Piedmont Adult School Self-Study Report
SELF-STUDY REPORT
ACCREDITING COMMISSION FOR SCHOOLS
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
FOR
PIEDMONT ADULT SCHOOL
760 Magnolia Ave
Piedmont, CA 94611
March 28-30, 2022
In partnership,
Shannon Fierro
Director, Piedmont Adult School
PUSD Board of Education
Cory Smegal, President
Megan Pillsbury, Vice President
Hillary Cooper
Veronica Anderson Thigpen
Amal Smith
District Administrative Staff
Randall Booker, Superintendent
Cheryl Wozniak, Assistant Superintendent Education Services
Ruth Alahydoian, Chief Financial Officer
About the District
The Piedmont Unified School District serves the city of Piedmont. Student enrollment is approximately 2,600 students.
Mission Statement
Piedmont Unified, an exemplary school district committed to public education, is dedicated to developing independent learners who are responsible, competent, and intellectually curious with a strong sense of self and community. Through quality instruction and shared leadership, the District will impart knowledge and promote creative and critical thinking in a safe, nurturing, and challenging environment.
District Goals
Goal #1: All students will feel physically safe, emotionally cared for, and academically and socially included in their school environment.
Goal #2: All students will graduate with the 21st century learning skills needed for college and careers.
Goal #3: All students will engage in rigorous, relevant, and differentiated learning experiences where they make connections among disciplines.
Dan Bonnin, M.S.Ed., is a 29-year veteran in the Piedmont Unified School District. Dan earned his B.A. in Music Composition and teaching credential from CSU Hayward. He worked for the Hayward Unified School District as a middle school teacher before PUSD. After completing his Preliminary Administrative Services Credential and Master of Science in Educational Leadership, he was appointed to the position of Assistant Principal at Piedmont Middle School where he served for five years and completed the Tier II, Clear Administrative Services Credential requirements before accepting a one-year position as interim Principal for Beach Elementary. Bonnin later spent three semesters at the PUSD Wellness Center as Site Coordinator and Facilities Comptroller before moving to Piedmont Adult School and MHS as the online class teacher/coordinator, his current assignments.
Poway, CA
Larkspur, CA
Santa Cruz, CA
Represa, CA
Hayward, CA
Monday, March 28, 2022
8:15 - 9:00 Visiting Committee Meeting with PAS Leadership Team
9:00 - 9:30 Visiting Committee Meeting with PAS Director/ WASC Self-Study Chair
9:30 - 10:00 Visiting Committee reviews videos of diploma student sessions
10:30 - 11:15 Visiting Committee Chair Meeting with Superintendent
11:15 - 1:00 Lunch and Visiting Committee Collaboration Time
1:00 - 1:45 Visiting Committee Meeting with Committee of the Whole - combined
(at least 2 VC)
Curriculum (Steve, Denise, Kathleen)
Instruction
Assessment
1:45 - 2:30 Visiting Committee Meeting with Consortium Leadership (Community Partners) (2 VC) (Phil, Jaemi)
3:30 - 4:15 Visiting Committee Chair Meeting with PAS Director/WASC Chair
4:15 - 6:00 Dinner and Visiting Committee Collaboration Time
6:30 - 7:30 Visiting Committee Meeting with Advisory Committee
(between 2:30 - 6:30)
6:00 - 8:00 Classroom Visits
Tuesday, March 29, 2022
8:15 - 8:45 Visiting Committee Meeting with PAS Director/WASC Chair
8:45 - 9:30 Visiting Committee Meeting with Student Representatives from Community Classes (at least 2 VC)
9:45 - 10:30 Visiting Committee Meeting with Students from State-Funded Programs (at least 2 VC)
10:30 - 2:45 Lunch and Visiting Committee Collaboration Time
2:45 - 3:15 Visiting Committee Meeting with Focus Group (2 VC) - Organization
3:15 - 4:00 Visiting Committee Chair Meeting with PAS Director/ WASC Chair
4:00 - 6:30 Dinner and Visiting Committee Collaboration Time
6:30 - 8:00 Classroom Visits (at least 2 representatives from VC)
Wednesday, March 30, 2022
8:00 - 8:45 Visiting Committee Meeting with PAS Leadership Team
8:45 - 1:00 Visiting Committee Completion of Draft Report
1:00 - 1:30 BYO Lunch with Leadership Team to Present Draft Report
1:30 - 2:30 Visiting Committee Meeting Completes Report and Documentation and Justification Statement, Signs Ballot
2:30 - 3:00 Exit Meeting: Visiting Committee Oral Report to Staff/Stakeholders
Self-Study Committee Members 3
Chapter III. Self-Study Findings based on the ACS WASC Adult School Criteria 20
The Self-Study Report begins with a preface (500 words or less) written by the administrator/director. It should describe how the accreditation process was implemented in the school, how it was received by stakeholders, and how the self-study process impacted the school and student learning. The administrator/director should confirm to what degree the school meets the five overarching self-study expectations of the ACS WASC process, listed as follows:
We are a small but mighty program at the Piedmont Adult School, consisting of a robust variety of noncredit community courses such as exercise and world languages. Adults in these programs tend to be 50+ and live within 5 - 10 miles of the school. We also have a small independent study high school diploma program largely serving adults ages 18-35 from the broader Alameda County area. We decided to pursue accreditation in order to provide these adults with a more valuable and transferable high school diploma.
In October 2018, the Piedmont Adult School hosted a WASC visiting committee in order to receive initial accreditation. In February 2019, we were notified by the WASC Accreditation Committee that we had been granted Initial Accreditation Status through June 2022. Since that time, we have created and made substantial progress on a schoolwide Action Plan, despite the substantial challenges of having a very small team, moving our offices four times due to major construction on campus and shifting our program to fully remote instruction for a year and a half due to the Covid-19 pandemic.
The accreditation process has given us a strong framework for growing and improving as a program. Given our small size, we have used the Committee of the Whole approach and established an Advisory Committee consisting of our key stakeholder groups: students, instructors, teachers, classified staff, a school board member and administration. This group has gathered regularly to provide feedback and direction on the development of our Adult School Mission, SLOs and Schoolwide Action Plan and has designed surveys to gather input from a larger audience. The action plans created during the Initial Accreditation process have been
reviewed and revised during the Self-Study process and four new Action Plans have been developed to guide our work and self-improvement over the next six years.
As this work moves forward, the Adult School staff will continue to meet weekly to collaborate on the specific action steps needed to accomplish the Action Plan goals. The Advisory Committee is an ongoing structure that will also meet regularly to monitor progress towards our Action Plan goals and our degree of success in meeting those goals.
A list of Self-Study Focus Group members, Leadership Team members, and other programmatic committees follows the preface. This list makes it easier for the visiting committee to contact the people directly responsible for each ACS WASC criterion or program area during the site visit.
