more courses to the UC a-g offerings including 2 courses designated as honors courses.

3. Develop Leadership Skills Through Embedded Program Activities

• Virtual Enterprise ■ Mentorship Meetings ■ So Cal Business Plan Competition ■ State Competition in Bakersfield ■ San Diego Trade Show ■ LA/Pasadena Trade Show ■ Bay Area Trade Show ■ National Online Competitions ■ Student Presentations to School Boards

• HOSA ■ Weekly Chapter Meetings ■ Online Medical Terminology Test ■ HOSA State Leadership Conference

• Cyber Patriot ■ Weekly Cyber Security Club Meetings ■ Cyber Patriot Round 1 and Round 2 Qualification Competitions ■ Cyber Patriot Regional Competition ■ Cyber Patriot State Competition

24

4. Develop Career Readiness Through Program Activities.

ACTIVITY 2017–18 2016–17 DIFFERENCE

Career Panel Participants 19 32 +13

Field Trips 44 41 +3

Guest Speakers 234 126 +108

Industry Advisors 342 156 +186

Industry Judges 38 2 +36

Mock Interviews 81 97 -16

Students Placement 127 132 -5

Career Fair Participants 227 172 +55

Students Hired 18 / +18

Career Exploration Activities 144 / +144

Career Pathway Promotions 39 / +39

Employability Workshops 40 / +40

Ambassador Activities 50 / +50

Marketing Activity/Event 75 / +75

Soft Skills Workshops 91 / +91

Student Self-Assessment 31 / +31

CTE Outreach Events and Activities / 216 -216

TOTALS 1600 974 +626

25

CH

APT

ERTWO

Progress Report on Past Recommendations

26

TWOCH

APT

ER

Progress Report on Past Recommendations

SIGNIFICANT DEVELOPMENTSCRY-ROP is commitment to providing quality programs that are industry-focused and student-centered. Through its strategic action planning process, CRY-ROP seeks to build a demand-driven CTE system by responding to real workforce development needs and state, regional, and local labor market realities and priorities, through strengthened curricula, professional development, data collection and use, and direct linkages with business and industry. In order to provide a clear focus for CRY-ROP programs, activities and operations, the Governing Board adopted a long-range vision that sets direction for the ROP. To fulfill the vision and mission of CRY-ROP, the leadership team utilizes a comprehensive strategic planning process that involves stakeholders and staff members at all levels of the agency to develop strategic plan priorities. The strategic action plan document identifies strategies for meeting specific objectives, details how CRY-ROP will assess progress and a timeline for meeting plan objectives, records accomplishments, achievements, and includes committee feedback and suggestions for each objective. CRY-ROP’s mission statement, recommendations and input from the entire staff, community partners, board members, as well as directives in Career Technical Education standards provide the framework for action plan priorities. The strategic planning process at CRY-ROP promotes and validates accountability, commitment, transparency, flexibility, inclusiveness, planning, and sharing.

CRY-ROP’s action plan is reviewed, updated and accepted by the Governing Board each September. The action plan document includes CRY-ROP’s Mission and Vision Statements, people responsible, objectives, new and ongoing goals to meet specific objectives, timelines, and the method to be used to assess progress on specific goals. At the end of each fiscal year, the plan is reviewed by all staff, and accomplishments and future recommendations documented.

27

Work on the action plan occurs on an on-going basis; however, formal strategic action planning meetings take place twice a year. During these meetings, the leadership team completes a scan of opportunities and potential threats, reviews the priorities of the organization, and studies themes of leadership and change. We call these meetings LEAP, which stands for Love, Energy, Audacity, & Proof. The idea of LEAP is based on the book by Steve Farber entitled The Radical LEAP that explores personal lessons in extreme leadership. LEAP meetings provide the initial analysis of data from the year prior as well as preliminary ideas and recommendations to be presented to the larger stakeholder group at strategic planning meetings. LEAP meeting results are brought to the strategic action planning sessions at the all staff in-service meeting each summer. The all staff in-service sessions include teachers, support staff, stakeholders, and administrators. On-going review of the action plan happens throughout the year at Governing Board meetings, organizational unit meetings, State of ROP sessions, and organizational committee meetings.

The table below provides a crosswalk of CRY-ROP systems that support ongoing review of action plan priorities and progress:

WASC Criteria CRY-ROP Systems

1. Mission, Purpose and Objectives All Staff In-ServiceState of ROP Sessions

2. Infrastructure and Leadership Governing Board MeetingsSuperintendent Meetings

3. Teachers and Staff TIP, CTE TEACH, AdMenTeam Building Committee

4. Curriculum

Community RecruitersCurriculum DeveloperArticulation - CATEMA UC Approvals CALPADS Mapping

5. Instructional Program

Technology CommitteeAll Staff In-ServiceProfessional DevelopmentTIP

6. Use of AssessmentData CommitteeAnnual ReviewAdvisory Meetings

7. Student Support Services

Scholarship CommitteeCRS’Student AmbassadorsWorkforce Programs

28

8. Resource ManagementGoverning BoardSafety CommitteeHealth Benefits Committee

9. Community ConnectionCommunity Outreach CommitteeAdvisory MeetingsCommunity Recruiters

10. Strategic Action Plan

All Staff In-ServiceLEAP MeetingsMonthly Leadership MeetingsBoard Meetings

The Superintendent and Director of Education Services directly oversee the progress on the action plan. To ensure input on from stakeholders, CRY-ROP regularly communicates action plan priorities in formal settings, as well as through existing interaction structures.

Action Planning CalendarJULY Leadership LEAP meeting/retreat includes the CRY-ROP leadership team that includes management staff and program coordinators. LEAP meetings provide the initial analysis of data from the year prior as well as preliminary ideas and recommendations to be presented to the larger stakeholder group at strategic planning sessions. JULY - AUGUST The action planning process includes the CRY-ROP leadership team, teachers, support staff, and when available, board members. The strategic action planning meetings are held to refine the work started at the LEAP meetings and take place at the all staff in-service. Data, trends, positive outcomes, and brutal facts are examined to determine strategic action plan progress and new, revised, or continuing plan priorities. Strategic planning workshops are designed to illicit meaningful feedback about the yearly progress made towards strategic action plan objectives, and provide flexibility to promote a culture of engagement and participation in the strategic planning process. JULY - JUNE Leadership meetings are conducted to carry out organizational business as well as review progress on the strategic action plan. CRY-ROP’s Governing Board meets on a monthly basis to conduct organizational business, develop organizational policy, and monitor progress on strategic action plan priorities.

JANUARYMid-year LEAP is designed to check progress of the strategic action plan priorities as well as other agency planning topics.

29

Response to Current Action Plan Key IssuesPublic funding for adult occupational programs in California has been transitioning for the past ten years. In 2012, as part of the CRY-ROP strategic action plan, accreditation from the Council of Occupational Education (COE) was in response to the instability in funding for adult occupational programs. The COE accreditation allowed CRY-ROP to access Federal funds to support adult students. As a result, CRY-ROP was the first educational agency in California to seek dual accreditation with COE and WASC. The COE/WASC accreditation process was led by COE and the term recommendation agreed upon by WASC. The COE self-study template was submitted and accepted by both accrediting agencies and did not include action plan key issues. Additionally, the COE process required yearly reporting of performance outcomes and validation of institutional policies and procedures. As a result, CRY-ROP was not required by WASC to do a mid-cycle report.

COE Annual Report 2012 COE Annual Report 2013

COE Annual Report 2014 COE Annual Report 2015

COE Annual Report 2016

Progress to Key Issues in the Action PlanWhile there were no key issues identified in the previous self-study, the CRY-ROP action plan has remained the primary instrument for identifying, documenting, and driving institutional decisions. This practice is ingrained in the culture of the organization’s decision-making processes which have a direct impact on student learning. Since being dual accredited, CRY-ROP has built yearly action plans to reflect the goals of the organization. It has also documented the year-end reviews of each plan to track progress and the need to continue or shift yearly priorities. Through its strategic action planning process, CRY-ROP has built a demand-driven CTE system by responding to real workforce development needs and state, regional, and local labor market realities and priorities, through strengthened curricula, professional development, data collection and use, and direct linkages with business and industry. Action plan objectives are intentionally broad in nature, illustrating strategic objectives. Tactical plans are illustrated in the goals that are updated annually and listed below each objective. CRY-ROP has found that the identified objectives have served the institution well in organizing and managing the work done to support student achievement in all departments.

In 2012, the following four objectives guided CRY-ROP’s priorities:

1. Maximize Capacity to Analyze and Evaluate Organizational Data for Continuous Improvement

Comprehensive data collection systems will be developed, updated and coordinated to support ongoing program improvement, program accountability, measurement of system outcomes, and research.

30

2. Seek Stability and Increase Funding

Comprehensive data collection systems will be developed, updated and coordinated to support ongoing program improvement, program accountability, measurement of system outcomes, and research.

3. Ensure Promotion, Outreach and Communication for System Alignment and Coherence

CRY-ROP offers a myriad of benefits to students, employers, state and regional economies, and communities. In order to ensure continued support for CRY-ROP, its benefits must be validated and made more widely known to students, parents, educators, counselors, community members, and policymakers. This plan makes explicit the need to clearly communicate the benefits of CRY-ROP to each of these groups based on evidence of its impacts.

4. Ensure Responsive Curriculum and Instruction

All CRY-ROP courses and programs are based on industry-endorsed standards, and designed to assist students in acquiring employment readiness and career success skills. All CRY-ROP courses and programs meet documented labor demands, including those of new and emerging occupations. High-quality curriculum and instruction in CTE includes the intentional reinforcement of the cognitive, academic, and technical rigor inherent in CTE and the alignment of CTE with academic and industry standards. It also includes the integration of CTE and academic content through a variety of strategies that foster complementary approaches to teaching and learning — strategies that draw on the best of what both CTE and non-CTE disciplines have to offer.

In 2013, the following objective was added to the CRY-ROP action plan:

5. Maximize IT Capacity to Meet Organizational Needs

In order to continue offering cutting edge curriculum and support to all stakeholders, CRY-ROP will focus efforts on building the IT capacity of the organization.

In 2014, the following objective was added to the CRY-ROP action plan.

6. Ensure Professional Development in Support of Strategic Action Plan Priorities and Tactics

CRY-ROP’s strategic goals will require attention to be paid to the professional development and training of its staff to ensure proper implementation.

The six strategic objectives have remained unchanged through the 2017-2018 school year.

31

CRY-ROP Strategic Action Plan 2012-2013



CRY-ROP Strategic Action Plans

32



33

CH

APT

ERTHREE

Self-Study Findings Based on the ACS WASC Postsecondary Criteria

34

THREECH

APT

ER

Self-Study Findings Based on the ACS WASC Postsecondary Criteria

CRITERION 1: Institutional Mission and Schoolwide Learner Outcomes

CRITERION: The school demonstrates a strong commitment to its mission, emphasizing student achievement. The school communicates its mission internally and externally. Schoolwide Learner Outcomes (SLOs) are developed and reviewed annually to ensure that they are current and relevant.

Indicator 1.1The school has a statement of mission that describes its broad education purpose, its intended population. And its commitment to high levels of student learning.

Training students to be career ready, technically skilled and academically prepared by providing quality Career Technical Education

Our VisionTo be the most influential, respected, industry-focused and student-centered Career Technical Education program in our state

CRY-ROP Mission

35

CRY-ROP is a public agency of the California Department of Education (CDE), established by a joint powers agreement. The CRY-ROP district office is located in Redlands. CRY-ROP’s purpose is to create a career preparation delivery system that serves students across a broad region of San Bernardino County. CRY-ROP has been pursuing that purpose since its inception in 1971. CRY-ROP partner districts include the Colton Joint Unified School District, Redlands Unified School District and Yucaipa-Calimesa Joint Unified School District. CRY-ROP provides quality, hands-on career education programs in high-demand industry sectors. Course content is validated by local business advisory committees, reflecting current industry standards, and approved by CRY-ROP's Governing Board.

CRY-ROP works in collaboration with K12 school districts, adult education, community colleges, and workforce development. This collective approach ensures coordinated integration of academic and career preparation competencies connected to sequences, paths and postsecondary options leading to viable jobs. With over 200 sections of CTE programs available each semester in 11 of the 15 CTE industry sectors, CRY-ROP averages approximately 5000 secondary and post-secondary student enrollments per year. Secondary students explore career options and apply academic skills to practical problems, enabling them to prepare for workplace or postsecondary training transition. Adults seeking skill upgrade, entering the workforce, or changing careers also benefit from CRY-ROP programs. Career Readiness Specialist at middle schools and high schools provide support structures, communication, and outreach to the school community and industry. Embedded in all CRY-ROP courses are instructional units designed to support student career readiness. These units include communication, interpersonal, employability, and leadership skills. Courses also offer relevant technical units of instruction that are validated yearly by industry. CRY-ROP works with postsecondary institutions to ensure articulation of courses. The sequences of courses are designed to ensure adequate preparation for the next course in the sequence, avoids significant duplication of content, and allows for reinforcement and progression in the subject matter. CRY-ROP courses are also submitted to the University of California for review and certification. To date, CRY-ROP maintains 48 UC a-g approved courses, and 34 articulated courses with community colleges. CRY-ROP does not issue credits or diplomas to high school students. Students are issued credits through their respective high schools and districts based on attendance and grades. However, CRY-ROP is authorized to issue certificates of completion to adult students who successfully complete a program.

Per California Education Code 52302.3, each program offered by CRY-ROP must meet a documented labor demand, represent no unnecessary duplication of other job skills training programs in the area, and must demonstrate its effectiveness as measured by the employment and completion success of its pupils. CRY-ROP presents a formal report to its Governing Board annually to meet the requirements of California education code 52302.3.

36

Indicator 1.2The mission statement is approved by the governing body, published internally and externally, and regularly reviewed and revised to connect to current student learning needs.

The current mission statement was approved by the Governing Board on January 21, 2009. On October 19, 2011 the Governing Board codified the current mission statement by updating Board Policy 0000. CRY-ROP’s mission and vision statements were adopted through a process that involved the entire staff, initially through soliciting suggestions, and then followed by a survey and opportunity to vote on the final statement. Both the mission and vision statements are reviewed annually at all staff strategic planning sessions. Revisions have not been recommended.

CRY-ROP’s mission statement is consistently used in the organization’s publications. Publications that include the mission statement include classroom posters, CRY-ROP letterhead, signage located in the lobby areas of the two administrative buildings at the main site, meeting agendas, staff presentations, and the CRY-ROP web site at www.CRYROP.org.

Indicator 1.3The institution’s mission statement is central to institutional planning and decision-making activities.

Much of CRY-ROP’s mission and philosophy is codified in Series 0000 of the organization’s Board Policies and Administrative Regulations. Analysis of placement data gathered through annual telephone surveys of recent CRY-ROP students ensures that the organization reflects its mission statement effectively serving the needs of the local area by providing education and training necessary for students to move on to postsecondary education or begin a new career. Planning and decision-making considers the mission and Schoolwide Learner Outcomes. Board agenda items, field trip planning forms, and budget planning are examples of how CRY-ROP includes alignment of planning with the mission. An all staff in-service occurs annually each summer. Additionally, State of ROP sessions are presented in fall and spring. At each of these sessions, the CRY-ROP mission, vision and SLOs are presented.

37

Indicator 1.4The institution establishes Schoolwide Learner Outcomes that identify the broad, global goals for all students based on current and future student learning needs.

Developed and adopted in the summer of 2017, CRY-ROP SLOs reflect broad, global goals for all students based on current and future student learner needs. The SLOs were developed keeping accessible data in mind, as well as current educational trends within the state. All staff attending the 2017 mandatory in-service reviewed and validated the SLOs. Staff feedback on the SLOs is available through the survey data collected in Google. Partner district stakeholders, community college stakeholders and business stakeholders are included in curriculum advisory committees. Curriculum review includes the SLOs. To accomplish the mission and vision of the organization, CRY-ROP commits to supporting the following student learning outcomes (SLOs):

All CRY-ROP students will: • Be connected to Industry Experiences to enhance their learning • Be provided the opportunity to earn articulated credits and/or meet UC/CSU a-g requirements • Develop leadership skills through embedded program activities • Develop career readiness through program activities

The following is a sampling of the data used to measure each SLO:

ARTICULATION2016-2017 2017-2018 Difference

Students Enrolled 2484 2771 +287

Students Recommended for Credit 1876 1948 +72

INDUSTRY ADVISORS2016-2017 2017-2018 Difference


SLO #1Be connected to industry experiences to enhance their learning.

38

ACTIVITIES2016–2017 2017–2018 DIFFERENCE

Career Panel Participants 32 19 +13

Field Trips 42 44 +2

Guest Speakers 126 234 +108


Industry Judges 2 38 +36

Mock Interviews 97 81 -16

Students Placement 132 127 -5

Career Fair Participants 172 227 +55

Students Hired / 18 +18

Career Exploration Activities / 144 +144

Career Pathway Promotions / 39 +39

Employability Workshops / 40 +40

Ambassador Activities / 50 +50

Marketing Activity/Event / 75 +75

Soft Skills Workshops / 91 +91

Student Self-Assessment / 31 +31

CTE Outreach Events and Activities 216 / -216

TOTALS 974 1600 +626

ACTIVITIES by DISTRICTCRY-ROP 8

CJUSD 393RUSD 657

YCJUSD 200

1600

39

CATEMA2015-2016 2016-2017 2017-2018

DISTRICT CATEMAEnrolled

Recommendfor credit

CATEMAEnrolled


CATEMAEnrolled


CJUSD 691 575 1115 823 1277 921

RUSD 919 709 943 728 1158 772

YCJUSD 394 341 426 325 336 255

TOTAL 2004 1625 2484 1876 2771 1948

UC and ARTICULATED SECTIONS2015-2016 2016-2017 2017-2018

DISTRICT UC Sections

Articulated Sections

UC Sections


UC Sections


CJUSD 42 60 51 67 75 61

RUSD 31 35 58 62 70 66

YCJUSD 14 22 18 19 31 25

TOTAL 87 117 127 148 176 152

SLO #2Be provided the opportunity to earn articulated credit and/or meet a UC/CSU a-g entrance requirement.

40

UC ENROLLMENT2015-2016 2016-2017 2017-2018

DISTRICT UC Enrolled

Passing Grade of C

or Better

UC Enrolled

Passing Grade of C

or Better

UC Enrolled

Passing Grade of C

or Better

CJUSD 1128 1012 1180 1058 2056 1742

RUSD 837 7246 1271 1127 1992 1703

YCJUSD 301 284 571 517 655 540

TOTAL 2266 2022 3022 2702 9991 8709

All year-long course outlines contain a Leadership unit of instruction. Teachers assess the leadership competencies identified in their key assignments. The competencies are taken directly from the California CTE Anchor standards.

1. Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.

2. Work with peers to promote divergent and creative perspectives.3. Demonstrate how to organize and structure work, individually and in teams, for

effective performance and the attainment of goals.4. Explain multiple approaches to conflict resolution and their appropriateness for a

variety of situations in the workplace. 5. Employ ethical behaviors and actions that positively influence others.6. Use a variety of means to positively impact the direction and actions of a team or

organization.7. Analyze the short-term and long-term effects a leader’s actions and attitudes can have

on productivity, morale, and organizational culture.

CRY-ROP supports the participation of students in student organizations that extend and reinforce the instructional program. Both state recognized Career and Technical Student Organizations (CTSOs) and non-CTSOs are offered to provide leadership development through the competitive events hosted by these organizations. Currently, CRY-ROP supports the following student organizations: Virtual Enterprise (Business), Cyber Patriot (Cyber Security), HOSA (Health), and Skills USA.

SLO #3Develop leadership skills through embedded course activities.

Instructional Unit #4 - Leadership

41

Leadership is also at the core of the CRY-ROP Student Ambassador Program. The Ambassador Program is designed to foster student success by providing leadership opportunities for students interested in representing ROP on their high school campuses. Ambassadors are provided real-world opportunities to develop leadership skills, give a student voice to the ROP programs, inform their peers about the benefits of taking an ROP class, and raise the level of awareness about ROP among counselors, administrators, parents and members of the community.

SLO #4Demonstrate career readiness through classroom activities.

High School StudentSchool Year Enrollments Completers Percentage

2012-2013 6,828 5,777 83.96%

2013-2014 6,623 5,676 85.7%

2014-2015 5,963 5,345 89.6%

2015-2016 5,515 5,108 92.6%

2016-2017 5,124 4,662 91%

Adult Students2012-2013 144 134 93.1%

2013-2014 226 186 82%

2014-2015 156 139 89.2%

2015-2016 64 59 92.2%

2016-2017 49 45 91.8%

High SchoolStudents

Adult Students

2012-2013 25 2012-2013 76

2013-2014 22 2013-2014 126

2014-2015 15 2014-2015 91

2015-2016 6 2015-2016 74

2016-2017 3 2016-2017 47

TOTAL 71 414

OVERALL 485

Certifications and Licenses

Course Completion

CC/CVE (only)CC/CVE/Lab/Clinical

2012-2013 372 2012-2013 538

2013-2014 291 2013-2014 319

2014-2015 276 2014-2015 276

2015-2016 232 2015-2016 232

2016-2017 201 2016-2017 201

Community Classroom

42

Indicator 1.5The school demonstrates the incorporation of current research-based ideas into learning programs to ensure that the institution’s overarching goals (SLOs) are current and relevant.

CRY-ROP embeds current research-based ideas into the programs offered to all students. 21st Century skills, integrated pathways, instructional technology, work-based learning and labor market research play a large role in program development, resource allocation (including technology), course sequencing, and staff professional development. Course outlines are updated yearly to reflect the changes necessary to implement new research-based methodologies and processes. Competencies listed within the course outline support expected 21st Century skills, and key assignments aligned to the state CTE standards illustrate the integration of academic and CTE content. Updated technology resources in all classrooms provide students and instructors not only access to information, but also access to current technologies used in the workplace. Professional development, particularly in instructional technology, is carefully developed or selected to support continued growth of CRY-ROP staff in acquiring the skill sets required of a constantly changing workplace. In order to improve the education of students, California is in the process of creating a coordinated and coherent state structure to ensure districts receive resources and support to meet student needs. The CRY-ROP Superintendent serves on the State Board of Education appointed Career/College Indicator (CCI) workgroup. This work group is not open to the public and its purpose is to obtain feedback regarding data that may be included in the future on the California Accountability Dashboard. The California accountability model uses a five-by-five table which combines status and change to produce a performance level represented by a color for each state indicator. As part of the new California accountability system, districts develop Local Control Accountability Plans (LCAP) on an annual basis. The CRY-ROP leadership team reviews each partner district’s LCAP to ensure alignment of LCAP goals, CRY-ROP SLOs, and CRY-ROP action plan priorities. The districts’ LCAPs provide the vehicle for documentation of state performance for schools. The CRY-ROP SLOs are designed to support the current state priorities identified by the California Department of Education. SLOs are reviewed annually through the action planning process and evaluated for revision based on current state priorities. The current SLOs demonstrate an emphasis on work-based learning, college and career readiness, and leadership development. Evidence to analyze the effectiveness of the SLOs includes student achievement and participation data available on a yearly basis through several data systems. Achievement of the SLOs directly supports action plan priorities #1, 3, 4, 5, and 6.

43

Indicator 1.6The school has a process in a place to regularly review the courses and programs offered so that the needs of the community are met.