Due to the small size of the Piedmont Adult School, we have used the Committee of the Whole approach. We have referred to this group as our Advisory Committee. Please see the Appendix for sample meeting agendas and work accomplished.
Name | Role | Participation |
Amal Smith | School Board Member | Adult School Advisory Committee |
Dr. Cheryl Wozniak | Assistant Superintendent | Adult School Advisory Committee |
Shannon Fierro | Adult School Director | Adult School Advisory Committee WASC Visiting Committee Chair |
Dan Bonnin | PAS Diploma Program Teacher | Adult School Advisory Committee |
Ron Mockel | PAS Administrative Staff | Adult School Advisory Committee |
Terra Salazar | PAS Administrative Staff - retired | Adult School Advisory Committee (2018 - 2021) |
Michelle Lucas | PAS Administrative Staff | Adult School Advisory Committee (August 2021-present) |
Katie Terhar | MHS Teacher & PAS Diploma Program Teacher | Adult School Advisory Committee Curriculum, Instruction & Assessment Focus Group |
Marcos Molina | Adult School graduate & PUSD staff | Adult School Advisory Committee |
Jacqui Birdsong-James | PAS Instructor | Adult School Advisory Committee |
Alicia Lai-Clemens | PAS Instructor | Adult School Advisory Committee |
Susan Galindo Schnellbacher | PAS Instructor | Adult School Advisory Committee |
Ken Brown | PUSD High School Teacher - social studies | Curriculum, Instruction & Assessment Focus Group |
Shelley Seto | PUSD High School Teacher - social studies | Curriculum, Instruction & Assessment Focus Group |
In narrative form, the school should provide the following information, with supporting charts and graphs as needed. Answer the specific questions included in the template.
Basic Information
The Piedmont Adult School (PAS) is one of seven schools in the Piedmont Unified School District (PUSD) and is overseen by the Piedmont Unified School District Board. The school welcomes adult learners, aged 18 or more years, from the City of Piedmont, surrounding East Bay communities, and beyond to enroll in free high school diploma classes and short-term CTE classes or participate in our numerous fee-based enrichment classes. PAS exists under the banner of “Education For Life,” striving to provide a broad range of life-enhancing, community and career-building opportunities for adult learners. Our strengths are evidenced by repeated enrollments in the wide array of community enrichment courses offered, and by the outreach, accessibility and flexibility of our High School Diploma Program (HSDP). As part of the Piedmont Unified School District, our diploma program students and staff follow the PUSD Calendar. Our fee-based program follows a year-round calendar with three seasonal sessions.
PAS is unique in scope. In particular, the PAS HSDP is small relative to proximal, East Bay adult schools, which offer high school diploma programs in group class settings. At PAS, we offer high school diplomas through independent study and are therefore able to provide one-to-one, personalized programming. Consequently, the close connections established with our students facilitate fluid identification of and access to case-relevant, free services offered through the Northern Alameda County Adult Education Consortium (NACAE), as well as targeted services available through non-profit, Community Based Organizations (CBOs) with whom we partner. (See Appendix)
PAS is located at 760 Magnolia Avenue, Piedmont, California 94611. Our website: www.piedmontadultschool.org.
History of the Piedmont Adult School High School Diploma Program (PAS HSDP)
PAS was established in 1975, emphasizing fee-based enrichment classes, implemented by design, to serve the interests of adults from the City of Piedmont and its surrounding communities. The school was housed on the Piedmont High School/Millenium High School campus, where it remains today. Early on, PAS expanded its offerings to include progressive English as a Second Language (ESL) classes, citizenship classes, General Education Diploma (GED) test preparation, California Department of Motor Vehicles-approved traffic school classes, and a High School Diploma Program (HSDP) for adults and concurrently-enrolled high school students (primarily from Oakland Unified School District (OUSD)). Enrollment in State-funded courses in 2008/09 was 1,108 students (408 in Secondary Basic Skills[ASE]; 205 in ESL; and 495 in short-term career technical education (Short-Term CTE). Additionally, PAS provided technical assistance and administrative oversight for the Towne House Wellness Center, located in Oakland, CA.
In 2009, the California State Legislature enacted dramatic reductions in funding for public education. PAS cancelled all ESL and Career Technical Education (CTE) classes, and released all of its hourly HSDP teachers. The District did retain its HSDP, but “swept” 50% of its categorical program funds from Adult Education (AE) in support of the District’s General Fund. PAS was not alone in facing dramatic cuts. AE programs statewide were decimated, with over one-third of all such programs folding. However, Piedmont’s Board of Education chose to maintain its HSDP in hopes that State funding for adult learners might one day return.
In 2013-2014, the Adult Education Block Grant (AEBG) was passed under Assembly Bill 86 (AB 86). This partially restored funding to the District for AE. Under AB 86 and associated legislative actions, the PAS HSDP and a small but thriving Short-Term CTE program are finding new life as PAS is an active member of the Northern Alameda County Adult Education Consortium (NACAE).
Piedmont Adult School Enrollment
Community Classes Enrollment
Enrollment in community classes over the past five years has followed a consistent trend: lowest enrollment in the summer session, increasing in the fall session, and highest in the spring session. The Covid-19 pandemic occurred in March 2020, in the middle of our spring 2020 session. Classes that were still underway at that time were closed, and refunds/credits were issued. Piedmont Adult School offered no classes in summer 2020, and started back up on a limited basis in fall 2020. Our goal is to rebuild the program to pre-Covid levels and beyond.
NOTE: Prior to the 2019-2020 school year, Piedmont Adult School had four sessions per year -- fall, winter, spring and summer. This was changed in 2019 to align with the schedule at the other Piedmont Schools: fall, spring and summer. Data from winter and spring sessions prior to 2019 have been combined for this chart into just “spring,” for consistency. (See Appendix for Community Class enrollment data.)
High School Diploma Program Enrollment
Students in the High School Diploma Program work independently at their own pace, so they can start and complete the program at any time during the year. Some students are able to graduate within a given school year, while others remain for several years before completing the graduation requirements. Enrollment numbers per year include a combination of new and continuing students. While students can remain enrolled and work independently over the summer, there is no instructor support in the summer. Continuing students are re-enrolled in the fall.
Between 2016-2018, the High School Diploma Program partnered with the Oakland and Alameda Adult Schools, receiving from those schools a large number of students who needed only a small number of additional credits to graduate. This accounts for the larger number of enrollments and graduations during these years. (See Appendix for High School Diploma Program enrollment data.)
Career Technical Education (CTE) Class Enrollment
Piedmont Adult School offers a limited number of CTE courses, primarily in the computer area. These classes are offered individually by semester. (See Appendix for CTE enrollment data.)