Every two years, CRY-ROP is required by California Education Code 52302.3 to conduct a review of each program to assure that each course does all of the following:

1. Meets a documented labor market demand. 2. Does not represent unnecessary duplication of other manpower training programs in the

area. 3. Is of demonstrated effectiveness as measured by the employment and completion

success of its students.

CRY-ROP has voluntarily chosen to conduct this review annually, to monitor the quality of programs and identify areas for program improvement readily. Any course or program that does not meet the criteria and any additional standards set by the Governing Board is terminated within one year. The report is shared with the various stakeholders for review and discussion of administrative action and coordination of program planning. Once board approved, the report is posted on the CRY-ROP website, and includes labor market information, student demographics, and completer/placement data. Additionally, CRY-ROP facilitates a number of occupational advisories as required by California Education Code 52302.2, Perkins, and Title 5:11504. These meetings provide opportunity for discussion among educators, business, and industry professionals with a focus on how to improve CRY-ROP curriculum to meet workforce needs, as well as provide expertise to the programs by reviewing equipment, facilities, budget, and student competencies. Advisory meeting minutes are posted annually to the CRY-ROP website. Throughout each school year, input from students is gathered through adult student surveys, Student Ambassador surveys, and employer surveys. A recent example of how input has impacted programs is the expansion of Career Readiness Specialists to serve middle schools.

44

Indicator 1.7The governing authority’s online policies are directly connected to the school’s vision, mission, and Schoolwide Learner Outcomes

The Governing Board believes that careful planning is essential to effective implementation of CRY-ROP programs and policies outlined in Series 0000 of the organization’s Board Policies and Administrative Regulations. The Governing Board recognizes that technological resources can enhance student achievement by increasing student access to information, developing their technological literacy skills, and providing instruction tailored to student needs. Effective use of technology can also increase the efficiency of CRY-ROP's overall operations and governance. The Board is committed to the development and maintenance of the ROP’s infrastructure and to providing staff professional development that will allow the implementation of existing and new technologies aligned with CRY-ROP's vision and mission. As a result of the strategic action plan priority related to maximize ICT capacity to meet organizational needs, CRY-ROP established the Technology Planning Committee to assist the Superintendent and Information and Communications Technology Manager with the development of the Technology Plan including a guide to the district's use of technology and hardware and software lifecycles for the next three years. The Committee involves stakeholders and staff members at all levels of the organization to develop program policies including online policies and procedures that align to CRY-ROP's vision, mission, and Schoolwide Learner Outcomes. The Technology Committee meets regularly to review and update the Technology Plan, and develop policies including internet safety and the appropriate and ethical use of technology. In addition, CRY-ROP follows California AB1584 signed into legislation on January 1, 2015. This Assembly Bill defines the requirements of contracts with Third Parties for Digital Storage and Management of Pupil Records. The same legislation requires a description of the actions the third party will take to ensure the security and confidentiality of pupil records, and a description of how CRY-ROP and the third party will jointly ensure compliance with the federal Family Educational Rights and Privacy Act (FERPA).

Family Educational Rights and Privacy Act (FERPA)

ADDITIONAL ONLINE INDICATOR

https://cryrop.org/Staff-Info/Student-Privacy-Info/FERPA/index.html

https://cryrop.org/Staff-Info/Student-Privacy-Info/FERPA/index.html

45

Evidence in Support of Criterion 1:

■ Annual Review Reports (2012-2017) ■ LCAP Crosswalk Document ■ Student Surveys ■ Ambassador Surveys ■ Advisory committee minutes ■ Employer surveys ■ Master Agreement ■ Sample of various meeting agendas ■ State of ROP presentations ■ All Staff meeting presentations ■ Posters ■ Website ■ BP Series 0000 ■ Technology Plan ■ Technology Planning Committee ■ AB1584 addendum

Institution’s Strengths and Key Issues for Criterion 1

Strengths:

1. Data supporting Schoolwide Learning Outcomes are connected to the mission and vision statements

2. Board members support CRY-ROP’s Vision and Mission Statements 3. Consistent and regular communication of mission and vision statement to all stakeholders4. Board Policy to support mission, vision and Strategic Action Plan

Key Issues:

1. Strengthen student voice and input on mission, vision, and Schoolwide Learner Outcomes

46

CRITERION 2: Organizational Infrastructure and Leadership

CRITERION: The school utilizes the contributions of leadership throughout the organization to provide for ongoing improvement. The organizational structure and roles of governance are clearly defined and designed to facilitate decisions that support student learning and improve institutional effectiveness. The governing body enables the administrator/director to implement policy and lead the school effectively.

Indicator 2.1The school has clearly defined roles of governance that provide for ethical and effective leadership and results in ongoing improvement of the school.

CRY-ROP’s Governing Board is comprised of two elected Governing Board members from each of the three school partner districts as appointed annually. The Governing Board has policies and regulations related to Community Relations, Administration, Business, Personnel, Students, Instruction, Facilities, and Bylaws of the Board. The policies and regulations guide day-to-day operations. Board Policies and Administrative Regulations are updated annually using California School Board Association (CSBA), San Bernardino County Superintendent of Schools (SBCSS), and legal counsel resources. The Governing Board of CRY-ROP derives its power and exists under the Constitution and Acts of the Legislature of the State of California, the procedures of the California State Board of Education, and the Joint Powers Agreement signed by the Colton Joint Unified School District, the Redlands Unified School District, and the Yucaipa-Calimesa Joint Unified School District. The Governing Board works with the Superintendent to fulfill its major responsibilities, including: setting direction for the district through a process that involves the community, parents, students, and staff; establishing an effective and efficient organizational structure; ensuring accountability to the public for the performance of CRY-ROP programs; and providing community leadership and advocacy on behalf of students, CRY-ROP’s educational programs, and public education in order to build support within the local community and at the state and national levels. The Superintendent is the organizational liaison to the Governing Board. The Superintendent is appointed by the CRY-ROP Governing Board. The Superintendent derives her authority from Board Policy and Administrative Regulations formulated by the CRY-ROP Governing Board as well as California Education Code. The Superintendent maintains regular communication with the Board regarding regular organizational business as well as irregular incidents. The lines of communication include phone, email, monthly newsletters, a monthly letter, and monthly board meeting reports from each senior administrator.

47

The duties and responsibilities of the Governing Board are outlined in the Board Policies and Administrative Regulations. A copy of the Board Policies and Administrative Regulations are permanently located in the Administrative offices at CRY-ROP. Additionally, the Board Policies (BPs) and Administrative Regulations (ARs) are posted on the CRY-ROP website. The organizational chart shows the lines of communication and authority among the personnel of the district and addresses the functional areas of operation. The structure provides for clearly defined leadership, as well as adequate administrative and support positions. The Governing Board desires to represent the community and provide leadership in addressing issues related to delivery of Career Technical Education.

All job descriptions are Governing Board approved and maintained by Human Resources. During the past six years, several positions have been updated and many new positions have been developed. With each updated and new position, the Governing Board agenda item references the organizational Strategic Action Plan priority in which the position supports. Human Resources maintains an organizational chart that is available on the CRY-ROP website and shared network drives. CRY-ROP’s organizational chart illustrates the district’s hierarchy and the functional relationships among personnel. Responsibilities have been clearly assigned to improve efficiency and communication within the organization. The organization is comprised of four central departments: Education Services, Business Services, Student Services, and Human Resources. The instructional supervision is part of Education Services, and is organized by school district with one Program Manager assigned respectively. The CRY-ROP campus operations and business are assigned to administrators individually for operational purposes. Board Policies support that administrators in each department are responsible for implementing employment requirements, training, and the planning of assignments. Supervisors are responsible for evaluation of assigned staff. As a result of the Strategic Action Plan priority related to professional development, CRY-ROP has implemented Professional Development Planning Guidelines. Additionally, a Professional Development Planning Chart is developed annually to ensure alignment to organizational priorities.

All vacancies are posted using a standardized process and includes notice announcement, credential requirements, timeline and means of applying. Specific assignment information such as schedule, location and preferred qualities are developed by the position supervisor with input from Human Resources and approval of the Superintendent. All positions are posted in EdJoin and on the CRY-ROP website. Processing of applications is facilitated by Human Resources and include screening of all required elements.

The Superintendent delegates authority and responsibility to the Directors of Educational Services, Student Services, and Business Services, Program Managers, ICT Manager, and Coordinators. The Director of Educational Services is responsible for supervising and coordinating all curriculum, assessment and program delivery. The Director of Student Services oversees adult programs, testing services, workforce programs, and is responsible for day to day operations of the CRY-ROP campus operations. The Director of Business Services is responsible for the financial operation of the district, as well as site facilities, campus safety and security, and asset management. The Program Managers supervise and coordinate instructional programs. The ICT Manager is responsible for organizational technology services, including integration of technology in classrooms. The Human Resources Coordinator is responsible for all aspects of human resources management.. The Program Coordinator responsible for grant funded projects and specified special projects, including all aspects of administrating the Workforce Investment Opportunity Act (WIOA) funded programs. The Superintendent, Directors, Program Managers, Manager, and Coordinators represent the CRY-ROP leadership team.

48

Indicator 2.2The leadership of the school creates a positive learning environment in a collegial and collaborative atmosphere that provides the foundation for school improvement and high levels of achievement for students.

CRY-ROP leadership strives to model a positive learning environment and collaborative atmosphere by creating the conditions that support educator development. Annually, there is one all staff in-service, typically held in late July. Additionally, there are State of ROP sessions each fall and spring offered as 90 minute sessions held four times on each scheduled date. The entire leadership team meets monthly. Job alike and task driven meetings are structured and scheduled to monitor progress on action plan priorities. Job alike meetings include: Instructional Leadership, Human Resources, Staffing, and Student Services. Task driven committees include: Safety, Technology, Team Building, Community Outreach, Health Benefits/Wellness, Scholarship, Foundation, and Data. All staff are invited to participate on the task driven committees, and those committee rosters are updated annually. CRY-ROP supports a culture of providing ongoing professional development. Guidelines for planning professional development support the reinforcement of the creation of shared leadership opportunities for all staff. The guidelines provide criteria to assist with consistency in practice and decisions related to participation in professional development activities. The structure and systems associated with the variety of communication and input opportunities, provide the catalyst to motivate staff.

CRY-ROP administration is responsible for hiring, coaching, mentoring, supervising and evaluating the instructional staff. As members of the administrative staff, Program Managers frequently visit classrooms, offer constructive feedback, and support teachers with regards to teaching and learning. They assist in the development, communication, and promotion of the CRY-ROP mission and vision with their instructional teams and they encourage regular collaboration within each individual team. Through collaboration, instructional staff is able to share data, discuss issues with the data, and make informed decisions regarding the curriculum and student needs. Arrangements are made and approved by administration to enable the instructional staff to have the time and resources to collaborate regarding student data, achievement and best practices. Results are recorded regarding student grades, articulation data, and testing data. These results are used to inform future decisions that relate to the instructional program.

CRY-ROP creates opportunities for all staff to participate in school improvement. The classified support staff all became Teacher Buddies in the 2017 school year. As a Teacher Buddy, they visited classrooms, spoke with students, and observed student learning. The administrator mentoring project called AdMen was piloted in 2017 with a goal to be part of the overall leadership succession plan. All staff were invited to an Evening of Excellence presented to honor CRY-ROP students, business partners and staff.

49

Indicator 2.3The school’s governance, decision-making structure, and organizational processes are regularly evaluated to ensure their integrity and effectiveness.

CRY-ROP has a variety of annual events and opportunities for stakeholders to participate in school wide decision making. Examples include:

• Governing Board meetings- held monthly• State of ROP- sessions are held each fall and spring• All Staff In-service- held each July• Partner district Superintendent meetings- held in October, December and February• Partner district Community Cabinet meetings- held monthly• Governing Board Tours- held periodically, with the last tour occurring in February 2018• Institutional Advisory Committee- meets annually• Industry Advisory meetings- held annually for each program• Parent information nights- held twice per year for WorkAbility I program• Middle School Camp Parent orientations- held each summer

The Superintendent and entire leadership team engage in on-going professional development on the latest meeting facilitation trends, tools, and resources. Using appropriate strategies for each event, the above opportunities for stakeholders to participate in decision making include communication of outcomes and student learning results, as well as requests for input from each group. Evaluation of organizational processes occur through structured processes such as: group activities, surveys, brainstorming, human centered design processes, and Technology of Participation processes.

Highlights of specific examples include:

√ The Institutional Advisory Committee meets annually to review organizational goals, structures and provide input to assist in improvement. Institutional Advisory Committee stakeholders include business, community, and educational partners. Student outcome data as well as systems of support, and special projects part of the agenda;

√ At monthly community cabinet meetings held in Colton Joint Unified School District and in the Yucaipa-Calimesa Joint Unified School District, parents have an opportunity to provide input on the types of community support they want their students to have, particularly in career exploration;

√ The CRY-ROP WorkAbility I program also offers an information night on life after high school in collaboration with East Valley SELPA (TPP Program) and the regional center. During this event students and families are informed about the resources available after graduation or upon exiting high school. Parents have the opportunity to interact with CRY-ROP personnel and to give feedback in relation to the program.

50

Indicator 2.4The school has an established infrastructure of policies and procedures that provides stability and consistency for all institutional programs, activities, and events.

CRY-ROP Board Policies (BP) and Administrative Regulations (AR) provide the framework for governance. BPs and ARs are updated annually using California School Board Association’s resources to ensure alignment with changes in Education Code and other statute. All updates are presented to the Governing Board over a two month period, with the first month providing initial review time and the second month providing potential changes as a result of review. During this time, all stakeholders also have an opportunity to review and suggest changes. The educational services division of CRY-ROP holds monthly collaboration meetings involving the Program Managers to align district resources and curriculum to reflect consistency from district to district. Teachers collaborate to create common practices and pacing calendars to ensure a consistent curriculum across all three districts. Materials and equipment purchases are discussed collaboratively and is approved based on student need and in an equitable fashion across the three districts. In addition, the IT department has developed a flowchart for the adoption and approval of new technology which requires discussion and feedback to ensure transparency and equity across the three districts. CRY-ROP maintains the following procedures, policies and processes to ensure ongoing improvement in support of student learning outcomes:

√ LEAP meetings- conducted twice per year √ Program Manager Coaching-conducted throughout the school year √ Professional Development guidelines- updated annually √ Safety Plan- updated annually √ Technology Plan- updated annually √ Student Handbook- updated annually √ Community Classroom Handbook- updated as needed √ Mandated Notifications- provided annually √ Mandated Trainings- provided annually

51

Indicator 2.5The school evaluates the effectiveness of online processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all online courses.

CRY-ROP is committed to developing high quality curriculum and instruction. As a result of the strategic action plan priority related to ensuring responsive curriculum and instruction, CRY-ROP implemented the research and development of creating an online campus. From this action plan priority, CRY-ROP launched the Career Express Online (CEO) pilot project. CEO is set to provide introductory Career Technical Education courses to students in grades 9-12 currently enrolled in the Colton, Redlands, or Yucaipa school districts. The Educational Services team utilizes a comprehensive strategic planning process that involves stakeholders and staff members at all levels of the organization to develop online program policies and processes that align to the vision and mission of CRY-ROP. All Online curriculum is developed with CRY-ROP's Schoolwide Learner Outcomes (SLO’s) in mind and integrated so that students receive current and relevant content. Additionally, CRY-ROP has begun working with its district partners in developing online policies in support of further developing the expansion of the online campus.

CRY-ROP is in the process of developing training modules that support online instructors and professional development based on the California eLearning Framework and iNACOL publication. Through the CTE TEACH grant, training modules for online instruction are in development by the Instructional Technology Facilitator. CRY-ROP's strategic action plan provides ongoing professional development to address organizational strategic priorities by sending online support staff members to iNACOL, ISTE and CUE conferences. Online curriculum developers obtain resources on developing high quality digital curriculum for the recently launched Career Express Online campus.

Evidence in Support of Criterion 2:

■ LEAP meeting agendas ■ State of ROP presentations ■ All staff in-service presentations ■ Community Cabinet meetings ■ Board agenda planning calendar ■ Board Tour agenda ■ BEST NET meeting agendas ■ PM participation on site cabinet meetings ■ PM huddles ■ CSRM agendas ■ SWP agendas ■ Safety Plan ■ Technology Plan


52

■ Student Handbook ■ Mandated Notifications ■ PD Guidelines ■ AdMen program structural outline ■ Teachers on Assignment Job Descriptions ■ Community Classroom Handbook ■ Employee Handbook ■ Career Express Online webpage ■ Process for ROP Career Express Online Courses at CJUSD High Schools ■ Process for ROP Career Express Online Courses at RUSD High Schools ■ Career Express Online Technology Student Computer and Internet User Agreement ■ CTE Teach Modules ■ CRY-ROPs Strategic Action Plan ■ California eLearning Framework ■ iNACOL's Professional Development for Virtual Schooling and Online Learning


Strengths:

1. Systems in place for data driven decision making2. Strong relationship with partner districts 3. Communication to stakeholders about CRY-ROP programs and student successes4. Regular meetings involving all stakeholders5. CRY-ROP representation at district level meetings such as DELAC, community cabinet etc.6. Business and community engagement in programs 7. Support staff Teachers on Assignment8. Processes and systems in support of ongoing improvement

Key Issues:

1. A need for cross training within departments to ensure the integrity of organizational knowledge when positions change

https://www.cteonline.org/cms/page/cteteach

https://www.sccoe.org/depts/esb/Meeting%20Docs%20%20ESB/E-Learning%20Framework.pdf

https://www.inacol.org/resource/professional-development-for-virtual-schooling-and-online-learning/

53

CRITERION 3: Faculty and Staff

CRITERION: The institution employs qualified personnel to support student learning programs and services to ensure institutional effectiveness. Personnel are treated equitably, evaluated regularly, and provided opportunities for professional development that impact student learning.

The Human Resources Department supports and advances the overall mission of CRY-ROP through the recruitment, retention and support of classified, certificated and management employees. Services provided by Human Resources include the recruitment of diverse, top quality applicants, orientation and retirement processing, employee relations, performance evaluation, problem resolution, maintenance of employee contracts, and maintenance of personnel records. The Human Resources Department is committed to providing quality services to all employees by treating each with respect, care and individual attention, and thereby fostering an atmosphere of teamwork and pride that includes all employee groups, as well as the Board of Education and the community served.

Indicator 3.1The school employs personnel who are qualified by appropriate education, training, and experience in line with its school mission and SLOs.

CRY-ROP provides fair, open, and transparent recruitment and selection processes and procedures which ensure that employees are selected based on demonstrated knowledge, skills, and competence and not on any bias, personal preference, or unlawful discrimination. All CRY-ROP employees must meet the minimum educational requirements of their position prior to being hired.

CRY-ROP certificated staff are required to meet the California State requirements for a Designated Subjects Credential. All CRY-ROP teachers possess teaching credentials issued by the California Commission on Teacher Credentials. CTE Teaching Credentials authorize the holder to teach in the subject or subjects named on the credential in grades twelve and below. Available subjects, also known as industry sectors, are as follows:

• Agriculture and Natural Resources • Arts, Media, and Entertainment • Building and Construction Trades • Business and Finance• Education, Child Development, and Family Services• Energy, Environment, and Utilities

54

• Engineering and Architecture • Fashion and Interior Design • Health Science and Medical Technology • Hospitality, Tourism, and Recreation • Information and Communication Technologies • Manufacturing and Product Development • Marketing, Sales, and Service • Public Services • Transportation

Eligibility for the CTE Credential is based on a minimum of 3,000 hours (3 years) of documented work experience directly related to the industry sector named on the credential. Industry experience is the standard for the CTE Credential. Although not a requirement of the CTE Credential, additional university coursework is highly valued. In addition, CRY-ROP faculty members teaching the Certified Nursing Assistant program are required to meet additional state requirements through the California Department of Public Health.

The majority of CRY-ROP teachers have over 10 years of industry experience, over seven years of teaching experience, and hold a bachelor’s degree or higher. These exceptional educational professionals ensure all students have access to industry relevant, rigorous programs.

7+ Years Teaching Experience 54%

3 Years Industry Experience 16%

4-9 Years Industry Experience 22%

10+ Years Industry Experience 62%

Credentials in Multiple Industry Sectors 48%

Bachelors, Masters + Degree 58%

The CRY-ROP district office and administrative team promote the mission, vision, and strategic priorities with systems of support including:

• Curriculum development, updates, and professional development to ensure students are provided industry standard, academically and technically rigorous programs

• Data collection to provide evidence of student outcomes • Leveraging alternative funding streams for maximum student services • Employee onboarding and employee experience processes to support a positive culture

of trust and engagement

55

Indicator 3.2The school’s hiring process is marked by clear communication regarding job descriptions, expected job skills, and procedures for the selection of personnel.

Candidates are recruited for open positions based on an assessment of the ROP’s needs for specific skills, knowledge and abilities. Job descriptions are developed that accurately describe all essential and marginal functions and duties of each position. During the past six years, several job descriptions have been updated to reflect action plan and organizational priorities as well as address the needs associated with ongoing improvement for the purpose of improved student learning.

Job announcements are posted on EdJoin, social media, and industry specific websites to ensure a wide range of candidates. Selection procedures identify the best possible candidate for each position based on screening processes, interviews, observations and recommendations from previous employers. Interviews are conducted by a panel to assure a diverse and balanced approach. Interview panels rank candidates and recommend finalists to the Superintendent. Employer references are received through written emails or phone calls made by the Human Resource office. For each position, the Superintendent presents to the Board one candidate who meets all qualifications established by law and the Board for the position. All ROP employees are given an opportunity to apply for any unfilled position.

CRY-ROP utilizes the 11 elements of high quality CTE as provided in the California State Plan for CTE approved by the California State Board of Education and the Board of Governors of the California Community Colleges as the guidelines to inform priority qualifications of applicants. These elements establish the vision, goals, and essential elements of a world-class career technical education system for the State of California. Included in the elements are:

1. Leadership at all levels2. High-quality curriculum and instruction3. Career exploration and guidance4. Student support and student leadership development5. Industry partnerships6. System alignment and coherence7. Effective organizational design8. System responsiveness to changing economic demands9. Skilled faculty and professional development10. Evaluation, accountability, and continuous improvement11. Promotion, outreach, and communication

56

Indicator 3.3The school develops personnel policies and procedures that are clearly communicated to all employees.

In accordance to Board Policy 4000(a), CRY-ROP personnel policies and related procedures are designed to ensure a supportive, positive climate. Personnel policies are administered according to California Education Code, state and federal law.

The Employee Handbook is updated yearly and posted on the CRY-ROP website for easy access. All new employees review the handbook with Human Resources as part of the on-boarding process. The handbook provides employees a general understanding of personnel policies, work rules and benefits. All employees are responsible for becoming familiar with CRY-ROP policies and procedures.

Annual Mandated Notifications are provided to all staff through a customized CRY-ROP Target Solutions website portal. Additionally, the CRY-ROP website has an Employee Resource section with links to policies, procedures, guidelines, and resources.

CRY-ROP has adopted as guiding principles the code of ethics published by the Commission on Teacher Credentialing as well as the California Professional Standards for Educational Leaders. (Board Policy 4119.21, 4219.21, 4319.21)

The Superintendent has been the Business-Personnel Education Software Technology and Network Consortium (BEST NET) president for eight years. BEST NET identifies annual focus items related to personnel policies and best practices. CRY-ROP benefits from the access to BEST NET resources. Examples of recent best practices developed through BEST NET include: employee cell phone waiver, Web ADA compliance policy, balancing convenience with meeting data confidentiality requirements and preventing data breaches, network access to support student learning, salary and benefit analysis for budget development.

Indicator 3.4The school assures the effectiveness of its faculty and staff members by evaluating all personnel systematically.

CRY-ROP’s regular comprehensive evaluations are designed to hold instructional staff accountable for their performance in order to improve their teaching skills and raise students' levels of achievement. Evaluations are used to recognize the exemplary skills and accomplishments of staff and to identify areas needing improvement. When areas needing improvement are identified, employees are expected to accept responsibility for improving their performance and encouraged to take the initiative to request assistance as necessary, including participation in appropriate staff development and/or individualized teacher support and guidance programs.

57

Evaluation is an ongoing process whereby the effectiveness of the professional staff member is appraised in relation to:

• Job-related responsibilities and duties. • Predetermined CRY-ROP goals and objectives. • Board and community expectations. • Teaching conditions. • CRY-ROP policies, regulations and procedures.

The evaluation includes an employee feedback, recommendations for improvement and/or areas of strength. Recommendations for improvements are accompanied by suggested forms of assistance. The employee's signature represents that the performance appraisal was reviewed with the employee, and does not represent agreement. Classified and management staff are evaluated annually using standardized evaluation forms and performance rubrics.

Informal observations of certificated staff are made through frequent classroom visits made by the Program Managers, Peer Coach Teacher on Assignment, Director Education Services and Superintendent. Teachers are provided with feedback, mentoring and coaching.

Each teacher is formally evaluated by their assigned Program Manager with the formal Teacher Performance Appraisal evaluation document. Teachers are evaluated at least once during their evaluation year in the classroom by the supervising Program Manager. Teachers with one year or less of service with CRY-ROP are formally evaluated near the end of the spring semester, before May 15th. All other teachers are formally evaluated biennially no later than June of the fiscal year. A teacher who receives unsatisfactory ratings is evaluated more often until a positive evaluation is achieved. (AR 4115)

Indicator 3.5Faculty members take ownership of student progress toward achieving stated Schoolwide Learner Outcomes.

Developed and adopted in the summer of 2017, CRY-ROP SLOs reflect broad, global goals for all students based on current and future student learner needs. The SLOs were developed keeping accessible data in mind, as well as current educational trends within the state. All staff attending the 2017 mandatory in-service reviewed and validated the SLOs. Staff feedback on the SLOs is available through the survey data collected in Google.

58

The measures used to show student attainment of the SLOs include:

• The number of guest speakers, virtual fieldtrips, fieldtrips, internships, and other forms of work-based learning that occur in conjunction with CRY-ROP programs.

• The various uses of technology across all programs representing the various industry sectors.

• Articulation numbers at end of year • Ending grades that meet UC requirements • List of articulated and UC approved courses • Number of sections offered by site of both UC and articulated courses • Key assignments aligned to leadership standards • CTSO involvement and non-CTSO involvement (VE, Cyber Patriot) • Student participation in mock interviews • Student certification activities/results • Capstone program completion • Student and teacher surveys • Community Classroom hours

The data listed is collected throughout the year and analyzed by site and teacher to identify best practices and areas where additional support may be required. Results are reviewed as they become available with teachers by their Program Managers, and where appropriate included in teacher yearly evaluations.

Indicator 3.6The school provides all personnel with appropriate opportunities for professional development.

CRY-ROP believes that in order to maximize student learning and achievement, certificated staff members must be continuously learning and improving their skills. A program of ongoing professional development opportunities for teachers and certificated teaching assistants is made available as funding permits. All staff development is aligned with CRY-ROP’s strategic plan priorities for student achievement, school improvement objectives, the local control and accountability plans of partnering districts, and other district and school initiatives. All CRY-ROP teachers and administrators are provided access to a variety of professional development activities. In 2017-2018, 4246 hours were tracked and recorded for attendance at conference workshops; curriculum development; Information Technology training; in-services; teacher conferences; and participation in CRY-ROP’s Teacher Induction Program (TIP). CTEIG funding was used to support these activities.

59

In 2016-2017, 877 hours were recorded for attendance at conference workshops; 11 hours were recorded for curriculum development; 103 hours were recorded for Information Technology training; 518 hours were recorded for in-services; 304 hours were recorded for teacher conferences; and 183 hours were recorded for participation in CRY-ROP’s Teacher Induction Program (TIP). CTEIG funding was used to support these activities. In 2015-2016, 709 hours were recorded for attendance at conference workshops; 89 hours were recorded for curriculum development; 20 hours were recorded for Information Technology training; 306 hours were recorded for in-services; 732 hours were recorded for teacher conferences; and 229 hours were recorded for participation in CRY-ROP’s Teacher Induction Program (TIP). CTEIG funding was used to support these activities as well. All Professional Development is guided by CRY-ROP's Mission and Vision Statements and the Student Learning Outcomes. Professional development activities focus on improving the overall learning experience and success of students in our programs. The instructional leadership team meets regularly to develop evaluation tools to help measure the impact of the professional development activities and trainings. Monthly "Program Manager coaching days" are conducted to test and collect data first-hand by visiting classrooms to evaluate impact of professional development through the use of electronic classroom observation tools.

Indicator 3.7The school regularly evaluates all non-teaching support staff members and provides direction and support for improvement of their skills.

Permanent classified staff is evaluated every year. Probationary classified staff is evaluated three times during the first year (at 90 days, 6 month and at one year). There is a standard form used for all classified staff based on performance standards. Anyone at risk of not meeting expected standards is notified in advance and is included in development of an agreed upon support plan.

Administrators are evaluated annually. Program Managers and Managers are evaluated by the Superintendent. Directors are evaluated by the Superintendent. The Superintendent is evaluated by the Governing Board annually.

All job descriptions and duty expectations are reviewed and revised through Superintendent, Human Resources and are approved by the Governing Board. Employees receive job descriptions when newly hired and whenever they are revised. All job descriptions with duties are posted on the district’s information drive.

Staff and the public are invited to attend all board meetings.

60

Indicator 3.8The school implements effective supervision and evaluation procedures in order to promote professional growth of online staff members.

CRY-ROP is using iNACOL’s National Standards for Quality Online Teaching and the California eLearning Framework to design professional development and for the evaluation of online teachers. The Virtual Site Program Manager provides employee feedback regarding the employee's understanding and usage of the online learning environment, use of technology within the curriculum, and student support services. Current online support staff are evaluated on a regular basis per CRY-ROP's employee evaluation process. Additionally, student feedback is collected through a series of anonymous student surveys as way to evaluate instruction and program quality.

Evidence in support of Criterion 3: ■ Health Benefits committee minutes ■ Health and Safety training presentations ■ TIP program outline ■ AdMen program outline ■ Mandated notifications ■ Target Solutions link ■ Teacher Buddy project outline ■ Evaluation rubrics ■ PD planning chart ■ Mini Teacher Observation Form ■ iNACOL's Professional Development for Virtual

Schooling and Online Learning ■ California eLearning Framework ■ Student surveys


Strengths:

1. Highly qualified personnel2. Increased teacher professional development opportunities3. Salary restructuring4. Implementation of longevity stipend

Key Issues:

1. Recruitment strategies need to be developed to mitigate staff shortages2. Funding increases for CTE and CRY-ROP is needed


https://www.inacol.org/resource/professional-development-for-virtual-schooling-and-online-learning/

https://www.sccoe.org/depts/esb/Meeting%20Docs%20%20ESB/E-Learning%20Framework.pdf

61

CRITERION 4: CurriculumCRITERION: The school demonstrates a conscious effort to support student learning through the development of a challenging, coherent, and relevant curriculum that allows all students the opportunity to reach Schoolwide Learner Outcomes (SLOs). The school’s curriculum reveals its mission and SLOs and connects directly to current student learning needs. The school pursues current, research-based curriculum development information to keep its programs relevant and effective.

The mission of the ROP is: Training students to be career ready, technically skilled and aca-demically prepared by providing quality Career Technical Education. The Student Learning Outcomes of the ROP are:

All CRY-ROP students will:

• Be connected to industry experiences to enhance their learning • Be provided the opportunity to earn articulated credits and/or meet UC/CSU a-g

requirements • Develop leadership skills through embedded program activities • Develop career readiness through program activities

Indicator 4.1The school has a documented curricular map that outlines courses of study necessary to reach stated outcomes, licensure requirements, or certificate expectations.

All CRY-ROP instruction is driven first and foremost by the course outlines. Teachers are expected to follow the course outlines, covering the content within the allotted time frame. All CRY-ROP courses and their corresponding course outlines are available for public viewing on the CRY-ROP website. The website is updated annually to reflect the most current version of each course outline. All courses are aligned to the California CTE Standards, and support the College and Career Indicators identified in the new state accountability measures. Course outlines identify Standard Occupational Codes (SOC), course length, sector, and pathway. Outlines also include information regarding programs that support or lead to industry certification. Units of instruction and competencies are listed along with key assignments that are aligned with career ready practices, anchor standards, pathway standards, and common core state standards.

62

In anticipation of workforce changes resulting in disruptive technologies, CRY-ROP has maintained a proactive approach to curriculum development and the use of technology in the delivery of programs. This approach aligns with the most recent research regarding the future of education. With that, in 2014, the CRY-ROP Governing Board approved the Teacher on Assignment Curriculum Developer position. CRY-ROP Curriculum Developers actively contribute to the development of new course curriculum with a particular focus on emerging labor market trends across all industries. The Curriculum Developers also participate in the development and implementation of hybrid and online instructional programs.

Indicator 4.2The school regularly reviews curriculum in order to ensure that the content taught in the classrooms is accurate and relevant.

New CRY-ROP course outlines undergo a rigorous development process that includes:

√ Labor market research √ Curriculum research √ Development of competencies √ Development of key assignments √ Alignment to California State CTE standards √ Industry advisory validation and input √ Alignment with local community college courses to

ensure articulation when possible √ Submitted for UC a-g approval √ Governing Board approval

Existing CRY-ROP course outlines are reviewed annually using similar review elements. Industry advisories are held throughout the year and minutes are collected to inform all stakeholders of the current and relevant needs of industry. Questions asked at the advisories are also asked of guest speakers, fieldtrip hosts, and virtual visitors throughout the school year to supplement advisory reports. Skills surveys are sent to industry partners across the region to provide a broader base of industry input. Skills surveys ask employers to identify whether or not skills are necessary, nice to have, or no longer needed. All skills listed on the surveys are from the state's CTE Anchor and Pathway standards. All industry feedback is included in CRY-ROP's year-end advisory reports. Course outlines are updated annually based on the advisory reports.

Existing courses also undergo articulation renewal processes with local community colleges. CRY-ROP works with four regional community colleges: Chaffey Community College, Crafton Hills College, Riverside City College, and San Bernardino Valley College. As articulation agreements expire, courses are reviewed at the community college level and updated, renewed, or removed from the articulation list.

63

The majority of CRY-ROP programs are UC a-g approved. CRY-ROP continues to work on existing courses not currently approved as meeting the UC entrance requirements. All courses undergo an annual course review process to make sure they meet a documented labor market demand, does not represent unnecessary duplication of other job skills training programs in the area, and is of demonstrated effectiveness as measured by the employment and completion success of its pupils. CA Ed Code 52302.3. All course outlines and advisory reports are made available for public viewing on the CRY-ROP website.

Indicator 4.3The school has a documented curricular map that outlines courses of study necessary to reach stated outcomes, licensure requirements, or certificate expectations.

Today’s careers require extensive training to secure high demand, high-wage employment. The fast-paced, team-oriented work environment of the current workplace, necessitate that viable employee candidates have a high degree of readiness. CRY-ROP is committed to adequately prepare students for the 21st Century workplace, using modern technology, media, equipment and supplies.

CRY-ROP uses a decentralized approach to learning resources. There is no media center or library at CRY-ROP. Learning resources are purchased at the request of each instructor and the advice of industry advisories. Administration reviews all requests and approves those deemed appropriate. Most of the media resources available through CRY-ROP are technological in nature. Print media resources are maintained by each individual instructor and made available in their classrooms.

All instructors are provided a supply budget to support their instructional supply needs. Program Managers are responsible for managing and approving all expenditures from each instructor’s budget. The Purchasing/Receiving Specialist works together with the Program Manager to assure that the supplies are ordered and delivered to the classrooms/program in an efficient manner.

CRY-ROP continually works at assuring that technology/media resources and training equipment is adequate in all programs. Support systems are in place to assist instructors in meeting their instructional resource needs. To successfully meet the organizational goals, and respond to industry advisors, maintaining modern programs continues to be a priority. This priority ensures our students are prepared for careers using up-to-date technology, media resources and instructional equipment that maximize the students’ opportunities in their chosen field.

64

Indicator 4.4 The school provides a comprehensive and sequential documented online curriculum that is articulated within and across grade levels for the improvement of programs, learning, and teaching.

From 2014 through 2017-18, CEO offered online CTE programs through third party providers FuelEd and Odysseeware. The partnership provided CRY-ROP staff an intimate look into the online curriculum world and the inherent gaps vendor courses have. As a result of the vendor’s inability to address high-quality curriculum, CRY-ROP begin developing curriculum in 2017 using the high-quality standards set by California for CTE. In conjunction with high-quality standards set by California for CTE, CRY-ROP is using the iNACOL National Standards for Quality Courses as a guiding tool in developing high-quality online courses ensuring that curricular integrity, reliability, and security are maintained.

In support of developing CRY-ROP's Online campus, the Superintendent, Assistant Superintendent, and Virtual Site Program Manager attended the iNACOL Blended and Online Learning Symposium to learn the latest information on K-12 online, blended, and competency-based learning from experts, practitioners, educators, policy makers, and researchers. As CRY-ROP develops courses for its online campus, the Virtual Site Program Manager is responsible for reviewing course content ensuring CTE and academic content align to state and national standards, as well as to Career Pathway Standards and Career Ready Practices.

Indicator 4.5 A rigorous, relevant, and coherent online curriculum to all students is accessible to all students through all courses/programs offered.

CRY-ROP has established procedures to communicate with students, parents and academic counselors regarding the availability of Career Express Online courses. Additional information regarding CEO is made available on the CRY-ROP website, located on the Career Express Online webpage. Other methods of CEO promotion include flyers, on-campus orientations by the Educational Technology Specialists, and the on-campus Career Readiness Specialists. All Career Express Online courses are UC "a-g" approved and are available for students to take during a school day period or off campus.

CRY-ROP's online support staff collects detailed student demographic data through the Career Express Online registration form and monitors data through an administrative domain of the learning management system, and by communicating with local school site counselors and online instructors.

ADDITIONAL ONLINE INDICATORS

65

Indicator 4.6The school assesses the online curriculum and its rigor, relevancy, and coherency after examination of policies regarding course completion, credits, grading policies, homework, use of technology, etc.

CRY-ROP is currently in the process of creating procedures that can help better identify the requirements of special needs students. To support the success of special needs students within an online learning environment, counselors and case managers will provide IEP (Individualized Education Program) or 504 plans for the students to receive special education services. Upon registering for Career Express Online, students are asked to disclose if they currently have an IEP/504. Based on the student's learning needs, mentors can provide assistance within their online program. Online instructors may provide students with modifications to better assist the students in an online learning environment. CRY-ROP provides students with the option of taking the online class within a classroom environment that provides more interaction and assistance with the student.

To build on a foundation of high-quality programs, CRY-ROP is currently developing an online curriculum with existing course outlines and content used in the brick and mortar introductory CTE courses. The same processes and procedures used to ensure that the CTE and academic content align with academic and industry standards are applied when developing online courses for CRY-ROP's Career Express Online campus. In conjunction with the current curriculum standards alignment processes, CRY-ROP is using the iNACOL National Standards for Quality Courses as a guiding tool in developing high-quality online courses, ensuring that curricular integrity, reliability, and security are maintained.

Indicator 4.7Online students use resources for learning beyond the limits of the textbook such as library/media resources and community resources.

CRY-ROP's Career Express Online campus is still in development, and the concept of building online CTE courses is relatively new to what is traditionally known as a hands-on, face-to-face learning model. CRY-ROP hired a consultant to assist the online staff in designing and developing online courses by converting existing course content into a digital format using intuitive navigation controls that portray a virtual learning environment, including powerful visuals and interactive elements.

66

Evidence in support of Criterion 4:

■ Courses by Campus List ■ CALPADS Sequence ■ Inventory Lists ■ Budgets per Program ■ Articulation List ■ UC a-g List ■ Website Link to Curriculum ■ Advisory ■ Career Express Online webpage ■ Career Express Online Registration Form ■ iNACOL National Standards for Quality Courses ■ CTE Model Curriculum Standards ■ Career Ready Practices ■ Anchor Standards ■ Career Pathway Standards ■ Common Core State Standards ■ John Feagan's Consultant Contract ■ Classroom software programs ■ Textbooks ■ Annual course review ■ Approved applications


Strengths:

1. Curriculum aligned to industry standards and college requirements2. Curriculum informed by Industry Regional Advisories 3. Curriculum articulated and/or UC a-g approved 4. Development of in-house online courses 5. Support staff Teachers on Assignment6. Course development process7. All teachers are industry professionals 8. Alignment processes across all campuses

Key Issues (Prioritized):

1. Inconsistency in CATEMA use2. Inconsistency in use of technology3. Review and update key assignments4. Increase teacher involvement in pathway alignment/development

67

CRITERION 5: Instructional ProgramCRITERION: The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allows them to address the varied learning styles of students in their classrooms.

Indicator 5.1The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses.

CRY-ROP provides students with courses that are articulated with the community colleges and UC a-g approved. Instructors follow course outlines that are developed using state and federal designations which are in line with CDE industry sectors and pathways. CRY-ROP courses are designed to target skills-based competencies and align to career ready practices, anchor standards, pathway standards, and the Common Core State Standards (CCSS). The quality of instruction is measured by student outcomes and how well student performance demonstrates the mastery of the skills and standards covered in the course outline. Methods used to ensure quality instruction include frequent classroom visits, observations, coaching, and teacher evaluations. The evaluation process is used as a support mechanism which is designed to maximize student achievement. Open dialog and collaboration is encouraged throughout the course of the instructional year and is focused on meeting the needs of the students. Teachers have regular opportunities to collaborate with peers regarding instructional programs. Each program participates in advisory meetings that include students, faculty, the community, industry, higher education, and workforce programs. These meetings are intended to identify the needs of the students, the purpose of the instruction, and assess the program as a whole. Teachers also have frequent opportunities to collaborate to discuss best practices, student performance, and ideas to increase student engagement and achievement. Additionally, instructors regularly attend workshops and trainings that address their area of expertise and specific strategies that can be used to meet the needs of the students.

CRY-ROP has a teacher on assignment Peer Coach Leader who facilitates the CRY-ROP Teacher Induction Program (TIP), mentors and works closely with new teachers to provide support and assistance. The Peer Coach Leader provides information and guidance pertaining to instructional methodologies and resources, effective teaching strategies, classroom management, and lesson plan design and development; provides peer coaching follow-up and feedback pertaining to effective teaching strategies and student motivation; coordinates and facilitates the sharing of resources and expertise; functions as a methodology specialist; consults with teachers regarding instructional matters and procedures, including attendance, record keeping, field trip procedures, and forms; consults with administrators regarding instructional matters; and serves as a professional role model for colleagues.

68

The following links contain information relevant to the instructional programs: Advisory Meeting Information

https://cryrop.org/K12-Students/Programs/Course-Advisories/index.html

One of the most common characteristics associated with quality programs in Career and Technical Education (CTE) is their link with local business, industry, and the community. Local advisory committees are, in many cases, the most effective way to develop and strengthen such partnerships. Local advisory committees are designed to increase the participation of the public in local Career and Technical Education programs and to provide greater cooperation between Career and Technical Education and the private sector in:

• Preparing individuals for employment and entrepreneurship • Promoting quality Career and Technical Education • Making Career and Technical Education more responsive to, and reflective of, both the

labor market and business/industry • Developing a pipeline from K-12 through post-secondary education and into the local

work force

CRY-ROP educators meet annually with at least 100 business partners from eleven different industry sectors. Discussion topics at advisory meetings go primarily focus on the technical skills that employees need and focus on the employability and character skills necessary for success in the modern workplace.

K12 Program Course Outlines

https://cryrop.org/K12-Students/Programs/index.html

CRY-ROP provides quality, hands-on career training programs in more than 40 high-demand career fields. These programs are designed to provide opportunities to attain the skills, knowledge, and abilities needed to be successful in school, college, and the workplace. Most programs provide community college units when successfully completed, while others meet UC A-G entrance requirements.

Articulation Information

https://cryrop.org/K12-Students/College-Credit/index.html

CRY-ROP students have the opportunity to earn college credit while in high school by successfully completing what’s called “articulated” CRY-ROP programs. Articulation is a process that allows high school students to receive a letter grade and community college credits for CRY-ROP programs. The link listed above has information that details all the articulated programs and courses offered through CRY-ROP.


https://cryrop.org/K12-Students/Programs/index.html

https://cryrop.org/K12-Students/College-Credit/index.html

69

WorkAbility I Information

https://cryrop.org/K12-Students/Work-Experience-Programs/WorkAbility-1/index.html

WorkAbility I (WAI) assists high school students with disabilities between the ages of 16-21, in making the transition from high school to work and/or post-secondary education. WAI provides a variety of support services including transportation, disabled student centers on college campuses, day programs and counseling. In addition, WA1 provides:

• Evaluation of student interests & abilities • CRY-ROP training & career guidance • Worksite learning • Job search assistance • Placement follow-up services

Below are trainings in which CRY-ROP teachers participate:

Teacher Job Shadows: During the summer of 2016 and the 2016-17 school year, CRY-ROP provided opportunities for teachers in-house and teachers and counselors from partner districts to participate in job shadow experiences at local businesses. These five-hour experiences provided educators with opportunities to network with business professionals to facilitate future partnerships for student activities (field trips, guest speakers, community classroom placement, etc.), as well as learn about current industry practices and the current skills and requirements necessary for employment within their industry. Teachers completed a post-job shadow survey which included input on how they would use what they learned during their experience to guide instruction and student activities. Teacher Induction Program (TIP):

• Started in 2007-08 • Mission: To provide an effective transition into the teaching profession for first and

second year CRY-ROP teachers. To ensure new teachers receive individualized support and assistance. Provide teachers with strategies that ensure student and teacher success.

• 2 year program for all new and new-to-CRY-ROP teachers • 1 full day training before school begins • 7-8 two hour workshops throughout the year • Training topics include: your first day(s) as a teacher, lesson planning, classroom

management, student engagement, assessment, tech tools, students with special needs, instructional strategies, career-ready classroom, end of year procedures, etc.

• Mentor teacher provides non-evaluative feedback and support • 58 TIP graduates as of end of 2017-18

https://cryrop.org/K12-Students/Work-Experience-Programs/WorkAbility-1/index.html

70

Quad D

• 2017-18 school year, CRY-ROP trained all teachers in instructional strategies geared towards raising the level of rigor and relevance in the classroom. Also known as “Quad D”, this training incorporated discussion and hands-on activities to transform our classrooms into high-achieving, high-learning, rigorous environments.

Adult Specific Programs

https://cryrop.org/Adult-Students/Programs/index.html

CRY-ROP offers programs to adult students at the CRY-ROP campus. The adult programs are fee-based and offered to any adult student aged 18 and older. Like all CRY-ROP programs, students receive practical, hands-on career preparation and career guidance. The adult students receive the technical skills required for specific jobs. All adult programs offer a unit in employment-seeking skills and community-based internships. CRY-ROP partners with the San Bernardino County Workforce Development Department and is an approved school to offer programs as part of the countywide SlingShot initiative. CRY-ROP offers a broad range of occupational and educational programs and employment services that offer our students customized options whether pursuing a job or additional education.