Demographics of the PAS HSDP and CTE
Demographic information collected since July 2015 for our Short-Term CTE and High School Diploma Programs is represented in the table below. We do not collect demographics such as race and ethnicity for those adults who are enrolled in our fee-based programming.
Piedmont, California is a small, residential city located in the East Bay hills, within the residential boundaries of Oakland, California. The city has been characterized geographically as “the donut hole” in Oakland. Piedmont is dedicated to promoting and supporting a truly excellent school system. The Piedmont population, on average, earns a high per capita income (residents are mostly professional and business executives or business owners) and is stable. The excellent schools are often cited as a major motive for living in the city. The city regularly passes a parcel tax for the schools, currently averaging about $2,400 per parcel per annum, and totalling in excess of $10 million each year (nearly one third of the district budget) This makes it one of the most generous parcel taxes in the nation. In recent years, the parcel tax has passed by majorities above 80%, which is among the largest margins in California history.
Some 99% of students enrolled in PUSD high schools graduate in four years and do not need an adult school diploma program. It is therefore not surprising that data from PAS’s student information system, ASAP v3, indicates that the majority of PAS HSDP students come to us from Oakland, California. Data gathered as part of the Northern Alameda Consortium for Adult Education (NACAE) Regional plan developed in 2015 demonstrates the degree of need within our county: 20 % of adults over the age of 25 do not have a high school diploma. To compound this regional challenge, the number of adult school diploma programs has waned. The Emery Unified School District and the Albany Unified School District do not offer adult education programs at all. Moreover, the OUSD “swept” its adult education budget by 91% (from $11 million to slightly over $1.2 million in 2010); consequently, OUSD did not have HSDP for adults for many years, and only recently began offering a limited program as funding has rebounded slowly though our relatively new consortium structure.
The remaining districts that offer a diploma option are Berkeley Unified and Alameda Unified. Only Berkeley Unified maintains an independent study program like Piedmont. Given our geographic proximity to Oakland, we offer an important resource as a high school diploma-granting program geographically accessible to a high-needs population. We do not have reason to anticipate changes in our demographic data in the coming years.
Demographic data in the form of home addresses for our fee-based programming indicates that about 50% of our adult students are Piedmont residents and about 50% reside in the surrounding communities of Oakland and Berkeley. Some do come from as far as San Francisco for some of our more unique course offerings such as contemporary Russian language and culture.
Student Learning Data
Consortium Development and Data Collection
The California Department of Education (CDE) and California Community Colleges Chancellor’s Office (CCCCO), in collaboration with the Adult Education Block Grant (AEBG) Office, were tasked with designing and implementing a coordinated regional delivery system for adult education. A component of that system, as mandated by Education Code § 84920, requires that “the Chancellor and the Superintendent shall identify common measures for determining the effectiveness of members of each consortium in meeting the educational needs of adults.” To that end, the Budget Act of 2015 provided one-time funding to develop the AEBG data and accountability system.
The California Adult Education Program (CAEP) -- formerly AEBG -- is required to regularly report its fiscal and student progress data to the State. In the area of student progress data, the system used is a quarterly data integrity report. (See Appendix)
Beginning with the 2016-17 school year, as a part of our intake and exit interview process of PAS HSDP students, we began collecting data on employment and wage status. We anticipate being able to do longitudinal reviews of job placement rates and employment status changes in the coming years. We are similarly collecting data on matriculation to colleges and universities.
Consortium-Level Data
According to data gathered from DataQuest 2012-13, National Center for Education Statistics (NCES), and the US Census American Community Survey (2007-2011), 26% of students served in our Consortium’s K-12 districts are English learners (18,420 students). County-wide, there are over 45,000 English learners in K-12 school districts, and it is estimated that among the population of adults 25 years and older, 166,000 speak English “less than very well.”
The OUSD’s high school graduation rate (OUSD high schools are the primary source of PAS’s HSDP enrollments) is 72.4% (See Appendix). County-wide, the Consortium estimates that among the population of adults 25 years and older, 141,000 do not have a high school diploma.
CAHSEE
On September 10, 2015, SB 172 was approved by the State Legislature. This bill suspended the administration of the High School Exit Examination (CAHSEE) and removed passing the CAHSEE as a condition of receiving a diploma or graduating from high school. This applied to pupils completing grade 12, for the 2015-16, 2016-17, and 2017-18 school years. SB 172 requires (until July 31, 2018), the governing board or body of a local educational agency, as defined, and the CDE, on behalf of state special schools, to grant a diploma of graduation from high school to any pupil who completed grade 12 in the 2003-04 school year or any subsequent or prior school year and has met all applicable graduation requirements other than passing the high school exit examination.
PAS HSDP has researched, identified, and conducted outreach efforts to find over 300 students from adult school programs in our region who have met graduation requirements but had not passed one or more portions of the high school exit exam. PAS anticipates there are thousands of students in Alameda County who have either earned a diploma without their knowledge, or who meet graduation criteria under Piedmont’s less restrictive credit requirements. The Piedmont Adult School actively works with our consortium partners to identify, communicate with and enroll these students. Initiatives have included broad advertising campaigns and partnerships with social services to reduce barriers to accessing and completing educational opportunities.
Pursuant to supporting diploma students, and in particular those students who reside in districts where the number of credits required for an adult school high school diploma vastly exceed the requirements as outlined in California Education Code, the PAS HSDP, with approval from our governing board, reduced the number of adult school credits required for a diploma from 190 credits to 150.5 credits. The reduction did not alter the number of core subject courses required for a diploma; moreover, the standards (and subject requirements) for adults seeking a high school diploma continue to exceed Education Code mandates. Within this landscape, an approach of the PAS has been to identify students (primarily from OUSD) who are in imminent danger of failing to earn a high school diploma under OUSD’s comprehensive high school graduation requirements (230 credits) and transition 18-yr-old students to PAS to either finish their high school education, or receive a diploma if PUSD diploma standards are met.
The key modification in the District’s Board of Education decision was to reduce the number of elective credits required for a diploma from 60 credits down to 30, and to add a one-half credit course that outlines academic career, transitions, and counseling plans for every graduating student.
Comprehensive Adult Student Assessment Services (CASAS)
We adopted and began piloting the use of CASAS assessments for intake and exit of students in our HSDP in spring 2018. Unfortunately, due to several technical setbacks, including moving offices three times in 18 months, followed by not being allowed to have adult school students on campus for 17 months (March 2020 - August 2021) due to Covid, we have not yet developed a strong system of implementing the CASAS. We are hopeful that its use will provide useful data over time regarding the academic levels, needs and growth of our High School Diploma students.
Other Assessments and Metrics
We do not provide ESL-specific courses or related assessments. No licensing exams are a part of our program, nor are GED assessments.