Indicator 5.2The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

Collaboration time is provided for teachers to discuss student learning needs and approaches. They also have several opportunities to share information and collaborate during the trainings that relate to instruction and technology. Teachers discuss the needs of special populations during collaboration and are given guidance and support by the school site counselors, district special education personnel, and by CRY-ROP personnel and administration.

Faculty members keep current on instructional strategies and methodologies through frequent professional development and collaboration. Teachers are given release time to attend Quad D training which is based on the Rigor Relevance Framework. First and second year instructors participate in the TIP program for new educators. During Quad D and TIP trainings, faculty is exposed to instructional strategies that include structured-student interaction (pair share, groups, etc...), classroom management, and organizational strategies. They are also given the opportunity to participate in the Redbird Technology training program. Through this program they are exposed to dozens of technological strategies, apps and methodologies which allows the instructor to create a dynamic blended learning environment. During trainings, faculty members discuss best practices and what strategies were successful in increasing student performance.

https://cryrop.org/Adult-Students/Programs/index.html

71

Indicator 5.3The school is actively engaged in integrating new technology into the instructional program of the school.

CRY-ROP utilizes an ICT (Information Communication Technology) team which monitors and supports the technological needs of our programs. The team regularly reviews new advances in instruction and collaborates with faculty to develop pilots and programs. Each instructor has access to either a computer lab or a laptop cart for instruction. Training is deployed from the district office for teachers to ensure the effective and efficient use of the computer technology. Faculty members have access to technology personnel for training and support purposes and they have access to technology workshops and trainings on an as needed basis. The Redbird training program has allowed teachers to explore new and creative ways to utilize their labs and laptop carts for instruction. Instructional programs also have access to online field trips and virtual classroom experiences through the VFT and Nepris programs. Most of the programs through CRY-ROP are articulated with the community college districts and students have access through the CATEMA system to submit their information to the college system in order to earn credits. In addition, CRY-ROP has online courses available through the CEO (Career Express Online) program which includes multiple entry-level courses that are UC A-G approved. Technology training includes:

• RedBird Training• Redbird professional development is a professional training system from

McGraw Hill. The system is designed to expose teachers to blended learning, technology integration, leadership, G Suite, and Microsoft 365. Teachers who participate in the program learn and apply the technology strategies directly to their classrooms.

• 1st Cohort Participants: Enrollments 27, Completers 12• 2nd Cohort Participants: Enrollment 7, Program currently in progress

• Technology Boot Camps – Below is a list of the technology boot camps offered to our instructors. Also included is a list of topics for each camp and the number of teachers present at the camp

• Technology conference attendance • Lynda.com and Alludo available for teacher online training

Technology Trainings Offered at CRY-ROP

▶ Going Beyond Paper AssessmentJune 12, 2017 8:30 am to 11:30 am 18 Participants

▶ Professional Learning NetworksJune 12, 2017 12:30 pm to 3:30 pm 14 Participants

https://redbird.massivepd.com/

72

▶ To Blend, or Not to Blend: Online Blended Learning Environments - Google ClassroomJune 13, 2017 12:30 pm to 3:30 pm 20 Participants

▶ Create a Paperless Environment with Google DriveJune 13, 2017 12:30 pm to 3:30 pm 14 Participants

▶ Digital Citizenship, It’s On Your Course Outline!June 14, 2017 12:30 pm to 3:30 pm 16 Participants

▶ Ditch the Handout and Flip Your Classroom with Instructional ScreencastsJune 14, 2017 8:30 am to 11:30 am 14 Participants

▶ Ditch the Handout and Flip Your Classroom with Video Apps!June 15, 2017 12:30 pm to 3:30 pm 15 Participants

▶ 21st Century Digital Notetaking, Go Paperless with OneNote and Google Keep!June 15, 2017 8:30 am to 11:30 am 15 Participants

▶ Google Slides and Drawings Galore!June 16, 2017 8:30 am to 11:30 am 17 Participants

▶ Virtual Field Trips & Google Apps and ExtensionsJune 16, 2017 12:30 pm to 3:30 pm 15 Participants

Instructional Unit #4 - Leadership

• Priority #5: Maximize ICT capacity to meet organizational needs. • In order to continue offering cutting edge curriculum and support to all stakeholders,

CRY-ROP will focus efforts on building the ICT capacity of the organization. • Standardize relevant instructional technology across like programs to support

industry requirements. • Determine level of support required for teachers and staff to fully embrace the variety

of cloud-based instructional resources offered through CRY-ROP and its partner districts.

• Implement data security systems.

73


Indicator 5.4The administrators and teachers use a variety of approaches to remain current in research-based professional knowledge and apply the knowledge to improve teaching and learning in the online environment.

CRY-ROP is in the process of developing tools to assess technology competencies. Currently, data is being collected through pre, mid, and post-surveys throughout the course of the semester. Some of the questions reflect on the teacher's experience using learning management technology, computer technology and online communication tools (i.e., technical issues).

CRY-ROP's Student Learner Outcomes are embedded into the online course outlines. Students are connected to industry, career readiness and leadership skills through activities taught by industry experienced professionals. Students complete Key Assignments that measure competencies and are aligned to academic standards.

Indicator 5.5The online teachers strengthen student understanding and achievement of the learning outcomes through the use of a variety of instructional strategies that effectively engage students at a high level of learning.

CRY-ROP is piloting online courses developed internally while testing instructional strategies and student–teacher interaction. Career Express Online uses synchronous and asynchronous instruction. Synchronous technologies, such as video-conferencing, allow for real-time interaction and instruction with teachers and students. Video-conferencing provides access to those meetings as an embedded object within the LMS course. Asynchronous communication includes teacher-student email and class discussion boards.

Indicator 5.6Student work demonstrates critical and creative thinking, problem solving, knowledge attainment, and application skills.

CRY-ROP's Career Express Online campus is in the process of developing online assessment tools to review student work for authenticity. Currently, the assessment process includes measuring progress towards attainment of course competencies through quizzes, essays, discussion boards, projects, digital presentations, and rubrics.

74

Indicator 5.7Strategies are used by the instructional staff to develop personalized approaches to learning and alternative instructional options which allow access in the rigorous standards-based curriculum.

The online instructor provides office hours for all students and are readily available by phone, email, or video-conferencing for personalized instruction. The online instructor emails students on a weekly basis to answer questions, provide progress feedback, and provide assistance to students as needed. The online instructor can monitor student activity, performance, and pacing through the learning management system (LMS) dashboard. Lessons can be started when students are ready, paused if they need a break, and their notes are available whenever they need them.


■ Professional Development Activity Report ■ Teacher Surveys ■ Career Express Online Catalog ■ iNACOL National Standards for Online Courses ■ Google Community Recruiter activity report ■ NEPRIS activity report ■ LYNDA activity report

Institution’s Strengths and Key Issues for Criterion 5 Strengths:

1. Regional Advisories 2. Teacher Induction Program 3. Variety of Professional Development 4. Support of Peer Coach Leader 5. Support of Instructional Technology Facilitator 6. Curriculum is an element of the Strategic Action Plan


1. Advisories for online programs 2. Online programs UC a-g 3. Increase participation in CTSOs and Community Classroom 4. Increase training for special education 5. Sustainable funding is needed to support program expansion and professional development

75

CRITERION 6: Use of AssessmentCRITERION: The instructional staff uses established assessment procedures to design, administer, deliver, and evaluate courses, programs, and student learning levels. The school recognizes the central role of its faculty for improving courses and programs through the assessment instruments and practices used in the school. Assessment is used to measure student progress, to modify learning approaches, and to carry out institutional planning and ongoing school improvement.

Indicator 6.1Clear learning outcomes are developed for each course so that success can be measured and students who are struggling can be identified and helped.

Students are evaluated on knowledge and skills in their occupational programs. Instructors evaluate student outcomes on an ongoing basis to ensure completers possess the competencies necessary for success in their chosen career paths. Appropriate records of progress are maintained for each student. The effectiveness of the instructional programs are evaluated through exit surveys, student follow-up surveys, student satisfaction surveys, and data on job placements.

Student completion and placement data for CRY-ROP is annually reported to our Governing Board and the California Department of Education. Although placement rates are an important factor in measuring the effectiveness of a program, it is not the only criteria. During the course/program/graduation completion follow-up process CRY-ROP collects information regarding employment, military enlistment, and postsecondary enrollment.

CRY-ROP course outlines reflect labor market needs, industry informed course competencies, staff informed key assignments, alignment to California State CTE standards, and Board approval. Courses are aligned with local community college courses whenever possible to provide articulation opportunities. Most courses are submitted for UC a-g approval.

Industry advisories are held each year and minutes are distributed to inform all stakeholders of the current and relevant needs of industry. Questions asked at the advisories are also asked of guest speakers, fieldtrip hosts, and virtual visitors throughout the school year to supplement advisory reports. Skills surveys are sent to industry partners across the region as well to provide a broader base of industry input. Skills surveys ask employers across the region to identify those skills that are necessary, nice to have, or no longer needed. All skills listed on the surveys are from the state’s CTE Anchor and Pathway standards. All industry feedback is included in CRY-ROP’s year-end advisory reports. Course outlines are updated based on those reports as necessary. All course outlines and advisory reports are made available for public viewing on the CRY-ROP website.

76

Existing courses are monitored to ensure articulation renewal with local community colleges occur on a regular basis. CRY-ROP partners with four regional community colleges: Chaffey Community College, Crafton Hills College, Riverside City College, and San Bernardino Valley College. As articulation agreements expire, courses are reviewed at the community college level and updated, renewed, or removed from the articulation list.

The majority of CRY-ROP programs are UC a-g approved. CRY-ROP continues to work on existing courses not currently approved as meeting the UC entrance requirements.

SLO data is collected through the activity tracker, mini observation form, and articulation data. This information shows connection to industry experiences, opportunities to earn articulation credits, leadership activities, and career readiness.

Course outlines contain the instructional competencies of each program, as well as the key assignments designed to provide additional structure and standardization for courses being taught across multiple campuses. All courses are aligned to the California CTE Standards, and support the College and Career indicators identified in the new state accountability measures. Teachers use assessment results to measure student mastery, identify gaps, and pinpoint the need to remediate and/or enrich instruction. Assessment results also provide opportunities for students to assist each other in obtaining mastery through peer interactions.

Indicator 6.2The school gathers learning data from multiple sources, disaggregates and analyzes the results, draws conclusions, and makes recommendations for change based on assessment results.

Learning data is reviewed on an ongoing basis.

Examples include:

• Teachers review course assignments, tests, hands on demonstrations, and culminating projects

• Teachers, administrators, and Governing Board review Advisory Data annually• Teachers and administrators review articulation rates annually• Industry certification outcomes are reviewed annually • CTSO outcomes are reviewed and promoted as they occur

Teacher collaboration meetings are held monthly or bi-monthly, providing teachers and administrators time to review and discuss student learning data. Discussions include alignment of data to action plan priorities, district LCAP priorities, and changes needed to address key issues.

77

Changes made in teaching methodologies and instructional practices to improve learning as a result of data analysis includes:

• Teachers incorporating more group collaboration strategies and peer review activities • project-based learning • Implementing online learning and evaluation tools • Informing and encouraging all students to earn articulated credits • Differentiated learning • Learner-centered methods such as, discussion method, and discovery or inquiry-based

approach • Incorporating more technology, blended learning and flipped classroom • Change the scope of future assignments based on how students perform on project;

if students struggle on an assignment, teachers review the skills needed for it and reincorporate them in the next assignment. This provides additional opportunities to practice and demonstrate.

• Review student learning outcomes and expectations before starting new subjects, • Including activities that require DOK questions and Quad D level assignments/activities.

CRY-ROP documents impact of changes implemented through:

• Annual report outcomes • Articulation rates • A-G rates • Industry engagement reports • Google activity trackers • Grades recorded in student information system

Assessment results have resulted in the following teaching and learning processes: (focus on individual student learning)

• Teachers differentiate instruction and provide remediation for students. • Teachers utilize peer support for students who need more time to master concepts. • Assignments are modified to accommodate special needs students. • Teachers developed a tool for feedback to scaffold the lessons so every student can be

engaged and benefit from the lessons. • Teachers integrate more student-led projects • Digital quizzes provide instant feedback so students and teachers can work with each

other • Teachers assign individual projects. • Both Formative and Summative assessments are used as a way to gauge student

performance, their understanding of material and areas that need to be focused on for improvement.

78

Assessment results are evaluated through the student learning outcomes lens. Examples include:

• Classroom observations include identifying the ways a teacher is providing opportunities to achieve each of the SLO’s

• Teachers who have embedded the leadership competencies in the lessons have students reflect on their learning both individually and in groups.

• Assessment results identify which students can provide peer support to students who may need extra help.

• The number of students receiving articulation credit or a-g eligibility supports the college readiness SLO.

Indicator 6.3Student learning data analysis is used to make institutional changes that enables students to reach educational goals and achieve academic success.

CRY-ROP organizational meeting agendas, Governing Board agendas, and community partner meeting agendas include the mission, vision and student learning outcomes. Having student learning front and center in each meeting, allows for a continued focus on improvement. As a result of professional development, teachers are using more digital assessment tools, which provide real-time feedback and data. Students who have "got it" are paired with students who haven't mastered the information. This creates leadership opportunities and a sense of teamwork. Quicker assessment data results in quicker interventions so that fewer students fall through the cracks.

The dissemination of learning data has provided teachers with important feedback, so that programs and assessments can be modified to help with student success, in their CTE classes. Formative assessments have impacted instructional practices because they provide the teachers with insight as to what instructional methods are successful. By modifying instruction, it can help provide students with various learning styles an opportunity to succeed with attainment of career concepts. Teachers determine which areas need more coverage, which lessons need to be modified, and what additional resources need to be gathered to assist in the lessons. Data analyzed from classes can allow teachers and management to update or modify key assignments on a yearly basis. Therefore, programs are fluid and can be updated to reflect current industry standards and modified for students to learn in chunks. Students become proficient through application of the content, and self-discovery of the practical application of skill.

Articulation data is compared by district, site, and program to analyze strengths in teaching strategies. For example, if four teachers are all teaching the same curriculum at different campuses, and one has a much lower articulation percentage, it warrants a discussion between them and the other teachers who have higher articulation rates. It could be an indicator of grading disparities, less-effective instruction, or another issue. Discussions and collaboration help teachers align strategies to improve student learning results.

79

Indicator 6.4Assessment results are reported regularly to all stakeholders so that accountability can be maintained and that student learning remains the focus of the school.

Assessment results are reported regularly through a variety of meetings, communication, and media. The annual all staff in-service provided the only opportunity each year for all staff to be together. This day is filled with updates, workshops, team building, and general information exchange. Assessment results in the form of annual outcomes are presented at the in-service. Additionally, the following reporting opportunities occur throughout each year:

• Annual review presentation to the Board each spring• State of ROP sessions each fall and spring• CRY-ROP administrator led collaboration sessions to discuss student results with district

representatives as the data becomes available. (i.e., Articulation results, A-G results, certifications)

• Evening of Excellence event to celebrate student outcome success• Annual business partner Medal of Honor nominees and recipients • Annual CSBA Golden Bell nominations• Newsletters are posted on website

CRY-ROP uses several cloud-based sharing platforms to ensure processes that support identification of programs needing support. Data can be put into a spreadsheet, shared among teachers, case workers and counselors and together they can come up with modifications where necessary. For those who are not struggling, it also provides areas for modifications where a lesson can be enhanced for those ready to move on.

Indicator 6.5The school relies on assessment results for institutional planning, Action Plan revision, and resource allocation.

Each year during the all staff in-service, all staff provide feedback on strategic action plan progress. Annually in September, the Governing Board approves the updated action plan and updates Governing Board policy to reflect the action plan priorities. Governing Board agenda items often reference action plan priorities to ensure communication of alignment between board action and the approved action plan. The Governing Board approves the Annual Program Review each spring. Data elements of the review include enrollment, completion, and placement. Additionally, data on each of the student outcomes is provided.

80

Finally, as California is implementing the new accountability dashboard, CRY-ROP provides outcome data on the number of students who have completed a pathway. Pathway completion data is reviewed with staff, and district partners to determine any gaps in the pathways that need to be corrected or realigned. The CRY-ROP Superintendent is a member of the State Board of Education appointed Career & College Indicator (CCI) workgroup that is informing the SBE and CDE on potential future elements in the CCI of the California Dashboard.

The CRY-ROP budget is reviewed monthly at Governing Board meetings. Financial allocations and decisions are aligned to strategic action plan priorities in support of student learning outcomes.


Indicator 6.6The school uses online assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven ongoing process.

As a result of staff professional development (Redbird, Google, etc.), teachers are utilizing online assessment tools such as Edpuzzle, Kahoot-it and Quizzes.com to provide real-time assessment results.

Middle school students are targeted to participate in online career exploration and assessments of career interests and aptitudes (using sites such as cacareerzone.org).

▶ 2012-2016 CTEDDI- NOCTI project ▷ In accordance with the goals of Perkins IV legislation, CTEDDI professional

development was designed to prepare both CTE administrators and CTE teachers to use assessment data to improve programs and to target individual and group instructional needs in the secondary-level CTE classroom. The goal of implementing CTEDDI within the CTE TEACH program was to provide new and veteran teachers with the ability to use data to directly improve their instruction.

▷ 647 CRY-ROP students assessed in the following subjects: Healthcare, ICT, Auto, Welding, Business, Work-Readiness (5617 students tested state-wide).

▶ 2016-17 CDE Career Readiness Pilot ▷ NOCTI 21st Century Skills for Workplace Success assessment. This is an

exciting opportunity offered to fewer than 1,000 students in the entire state of California. The results of the assessment were reported to the California Department of Education and used in a pilot project designed to inform the California State Board of Education of possibilities for bringing this assessment to scale statewide as part of a new accountability system in support of college and career readiness.

▷ 114 seniors assessed

81

Indicator 6.7The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.

Lessons are designed to build skill levels which culminate in key assignments. Key assignments incorporate multiple competencies that are aligned to Career Readiness Practices, Anchor Standards, Pathway Standards, and CCSS. Teachers use tactics such as "Exit tickets" as a formative assessment to determine if students are ready to move on in the curriculum. Summative assessment data is also an indicator. Before starting a new lesson there is open questioning, and brief review of material through journals. Another common assessment indicator student presentations which include research, written content and oral presentations. Students’ advancement is determined by data and hands-on assessment of skills. Using a rubric for assignments, tests, or quizzes is an indicator of mastery or the need to re-teach. The student should demonstrate proficiency within the content area and be able to apply the skills and knowledge attained before moving to the next level. This can be demonstrated by a formal assessment: quiz, test, and exam or through a project-based assessment where the student will demonstrate what is learned by completing a culminating project.

Course mastery is determined through hands-on utilization of what they have learned. Concepts build on one another so it is clear to see those who are not ready to move on and modification can be made as necessary to catch them up. Teachers use guided tutorials and 1 on 1 discussions to assess the learning progress. If the class as a whole is struggling, they spend more time on the topic to facilitate success. The steps used are application of the material to scenarios or assessment.

Teacher surveys on assessment included the following feedback:

• Online assessment tools provide both the teacher and students with immediate results, indicating mastery, the need for remediation, or gaps in instruction.

• There are great tools that are able to be used for grading. Digital quizzes that grade for the teacher are utilized.

• Always give a rubric on line so students can follow. This will help the degree of grading. • Making sure students know content and knowledge of assignments, and not just

vocabulary.• Students submit their assignments to me via Google Classroom, are graded, and returned

to them and their grades are put in both Classroom and Zangle.• In the beginning of the year I graded periodically as I got up to speed in the grading process.

Now as I have gained a level of proficiency, students know they are held accountable for daily activity. This holds students accountable as well as the teacher.

• Students submit their digital files to the Google Classroom where the assignment/project is graded and returned to them with comments regarding their work.

• Online assessment tools allow teachers to randomize the order of questions and format response scenarios so that each student test is not replicated in appearance.

• Student work is screened carefully and if there is a suspicion that the work is not submitted with honesty and integrity, there are websites that can screen work for copyright and plagiarized content.

82

• Many programs allow questions and answers to be scrambled and can be timed so students can sit right next to each other and exercises integrity. They are made very aware about work ethics, integrity and ownership of their own learning and the benefit of doing their own work. Teachers also can monitor in Google classroom

• I ensure by checking their language on the content if it doesn't "sound" like the student then I return the work to the student and conduct a conservation with the individual.

• Many assessments are solo projects and it is apparent if students have created something with outside help. It is possible to view student's editing (person and volume) within Google projects.

• By also assessing individual hands on assignments.• In class work is compared to online work. Any notable difference in syntax or fluency is

examined. Time limits and specific logons/invites unique to each student are also used in an attempt to ensure academic integrity.

• Teachers can use School View and AB tutor to monitor students while working on assignments electronically and the use of computer applications, such as Turn it In allow for verification of student reports.

• To what degree are the results for state-mandated assessments and the high school exit exam used in decisions about student achievement and advancement and improving the instructional program?

Indicator 6.8A range of examples of student work and other assessments demonstrate online student achievement of the academic standards and the Schoolwide Learner Outcomes, including those with special needs.

• CDE selected students at random, including special needs students to participate in a NOCCTI pilot to gauge career readiness

• Teachers are utilizing Google Classroom to organize assignments, collect work, and communicate assessment results. Students build portfolios to demonstrate connections to industry, leadership skills, and career readiness.

• Students have the opportunity to learn soft skills through an online program offered by SBCSS Alliance for Education (http://softskill.sbcalliance.org/clean/) that provides a certificate in soft skills to augment employability.

• Students are competing in presentations with other schools or classes. They are collaborating with other classes on subject matter which allows them to demonstrate their learned knowledge and skills.

• Student work is almost completely used to determine achievement of standards and SLOs. In my field portfolio work is the prime example of mastery and so most assignments are geared towards being potential portfolio pieces.

• Students complete projects that are real-world by collaborating with other classes, community organizations and businesses where students can demonstrate their skills and knowledge as well as experience problem-solving and industry workplace issues. Students compete against each other for their designs to be chosen for the winning design. These are then printed and displayed within the campus and community where students gain recognition for their work.

http://softskill.sbcalliance.org/clean/

83

• Mastery of soft skills, Mastery of somatic skills, ability to work as a member of a team, ability to work in a lab environment in without endangering self or other. Mastery of industry specific knowledge (print reading and interpretation, welding symbols, etc.).

• Projects are displayed in the classroom and saved digitally to be used for future examples. The design process is essential to each project, and each step must be completed successfully before advancement, ensuring student achievement on each individual assignment and the overall project.


■ Board agenda items for Annual Review ■ Sample assessments ■ Industry certifications ■ A-G data ■ Articulation data ■ Industry engagement reports ■ CTSO outcomes ■ Meeting agendas ■ State of ROP presentations ■ Newsletters ■ All Staff In-Service agendas/presentations ■ Student Follow-up survey ■ Teacher assessment survey


1. Wide range of assessments utilized2. Standardization of key assignments3. Support from Instructional Technology Facilitator 4. Support from Community Recruiters5. Articulation outcomes


1. Inconsistency in collecting assessment data2. Inconsistency in tracking of key assignment data3. Data is sometimes incorrect and needs to be fixed4. Not all districts have same level of articulation success (especially in like programs) 5. Increase certification opportunities for students6. Need for consistent written and practical assessment for articulation credits

84

CRITERION 7: Student Support ServicesCRITERION: The school recruits and admits students who are able to benefit from its programs. Student support services address the identified needs of students and create a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The school systematically assesses student support services using Schoolwide Learner Outcomes, faculty, staff, and student input and other appropriate measures in order to improve the effectiveness of these services.