Additional Online School Program and Course Description (if applicable)
Provide a succinct summary of all types of online instruction and specialized programs offered, such as IB Diploma Program, college/career readiness programs (CTE, academies, Pathways), school/college partnerships, AVID, GATE, independent study, and other alternative education programs.
For each program listed, provide data that demonstrates the impact on student learning. Incorporate the disaggregation of selected data based on the separate program provided: enrollment, achievement completion rate, etc. NOTE: Some of this data may be referenced as part of schoolwide data.
Describe the school’s online programs/courses as follows:
Due to the Covid-19 pandemic and the inability of students and staff to meet in person for a year and a half from March 2020 to August 2021, the Piedmont Adult School adapted by expanding our online learning opportunities.
For our community courses, instructors were given the option to provide their courses via Zoom. Several licenses were purchased and training on the effective use of Zoom for teaching was provided for all instructors. Optional, free training was also provided to any students who were interested in taking community classes via Zoom, but were unfamiliar with the platform.
In our CAEP-funded programing, we expanded our offerings to include two entry-level short-term CTE computer classes. These classes provided basic skills training in common office technologies such as Microsoft Office and Google Suite. These courses were incredibly popular, particularly with adults who had been displaced from the labor market due to Covid and were eager to increase their skills and marketability.
In our high school diploma program, during Covid we supplemented our paper-based offerings with online course offerings through the Accelerate program. Accelerate is a UC/CSU A-G-approved online curriculum that was already PUSD Board-approved and in use in both the comprehensive and alternative high schools in the district.
Schoolwide Learner Outcomes
The Student Learning Outcomes below were developed during the 2017-18 school year and adopted by the PUSD School Board in August 2018.
PIEDMONT ADULT SCHOOL
STUDENT LEARNING OUTCOMES
At Piedmont Adult School a learner who participates in a course of study will :
Continue Their Educational Journey
Establish Community Connections
Become Lifelong Learners
Two of the schoolwide learner outcomes selected for further discussion are as follows:
1 - Establish Community Connections: Find support in the community around shared interests and values
When the Covid-19 pandemic forced our community classes to end abruptly, there was serious concern around the viability of our program in the upcoming semesters. But the strength of our community to stay connected and keep learning against all odds was strong. During the 2020-21 academic year, we had a total of 278 students register for 24 classes taught by 17 different instructors in a Zoom-based online platform. Many students reported that finding connections and support around shared interests such as painting, exercise and languages helped them to maintain positive mental health during a scary and isolating time.
2 - Become Lifelong Learners: Develop a foundation for future education and career advancement
Students come to our CAEP-funded programs, including short-term CTE and HS Diploma, for advancement and to gain access to higher education and advancement opportunities within their careers. Our diploma students have matriculated to local community colleges or four-year colleges and universities and to promotions within their professional fields. Since 2018, 29 students have graduated from the PAS Diploma program. In 2020, two PAS graduates (referred to us by the Spanish Speaking Citizens Foundation) applied for admission to the California State Universities. Both were accepted; one to CSU East Bay and the other to CSU San Francisco. Our consortium partners at the Peralta colleges have helped with transitioning several of our graduates into programs appropriate to the students’ goals. One 2021 PAS graduate was admitted to Merritt College through Merritt’s Transition Liaison, Dr. Victor Littles. He counseled the student into programs specific to her goal of moving on to a four-year medical school.
The school is to provide a summary of progress on the Action Plan that addresses growth areas from the previous self-study report. It should also include any recommendations that resulted from any other visit or report required by the Commission during the current accreditation cycle since the last full self-study visit.
In narrative form, the school should provide the following information:
During our initial accreditation, in 2017-18, the PAS began development of Schoolwide Action Plans. An initial essential structure for the development and execution of these action plans was the establishment of an inclusive and representative PAS Advisory Committee, which was formed in the winter of 2017. The five major areas of need for the Piedmont Adult School as identified by the Advisory Committee were:
Action Plan Goal 1: Mission Statement
The PAS WASC Advisory Group crafted a Mission Statement specific to the goals and values of PAS that aligns with the mission of the PUSD.
The PAS WASC Advisory Group created Student Learning Outcomes that demonstrate the specific goals of PAS.
Action Plan Goal 3: Assessment
The PAS Advisory Group examined the CASAS testing platform as an assessment for students coming into and exiting the Diploma Program. The Advisory Group agreed to pilot an online version of CASAS for one year, and ordered 100 logins (50 for English, 50 for Math). PAS staff was trained to administer CASAS in spring 2018. PAS recognizes the need to continue to collect data and use it to inform instruction and to provide information about Diploma Program Students and then examine the prospects of continuing the assessment.
Action Plan Goal 4: Curriculum
The PAS Advisory group reviewed textbooks, inventoried current textbook/ assessment materials, examined new textbooks, visited other adult school programs- Petaluma, Castro Valley, Part of Northern Alameda Consortium for Adult Education (NAC) and collaborated with them. This information was used to choose new ELA, Math & social studies textbooks and to create a standardized curriculum that is aligned with Common Core. Science courses still need to have updated textbooks and curriculum in place.
Action Plan Goal 5: Instruction Selection, Training and ongoing Professional Development
The PAS Advisory Group began the process of examining current instructor selection, training and professional development and integrating the newly created Mission Statement and SLOs. Goals for instructor development & support as well as a more formalized process for new PAS instructor selection was created by Winter of 2019 and continued assessment of this new process is ongoing. By Winter of 2019, PAS Administration communicated with PAS Staff their shared vision and mission of the school and new instructor orientation and support structures have been piloted.
The Visiting Committee provided the following feedback in 2018:
Schoolwide Areas of Strength
Critical Areas for Follow-up
In reviewing the feedback from the VC and through the Self Study Process, it was determined that the Piedmont Adult School met their goals outlined in Action Plans 1 and 2, partially met their goals outlined in Action Plans 4 and 5 and did not meet their goals outlined in Action Plan 3. Additionally, we addressed critical issues 1, 3 and 5 from the VC but need to continue to do substantial work to address critical issues 2 and 5.
Based on these findings, the feedback of the 2018 Visiting Committee and the shifting needs and structure of the Piedmont Adult School due to the Covid-19 pandemic, our revised schoolwide Action Plan is as follows:
Revised Action Plan Goals to Reflect Focus on Key Growth Areas
Chapter III. Self-Study Findings based on the ACS WASC Adult School Criteria
Under each of the ACS WASC Adult School Criteria, there are supporting “indicators” that break down the criteria into smaller parts. In narrative form, schools should summarize their findings with supporting evidence about the extent to which the school meets or exceeds the criterion/indicators. Schools must comment on every indicator for each of the criteria. Provide links as needed.
Criterion 1: Mission and Schoolwide Learner Outcomes
The school demonstrates a strong commitment to its mission, emphasizing student achievement. The school communicates its mission internally and externally. Schoolwide Learner Outcomes are developed and reviewed annually to ensure that they are current and relevant.
Indicator 1.1: The school has a statement of mission that describes its broad educational purpose, its intended student population, and its commitment to high levels of student learning.
PAS MISSION STATEMENT
Piedmont Adult School is a non-competitive adult learning environment dedicated to providing flexible instruction that responds to the diverse needs, interests and learning goals of its students. Aligned with our value of service to community, Piedmont Adult School provides educational opportunities to self-motivated learners from the East Bay and beyond.
In January 2018, the Adult School Advisory Committee convened to discuss and draft a mission statement and related SLOs with community and stakeholder input. The group looked at the mission of the District and schools within the district and brainstormed the qualities of the educational experience at PAS that are unique and drive our work. Comments and feedback from the community on drafts of the mission statement were collected via Google form surveys and discussion with stakeholders.
Indicator 1.2: The school’s mission statement is central to institutional planning and decision-making activities. The 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 above mission statement was approved by the Piedmont School Board on May 22, 2018. It is shared internally, visible within the school and understood by all staff. It is shared externally on our website and publications including the Moonlighter.
During the 2021-22 school year, the Advisory Committee reviewed the mission statement and SLOs, found them to be relevant and appropriate and approved them for continued use. A survey was also sent in 2021-22 to all active Adult School students inviting their feedback on the mission statement, SLOs and the programming of school. All feedback was reviewed by the AC and used to inform programming and decision-making.
Indicator 1.3: The school establishes Schoolwide Learner Outcomes that identify the broad, global goals for all students based on current and future student learning needs and current, research-based concepts.
PIEDMONT ADULT SCHOOL
STUDENT LEARNING OUTCOMES
At Piedmont Adult School a learner who participates in a course of study will :
Continue Their Educational Journey
Establish Community Connections
Become Lifelong Learners
School’s Strengths and Growth Areas for Criterion 1 (no specific number required)
Strengths:
Growth Areas:
Criterion 2: Governance, Organizational Infrastructure, and School Leadership
The organizational structure and roles of governance and leadership are clearly defined and designed to facilitate decisions that support student learning and improve institutional effectiveness. The governing body enables the administration to implement policy and lead the school effectively.
Indicator 2.1: The school has clearly defined roles of governance that provide for ethical and effective leadership and results in ongoing improvement of the school.
The PUSD Board of Education is a five member, elected body responsible for the quality, integrity and financial stability of all PUSD schools. The Board desires to support adults wishing to obtain a diploma of high school graduation in order to provide adults with opportunities for postsecondary education and/or employment. California Education Code (EC) 51225.3 has specified a minimum set of courses to meet state requirements to graduate from high school and receive a diploma. The governing boards of local education agencies (LEAs) have the authority to supplement the state minimum requirements at the local level. Trustee Amal Smith has been an active member of the Adult School Advisory Committee since it was formed in 2018.
The Board approves the Local Control and Accountability Plan (LCAP) annually for the District (it was replaced by the LCP during 20-21 due to Covid-19). For the 21-22 school year, the District has identified the following goals and key initiatives for 2021-22.
Piedmont Unified School District’s 2021-24 LCAP is divided into three Goal Areas, with three Key Initiatives for each Goal.
Shannon Fierro, M.A, Ed.M, is the Director of PAS. Director Fierro was appointed by the PUSD Board of Education in June 2017 and commenced her directorship of PAS, as well as her principalship of Millennium High School, in July 2017. While Director Fierro carries the authority to administer Board policies, she is neither the chair nor an elected member of the governing board.
Director Fierro reports to Assistant Superintendent Dr. Cheryl Wozniak, who sits on the Adult School Advisory Committee and has been active in advocating for the needs of the adult school as well as guiding its decision-making.
State funding through CAEP is granted to the Piedmont Adult School through the consortium of community colleges and adult schools known as the Northern Alameda Adult Education Collective (NAC). The NAC has its own governing body, of which Piedmont Superintendent Randall Booker is the president. Director Fierro and Superintendent Booker meet several times each month with their NAC counterparts and are in active good standing with the organization.
Indicator 2.2: The school’s governance, decision-making structure, and organizational processes are regularly evaluated to ensure their integrity and effectiveness.
The Piedmont Adult School follows the bylaws of the Northern Alameda Consortium for Adult Education (NAC) Joint Powers Authority (JPA). As a founding member of the NAC, Piedmont Adult School participates in the Working Group, which conducts, directs and supervises the day-to-day business and action plan as defined by the JPA. The Working Group consists of 12 members, six of whom are appointed by the Peralta Community College District, and one member from each of the consortium’s adult schools. The Working Group also prepares, reviews and recommends the annual budget to the JPA’s Executive Cabinet of Directors for consideration. (See Appendix)
Additionally, all major changes to the PAS structure or programming must be approved by the PUSD School Board. Changes or adjustment to programming or program structure will first be brought to the PAS Advisory Committee which was formed and began meeting regularly in 2017-18. (See Appendix)
Indicator 2.3: The school has an established infrastructure of policies and procedures that provides stability and consistency for all institutional programs, activities, and events.
The structure of the Piedmont Adult School has remained stable for decades. The community classes have a robust infrastructure of online systems and procedures based on the ASAP platform, used broadly across adult schools. We have well-detailed policies that are reviewed and revised annually. The consistency of our diploma program has endured for years.
Our active membership in the Northern Alameda Adult Education Collective provides us with additional stability and regional partnership.
Indicator 2.4: The 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.
Prior to 2017, the Piedmont Adult School had a rotating list of supervisors for 1-2 years each who often had several other supervisorial duties and were not able to give PAS the attention it deserved. The 3-member staff keep the program running and vibrant largely independently. Director Fierro is now in her fifth year in the role and this consistency of leadership and team have allowed the Adult School to grow in visibility, stability and quality. We have been able to collaborate and innovate in many ways, including training all instructors to pivot to online instruction for a year due to Covid-19 and starting free CTE computer classes.
To increase community and connectivity among instructors, we have started a staff newsletter and bring our instructors together each semester for PD, collaboration and community.
School’s Strengths and Growth Areas for Criterion 2 (no specific number required)
Strengths:
Growth Areas:
Criterion 3: Faculty and Staff
The school 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.
Indicator 3.1: The school employs personnel who are qualified by appropriate education, training, and experience in line with its school mission and Schoolwide Learner Outcomes.
At present, PAS operates with a staff of four -- a part-time principal/director (.4FTE), one part-time teacher (.5FTE) and two full-time administrative assistants. This represents an increase in FTE for classified staff as of the 21-22 school year, when veteran administrative assistant Terra Salazar retired and was replaced with a full-time administrative assistant. This increase in FTE has allowed PAS to expand office hours, marketing and publicity efforts.