Indicator 7.1The school provides sufficient student support services that enhance the learning environment and encourage the achievement of Schoolwide Learner Outcomes.

CRY-ROP’s high school programs share student support resources within school sites and districts. CRY-ROP teachers and support staff on district sites participate in professional development offered by CRY-ROP and the districts and follow the same rules, processes and protocols to support students. All staff serving the districts are familiar with district procedures involving counseling support for students in need of academic or personal assistance. All CRY-ROP staff receive mandating reporting and other required training, employee notifications and legislative updates annually at the start of each academic year.

CRY-ROP provides many student support services that complement the learning environment and facilitate student success. All CRY-ROP staff offer support to students directly and indirectly. Students are connected to support services in their school and community. This connection is accomplished through a variety of roles in which CRY-ROP staff members have created relationships and are involved throughout the school’s community and the districts served.

Partners include:

DISTRICT PERSONNEL COMMUNITY PARTNERS CIVIC PARTNERS

School Counselors CA Department of Rehabilitation Board Members

School Administrators Workforce Development Department Community Cabinets

Teachers WDD Employment Providers State & Federal Legislators

Superintendents Housing Authority Business/Industry Partners JVTA/Advisory Listings

District Support Staff Transitional Assistance Department

Parents Inland Regional Center

Education Committees

85

Collaborations with a wide variety of stakeholders benefit students in the maintenance of a comprehensive support system for students. Through intentional efforts students are linked to their current classes, future career choices, higher education opportunities and interests. One of the strategic priorities continues to build upon ensuring CRY-ROP is offering responsive curriculum and instruction to provide cognitive, academic and technical rigor and alignment to CTE academic and industry standards.

CRY-ROP supports five middle school and seven high school Career Readiness Specialists (CRSs). These positions serve as liaisons between ROP and district sites to enhance student, parent, and teacher knowledge of CRY-ROP services and activities. In collaboration with site staff, this position visits classrooms to present pathway information to middle school students to make them aware of the CTE opportunities awaiting them in high school. This position also facilitates career readiness events on campus for both parents and students, including virtual fieldtrips, guest speakers, and college visits. High school CRSs provide career readiness and career development resources to academic and Career Technical Education teachers. They promote CRY-ROP as the primary delivery system for CTE providing benefits such as rigorous occupational skills training, industry partnerships, career pathway sequences, articulation, a-g credit and industry certifications. They actively promote ROP via technology, community events, publications, newsletters, career fairs and presentations.

The high school CRSs also facilitate the CRY-ROP Student Ambassador program. Leadership is the key to success in every profession and at the core of the CRY-ROP Student Ambassador Program. Students enjoy innovative and fun activities where they learn and apply essential 21st Century skills. The CRY-ROP Student Ambassador Program was designed to foster student success by providing leadership opportunities for students interested in representing ROP on their high school campuses. Student Ambassadors attend regular meetings with their respective Career Readiness Specialists, planning future events intended to promote CRY-ROP programs to their peers. Student Ambassadors also participate in campus events including: incoming freshmen events, Board Member tours, Counselor Road Shows, and Career and College nights. The year culminates with seniors submitting a digital portfolio to a panel of CRY-ROP administrators to compete for CRY-ROP Student Ambassador Scholarships. CRY-ROP’s Student Ambassador Program provides leadership training for advanced ROP students to help promote CTE programs and pathways. Student Ambassadors also host middle school information days and provide tours at the high school to promote ROP programs to middle schoolers as they prepare to enter high school.

The CRY-ROP Student Ambassador Program was designed with the following goals/objectives in mind: • To provide real-world opportunities for current ROP students to develop leadership skills • To give a student voice to the ROP programs • To inform all students about the benefits of taking an ROP class • To raise the level of awareness about ROP amongst other key audiences, e.g., counselors,

administrators, members of the community

86

CRS support services at the middle and high school campuses also include:

• Peer Tutoring • College and career centers• School libraries• Clubs and student leadership opportunities• School websites and parent resource information• Campus resource officers• Free and reduced meals and snacks

Adult programs staff are experienced in supporting the adult student in academic success and maintain strong relationships with community programs and resources. Current partnerships include the American Job Centers of California, California Department of Rehabilitation, WIOA youth programs, CalWorks, San Bernardino County Departments of Behavioral Health and Transitional Assistance, Inland Empire Health Plan (IEHP), Molina Healthcare, 211 Services, local adult school programs, community college counseling and DSPS services and other local providers.

Student support services available at our adult campus include:

• Comprehensive Program Orientation• Tutoring outside of class with the teacher • Mock interviews as part of class participation• Hands-on work based learning/Clinicals• Career Fairs• Employment placement assistance• WIOA Employment Programs• College and adult school counselors• Referrals to CalWorks and other social service agencies • Assessment Services • Testing Center

CRY-ROP’s adult students have on-site access to meet with academic counselors for Redlands Adult and Crafton Hills College. This is a new service being provided by CRY-ROP. Redlands Adult School and Crafton Hills College are partnering to make college courses available on the CRY-ROP adult campus for high school, adult school and ROP adult students. High school and Redlands Adult school students may earn credits from their district for high school credit as well as college credit. Technology support is critical for teaching rigorous CTE curriculum and positively impacts the learning of students. CRY-ROP’s ICT staff supports instructional technology by providing professional development to teachers and supporting all classroom equipment purchased. The CRY-ROP’s ICT staff work closely with the district technicians to support technical needs in the classrooms. CRY-ROP’s technicians respond promptly to technical requests ensuring that technology is functioning efficiently. Additionally, during the summer and during school breaks, CRY-ROP technicians dedicate a substantial amount of time and resources updating:

• Software and hardware• Cleaning hard drives• Setting up labs• Maintaining networks

87

The Instructional Technology Facilitator provides direct support to teachers as a resource and leader to integrate technology into daily lessons and curriculum to ensure that students are receiving innovative educational opportunities and developing the necessary 21st Century skills. The technology staff support virtual field trips in the classroom to support and enhance lessons and curriculum. CRY-ROP teachers often invite academic classes to participate in virtual field trip experiences.

One of CRY-ROP’s strategic priorities for the past several years has provided time, staffing and resources to facilitate professional development opportunities to teaching staff and the instructional management team. One of the recurrent opportunities offered is Red Bird Professional Learning Platform that prepares teachers for blended and digital instruction environments. The Red Bird modules are self-paced and self-directed and include a platform for teachers to collaborate virtually and in-person. This professional development experience as well as CRY-ROP’s Technology Bootcamp focus on preparing teachers for 21st century classrooms. CRY-ROP also maintains an agency subscription for all staff and students through Lynda.com which serves as an extensive online training library. CRY-ROP supports highly qualified, credentialed teachers with the following support systems:

• Teacher Induction Program (TIP Program)• TOA Peer Coach Leader• Instructional Support Technology Facilitator• TOA Curriculum Developer

In partnership with the California Department of Education, CRY-ROP’s CTE TEACH program supports the unique needs of new CTE teachers transitioning from industry into the classroom as well as veteran CTE teachers to increase retention, enhance teacher effectiveness, and advance student learning. CTE TEACH strategies support training and professional development through the use of on-line early orientation and professional development programs.

All new CRY-ROP teachers participate in the two-year TIP program led by the TOA- Peer Coach Leader to collaborate and participate in topic driven sessions with other first and second year teachers. The TOA-Peer Coach Leader also conducts on-site visits and follow-up with teachers to provide peer coaching and assistance with effective teaching strategies, student motivation, lesson design, and classroom management.

Information about CRY-ROP’s support services is shared in a variety of ways. Promotional materials are available to promote and educate students and the community about CRY-ROP programs, courses and services. Course information and career pathways information is available in CRY-ROP’s career centers and on the CRY-ROP and partner district websites. CRY-ROP has Student Ambassadors on each high school campus that are trained to help promote CRY-ROP’s programs and supportive services. The Student Ambassadors are visual on their campus and outreach efforts include informational tours of CRY-ROP’s programs and on-campus presentations to promote CRY-ROP’s programs and connection to post-secondary and employment opportunities. CRY-ROP’s employment programs staff makes classroom visits and presentations on the high school campuses to promote connection with post-secondary training and career opportunities.

88

CRY-ROP participates in and supports many outreach activities within the community and with our partner districts. Staff participates in school site open houses, back to school nights, career events, award and recognition ceremonies, school to career events, athletic events, education and business advisories, community cabinets, community-based activities, higher education committees and events, as well as state and local education and CTE committees. Through these efforts CRY-ROP has an opportunity to share successes and the extent of programs and services offered to students and business industries. In return, CRY-ROP learns of new opportunities, trends, ideas and can identify new needs.

Indicator 7.2The school designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success in the transition to further education or employment opportunities.

Program Managers and Education Services staff maintain strong connections with district administrators, counselors and personnel on their campuses. The CRSs are housed in the campus career centers and are a source for students to connect with career exploration, career pathway, and information about college and other post-secondary training options. Key responsibilities of the CRSs are to provide career readiness resources to academic and CTE teachers, promote ROP as the primary delivery system for CTE, and provide career exploration for middle and high school students.

CRSs achieve these functions by conducting the following activities:

• Monthly sector-themed events• Promoting and marketing CRY-ROP programs and services• Connection with college, university and military representatives• College and Career Fairs• Presentations on employability and job seeking skills• Organizing mock interviews• Conducting hands-on career exploration activities• Assisting with enrollment for articulation credits• Support all aspects of CRY-ROP’s Student Ambassador program

CRSs attend subject based training such as the CA Career Network training offered by CDE and CATEMA training offered by the community college districts as well as district and other professional development trainings for career counselors. The CRSs meet throughout the year to collaborate on activities and events and to share best practices.

CRY-ROP has partnered with the San Bernardino County Workforce Development Department (WDD) and California Department of Rehabilitation (DOR) for many years to provide grant-funded work experience and employment programs to a variety of student populations. WDD and DOR youth employment program services are available to eligible, transitional aged students to support education, employment and career goals in and after high school. CRY-ROP’s Employment Programs staff are experienced in youth development and participate in profession development to stay current in effective case management and support strategies for transitional aged youth.

89

Indicator 7.3The school provides support for all students from the recruitment and admissions phase to the successful completion of the school program of choice.

CRY-ROP provides support to students from recruitment to successful completion of the program of choice. Programs are marketed in numerous ways: back to school nights, through counselor recommendations, school pathways, career fairs, newsletters, social media posts, career centers, brochures, schedules, website, and through parent meetings. CRY-ROP high school classes are often part of a pathway, sequence, or academy and may have prerequisites.

CRY-ROP provides Career Readiness Specialists (CRS’s) in the career centers of our partner high school and most middle school campuses. CRS’s assist students with career exploration, career planning and guidance, recruit for CRY-ROP’s CTE programs and pathways, and provide information about our CTE programs, career resources and placement services on the high school campuses that CRY-ROP serves. CRY-ROP teachers connect and collaborate with industry partners and academic teachers to participate in meaningful and relevant hands-on projects, field trips and events. Work-based learning, internships, field trips, guest speakers, virtual field trips, competitions, and CTSOs are also provided in our programs to enhance learning. Career pathways, job placement and advanced training and education information is available in various forms to ROP students. Internships, field trips, guest speakers, virtual field trips, competitions, and Career Technical Student Organizations (CTSO) are available in CRY-ROP courses to provide relevance and enhance learning outcomes. CRY-ROP teachers connect and collaborate with industry partners and academic teachers to provide meaningful and relevant hands-on projects, fieldtrips and events.

Examples of CRY-ROP CTSOs include:

CyberPatriotCyberPatriot is the National Youth Cyber Education Program. At the center of CyberPatriot is the National Youth Cyber Defense Competition. The competition puts teams of high school and middle school students in the position of newly hired IT professionals tasked with managing the network of a small company. In the rounds of competition, teams are given a set of virtual images that represent operating systems and are tasked with finding cybersecurity vulnerabilities within the images and hardening the system while maintaining critical services in a six-hour period. Teams compete for the top placement within their state and region, and the top teams in the nation earn all-expenses paid trips to Baltimore, MD for the National Finals Competition where they can earn national recognition and scholarship money.

HOSA: Future Health ProfessionalsThis CTSO is open to students preparing for careers in the health care industry. Students compete at regional, state and national levels, demonstrating skills and modeling leadership. HOSA’s mission is to “promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people.”

90

Virtual Enterprise Students engage in various business activities throughout the year that create authentic extended learning opportunities. National and international trade shows, local and national business plan competitions, and the Global Business Challenge are all key components of the VE program. Trade shows, which are held annually in different cities across the U.S. and around the world, enable VE students to present and market the products/services of their virtual businesses in a competitive marketplace with both local and global Virtual Enterprise colleagues. Competitions build self-confidence as they allow students to publicly demonstrate their skills, knowledge and diverse talents in marketing, communications, computer technology, and global business.

CRY-ROP’s CRSs work with high school staff to facilitate career resource fairs and events on their campuses. Adult campus and Redlands Adult School staff host a combined college and career fair twice a year. The CRY-ROP adult campus also hosts an annual Career Information Day for over 300 high school seniors with 504 or IEPs to hear guest speakers share information about their industry and employment requirements and to explore post-secondary options.

In addition to the career and education plans developed with the high school counselors, students in CRY-ROP’s programs receive focused instruction on employability and job search skills including application, interviewing, and resume writing. High school students participate in mock interviews and some students participate in CTSOs to gain leadership skills and to participate in work-based learning activities. CRY-ROP teachers may provide reference letters to students for college or employment applications.

The adult campus Student Accounts Technician provides adult students with support services including a comprehensive program orientation, one-on-one meetings to discuss academic progress and strategies for success, guest speaker events, employability workshops, mock interviews, and referrals to community resources and agencies.

Adult programs require a specific minimum score on the CASAS assessment to enter the program. Adult campus staff will assist with developing a remediation plan to improve scores and readiness to enter a CRY-ROP program when a potential student scores below the desired score. Adult school or community college classes are encouraged for remediation in literacy and numeracy levels. The potential student can enroll in the program once the remediation plan is completed. No further testing is conducted. One-on-one meetings with the Student Accounts Technician are scheduled to answer questions about the program, discuss funding options, and finalize the enrollment process. The Student Accounts technician maintains individual student files containing student information and documentation showing student progress.

The adult programs are fee based and include all supplies and certification costs required to enter employment after successful completion of the program. For example, the Nurse Assistant-Certified program fees include the costs of the program, textbook, workbook, uniforms, nursing supplies, fingerprinting, and board competency test fee. Self-payment plans are available for program fees. Some students may receive tuition assistance through community programs such as CA Department of Rehabilitation, San Bernardino County Workforce Development, Transitional Assistance Department or through a WIOA youth employment program. Release of information is always obtained by agency-funded students to share information between agencies.

91

The majority of adults who attend programs on the adult campus are motivated to seek employment, enter the military or further their education after completion of the CRY-ROP program. All adult programs provide a required clinical or community classroom experience. Throughout the program students participate in employability lessons, including a mock interview, to prepare for employment. Employers from the specific industry area of study participate in the mock interviews and often make employment offers based on the interview exercise. Placement assistance is provided to all adult students after completion of the program. CRY-ROP maintains an electronic job bank to assist job seekers with employment.

Placement information is gathered by conducting exit surveys from high school graduates and adult students who have completed CRY-ROP courses and programs. Follow-up surveys are conducted by phone to inquire if students are working in a related industry, attending post-secondary educational programs or are in the military. Follow-up calls are conducted two times a year and at least four attempts are made during each calling cycle to maximize the data collected.

Scholarships are available to high school and adult students offered by the CRY-ROP Foundation as well as several outside foundations that make scholarships available to CRY-ROP students. CRY-ROP employees support the agency foundation through payroll deduction and participation in various fundraising events.

In May of each year, the CRY-ROP “Evening of Excellence” event recognizes student scholarship recipients and other student accomplishments, celebrates adult student completers, honors employers and business partners nominated for excellence in service, and recognizes employee’s years of service.

CRY-ROP offers CTE programs at the Yucaipa-Calimesa Joint and Redlands Unified School Districts alternative education campuses. The programs provide CTE options for students working on credit recovery and alternative high school course requirements. Additionally, high school students at our partner district campuses have access to online CTE programs through CRY-ROP.

Information about occupational training programs available on the adult campus is available on our website and in person at the Student Services Career Center. CRY-ROP support staff will assist with program enrollment requirements and can provide information about career pathway opportunities and funding options for program fees when needed. New students meet one-on-one with the Student Accounts Technician to complete enrollment paperwork and are encouraged to meet regularly throughout the program to address challenges that may affect academic performance and success. The Student Accounts Technician maintains individual student files that include student demographic information, documentation of academic progress and supportive services provided.

The CASAS assessment is used to identify literacy and numeracy scores for adult program enrollment. Applicants scoring below the desired requisite score are encouraged to remediate through adult school programs to improve academic levels and readiness for the training program. Once the potential student achieves the established goal they may then register into the desired program and no further testing is conducted.

92

Career pathway, job placement and advanced training and education information is provided in various ways to ROP students. Field trips to colleges are often available and speakers from higher education as well as industry present in the ROP classrooms and career centers. CRY-ROP’s Career Readiness Specialists work with high school staff to provide career resource fairs and events. Adult campus staff coordinate with the adult school counselor to host a combined career fair twice a year.

CRY-ROP’s WorkAbility I and employment programs staff work in collaboration with other local WAI and TPP programs to hold an annual Career Information Day on the adult campus designed for high school seniors receiving services in special education. The CA Department of Rehabilitation as well as our local Workforce Development Department also partner to support this event.

CRY-ROP follows the California Education Code guidelines for admissions. CRY-ROP’s Joint Powers Agreement with its three partnering districts details additional admissions guidelines to ensure equitable enrollment across its districts. CRY-ROP programs are embedded in the school day on secondary campuses; therefore it does not directly oversee the admission of each student. To support the schools with admissions into an ROP program, CRY-ROP works collaboratively with secondary administration and counseling teams to ensure the requirements of Ed Code are met. If pre-requisites are required for admission into specific programs, CRY-ROP works with the district counseling staffs to inform them of these requirements. Students are made aware of admission policies through their campus counseling staffs.

In addition to the career and education plans developed with the high school counselors, students in CRY-ROP programs receive focused instruction on employability and job search skills including application, interviewing, and resume writing skills. High school students participate in mock interviews and some students participate in CTSO’s to gain leadership skills and to conduct work-based learning activities. In addition, many of CRY-ROP’s CTE programs provide work-based learning at clinical or community sites to gain hands-on knowledge and experience. Many CRY-ROP teachers provide college and work letters of recommendations for students in their programs.

Adult students participate in a clinical or community classroom experience and mock interviews with employers from their industry of study as a requirement of the training program. An electronic job bank is available for job leads offered by employers in the areas related to the training provided.

93

Indicator 7.4The school regularly evaluates student needs in order to provide support services that increase the likelihood of success for all students.

CRY-ROP attracts diverse students into programs and provides all students are provided with the necessary support as they navigate the programs. CRY-ROP administration and staff work with the districts to develop pathways and program sequences to ensure students success. Some programs have prerequisites that students enter the program with the requisite skills necessary to perform well academically. CRY-ROP’s instructional leadership staff also are active participants in community cabinet, Career Technical Education and workforce planning meetings to discuss community needs, trends and economic conditions.

All teachers are trained to provide differentiated instruction to students. In the past two years CRY-ROP has provided the Red Bird training designed for teachers to enhance the use of technology in their instruction, apply person-centered teaching strategies to meet the needs of individual students, and to provide best practices and tools to assess and track data. Additional trainings such as the UC Davis STEAM training, Technology Boot Camp and one-on-one sessions are held between teachers and the TOA Instruction Technology Facilitator.

All new teachers participate in CRY-ROP’s two year, Teacher Induction Program (TIP). CRY-ROP’s TIP provides a systematic and comprehensive training program for newly hired teachers as part of professional development toward developing into an effective teacher.

Examples of topics covered in TIP may include:

• Student informative and summative assessments• Creating interactive lessons• Brain based education models• Model classrooms and classroom management• Integrating technology into your lessons• Resources and guidance in serving all students

CRY-ROP supports teachers to integrate strategies for students who fall below the minimum acceptable standards in addition to the support provided by academic and student support services offered at the school sites. CRY-ROP high school teachers connect with parents/guardians, academic counselors and district personnel about student progress, when needed, to further support student improvement strategies.

94

CRY-ROP’s CRSs provides student support services and can serve to assist teachers with lessons and activities to support students and small group learning situations. Teachers at all campuses have the support of student services, instructional staff, school site administrators, counselors, special education teachers, and parents to serve students who are identified as having special needs such as foster youth, individuals with disabilities, students with 504 plans, and youth who are considered to be high risk.

Extra-curricular and co-curricular activities connect student learning and success to the real world and provide students with meaningful, hands-on opportunities to put into action what they learn. Students gain leadership skills through opportunities to compete or participate in competitions and/or field trips. Academic teachers are often invited to participate in hands-on activities and challenges as well as participate in field trips with the CRY-ROP program and students.

Adult program teachers provide one-on-one assistance when academic performance is a concern and will collaborate with the Student Accounts Technician, Student Services Director and case managers from referral programs to provide strategies for improving performance and support successful completion of the program. All adult students complete a satisfaction survey upon completion of their program. Data obtained by students is analyzed and reviewed with the adult campus teachers and support staff.

To ensure that CRY-ROP programs meet the CTE needs of industry and students, the Superintendent and Director of Education Services meet several times a year with district and school site leaders to plan CTE programs/pathways and to ensure students have the supports and services necessary to achieve the goals and objectives of each program. Annual program advisories are conducted with members from industry to update and validate the curriculum and to identify industry needs. CRY-ROP’s Governing Board reviews and approves CRY-ROP course offerings on an annual basis.

95

Workforce development programs offered by CRY-ROP include:

WIOA – Operation M.O.N.E.Y. is a Workforce Innovation and Opportunities Act (WIOA) Employment Program funded through the County of San Bernardino Workforce Development Board. Operation MONEY is designed for young adults ages 17 to 24 that are out of school and face barriers to training and employment. Program participants receive individualized attention and support for career exploration and planning, work readiness and occupational skills training, work experience and leadership development. CalWORKs Youth – The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Youth Employment Program (CYEP) is a subsidized employment activity for young adults ages 16 through 24 years to gain employment experience, improve work skills, develop self-sufficiency and contribute to the economic stability of San Bernardino County. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work. CalWORKs Subsidized Employment Program (CSEP) – The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Subsidized Employment Program (CSEP) provides CalWORKS customers ages 25 and up assistance with job placement, maintaining employment experience, working toward self-sufficiency and contributing to the economic stability of San Bernardino County. Housing Authority Youth Employment Program (HAYEP) – The County of San Bernardino Workforce Development Board has partnered with the Housing Authority to provide paid work experience for young adults ages 16-24 from our communities. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work. WorkAbility I Program – The WorkAbility I Program is funded through the California Department of Education and provides career preparation for Special Education High School students. The WorkAbility I Employment Placement Specialists are in the schools on a daily basis, meeting with students, special education teachers, ROP and vocational teachers, counselors, and campus based Career Readiness Specialists. All WorkAbility I participants are either part of a District Special Day Class or a District Resources Program. The program provides the following services: career assessment, pre-employment and work maturity skills enhancement, paid work experience training at a community work site, job coaching, job development and vocational counseling.