Ron Mockel has worked in the adult school for over 20 year and is committed to continuous improvement of PAS operations. The staff’s collective years of experience, combined with annual professional development and training specific to PAS operations, support the school’s mission, purpose and academic programs. Dan Bonnin, M.S, Educational Leadership, is the HSDP coordinator. Katie Terhar, Ken Brown and Diana Miller are veteran high school teachers at Piedmont and Millennium High Schools who have worked on an hourly basis and have lent their skills and expertise to developing updated curriculum for our high school diploma program from 2018 - 2022.
Instructors who are hired to offer community courses are interviewed by the adult school staff, resumes and references are checked and observations and student feedback are collected to ensure their qualifications and quality. They also go through all of the required district hiring procedures such as fingerprinting and background checks.
Indicator 3.2: The school develops personnel policies and procedures that are clearly communicated to all employees. The school’s hiring process is marked by clear communication regarding job descriptions, expected job skills, and procedures for the selection of personnel.
All PUSD employees are provided with information on District policies and procedures at the time of hiring. These resources are also available on the District website (http://www.piedmont.k12.ca.us/human-resources/). PAS personnel policies and procedures are communicated to new hires in writing through our Staff Handbook. (See Appendix)
Hiring of new instructors is transparent and begins with completion of the Prospective Course form and related supporting documents. These are reviewed and approved by the Adult School Director. If approved, a panel interview is conducted. If an applicant passes the interview, they are invited to go through the clearing process with HR, after which they may begin teaching.
Hiring of classified and certificated staff in PUSD is governed by the contracts the District has with the Association of Piedmont Teachers (APT) and the California School Employees Association Piedmont Chapter #60 (CSEA). These contracts detail policies and procedures that govern how classified and certificated personnel are hired, evaluated, and compensated. (See Appendix)
Indicator 3.3: The school assures the effectiveness of its faculty and non-teaching support staff members by evaluating all personnel systematically and provides direction and support for their professional growth.
Piedmont Adult School employs both full-time certificated staff and contract-based instructors for our fee-based courses. The majority of our fee-based instructors have been with PAS for three or more years. Instructors are highly-accomplished, including professional chefs, MBAs, technology experts, professional authors and other leaders in their respective fields.
For example, one of our fee-based instructors since 1974, Jacqui James, received her BA from Mills College and was credentialed in teaching adults through UC Berkeley. As a retired Arena and Theatre General Manager, she always enjoyed teaching adults about fitness, health and achieving their individual goals. She has consistently evolved her program to keep up with the current fitness trends. She has included more weight lifting and core exercises into her classes to address new research on how to effectively combat the aging process.
The PAS HSDP is taught by a small group of highly qualified teachers who are proficient and credentialed in the subject areas that they teach. At present, all of the certificated teachers in the High School Diploma Program also teach at Piedmont and/or Millennium High Schools, which allows for a coherence of programming and attention to current best practices and content knowledge within their fields of instruction. Additional faculty is called upon when enrollment rises and/or when students’ academic needs demand specific qualifications.
Our credentialed staff is evaluated every other year as outlined in the APT contract. All classified staff members are evaluated annually as outlined in the CSEA contract. Instructors are evaluated through observation and survey of students. When issues arise, improvement plans with details for supporting their professional growth are created.
Indicator 3.4: The school provides all personnel with appropriate opportunities for professional development and implements processes to measure the impact on student learning.
At present, instructors in the fee-based and short-term CTE programs are not required to attend professional development as they have demonstrated ample professional expertise and experience in their fields of instruction. Professional development and instructor-level meetings were piloted in the 2018-19 school year as part of our WASC Action Plan #5 work, with a goal of supporting instructors’ skills as educators of adults within the Piedmont Adult School context. (See Appendix) These meetings were continued in 2019-20 until remote learning was mandated due to Covid-19. At that time, online PD was offered to teach instructors about how to teach their courses via Zoom. In 2021-22, in-person PD was again offered to instructors.
Certificated staff who teach in our Diploma Program are required to attend district-wide professional development (PD) annually. This professional development in the 2017-2018 and 2018-2019 school years has focussed on learning the Social Justice Standards developed by Teaching Tolerance, a project of the Southern Poverty Law Center. This learning is particularly relevant for teachers working with our diploma program students who come from a wide variety of backgrounds. In 2019-21, PD largely focused on using web-based tools, Zoom and Google Meet functionality and best practices for online teaching due to distance learning.
School’s Strengths and Growth Areas for Criterion 3 (no specific number required)
Strengths:
Growth Areas:
Criterion 4: Curriculum
The school develops and implements a challenging, coherent, relevant and research-based curriculum that allows all students the opportunity to reach the Schoolwide Learner Outcomes. The school’s curriculum reflects its mission and Schoolwide Learner Outcomes and connects directly to current student learner needs.
Indicator 4.1: The school uses a current and documented curricular plan or map that outlines courses of study necessary to reach stated outcomes, licensure requirements, or certificate expectations.
The curriculum for PAS community courses is developed by PAS instructors. This curriculum and instructional plan must be submitted to the Adult School annually for review using our Piedmont Adult School Course Outline template, to ensure it includes all key components of a well-designed curriculum, including but not limited to: materials, course description, overview, goals and objectives and a specific session-by-session plan. The curriculum for the community courses is designed to provide enrichment, community and skill building for students. Community courses do not result in any licensure or certificate. Please see the Appendix for samples of community course outlines.
Students admitted to the PAS High School Diploma program are offered highly individualized educational programs designed to culminate in graduation with a high school diploma. Instruction and assessment planning is dictated by student learning levels, life situations (how to progress academically while working, parenting, etc.), transportation issues and more. Diploma students are able to access curriculum either through an online program (Accelerate), which is discussed below, or through text-based pen-and-paper guided independent study.
Instructors in the Diploma Program use a wide range of textbooks and materials to teach each course. During our initial accreditation process, it was clear that our textbooks needed updating and the curriculum in each course needed to be standardized. Beginning in 2017, our Action Plan #4 describes how curriculum needs have been addressed.
The PAS Advisory Committee inventoried and reviewed textbook/ assessment materials for mathematics and English Language Arts that were in use during the 2017-18 school year. The Committee examined new textbooks, visited other adult school programs – Petaluma, Castro Valley, members of Northern Alameda Consortium for Adult Education (NAC) – and collaborated with them. Typically, it was found that adult schools in Alameda County use a collection of handouts and worksheets for diploma programs and that some programs such as Castro Valley use an online program.This information was used to choose new ELA and Math textbooks and was used to create a standardized curriculum in ELA and math in 2019 that is aligned with Common Core. Also in 2019, the Adult School began work on reviewing new materials and creating new curriculum for all social studies courses, aligned to current standards and based on up-to-date texts. In 2020, the Adult School began using new curriculum in civics, economics, US history, and world history.