We Can Work (WCW) – The WCW contracts are administered by California Department of Rehabilitation (DOR) to provide Federal WIOA required pre-employment training services to high school students with an identified disability, ages 16 through 21. Program activities include work readiness preparation, paid work experience training at a community work site and services through DOR to support career development.

96

Indicator 7.5The school maintains student records permanently, securely, and confidentially with provision for secure backup of all files.

CRY-ROP’s Governing Board and staff at all levels understand the importance of keeping accurate, comprehensive student records. Although student records are maintained by their respective school districts, CRY-ROP maintains a data base of student information for all students enrolled in CRY-ROP courses. Various records are available through the CRY-ROP data base.

Employees serve as custodians of records with responsibility for student records at the ROP level. All staff receives training through various modes to identify and secure personally identifiable information. CRY-ROP has policies and procedures in place governing the identification, description and security of student records, and management of access for authorized persons. Procedures for maintaining the confidentiality of student records are consistent with state and federal laws.

CRY-ROP publishes and follows Board Policy 5125(a) which addresses the release of student records in accordance with Education Code 49063. The policy establishes safeguards to protect the student and the student’s family from invasion of privacy in the collection, maintenance and dissemination of student information. This policy is provided on the CRY-ROP website.

CRY-ROP maintains a student information system (SIS) containing records for high school and adult students enrolled into CRY-ROP courses and programs. Teachers, Program Managers, Program Support Specialists and adult campus staff have limited access to enter, edit and view information contained in the SIS database; the ICT Manager and Data & Software Analyst have full access and are responsible for maintaining the integrity of the SIS and information contained therein. All electronic records and student information is protected by secure networks and are backed-up and stored securely. Hard copy files of adult student records are stored in locked, fire proof cabinets. High school student records are maintained and managed by the respective school districts.

CRY-ROP adheres to a strict policy for releasing student records. A detailed release of information form is required from the student authorizing the release any information or student record contained in the agency data base.

CRY-ROP has begun implementation of a new SIS system called Orbund that will improve access to information and enhance the ability to track more extensive data.

The Workforce Development Department and Transitional Assistance Program conduct monitoring visits annually to ensure the records of clients participating in training and employment program services are secure and meet contractual requirements for reporting and record keeping.

97

Indicator 7.6Institutional information is easily accessible to all stakeholders and prospective students and is free from misrepresentation or false promises.

The institution ensures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program. CRY-ROP has an ongoing public information and community relations program as evidenced by the organization’s Governing Board Polices and Administrative Regulations, public service advertisements, news releases and newsletters designed for parents, students and business partners placed online and in local newspapers announcing CRY-ROP programs, events, registration dates, etc. Through the 2014 re-branding initiative, CRY-ROP analyzed and updated its website and content to ensure compliance with ADA regulations. CRY-ROP maintains social media presence on Twitter, Facebook, and YouTube accounts to expand communication with all stakeholders. CRY-ROP recruitment efforts also include participation in career day activities, career and resource fairs, trade fairs, presentations at area high schools, community presentations, Counselor Road Shows and parent nights. Program information and other recruitment information on admissions is available on our website.

Media for recruitment activities include various materials such as CRY-ROP program schedules and outlines, brochures, website content, social media releases, and other promotional items to provide clear and concise information about CRY-ROP’s mission and vision, course and program offerings and agency initiatives. Materials are reviewed and revised when program curriculum, admission requirements, or other changes occur.

CRY-ROP maintains an up-to-date website that is ADA compliant. All CRY-ROP staff has participated in ADA compliance training for media forums. CRY-ROP enforces a Drug-Free Workplace and complies with the American with Disabilities Act of 1973.

CRY-ROP prepares an annual report that is presented to the Governing Board and community stakeholders that provides agency statistics, data and highlights student success and achievements. In preparation of this report, labor market information is reviewed and synthesized as well as program information.

CRY-ROP captures accomplishments in a variety of ways: analysis of student grades and program completion data, placement and certification information, community classroom participation and enrollment information. CRY-ROP collects follow-up data at 3 and 6 months after a CRY-ROP student graduates high school and from all adult student completers.

98

CRY-ROP has had an ongoing public information and community relations program as evidenced by the organization’s Series 1000 of its Governing Board Policies and Administrative Regulations and advertisements placed in the local newspaper announcing registration dates. However, this campaign has taken on a new vitality since CRY-ROP initiated the development of a new marketing and communications plan in 2014. Since the launch of the re-branding campaign, numerous press releases, news articles and newsletters for Parents and Students, Business Partners, and Staff have been generated calling attention to CRY-ROP’s programs, events and community relations. Part of the re-branding, CRY-ROP updated its website with a fresh new look and established a twitter, Facebook, and YouTube account using the widely used social media channels to expand communication with all stakeholders. Additionally, CRY-ROP hosts a variety of events on its main campus and participates in events on the campuses of its partner high schools. These events would include job fairs, college fairs, and course elective and club rush events. On the high school campuses Career Readiness Specialists work with ROP Student Ambassadors to publicize ROP programs and services and recruit prospective students for ROP programs. Both adult and high school students work to maintain ongoing connections with local employers through externships and Community Classroom participation. CRY-ROP also supports local employers and community groups by making resources available to them such as meeting rooms, and CRY-ROP employees regularly participate in the advisory committees of other local educational institutions.


Indicator 7.7The school has available adequate services for online students, including referral services, to support all students in such areas as health, career and personal counseling, and academic assistance.

During the first phase of launching the Career Express Online (CEO) campus pilot, the Program Manager quickly identified the need to provide technical support and mentoring for online students. To close this gap the Educational Technology Specialist position was created to specifically support students enrolled in an online campus. The Educational Technology Specialists acts as a liaison between the students and CRY-ROP’s Career Readiness Specialist, district counselors and case managers to address the needs of students. In addition, site counselors are equipped to support students with personal counseling and health services as they are necessary. CEO Instructors work with counselors and case managers to support students with IEPs and 504 plans.

99

Indicator 7.8The school leadership and staff ensure that the support services and related activities have a direct relationship to online student involvement in learning, e.g., within and outside the classroom, for all students.

CRY-ROPs Career Express Online student support services include academic and technical support staff. Students questions are directly submitted to their Online Instructor with a response given within 24 hours. The Educational Technology Specialist provides direct online support with weekly office hours, including how-to system questions, login information and resets of an assessment within a Career Express Online course. The Academic Counselor is available to work with the Online Instructor in supporting students with IEPs and 504 academic plans.

CRY-ROP provides students with high-quality, technology-rich educational experience to gain the knowledge and skills for success in the 21st century. Prior to enrollment, Career Express Online students need to have an email account, an internet connection, speakers, a microphone, a webcam, and access to a computer. To support students with access to technology CRY-ROP in collaboration with district partners has established career centers, equipped with laptop computers on each high school campus. If students experience difficulties with their computers at home, they are encouraged to go to their career center before and after school and during lunch as well.

Indicator 7.9School leadership and staff link curricular and co-curricular activities for online students to the academic standards and schoolwide learner outcomes.

CRY-ROP is piloting multiple learning managements systems to test technical standards for e-learning environments. Career Express Online uses synchronous and asynchronous instruction. Synchronous technologies such as video-conferencing allows for real-time interaction and instruction with teachers and students. Video-conferencing provides access to those meetings as an embedded object within the LMS course. Asynchronous communication includes teacher-student email and class discussion boards. Weekly video-conferencing sessions address the needs for socialization between teacher and students.

Indicator 7.10The school has an effective process for regularly evaluating the level of online student involvement in curricular/co-curricular activities and student use of support services.

Not applicable.

100


■ CTE TEACH Grant ■ Educational Technology Specialist job description ■ Student Ambassadors ■ TIP Program ■ CRS job description ■ CRS activity reports ■ Activity report tracker ■ Workforce program data ■ Newsletters ■ Staff credential lists ■ Peer Coach Leader job description ■ Student Accounts Technician job description ■ Adult satisfaction survey ■ BP 5125 (a) ■ Education Code 49063 ■ BP 4125 (a)


1. Career Readiness Specialists 2. Community Recruiters 3. Peer Coach Leader4. Instructional Technology Facilitator 5. Technology Support Specialists6. Curriculum Developer7. Career Centers8. CTE TEACH9. TIP Program10. Employment Programs11. Depth of services available12. Professional development and support for teachers and support staff13. Experience and credentialing of teachers14. Student completion rates


1. Need an SIS system that meets the needs of the organization 2. Consistent data collection is needed 3. There is a lack of information available to parents4. Strengthening resource information and strategies for teachers and staff regarding

students with specials needs.5. Limited ability to integrate with middle school communities

101

CRITERION 8: Resource ManagementCRITERION: Financial resources are sufficient to support student learning programs and services. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The school plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency.

Indicator 8.1The school has sufficient resources to offer its current educational courses and programs.

CRY-ROP has stayed within budget for the past three years as evidenced by the approval of our Unaudited Actuals by CDE and SBCSS as well as an “Unqualified” opinion rendered by our external auditors.

CRY-ROP has maintained a large reserve through the difficult economic environment of the previous years. With the implementation of LCFF, CRY-ROP no longer has to maintain its large reserve. However, we are leveraging our reserve to ensure that CRY-ROP has sufficient revenues to support educational improvements such as upgrading and updating current programs with new and emerging technologies as well as develop new programs to meet the needs of our evolving communities.

CRY-ROP incorporates strategic planning in the budget process to ensure that teachers, managers, classified staff, supervisors, coordinators and directors collaboratively develop a budget that fulfills CRY-ROP’s Mission Statement and advances CRY-ROP’s Vision Statement.

The budget development process implemented by CRY-ROP demonstrates responsible financial management with sufficient funds to maintain quality Career & Technical Education programs for all students.

102

Indicator 8.2 The school operates with financial integrity and transparency and has a management system in place with appropriate control mechanisms to ensure sound financial practices are followed.

All Financial Statement Reports are submitted to the Board for review and approval. As such, the agenda for CRY-ROP’s Board meeting are published on our website and can be accessed by any interested parties. As a Local Education Agency (LEA) for the State of CA, CRY-ROP is required to maintain a 3% reserve as applied to total expenditure and other financing uses. Currently, CRY-ROP’s Reserve is roughly 10% of its expenditures. We are insured with CSRM JPA, a leading provider of insurance for educational public entities. Our insurance coverage is based on the assessment of our risks and liabilities.

CRY-ROP’s Project Coordinator oversees most of CRY-ROP’s grants and other externally funded programs. However, two of our major grants are managed by the Director of Educational Services. The Superintendent and the Governing Board approves all grant contracts and funding. Detailed expenses from these grants are strictly monitored to ensure that the funds are appropriately used for the purposes it was intended for. Grant expenses are reviewed during the First Interim, Second Interim and at closing of the Financial Statements. They are reconciled to verify and ensure that all expenses are valid guaranteeing an audit free review.

CRY-ROP utilizes the various financial systems of SBCSS, mainly the HP Legacy System and Financial 2000 (FIN2K). These are the main financial systems uniformly used by schools in the County of San Bernardino. Because of the integrated financial system of SBCSS, financial data are maintained on the HP legacy system and FIN2K. All financial records utilized in the daily business operation of CRY-ROP are maintained in the Business Office. The Adopted budget is constantly adjusted and revised throughout the year to assure the fiscal integrity of the institution. However, formal revisions are performed during the First Interim and Second Interim periods. First Interim compares budget estimates to actuals for the period of July 1 through October 31 and the Second Interim compares budget estimates from July 1 through January 31. Both budget reports are submitted to the Governing Board and SBCSS for review and approval. Moreover, the Director of Business Services reconciles expenditures and revenues monthly from data extracted from FIN2K to manually compare budget estimates and actuals and revise the budget accordingly ensuring the reliability of financial data. This process provides an effective analysis of CRY-ROP’s daily fiscal position critical to appropriate decision making. CRY-ROP’s budget policy additionally ensures that the Governing Board adopts a fiscally sound budget for each fiscal year. The Government Accounting Standards Board (GASB) occasionally issues standards as well address financial reporting standards and the current issuance of GASB 54 allowed CRY-ROP to clearly define the use of its Fund Balance reserves.

The San Bernardino County Superintendent of Schools (SBCSS) is the county office of education for the county of San Bernardino that was established through State Constitution and State Legislature to provide the oversight of Local Education Agencies (LEAs). One of their State mandates is the audit of school district budgets within their region.

103

CRY-ROP submits to SBCSS an annual Adopted budget forecasting revenues and expenses for the next fiscal year as well as for the two subsequent years. After SBCSS certifies that CRY-ROP’s Adopted budget is fiscally sound, the budget is reviewed twice a year by the Leadership team and Interim reports are prepared adjusting the budget accordingly. The Interim budget reports are submitted to SBCSS for review and certification ensuring that the budgets are fiscally sound.

The Director of Business Services oversees the management of CRY-ROP’s financial resources. The Business Office maintains internal control practices to assure operational efficiency, compliance to laws and regulations and the reliability of financial reports. The Business Office also implement strict adherence to the established guidelines, policies and procedures to further ensure that financial resources are being utilized to support CRY-ROP’s programs and services as well as safeguard the use of CRY-ROP’s resources.

An external audit firm audits CRY-ROP’s Financial Statements annually and renders an opinion on the organization’s budget, internal controls, processes and procedures. The external audit firm prepares the Annual Audit Report sent to CRY-ROP’s stakeholders. In the last fifteen years, the independent audit firm has rendered an unqualified opinion with no material findings in the audit of CRY-ROP’s financial position. SBCSS also reviews CRY-ROP’s Unaudited Financial Statements before submitting it to the California Department of Education (CDE) for the State audit. All budgets are reviewed and approved by the Governing Board of CRY-ROP.

Indicator 8.3Institutional planning reflects a realistic assessment of current financial resources and looks forward in long-range strategic planning.

CRY-ROP’s annual budget process begins with the development of a budget calendar. Advance apportionment from the State of California, other revenue streams and operational expenditures are identified in preparation of the budget for the next fiscal year.

Adult fee-based and high school programs are evaluated for the next fiscal year to identify program offerings as well as ensure the availability of resources. Subsequently, staffing needs are assessed and benefit allocations are estimated as 80% of CRY-ROP’s budget is committed to salaries and benefits. The budget for operational supplies and services follow the budget calendar. In March, managers and supervisors, in collaboration with teachers and staff, develop the budgetary requirements within their programs and departments. In April, all department budgets and capital requests are submitted to the Director of Business Services to use in the preparation of a Preliminary budget. The Preliminary budget is analyzed and prioritized by the Leadership team ensuring that current and long-term needs are addressed according to the Mission and Vision Statement of CRY-ROP. The Superintendent and the Director of Business Services review the Preliminary budget before submitting it for board approval. Final revisions are taken into consideration before budget adoption. The Adopted budget is submitted to the Governing Board and SBCSS for review and approval. Once the budget is certified by SBCSS as fiscally sound, it undergoes two formal revisions, at First Interim and at Second Interim. The Interim reports are also submitted to SBCSS for review and certification.

104

CRY-ROP incorporates strategic planning in the budget process to ensure that teachers, managers, classified staff, supervisors, coordinators and directors collaboratively develop a budget that fulfills CRY-ROP’s Mission Statement and advances CRY-ROP’s Vision Statement.

The budget development process implemented by CRY-ROP demonstrates responsible financial management with funds sufficient to maintain quality Career Technical Educational programs and foster the completion of all students' educational goals.

Indicator 8.4 The school provides facilities that are clean, safe, and well-maintained in order to provide for an effective learning environment.

The Leadership team attends two LEAP meetings per year. LEAP meetings provide the Leadership team a forum to discuss CRY-ROP’s priorities, strategic plans, new projects, new programs, class cancellations, new classes, facility changes and moves, use of new revenues, budget priorities, organizational needs, mission statement, and CRY-ROP’s purpose. Outcomes of the LEAP meetings are shared with staff during CRY-ROP’s Strategic Action Planning and WASC self-study. As a result of the LEAP planning sessions, several projects in support of effective working and learning environments have been implemented.

Safety TrainingAfter a series of tragic events at schools, the December 2, 2015 terrorist attack at the Inland Regional Center in San Bernardino prompted CRY-ROP to implement targeted safety training and resources. There are no words to describe the impact of December 2 on our schools and surrounding communities. Immediately following the December tragedy, CRY-ROP developed quick reference cards for a variety of emergency situations. Additionally, CRY-ROP implemented Active Shooter, Active Threat and AED training into the safety 101 training sessions offered throughout each school year. CRY-ROP has been vigilant with training and drills and have continued to improve our response protocols to ensure the safest possible environment for our students and staff.

Workplace ErgonomicsIn the 2015-2016 school year, CRY-ROP embarked on an ergonomic project. Working with California Schools Risk Management (CSRM), CRY-ROP started with a self-assessment. Each district office employee completed the assessment. After the assessments were completed, face-to-face appointments were conducted for evaluations of workspaces. During the individual appointments staff had an opportunity to discuss details related to the advantages/disadvantages of stand-up work stations. CSRM then developed a report of recommendations for workspaces. CRY-ROP used CSRM Exposure Reduction funds to augment the cost of the workspace updates. Since the initial evaluations in 2015-2016, CRY-ROP has been phasing in a process to maintain ergonomic work stations. As part of the sustainability process, CRY-ROP invested in Ergonomic Assessment Certification for the Executive Administration Assistant and the Project Analyst. In March of 2017 both CRY-ROP staff members received training and certification. CRY-ROP is now able to sustain the progress, and become more responsive. Work station assessment is now part of the employee onboarding process.

105

Additionally, in May of 2018 the first of planned for quarterly ergonomic session was offered to district office staff. At the July 2018 in-service an ergonomic session was offered to teachers.

CRY-ROP has implemented:

√ New employee ergonomic assessment process √ Employee 101 training sessions √ Existing employee re-evaluation process

Raptor Visitor Check-inAt the CSRM training in November 2017, the Superintendent received information about the Raptor Visitor Management System. Raptor is utilized at many of CRY-ROP’s partner district school sites. Part of keeping students and faculty safe is knowing who is in on campus and in buildings at all times, and the Raptor system allows for a system to track visitors. The Raptor system allows for a screening process for all visitors, contractors, and others at the CRY-ROP campus, and provides a safer environment for students and staff. Raptor works as follows: upon entering the A, B, or C buildings, visitors are asked to present an ID such as a Driver’s License, which can either be scanned or manually entered into the system. If someone does not have a US government-issued ID, any form of identification can be used and manually entered into the Raptor system. The Raptor system will check to ensure that registered sexual offenders are not entering the campus without CRY-ROP knowledge. The Raptor system checks the visitor’s name and date of birth for comparison with a national database of registered sex offenders. The registered sex offender database is the only official database checked by the Raptor system. No other data from the ID is gathered or recorded and the information is not shared with any outside agency. Once entry is approved, Raptor will issue a badge that identifies the visitor, the date, and the purpose of his/her visit. A visitor procedure has been developed to assist with consistency of practice. Implementation included webinar training and staff training. Full implementation began in March 2018.

Target SolutionsAs a member of CSRM, CRY-ROP has access to the online training platform called Target Solutions. On Target Solutions, CRY-ROP can assign, track, and save all mandated and crucial trainings. One of the more recently mandate is the AB 1432, Mandated Reporter Training. California requires that school employees receive annual training on the identification and reporting of child abuse and neglect. CRY-ROP uses Target Solutions for a variety of safety training topics. This platform provides both a Learning Management System and a Records Management System. We choose to use Target Solutions to assign the Mandated Reporter Training to our employees because the training is up to date, we keep track of completions, and maintain their training completions virtually in one central location. Each year, CRY-ROP certifies to CDE completion of Child Abuse: Mandated Reporter Training for all staff.

The Educational leadership team meets periodically with our partner districts to discuss any facility changes for our programs. CRY-ROP’s Project Analyst in collaboration with our ICT Department and Program Managers ensures that classroom facilities are prepared at the beginning of each school year to support a safe, welcoming and nurturing learning environment for students.

106

CRY-ROP developed a Safety Plan in accordance to Ed Code 32281 and Board Policy 0450 to address the safety needs and concerns of our campus. Ed Code specifically addresses K-12 districts and public post-secondary institutions. CRY-ROP believes that environment impacts student learning and outcome. CRY-ROP’s Safety Plan identifies appropriate responses; strategies and programs that provide or maintain a high level of school safety as well as address CRY-ROP's procedures for complying with existing laws related to school site safety. The Safety Plan is a dynamic document reviewed and updated throughout the year by management and the Safety Committee. This periodic review assists the organization in assuring that comprehensive and effective safety processes are in place. As required, the Safety Plan is presented annually to the Governing Board for review and approval.

To ensure CRY-ROP’s continued support of a safe learning environment for our students and staff, CRY-ROP collaborated with CSRM to proactively assess all our programs and facilities at all our sites. In January of 2017, a CSRM Risk Manager along with CRY-ROP’s Facilities Coordinator and Project Analyst conducted the first safety surveys of all our programs at Colton Joint Unified School District, Redlands Unified School District, and Yucaipa-Calimesa Joint Unified School District.

The objective of the safety surveys is to address and improve safety, reduce risk and liability, as well as assess the risk management of all programs. CSRM proposes recommendations on safety practices, procedures and proper compliance measures. Additional precautions and safety measures are considered for CRY-ROP’s automotive, welding and construction programs as they utilize trade equipment such as power tools and machineries as part of their curriculum. CRY-ROP will continue to collaborate with CSRM for an ongoing annual safety survey of our programs and facilities to ensure our commitment of providing students and staff with a safe and healthy environment conducive to learning and working. Several measures have been implemented over the years to ensure and enhance the learning environment of our teachers, students and staff. The results of the safety surveys are shared and communicated with the appropriate school district’s administration.


■ Audit reports ■ Governing Board budget reports ■ Safety Plan ■ Technology Plan ■ CSRM Safety Surveys ■ State of ROP presentations ■ Joint Powers Agreement ■ Master Agreement ■ Quick Reference Cards ■ CDE Mandated training report ■ Student Walkout Guidance ■ Memo to Staff March 2018

107


1. Communication and transparency of CRY-ROP’s budgets2. Unqualified opinion with no material defects since 20073. Large Reserve to mitigate fiscal uncertainties4. Strong relationship with partner districts 5. Board members support CRY-ROP’s Vision and Mission Statements6. Collaborative decision making on how to best utilize our limited resources7. Leverage CTEIG to update and upgrade currents programs as well as develop new

programs


1. The need to increase funding for CTE and CRY-ROP2. Continue collaborating with CSRM for assessing facilities to ensure a safe, nurturing

learning environment

108

CRITERION 9: Community ConnectionCRITERION: The school seeks to enhance its educational effectiveness by developing close partnerships and relationships with community members. Connections within the community provide students with expanded learning experiences, including additional educational or vocational opportunities.

Indicator 9.1Efforts are made by the school to connect to community leaders, businesses, and organizations that can enhance the learning opportunities for students.

One of CRY-ROP’s strengths is the link with local business, industry, and the community. CRY-ROP accomplishes this by developing a variety of partnerships across the region, state and country. CRY-ROP maintains relationships with industry and community businesses to support the mission statement and vision. Along with local business connections, CRY-ROP works collaboratively with many community organizations such as the Workforce Development Department, CA Department of Rehabilitation, Inland Regional Center, local Workforce Development youth programs, Department of Behavioral Health, Support staff and services at our districts, IEHP, 211 Services through the United Way, and other community service providers.

CRY-ROP continues to maintain and develop relationships with our community colleges, local universities and other postsecondary institutions and programs.

Regional Connections Advisory Committees advise educators on the design, development, implementation, evaluation, maintenance, and revision of educational programs. Each committee is made up of individuals with experience and expertise in the occupational field that the program serves. Which include: CRY-ROP teachers and other district and CTE teachers and staff, postsecondary educators from our local community colleges and universities, industry specific employers, Workforce Development representatives and other industry related representatives that serve as experts in the specific advisory section. Discussion topics at the advisory meetings include employer review of content standards via skills sheets, workforce trends, hiring practices, required entry-level skills, and training and certification requirements for students. Data collected from these meetings enables CRY-ROP to validate and update its current units of instruction for all courses, as well as provides needed information to workforce development groups and participants in the local region. Advisory Committees meet yearly to provide feedback on the quality and relevancy of each program and curriculum. Agendas, surveys and minutes documents each advisory meeting. The results of these meetings can be accessed at this link:



109

In 2014, CRY-ROP began maintaining a database of active industry partners. The increase in the number of contacts CRY-ROP has established can be attributed to CRY-ROP's commitment to supporting a new position – the Community Recruiter (CR). CRs serve as liaisons between school districts, post-secondary institutions, community organizations, businesses, and the public to develop engaging partnerships in support of regional career pathway programs and activities. Their active recruitment of business and community partners has grown the CRY-ROP network exponentially. Partners within the CRY-ROP network participate in various school and classroom events, demonstrating CRY-ROP's commitment to providing relevant work-based learning experiences to students to enhance their learning experience.

Some of CRY-ROP’s high school, all adult programs, and all employment placement programs offer community classroom or clinical experience to students. Teachers coordinate and monitor community classroom or clinical experiences and serve as a liaison between the student and employer. The Employment Placement Specialists do the same for our employment programs. A Joint Venture Training Agreement (JTVA) is completed and outlines the responsibility of the employer, CRY-ROP and student. The employers who have completed the JTVA are added to the database the CRs maintain that includes all industry partners. The JTVA’s are updated and revised with each industry partner at least every 2 years. Industry partners who work with CRY-ROP’s employment programs are provided with an employer handbook and each teacher who participates in community classroom participates in training. Part of this training includes access and a teacher sign-off of a community classroom handbook which is maintained and updated by the CRs. The CRY-ROP Superintendent meets with partner district Superintendents in formal, structured meetings three times per year. These meetings provide opportunities to plan for expanded learning experiences for students. Partner districts also include CRY-ROP in a variety of collaboration opportunities, such as:

• LCAP planning meetings • High school site cabinet meetings • Community Cabinet meetings

The CRY-ROP Superintendent participates in SBCSS Superintendent meetings four times per year, as well as an annual SBCSS strategic planning session. SBCSS also provides opportunities for school districts to participate in regional activities. CRY-ROP participates in a variety of these opportunities, such as:

• BEST NET- CRY-ROP Superintendent is President • SBCSS Superintendent meetings • SBCSS Leadership planning • SBCSS Alignment Active Transitions Committee • SBCSS Alliance for Education • SBCSS Medal of Honor

CRY-ROP staff members are encouraged to participate in regional partnerships and planning committees such as:

• Inland Empire/Desert Regional Consortium (IEDRC) • Desert Regional Consortium for Workforce Education

110

• Stronger Workforce Health Workforce Initiative • UCR Credential Advisory • Inland Empire Educational Health Care Consortium • Adult Education Block Grant • Project Slingshot • Inland Personal Council • CICCS JPA Board member representation • REEP for benefits Board member representation • CSUSB Credential Advisory Committee • Brandman University Advisory Committee

State Connections CRY-ROP has been invited to the state level planning table to provide feedback on student learning experiences. Examples of CRY-ROP’s state level partnerships include:

• State Board of Education CCI Workgroup ○ CRY-ROP Superintendent

• CDE ○ CTE TEACH program administration ○ NOCTI pilot test administration

• ACSA ○ Superintendent is the ACSA CTE Council Past President ○ Assessment and Accountability taskforce ○ Legislative Policy Committee ○ State Board of Education Advisory Committee

• CAROCP ○ 2015-2016- Superintendent was President ○ 2018-present- Superintendent is Treasurer ○ Community Recruiters have presented at conferences ○ Superintendent has presented at conferences

• Southern California Public Management Association • WorkAbility I State & Regional Training Committee (SRT)• California Association of Leaders of Career Preparation • Leadership Development Institute • CCSESA CTE • California Workforce Association

○ Superintendent has presented at conferences ○ Program Coordinator has presented at conferences

National Connections CRY-ROP connects with national partners to plan for expanded learning opportunities. Examples include:

• Council on Occupational Education ○ Superintendent is a Commissioner ○ Superintendent has presented at conferences

• ACTE • Presented the CTE TEACH project at several national conferences

111

Indicator 9.2The school has outlets for students in community service or internship opportunities that are connected to student programs that will enhance their learning experiences in line with the school’s mission.

CRY-ROP is committed to the belief that students learn best through hands-on learning experiences that provide students the opportunity to learn skills not available in regular classrooms. The Community Classroom (CC) internship is an opportunity for CRY-ROP students to obtain on-the-job training and work experience. CC internships are an unpaid, experience building, training program that will provide the skills necessary for entry level employment. Community Classroom assists students in obtaining occupational competencies, as well as the skills and knowledge needed to be successful in their chosen field. The intent is to provide actual worksite learning opportunities that enhance regular classroom instruction.

The data demonstrates a decline in student community classroom participation. This is attributed to a decrease in adult programs, and a campus change for one high school teacher that previously had placed a considerable number of students in worksites after school. Although the benefits of offering CC has been communicated repeatedly at all staff meetings facilitated twice a year, teacher willingness or availability to manage the additional work load CC creates has been minimal. Increasing the number of students participating in CC will continue to be a priority to the ROP. In the meantime, other work-based learning opportunities are being maximized to illustrate support for the College and Career Readiness Indicators developed by the State Department of Education.

CRY-ROP’s workforce employment programs provide a strong link to internship opportunities for students. CRY-ROP’s workforce employment programs include:

• WIOA -Operation M.O.N.E.Y. newly branded as Generation GO!, is a Workforce Innovation and Opportunities Act (WIOA) Employment Program funded through the County of San Bernardino Workforce Development Board. This program is designed for young adults ages 17 to 24 that are out of school and face barriers to training and employment. Program participants receive individualized attention and support for career exploration and planning, work readiness and occupational skills training, life coaching, work experience and leadership development.

• CalWORKs Youth – The County of San Bernardino Transitional Assistance and Workforce

Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Youth Employment Program (CYEP) is a subsidized employment activity for young adults ages 16 through 24 years to gain employment experience, improve work skills, develop self-sufficiency and contribute to the economic stability of San Bernardino County. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work.

112

• CalWORKs Subsidized Employment Program (CSEP) – The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in our communities. The CalWORKS Subsidized Employment Program (CSEP) provides CalWORKS customers ages 25 and up assistance with job placement, maintaining employment experience, working toward self-sufficiency and contributing to the economic stability of San Bernardino County.

• Housing Authority Youth Employment Program (HAYEP) – The County of San

Bernardino Workforce Development Board has partnered with the Housing Authority to provide paid work experience for young adults ages 16-24 from our communities. Funding for this program was allocated to providers such as CRY-ROP that specialize in preparing young adults for the world of work.

• WorkAbility I Program – The WorkAbility I Program is funded through the California Department of Education and provides career preparation for Special Education High School students. The WorkAbility I Employment Placement Specialists are in the schools on a daily basis, meeting with students, special education teachers, ROP and vocational teachers, counselors, and campus based Career Readiness Specialists. All WorkAbility I participants are either part of a District Special Day Class or a District Resources Program. The program provides the following services: career assessment, pre-employment and work maturity skills enhancement, paid work experience training at a community work site, job coaching, job development and vocational counseling.

• We Can Work (WCW) – The WCW contracts are administered by California Department of

Rehabilitation (DOR) to provide Federal WIOA required pre-employment training services to high school students with an identified disability, ages 16 through 21. Program activities include work readiness preparation, paid work experience training at a community work site and services through DOR to support career development.

Indicator 9.3The school informs its community regarding its mission, its programs and learning opportunities, recognizing the benefits that community support can bring.

CRY-ROP connects with the community we serve through a variety of means. CRY-ROP’s website provides information about our mission and describes all of the high school, adult and employment programs. Parents can access information about our programs, articulations and a-g programs through the website.

113

Every course offered by CRY-ROP must demonstrate its effectiveness by measuring the completion and placement success of its students. The following data supports the ability of the organization to meet/exceed the required benchmarks approved by the Board:

• A student is considered a completer if they participate in a program for 20 hours or more, have a passing grade, and master at least one program competency. The acceptable completion rate established by CRY-ROP administration and approved by the Board is 50%.

• A student is considered placed if they enter employment, continue their education, or enter the military after graduation. The acceptable placement rate determined by administration and Board approved is also 50%.

This information (and more) is included in the Annual Review that is presented to the Governing Board to meet the requirements of California Education Code 52302.3. Each program offered by CRY-ROP is required to meet a documented labor demand, not represent unnecessary duplication of other job skills training programs in the area and must demonstrate its effectiveness as measured by the employment and completion success of its pupils. Although CRY-ROP is required to report every other year, it has historically reported on a yearly basis at its March Board meeting. Once Board approved, the report is posted for public viewing on the CRY-ROP website (https://cryrop.org/About-Us/Annual-Course-Review/index.html).

CRY-ROP has identified the need to ensure promotion, outreach, and communication to all stakeholders as the third priority in its Strategic Action Plan since 2012. CRY-ROP has implemented a professionally developed marketing plan, updated its branding, created a more dynamic online presence with its website and social media accounts, and professionally published annual reports to increase its reach across the region and state.

Significant outreach to the community occurs through the work of the CRSs, CRs, Employment Placement Specialists, Management staff and teachers. The Career Readiness Specialists (CRSs) serve as liaisons between CRY-ROP and district sites to enhance student, parent, and teacher knowledge of ROP career services and activities. CRSs visit classrooms, prepare and deliver career readiness and soft skills presentations, and support outreach to feeder middle schools. They also work closely with other ROP staff in coordinating community and industry information and resources such as career fairs, industry panels, mock interviews, and guest speakers. There is one CRS assigned to each comprehensive high school campus. In the middle schools, one CRS is assigned to serve two middle school campuses.

CRY-ROP’s Student Ambassadors provide guidance and information to high school students regarding ROP courses available on their campuses. Student Ambassadors inform non-ROP students of courses that lead to high-skill, high-wage occupations in promising career fields, as well as provide feedback on CRY-ROP programs to influence the future direction of programming. CRY-ROP’s Student Ambassadors promote CTE programs to a variety of constituents and are the student faces of Career Technical Education. CRY-ROP Student Ambassadors represent seven different high schools across three school districts. Each year Student Ambassadors speak to a variety of stakeholders, sharing their experiences in the ROP programs with students, parents, educators, and community business partners. They represent CRY-ROP and their respective high schools at career fairs, dignitary visits, accreditation processes, and onsite community service activities. Student Ambassadors attend regular meetings with their respective CRS, planning future events intended to promote CRY-ROP programs to their peers. Student Ambassadors also participate in campus events including: incoming freshmen events, Board Member tours, Counselor Road Shows, and Career and College nights.

https://cryrop.org/About-Us/Annual-Course-Review/index.html

https://cryrop.org/About-Us/Annual-Course-Review/index.html

114

CRY-ROP holds targeted events to invite CRY-ROP’s Governing Board, district administrators, general public and local politicians to see CRY-ROP‘s programs and services in action. Among the events include anniversary gatherings, grand openings programs, program show cases, board tours, etc.

CRY-ROP maintains a foundation and promotes student scholarships. CRY-ROP’s scholarship’s committee promotes, reviews and awards the student scholarships for our foundation, Beaver Foundation, Bob Bruce Memorial, Linda Denver Scholarship, etc.

Annually CRY-ROP supports a summer day camp experience for middle school aged youth. Middle school parents attend a Parent Orientation meeting prior to registering their child into camp. During the orientation parents are provided with information about CRY-ROP, the programs at the high schools and articulation and a-g information is shared.

Annually CRY-ROP conducts an “Evening of Excellence” event where students, employers, and CRY-ROP employees are recognized as follows:

• Adult students for program completion• CTSO’s for competitions• High School Equivalence achievers through our testing center• Scholarship recipients• Employees for years of service• Business Partners nominated for Medal of Honor

Business partners, district administrators, staff, students, parents and families are all invited to attend the evening. The event is held in a large enough forum that there is no limit to those that can attend.

The CRY-ROP Strategic Action Plan identifies ensuring promotion, outreach and communication for system alignment and coherence. To meet that objective, CRY-ROP has committed to promoting organizational programs and services to external clients and increasing connections and collaboration among all stakeholders. The Community Recruiter position supports the organizational priorities, providing better service to students, districts, businesses, and communities.

Community Recruiters serve as a liaison between school districts, post-secondary institutions, community organizations, businesses, and the public to develop engaging partnerships in support of regional career pathway programs and activities. They collaborate with personnel from various entities in support of the development and implementation of career pathway programs and establish and maintain relationships with local employers to connect CRY-ROP and district programs with workforce and economic development. They also visit various community locations to develop a network of industry and business partners designed to support CRY-ROP’s programs.

CRY-ROP currently manages two primary social media platforms – Facebook and Twitter. Both platforms provide CRY-ROP low-cost marketing strategies that broaden the organization’s reach and provide a means to make the public aware of what CRY-ROP does. The ability to post pictures, videos, requests, and newsletters allows CRY-ROP’s network to view activities without having to be in the classroom. Social media posts are designed to promote CRY-ROP activities and events, and to illustrate the value CRY-ROP programs add to its partner districts, business network, and communities.

115

CRY-ROP has historically participated in local, regional, and state activities/initiatives to better serve and support its communities. The list below is a sampling of the activities CRY-ROP staff support throughout the year to illustrate how the ROP utilizes community resources and partnerships to develop the high quality CTE programs it offers:

• SBE CCI Workgroup member• COE Commissioner• ACSA CTE Council Past- President • ACSA Assessment and Accountability Task Force• ACSA Legislative Policy Committee• ACSA SBE Advisory Committee• CAROCP Strategic Alliance Committee• CAROCP Treasurer for 2017-2018• JPA Coalition• BEST NET President • CCSESA CTE Subcommittee• CICCS JPA Board Member• REEP for benefits Board Member• California Workforce Association• CSUSB Credential Advisory Committee• Brandman University Advisory Committee• SB County Superintendents’ Meetings• Alliance for Education• San Bernardino Alignment Active Transitions Committee• Executive Committee member of Southern California School Risk Management (SCSRM)

In partnership with the California Department of Education, CTE TEACH supports the unique needs of new CTE teachers transitioning from industry into the classroom as well as veteran CTE teachers. Since its inception, CRY-ROP programs have benefited from not only the resources made available through CTE TEACH Online, but also the expanded educational community it has had the opportunity to engage with. Now in its 10th year, the program has grown and provided direct financial support to over 50 school districts and educational organizations (including ROCPs and COEs). Over 400 mentor teachers and over 7,000 new and veteran CTE teachers in California have been served through CTE TEACH. Nearly 50,000 hours of direct teacher mentoring have been documented. The CTE TEACH team has made over 118 visits to mentor sites and delivered over 140 workshops, webinars, and conference presentations to grant partners and other educators throughout the state.

116

No.

Site

s

No.

Men

tors

Men

tees

Site

Vis

its

Wor

ksho

p

Web

inar

Advi

sory

Conf

eren

ce

Pres

enta

tion

2009-2010 13 12 575 0 7 0 5 02010-2011 28 78 434 17 19 0 2 42011-2012 17 67 491 9 18 6 2 52012-2013 16 60 405 42 5 10 2 02013-2014 17 70 709 16 9 7 2 12014-2015 16 73 370 6 7 8 2 12015-2016 17 52 300 15 3 8 2 12016-2017 14 26 125 13 0 6 1 02017-2018 10 25 / 0 0 7 3 2

148 463 3409 118 68 52 21 14

The Inland Empire/Desert Regional Consortium (IEDRC) consists of 12 community colleges. It serves as a regional framework to communicate, coordinate, collaborate, promote and plan career and technical education and workforce and economic development in the Inland Empire/Desert Region. CRY-ROP has been a long-time partner with the IEDRC, participating in community college initiatives, articulation agreements, data projects, and regional Strong Workforce Programs (SWP). CRY-ROP students have directly benefited from this partnership through grant funding of special programs and student events, free college credits through articulation, and various sector events hosted by the colleges.

Currently, CRY-ROP is working with the community colleges to develop regional advisories for the Inland Empire. CRY-ROP's participation and support for this and other SWP initiatives has provided the organization the opportunity to be involved in the development of CTE in the region. Insight into the community colleges' processes and priorities has provided CRY-ROP valuable data to develop new programs and update existing ones.

CRY-ROP also manages several employment programs as a long-time partner of the San Bernardino County Workforce Development Department. These programs provide youth and young adults the opportunities to acquire the skills and education necessary to overcome barriers to employment and career success. Partnering with the WDD has provided countless opportunities for CRY-ROP students and has further supported CRY-ROP's mission and vision. CRY-ROP’s adult programs are approved and listed on the state’s Eligible Training Provider list maintained through the Cal Jobs website.

CTE TEACH Outcomes

117

Generation GO! is an employment program designed for out-of-school young adults between the ages of 17 - 24 to provide individualized attention and financial support to develop and jumpstart career plans. The focus is on career planning, employability and occupational skills training, work experience and leadership development. Participants of the program work one-on-one with an Employment Placement Specialist to develop career and personal goals, participate in employment and personal development workshops and attend special events designed to promote employment and education. The Generation GO! program provides:

• Career exploration and planning • Work readiness and employability preparation • Paid work experience and incentives - about $2,000 for each participant! • Personalized assistance with employment application and interviewing strategies and

assistance • Interview/work clothing, safety equipment, bus passes or gas cards • Introduction to Entrepreneurship • Financial assistance for college/CTE classes and expenses • One-on-one help with the college application process and financial aid • Leadership development - workshops, peer mentors, college visits, conferences • GED, HiSET and high school diploma completion

The Generation GO! team works closely with local businesses to provide practical, meaningful paid work experience that often leads to a permanent job offer. Funding for this program is provided through the Workforce Investment Board of San Bernardino County.

The County of San Bernardino Transitional Assistance and Workforce Development Departments have partnered to provide work experience placements for CalWORKS clients in the local communities. The CalWORKS Youth Employment Program (CYEP) is a subsidized employment activity for young adults ages 16-24 years to gain employment experience, improve work skills, maintain current work history, become self-sufficient and contribute to the economic stability of San Bernardino County. The CalWORKS Subsidized Employment Program (CSEP) provides CalWORKS customers ages 25 and up assistance with job placement, working toward self-sufficiency and contributing to the economic stability of San Bernardino County.

The County of San Bernardino Workforce Development Department has partnered with the Housing Authority to provide paid work experience for young adults ages 16-24 from local communities. Funding for this program was allocated to providers such as CRY-ROP that specialize in working with young adults. A strong connection with business and community partners provides CRY-ROP with the edge needed to keep pace with the changing economy and labor market.

Advisory committees help to assess curriculum, verify occupational competencies, and keep instructional objectives current with standard business procedures. Worksite training providers assist students in acquiring skills and competencies in real-world settings. They serve as mentors and coaches for our students, many of whom are hired as a result of their on-the-job-training experiences. Many businesses also serve as training sites for students in the Workforce Investment Act and Workability I training grant programs. Other business representatives serve as guest speakers, host field trips, participate in mock interviews, participate in career fairs and student conferences, and act as judges for various student competitions and recognition events.

118

CRY-ROP maintains membership in its local chambers of commerce, and several staff members participate in local service clubs. The CRY-ROP Community Recruiters keeps in contact with local chambers of commerce and business representatives for advisory committee development. The benefits of these associations have resulted in positive public relations, student scholarships and donations.

CRY-ROP participates in the Annual County Superintendent of Schools' Education Medal of Honor Program to ensure recognition and appreciation of current business partners. CRY-ROP consistently nominates county-wide winners in the category for partners in education for small business.

Several of CRY-ROP’s staff and students, including Career Technical Student Organizations (CTSO’s), are active in community service projects for various charities, agencies and foundations. CRY-ROP started its own foundation and has awarded numerous educational scholarships.

To assist in community outreach efforts, CRY-ROP Career Readiness Specialists recruits and trains student ambassadors from each comprehensive high school within partner districts. The student ambassadors are trained as CRY-ROP spokespersons and participate in a variety of communication and leadership training to represent CRY-ROP to the publics. They also serve as a voice to the CRY-ROP leadership in strategic action planning.


Indicator 9.4The school ensures that the parents and school community understand online student achievement of the academic standards/schoolwide learner outcomes through the curricular/ cocurricular program.

Prior to a student beginning the Career Express Online program, CRY-ROP’s Educational Technology Specialist conducts a series of informative orientations for parents and students. Through these orientations parents are informed of the rigor, curriculum, and requirements of what is to be expected from their student to be successful in an online learning environment. Orientations provide parents and students an over view of the expectations for student success in an online learning environment. Parents are also advised to get assistance from their student's counselor to better assess their needs. Through our Career Express Online Catalog, parents can view full descriptions of each of the course requirements while answering specific questions in relation to the online program.

119


■ Community Recruiter job description ■ Sample advisory agendas, surveys & minutes ■ Scholarship Committee lists ■ JTVA ■ Community Classroom Handbook ■ Employer Handbook ■ Annual Report ■ Marketing Plan ■ Link to data base of industry partners ■ Invitations to Evening of Excellence & board tour ■ Flier for middle school summer camp ■ Link to the ETPL in CalJOBS ■ Meeting agendas for

□ Superintendent meetings □ ACSA □ CAROCP □ SBCSS □ CCSESA □ CCI Workgroup □ WorkAbility HSS Committee □ SWP □ WDD meetings

■ Conference presentations ■ Student Ambassador training agendas ■ CEO catalog ■ Parent letter Insert Link ■ Parent letter from the District RUSD and CJUSD Insert Link


1. Business & community engagement in programs2. CRY-ROP representation at regional, state and national levels3. Workforce programs


1. Increase worksite and internship opportunities for students 2. More communication is needed from parents, students, and stakeholders regarding their

experiences with and expectations of CRY-ROP programs.

https://cryrop.org/documents/K12%20Students/Career%20Express%20Online/Career%20Express%20Online%20Program%20Catalog.pdf

120

CRITERION: The school uses the self-study process to identify key issues that are inserted into a schoolwide Action Plan that governs school improvement activities and events. The schoolwide Action Plan is used regularly, reviewed annually, and monitored consistently by the governing body to ensure ongoing school improvement.

Indicator 10.1The school has created an Action Plan that reflects the efforts of all stakeholders to plan for future growth and improvement.