The Piedmont Advisory Committee found that Edge and California: Algebra 1 Analyze, Connect, Explore STRONGLY met the standards set for evaluating a textbook.
Additional indicators for online programs/courses, if applicable:
Indicator 4.1a: A rigorous, relevant, coherent, and articulated online curriculum is accessible to all students through courses/programs offered, within and across grade levels.
The Accelerate Education curriculum offers rich and engaging content that has been carefully designed to meet state standards. Students engage in a variety of activities and assessments appropriate to the courses being studied, including labs, journals, written assignments, discussions, group and individual projects, formative assessments, objective tests and written exams. These courses are offered across all grade levels.
Text to speech software is available to help students who have deficiencies or trouble reading.
Indicator 4.1b: The governing authority’s online policies are directly connected to the school’s vision, mission, and Schoolwide Learner Outcomes.
Accelerate Education's mission is “to provide broad, flexible and engaging curriculum and instruction that uses best practices in education to bring success to all students.” The company’s stated goal is to allow students to earn credits in an open enrollment system that is not tied to a fixed schedule or calendar. This mission aligns directly with the mission of Piedmont Adult School, which is to provide flexible instruction that meets the diverse needs of independent learners.
Accelerate Education's online classes extend the scope of Piedmont Adult School’s instructional program, allowing us to meet the needs of each member of our student body. `Many Adult School students have busy work schedules and other obligations that make it difficult for them to attend in-person classes. Our online courses make it possible for them to complete the High School degree requirements from home and on a flexible schedule.
Indicator 4.1c: The 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.
Piedmont Adult School adopted its online curriculum after observing its utility and effectiveness among PUSD’s high school students. Accelerate Education updates its curriculum annually to meet the A- G admission standards required by UC and CSU, and these courses are approved by the University of California Office of the President (UCOP). A list of the approved A-G courses offered can be found in the Appendix.
The PUSD School Board, the PAS Advisory Committee, and the North Alameda County Career Pathways Consortium (NACCPC) provide feedback and support regarding course completion, credits, grading policies, homework and use of technologies.
Indicator 4.2: The school has developed and implemented a regularly curricular review cycle in order to ensure that the needs of the community are met and the content taught in the classrooms is accurate and relevant and maintains curricular integrity.
The years of 2017 - 2021 were focused on selecting and implementing new curriculum in our High School Diploma Program and standardizing curriculum design in our community courses. Upon return to campus for the 2021-2022 school year, we have been able to begin the process of regular curricular review. In our High School Diploma Program, we reviewed the ELA and math curriculum through our Advisory Committee. Adult school instructors presented to the Committee samples of student work and what their experience had been so far with the materials.
Community Needs Survey Summary
In keeping with its mission to respond to the needs, interests and learning goals of the community, Piedmont Adult School created a Community Needs Survey in the fall of 2021. The survey was emailed to past and current students of Piedmont Adult School. In an effort to reach a wider audience, it was also promoted through the city’s local online news site, and through the school district’s Facebook page. Complete survey results are available in the Appendix.
The survey was completed by 72 people. Of these, 86% were previous or current students at Piedmont Adult School. The ages of respondents mirrors the school’s demographics. Approximately 72% of respondents were 55 years and over, 22% were between 31-54 years, and 6% were between 18-30 years.
The primary reasons noted for taking Adult School classes were to explore a new personal interest, or to improve an existing skill or interest. Connecting with other adults learners and seeking new challenges were the next most common reasons. Only about 10% indicated that exploring a new professional interest or gaining job skills was a reason for taking classes.
The leading area of interest was Health/Recreation/Dance, followed by Language, and then Arts and Crafts. Most respondents preferred weekly classes, given on weeknights, over one-day or sequential-day classes. The large majority of respondents preferred in-person classes to online classes.
Comments from respondents were very favorable about the program and classes offered. There were many suggestions for additional classes that Piedmont Adult School could offer. These suggestions ranged from sewing, meditation and mahjong to cryptocurrency and blockchain.
Expanding the Community Class Offerings
In an effort to expand the range and depth of community class offerings, Piedmont Adult School has placed advertisements for community class teachers in local news sources and on EdJoin, a leading online education job board.
Classes in professional development and technical skills did not rank highly on the Community Needs survey, but we are aware that the survey results are skewed towards the older demographic of our current students. We believe that we can expand our student population and draw in younger students by adding more professional or technical classes.
For the Spring 2022 session, Piedmont Adult School has added two new Career Technical Education (CTE) classes: Apple/Mac Basics and Introduction to Programming in Python. We have also added eight new computer/iPhone classes. The Adult School will continue to seek qualified instructors to teach professional or computer-based classes, in addition to the other class categories that are popular with our students..
Indicator 4.3: Students have access to current texts, learning materials, informational resources, and technology that are sufficient to meet the course learning objectives.
In our community courses, course materials are detailed in the course description and are a student’s responsibility to purchase in advance of class. In instances where course materials are hard to procure, the Adult School purchases materials in bulk for students, who then buy them from the School.
In our Diploma program, all texts, learning materials, informational resources and technology are provided free of charge to students. This includes textbooks, workbooks, novels, school supplies as needed, Chromebooks and hotspots. We are committed to removing as many barriers as possible to students in our State-funded programs to accelerate their opportunities for success and the meeting of their learning objectives.
All textbooks considered for adoption by our Advisory Committee met standards/principles for Common Core (Math/ELA), NGSS(science) and current State standards for social studies. The PAS Advisory Committee took specific factors into consideration when reviewing each of the textbooks. For example, the Committee considered the fact that teachers will be working one-on-one with the students so that any group work options should have alternatives. Textbooks with worksheets and guided practice that students could work on independently were considered ideal. The ability to pull out one or two units to teach independently was also important, as many of our students need only a few credits. Another challenge, particularly with ELA students, was providing reading content that is interesting to an adult but at an accessible reading level.
The ELA/Math Textbook Selection Process occurred in two phases. During Phase 1 of the process, four ELA textbooks and five math textbooks were evaluated by selected ELA and math teachers from Millennium High School and Piedmont High School using an evaluation form for ELA texts and an evaluation form for math texts. From this list, two ELA textbooks and two math textbooks were chosen to be evaluated by the Piedmont Adult School Advisory Committee. During Phase 2, members of the Advisory Committee were introduced to the textbooks and the evaluation form. Each member reviewed the four texts and filled out the appropriate form while discussing the merits and limitations of each text (see Summary of Feedback in Appendix). Based on the feedback, one ELA text and one math text were selected and presented to the Advisory Board for final approval. This same process was followed in 2019-20 for social studies and in 2021-22 for science.