CRITERION 10: Action Plan for Ongoing Improvement

The CRY-ROP mission, vision and student learning outcomes provide the framework from which the action plan priorities have been derived. In order to provide a clear focus for CRY-ROP programs, activities and operations, the Governing Board has adopted a long-range vision that sets direction for the ROP. To fulfill the Mission and Vision of CRY-ROP, the leadership team utilizes a comprehensive strategic planning process that involves stakeholders and staff members at all levels of the agency to develop strategic plan priorities. The Strategic Action Plan (SAP) document identifies strategies for meeting specific objectives, details how CRY-ROP will assess progress and a timeline for meeting plan objectives, records accomplishments, achievements, and includes SAP Committee feedback and suggestions for each objective. The strategic planning process at CRY-ROP promotes and validates accountability, commitment, transparency, flexibility, inclusiveness, planning, and sharing.

CRY-ROP’s yearly SAP is reviewed, updated and accepted by the Governing Board each September. The SAP document includes CRY-ROP’s Mission and Vision Statements, the SAP Committee, objectives for the current academic year, new and ongoing goals to meet specific objectives, timelines, and the method to be used to assess progress on specific goals. At the end of each fiscal year, the plan is reviewed by all staff, and accomplishments and future recommendations documented.

121

Work on the Strategic Action Plan occurs on an on-going basis; however, formal strategic action planning meetings take place twice a year at LEAP meetings. During these meetings, the management team completes a scan of opportunities and potential threats, reviews the priorities of the organization, and studies themes of leadership and change. LEAP meetings provide the initial analysis of data from the year prior as well as preliminary ideas and recommendations to be presented to the larger stakeholder group at strategic planning meetings. Our LEAP meeting results are brought to the Strategic Action Planning meeting each summer to develop the Strategic Action Plan. Invitees for the Strategic Action Plan meetings include teachers, support staff, stakeholders, students and administrators. On-going review of the Strategic Action Plan happens throughout the year at Governing Board meetings, organizational unit meetings, State of ROP sessions, and organizational committee meetings. The action plan is updated annually to reflect trends impacting the programs and organization. The action plan is presented to Board members, ROP teachers and staff, and district staff from partnering school districts.

The Superintendent and Director of Education Services directly oversees the progress on the Action Plan. To ensure input on from stakeholders, CRY-ROP regularly communicates action plan priorities in formal settings, as well as through existing interaction structures. CRY-ROP courses, sequences, community classroom sites and business partners are carefully selected to ensure reinforcement of contextualize academic as well as career technical standards in industry specific activities. Field trips and guest speakers allow students to see the variety of classes and occupational choices available in the community, as well as provide opportunities to connect with business stakeholders. Events like the Transition Partnership Program Career Day held each spring, Governing Board tours, graduation and Evening of Excellence are examples of combined stakeholder involvement to support students.

CRY-ROP administrators visit classrooms regularly to ensure adequate supplies are available and to support teachers in their delivery of CTE, as well as, academic integrated standards-based curriculum. Annual subject-specific advisory teams review the curriculum. CRY-ROP provides professional development in standards-based curriculum that aligns with career-technical coursework. CRY-ROP also provides opportunities for instructors, counselors, and staff to attend statewide and national conferences and/or workshops. Parents are provided information through our website (www.CRYROP.org), and correspondence to assist their children in course choices, selecting higher education options and career pathways. For selected programs, parents are also invited to parent information nights and graduation ceremonies that showcase student achievement.

• July: Leadership LEAP meeting/retreat includes the CRY-ROP leadership team that includes management staff and program coordinators. The idea of LEAP is based on the book by Steve Farber entitled The Radical LEAP that explores personal lessons in extreme leadership (LEAP stands for Love, Energy, Audacity and Proof ). LEAP meetings provide the initial analysis of data from the year prior as well as preliminary ideas and recommendations to be presented to the larger stakeholder group at strategic planning meetings.

122

• July-August: The Strategic Planning process includes the CRY-ROP leadership team, teachers, support staff, and when available, Board members. The Strategic Planning meetings are held to refine the work started at the LEAP meetings and take place at the All Staff In-Service. Data, trends, positive outcomes, and brutal facts are examined to determine strategic action plan progress and new, revised, or continuing plan priorities. Strategic Planning workshops are designed to illicit meaningful feedback about the yearly progress made towards Strategic Action Plan objectives, and provide flexibility to promote a culture of engagement and participation in the strategic planning process.

• July-June: Leadership meetings are conducted to carry out organizational business as well as review progress on the Strategic Action Plan. CRY-ROP’s Governing Board meets on a monthly basis to conduct organizational business, develop organizational policy, and monitor progress on Strategic Action Plan priorities.

• January: Mid-year LEAP is designed to check progress of the Strategic Action Plan priorities as well as other agency planning topics.

Indicator 10.2As a result of the accreditation process, the school has identified key issues (short- and long-term) that will impact student learning and increase the achievement levels of students.

Work on the Strategic Action Plan occurs on an on-going basis as an embedded process of the organization. While the SAP serves to support accreditation, it is not driven by accreditation, but rather by the need to build a demand-driven CTE system that responds to real workforce development needs and state, regional, and local labor market realities and priorities. CRY-ROP works towards accomplishing its priorities through strengthened curricula, professional development, data collection and use, and direct linkages with business and industry.

The SAP priorities (key issues) that have been identified include:

1. Maximize capacity to analyze and evaluate organizational data for continuous improvement. Comprehensive data collection systems must be developed, updated and coordinated to support ongoing program improvement, program accountability, measurement of system outcomes, and research.

2. Pursue program funding sustainability. In these times of economic and budgetary uncertainty, it is extremely important to leverage relationships and funding opportunities that will support programs.

123

3. Ensure promotion, outreach and communication for system alignment and coherence. In order to ensure continued support for CRY-ROP, its benefits must be validated and made more widely known to students, parents, educators, counselors, community members, and policymakers. This plan makes explicit the need to clearly communicate the benefits of CRY-ROP to each of these groups based on evidence of its impacts.

4. Ensure responsive curriculum and instruction. All CRY-ROP courses and programs are based on industry-endorsed standards, and designed to assist students in acquiring employment readiness and career success skills. All CRY-ROP courses and programs meet documented labor demands, including those of new and emerging occupations. High-quality curriculum and instruction in CTE includes the intentional reinforcement of the cognitive, academic, and technical rigor inherent in CTE and the alignment of CTE with academic and industry standards. It also includes the integration of CTE and academic content through a variety of strategies that foster complementary approaches to teaching and learning — strategies that draw on the best of what both CTE and non-CTE disciplines have to offer.

5. Maximize ICT capacity to meet organizational needs. In order to continue offering cutting edge curriculum and support to all stakeholders, CRY-ROP will focus efforts on building the ICT capacity of the organization.

6. Ensure professional development in support of Strategic Action Plan priorities and tactics. CRY-ROP’s strategic goals will require attention be paid to the professional development and training of its staff to ensure proper implementation.

Indicator 10.3The school has procedures in place to implement the Action Plan with the support of stakeholders.

Throughout the school year, leadership meetings are conducted to carry out organizational business as well as review progress on the Strategic Action Plan. CRY-ROP’s Governing Board meets on a monthly basis to conduct organizational business, develop organizational policy, and monitor progress on Strategic Action Plan priorities.

124

Indicator 10.4The school has a definitive plan for how the Action Plan is to be monitored to maintain accountability, as well as to report progress to all stakeholders.

Leadership meets each the summer to review the progress made towards meeting the objectives of the Action Plan. At this meeting, the leadership team identifies the work done the previous year, discusses the new initiatives requiring attention, and reassesses the objectives and goals identified in the Action Plan. This information is passed onto all staff at the mandatory in-service held the week before school begins. All staff review the existing Action Plan and submit additional data in the form of accomplishments and recommendations for each Action Plan objective. The feedback gathered provides the diverse perspectives needed to develop an updated Action Plan.

All data is collected electronically, reviewed by leadership, and synthesized to develop the next year’s SAP. Goals that have been accomplished are removed. Goals that require additional time to accomplish remain. Finally, new goals identified through the annual review process are added and assigned to the appropriate lead. The final SAP is written, Board approved, disseminated to all staff, and posted on the CRY-ROP website for public viewing. The previous year’s SAP is updated with the feedback collected and filed electronically in the organization’s public drive.

Indicator 10.5The schoolwide Action Plan is used for institutional planning, resource allocation, and the evaluation of existing programs.

The CRY-ROP Strategic Action Plan identifies the current long and short-term goals of the school, providing clear performance standards and benchmarks. It is referenced to support funding, innovations, and processes that drive the work of the ROP. The priorities listed in the SAP address overarching concerns across the entire organization that allows short-term goals to be identified and addressed yearly. As the economic, political, and educational landscape presents new challenges, the SAP priorities continue to provide relevant guidance in decision-making.

125


■ Strategic Action Plans from 2012 through 2018 ■ Staff input spreadsheets ■ Meeting minutes


1. Strategic Action Plan process in systemic2. Comprehensive processes ensure stakeholder participation


3. There is a need for greater communication between departments.

126

CH

APT

ERFOUR

Revising theSchool Action Plan

127

FOURCH

APT

ER

Revising the School Action Plan

In this chapter the findings of the entire report have been collected and synthesized.

During the self-study process, data was collected from multiple sources such as surveys, SIS reports, department data, and cloud based forms. Input from all stakeholders was also gathered in department meetings, collaboration meetings, committee meetings, and leadership meetings. Once the data collection was completed criterion element leaders used the information provided to develop criterion narrative addressing each of the ten criterion. The next phase of self-study included peer review. During the peer review, strengths and key issues were identified, reviewed, and discussed.

Through the process of data collection, data analysis, and narrative development, strengths and key issues from each of the criterion in chapter three were identified revealing the major themes in which to focus to improve student outcomes. During the final step of the self-study report process, the leadership team reviewed and collapsed all strengths and key issues identified in chapter three into common themes making up the following lists. All major themes of the key issue statements are now embedded into CRY-ROP’s Strategic Action Plan. The key issue list provided below is in priority order, with the areas that most greatly impact student learning listed first.

128

Summary of Strengths

Data Themed

1. Data supporting Schoolwide Learning Outcomes are connected to the Mission and Vision Statements

2. Systems in place for data driven decision making3. Communication of outcomes to instructional staff 4. Data collection regarding business and community involvement assists in resource

allocation5. Strategic Action Plan process is systemic 6. All stakeholders provide input into the development of the Strategic Action Plan

Synthesis of data themes for expanded strength statements:1. Systems are in place to collect data from stakeholders in support of CRY-ROP’s SLOs,

Mission and Vision.2. Data informs strategic action planning.

Funding & Stability Themed

1. Leveraged funding streams have been used to update and upgrade current programs as well as develop new programs

2. General overview of CRY-ROP financial status is communicated regularly3. Collaborative decisions regarding use of limited resources 4. Highly qualified personnel5. Salary schedule restructuring6. Implementation of longevity stipend7. Communication and transparency of CRY-ROP’s budgets 8. Unqualified opinion with no material defects since 2007 9. Strong reserves to mitigate fiscal uncertainties10. Succession planning and recent opportunity for promoting within has increased staff

moral11. CRY-ROP representation at regional, state, and national levels 12. All teachers are industry professionals

Synthesis of funding & stability themes for expanded strength statements: 1. General budget, financial status, and resource information is provided to stakeholders on

a regular basis.2. Highly qualified personnel have been supported with compensation restructuring and

promotion opportunities.

129

Communication & Outreach Themed

1. Strong relationship with partner districts 2. Board members support CRY-ROP’s Vision and Mission Statements 3. Student Ambassadors assist in connecting students with available support services4. Consistent and regular communication of Mission and Vision Statement to all stakeholders5. Communication to stakeholders about CRY-ROP programs and student successes6. Regular meetings involving all stakeholders7. Administration is proactive in addressing problems and concerns8. Recognition of business and community partners through the Medal of Honor Recipients

Award9. CRY-ROP representation at district level meetings such as DELAC, community cabinet etc.10. CRY-ROP representation at regional, state and national levels11. Teachers and administrators knowledge of the available support services 12. Collaborative leadership team13. Career Readiness Specialists connect students to services

Synthesis of communication & outreach themes for expanded strength statements: 1. Regular communication fosters strong relationships with the Board, partner districts and

staff2. Career Readiness Specialists and Student Ambassadors communicate and connect

students to services3. CRY-ROP represents the interests of CTE stakeholders at local, regional, state, and national

levels

Curriculum & Instruction Themed

1. Business and community engagement in programs 2. Student participation in CTSOs3. Workforce programs support student employability skills4. Curriculum informed by Industry Regional Advisories 5. Curriculum articulated and/or UC a-g approved 6. Development of in-house online courses 7. Program alignment processes across all campuses 8. Standardization of key assignments

Synthesis of curriculum & instruction themes for expanded strength statements: 1. Curriculum is informed by industry and aligned to college articulation and a-g entrance

requirements.2. Curriculum is standardized and aligned across all campuses.3. Business and community engagement is evident in all programs.

130

Information & Technology Themed

1. Software and technology increased to support student learning2. ICT support services increase student learning

Synthesis of information & technology theme for expanded strength statement: 1. ICT services are positively impacting student learning

Professional Development Themed 1. Processes and systems in support of ongoing improvement2. Increased teacher professional development opportunities3. Teacher Induction Program 4. Technology Support Assistants5. Support staff Teachers on Assignment

Synthesis of professional development themes for expanded strength statements: 1. Teacher Induction Program provides ongoing support for new teachers2. Teachers on Assignment provide increased support and professional development to

improve student outcomes.

131

Summary of Key Issues

Data Themed

1. Inconsistency in collecting assessment data2. Inconsistency in tracking of key assignment data3. Data is sometimes incorrect and needs to fixed4. Consistent data collection is needed 5. Need an SIS system that meets the needs of the organization 6. Inconsistency in CATEMA use7. Not all districts have same level of articulation success (especially in like programs)

Synthesis of data themes for expanded major key issue statements: 1. Analyze data needs for new/existing programs, designing processes to effectively meet

updated/new requirements.2. Identify relevant district LCAP, CCI, and accreditation priorities and develop processes to

collect and analyze supporting data.

Funding & Stability Themed

1. Recruitment strategies need to be developed to mitigate staff shortages 2. Sustainable funding is needed to support program expansion and professional

development3. Funding increases for CTE and CRY-ROP is needed

Synthesis of funding & stability themes for expanded major key issue statements:1. Continue to pursue new Federal, State, local and private program funding as available.2. Continue legislative advocacy efforts to support ongoing ROP funding.

Communication & Promotion Themed

1. Strengthen student voice and input on Mission, Vision, and Schoolwide Learner Outcomes2. More communication is needed from parents, students, and stakeholders regarding their

experiences with and expectations of CRY-ROP programs3. There is a need for greater communication within and between departments4. There is a lack of information available to parents5. Limited ability to integrate with the middle school communities

Synthesis of communication & promotion themes for expanded major key issue statements:1. Grow community and business partnerships to further build industry and parent

involvement and support of CRY-ROP programs.2. Expand and support elementary and middle school outreach activities.3. Expand student voice to identify strategies that improve student engagement and

program alignment

132

Curriculum & Instruction Themed

1. Increase participation in CTSOs and Community Classroom 2. Advisories for online programs3. Increase certification opportunities for students4. Increase worksite and internship opportunities for students5. Need for consistent written and practical assessment for articulation credits

Synthesis of curriculum & instruction themes for expanded major key issue statements: 1. Develop a blended learning culture that embraces technology as a means to enhance the

learning experience of students.2. Expand work-based learning opportunities to enhance the learning experience of

students

Information Technology Themed

1. Inconsistency in use of technology

Synthesis of information technology themes for expanded major key issue statements: 1. Standardize relevant instructional technology across like programs to support industry

requirements.

Professional Development Themed

1. Increase teacher involvement in pathway alignment/development2. A need for cross training within departments to ensure the integrity of organizational

knowledge when positions change3. Continue collaborating with CSRM for assessing facilities to ensure a safe, nurturing

learning environment4. More safety trainings for staff5. Increase teacher training for special education

Synthesis of professional development themes for expanded major key issue statements: 1. Provide ongoing professional development to address organizational strategic priorities.2. Create shared leadership opportunities for all staff to address Strategic Action Plan

priorities.

Training students to be career ready, technically skilled and academically prepared by providing quality Career Technical Education.

Our VisionTo be the most influential, respected, industry-focused and student-centered Career Technical Education program in our state.

CRY-ROP Mission

133

2018-2024 STRATEGIC ACTION PLANStrategic Action Plan Objectives for 2018-2024

1. Maximize capacity to analyze and evaluate organizational data for continuous improvement.Comprehensive data collection systems must be developed, updated and coordinated to support ongoing program improvement, program accountability, measurement of system outcomes, and research.

2. Pursue program funding sustainability.In these times of economic and budgetary uncertainty, it is extremely important to leverage relationships and funding opportunities that will support programs.

3. Ensure promotion, outreach and communication for system alignment and coherence.In order to ensure continued support for CRY-ROP, its benefits must be validated and made more widely known to students, parents, educators, counselors, community members, and policymakers. This plan makes explicit the need to clearly communicate the benefits of CRY-ROP to each of these groups based on evidence of its impacts.

4. Ensure responsive curriculum and instruction.All CRYROP courses and programs are based on industry-endorsed standards, and designed to assist students in acquiring employment readiness and career success skills. All CRYROP courses and programs meet documented labor demands, including those of new and emerging occupations. High-quality curriculum and instruction in CTE includes the intentional reinforcement of the cognitive, academic, and technical rigor inherent in CTE and the alignment of CTE with academic and industry standards. It also includes the integration of CTE and academic content through a variety of strategies that foster complementary approaches to teaching and learning — strategies that draw on the best of what both CTE and non-CTE disciplines have to offer.

5. Maximize ICT capacity to meet organizational needs.In order to continue offering cutting edge curriculum and support to all stakeholders, CRYROP will focus efforts on building the ICT capacity of the organization.

6. Ensure professional development in support of Strategic Action Plan priorities and tactics.CRYROP’s strategic goals will require attention be paid to the professional development and training of its staff to ensure proper implementation.

Through its strategic action planning process, CRY-ROP seeks to build a demand-driven CTE system by responding to real workforce development needs and state, regional, and local labor market realities and priorities, through strengthened curricula, professional development, data collection and use, and direct linkages with business and industry. The CRY-ROP Mission and the California Career Technical Education State Plan provide the framework from which the action plan priorities have been derived.

134

GOAL 1

Analyze data needs for new/existing programs, designing processes to effectively meet updated/new requirements.

ASSESSMENT METHOD(s)

• Implement Student Information Systems (SIS) that will better support organizational needs• Inventory of all department data systems and needs• Piloting of resources to gather data from a variety of cloud platforms into a single streamlined

system. • Documented collaborative meetings between department leads/staff.• Adoption of definitions and rules to allow for clean and consistent data reports. • Updated practice/policies as appropriate.

LEAD PERSON(s) TIMELINE

ICT ManagerSuperintendentDirector of Educational Services

Ongoing

GOAL 2

Identify relevant district LCAP, CCI, and accreditation priorities and develop processes to collect and analyze supporting data.


• Data reports for district and accreditation purposes• Professional development for teachers on LCAP priorities• Published data results supporting priorities• Sharing of data throughout year with teachers and staff.• Annual course review• CALPADS documents


SuperintendentDirector of Educational ServicesProgram Managers

2018-2024

Maximize capacity to analyze and evaluate organizational data for continuous improvement.WASC CRITERION: #6 SLOs ADDRESSED: All

OBJECTIVE 1:

135

Pursue program funding sustainability.WASC CRITERION: #8 SLOs ADDRESSED: All

GOAL 1

Continue to pursue new Federal, State, local and private program funding as available.


• Research opportunities to increase revenue through online course offerings• Continued youth programs • Expansion of other funding streams• Use of state funding streams to support CRYROP programs


Superintendent 2018-2024

GOAL 2

Continue legislative advocacy efforts to support ongoing ROP funding.


• Superintendent newsletters• State of ROP convening


Superintendent Ongoing

OBJECTIVE 2:

136

Ensure promotion, outreach and communication for system alignment and coherence.WASC CRITERION: #9 SLOs ADDRESSED: All

GOAL 1

Grow community and business partnerships to further build industry and parent involvement and support of CRY-ROP programs.


• Increase participation in regional advisories• Develop promotional events that communicate system alignment of CRY-ROP programs• Industry advisor participation/increase• Increased student internship sites• Increased guest speaker presentations• Increased collaborations on regional projects• Participation in SWP regional advisory project• CRY-ROP regional advisories• ROP Student Ambassador activities


SuperintendentDirector of Educational ServicesProgram Managers

Ongoing

GOAL 2

Expand and support elementary and middle school outreach activities.


• Participation data• Follow-up data• Additional collaborations w/existing programs


Program Managers 2018-2024

GOAL 3

Expand student voice to identify strategies that improve student engagement and program alignment


• Collect student input on Mission, Vision, and Schoolwide Learner Outcomes• Student Ambassador activity tracker


Director of Educational ServicesProgram Managers

2018-2024

OBJECTIVE 3:

137

Ensure responsive curriculum and instruction.WASC CRITERION: #4 and #5 SLOs ADDRESSED: All

GOAL 1

Develop a blended learning culture that embraces technology as a means to enhance the learning experience of students.


• Increase online programs offered through the Career Express Online campus • Trainings implemented by Instructional Technology Facilitator• Trainings implemented by vendors• The use of alternative modes of instructional delivery, including face-to-face, hybrid, and/or

distance education across all programs


Director of Educational ServicesICT ManagerProgram Managers

Ongoing

GOAL 2

Expand work-based learning opportunities to enhance the learning experience and leadership opportunities of students


• Increase We Can Work (WCW) work experience • Increase students served through WorkAbilityI • Activity tracker• CTSO participation• Community Classroom participation• GenerationGo! participation


Director of Educational ServicesProgram Managers

2018-2024

OBJECTIVE 4:

138

Maximize ICT capacity to meet organizational needs.WASC CRITERION: #5 and #8 SLOs ADDRESSED: All

GOAL 1

Standardize relevant instructional technology across like programs to support industry requirements.


• Technology resources provided in classrooms/programs• Budget expenditures to support program technology • Student access to content using mobile devices• Student access and use of mobile devices to complete coursework


ICT Manager 2018-2024

OBJECTIVE 5:

139

Ensure professional development in support of Strategic Action Plan priorities and strategies.WASC CRITERION: #2 and #5 SLOs ADDRESSED: All

GOAL 1

Provide ongoing professional development to address organizational strategic priorities.


• Calendar of scheduled professional development activities• Attendance at conferences in support of emerging technology, special project needs/changes• Safety trainings• Mandated trainings• Articulation training• Cyber Security Awareness• Software and hardware technology training• Classroom technology integration training• Curriculum design training• Lynda.com training• Job shadowing• Teacher collaboration days• AdMen program participation• LDI participation


Management Team Ongoing

GOAL 2

Create shared leadership opportunities for all staff to address strategic action plan priorities.


• Diversity of involvement within organization• Systems developed to support employee engagement and continuous learning.


Management Team Ongoing

OBJECTIVE 6:


Our MissionTraining students to be career ready, technically skilled and academically

prepared by providing quality Career Technical Education.

Our VisionTo be the most influential, respected,

industry-focused and student centered Career Technical Education

program in our state.

1214 Indiana Court, Redlands, CA 92374-2896TEL: (909) 793-3115 • FAX: (909) 793-6901

www.CRYROP.org

self-study report€¦ · ariana arteaga breeanna ceniceros brianna guitron brooke quinones cathy...

Documents