School’s Strengths and Growth Areas for Criterion 4 (no specific number required)
Strengths:
Growth Areas:
Criterion 5: Instruction
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.
Indicator 5.1: The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses and ensures student understanding of the standards/expected performance levels of the programs/courses in order to demonstrate the learning.
Diploma Program
The High School Diploma Program is an independent-study model, and students receive significant, targeted support and instruction throughout their course of study. After an initial meeting with the program coordinator, students are given a choice of using paper-based instruction materials or receiving their instruction online. Once the course of study is determined, the student takes courses one at a time sequentially.
Paper-based course materials are carefully prepared and reviewed to ensure thorough and detailed coverage of the subject matter. The curriculum is divided into units, which students complete sequentially and turn in for review and grading. When appropriate, an instructor will go through each unit with the student, in-person or via phone, in order to re-teach, answer questions and solidify understanding. The amount and intensity of 1:1 instruction is tailored to the specific needs of each student, with the instructor scaffolding the material as necessary to ensure success.
If a student prefers the online option, the program coordinator assigns them the appropriate courses in the online program Accelerate Education. The student is provided with detailed guidance on accessing Accelerate (see Appendix), as well as ongoing technical support if necessary. If a student prefers the online option but does not have access to a computer, Piedmont Adult School will loan them a Chromebook for the duration of their study. Courses assigned through Accelerate have been reviewed and approved by Piedmont Adult School, and meet the school’s criteria for breadth, depth, rigor and sequencing. If a student needs additional assistance beyond the online course, an instructor will provide the necessary 1:1 instruction to supplement the online learning.
Community classes
Classes in the fee-based program are offered using the format and schedule listed in the course outlines submitted by the instructors. Details regarding the requirements and goals are presented and practical applications are performed and reviewed.
In language classes for example, students in the Beginning Spanish 1 class follow a schedule of sessions outlined with set material, examples and practical applications. Sessions begin with a review of previous material covered and a review homework assignments, practice with materials presented in class and then proceed with new subject matter. (see Appendix) Class is scheduled for 10 sessions but can be altered if the number of available dates is reduced. More material can be covered in a single session to supplement the schedule. Upon completion of the Beginning Spanish 1 course, students have covered the subject matter to prepare them for advancement to the Beginning Spanish 2 course. This also is a scheduled 10 session class covering additional subjects and syntax. (see Appendix for the course overviews) After completing both beginning classes students have covered the materials and the basics to prepare them for the intermediate levels, which are a more conversational format.
Classes in the technical subjects, such as computer-related classes, also include an overview, structure and objectives or goals, but with a more visual and hands-on approach. For example, Microsoft Excel: Beginning (see Appendix) is a lecture combined with “hands on” use of Microsoft Excel on Windows-based computers. The major emphasis is the development of the skills needed to create a working spreadsheet. The class is laid out with an adaptable six-session schedule, beginning with introduction, comparison and concepts. Sessions advance to introduction of formulas, functions and formatting and then on to the basic familiarization with data selection, inserting charts & graphs, filtering and linking cells. Upon completion of this beginning class, students are ready to explore the more focused disciplines offered by Piedmont Adult School specifically pertaining to advanced Excel operations like List Features and Pivot Tables or Macros and VBA. These are one-day classes focused on the particular operation, with supervised exercises and a Q & A and discussion.
Classes in the Health & Recreation group have an overview, course structure and objectives and goals. These courses generally do not include classroom lecture time and are more focused on familiarizing students with equipment and safety guidelines, as well as providing students with physiological information regarding exercising and its desired effects. Cautionary instructions and queries regarding an individual’s performance of said tasks are also covered. For example, Alycia’s Heartbeat Aerobics- A Co-ed Aerobics Workout (see Appendix) meets on a regular basis for the entire semester. Meetings are available on multiple days in a week and students can attend according to their schedule and abilities. The objective or goal in a physical fitness course is not just focused on familiarity and operational ability but also on the personal physical benefits of the exercise regime.
Each group of courses is offered to provide students with an instructional format which includes an overview, core lesson components and objectives.
Students indicate high levels of satisfaction with the organization and course content of our community classes. A survey of students who took classes in fall 2020 showed that the large majority felt the classes matched the description in the course catalog (Moonlighter) and the class was organized in an effective way. Overall class ratings were very high.
Indicator 5.2: The 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.
The Director of the Adult School is also the Principal of Millennium High School in PUSD and is deeply involved in the work of teaching and learning at both schools. She has led equity work in the District, has attended training on the teaching and assessment of English Language Learners, Grading for Equity, Restorative Justice, and Solution Tree Institute on Professional Learning Communities. All of this professional development serves to deepen the work within the Adult School.
Specifically in the domain of adult education, the Director participates in two-hour working group sessions every other week with other consortium members, in which professional learning takes place. All Adult Education staff have participated in training provided by CASAS, ASAP and the State in order to stay up-to-date on best practices in Adult Education. Teachers are also included in all district-wide professional learning annually.
Indicator 5.3: The school is actively engaged in integrating technology into instruction.
The challenges presented by shutting down schools due to Covid-19 had the positive consequence of accelerating our use of technology in our community courses. In fall 2020, we shifted our courses to all online. Over 15 instructors attended training on teaching effectively via Zoom, taught by the PUSD technology instructor, and then effectively taught their courses online for the following year. (See Appendix for PowerPoint of training for instructors). We also purchased and loaned to instructors a variety of technology including document cameras, Chromebooks, monitors, microphones and Swivl cameras to follow the movements of our exercise and other movement class instructors, allowing them to teach freely from home.
Adult Ed staff, with the support of District IT staff, provided technical support and training on these technologies.
Our High School Diploma Program integrates technology into instruction by providing an online instructional model. We also offer Chromebooks and hotspots to loan to students. For students who select the paper-based instructional model, our updated textbooks and curriculum offers multimedia extensions such as embedded videos and online tools to enhance instruction.
Indicator 5.4: All in-person and online teachers strengthen student understanding and achievement of the learning outcomes through the use of a variety of delivery modes and instructional strategies that effectively engage all students at a high level of learning.
Piedmont Adult School teachers use a variety of teaching strategies, appropriate to the subject matter. Our community classes are small enough to allow for small group instruction and individual feedback . Teachers use audio visual aides, handouts, class discussions and hands-on learning to provide effective, engaging instruction. See Appendix for observation samples highlighting a variety of instructional strategies.
In the High School Diploma Program, the level and style of instruction is tailored to the needs of the individual student. Some students are able and prefer to work fully independently, turning in completed work for review and grading. Other students learn better with direct teaching from an instructor, either in-person or via a Zoom call. For students who have trouble doing work independently, instructors use an “ I do, we do, you do” model of scaffolded support to prepare a student to ultimately work independently. Teachers use frequent checks for understanding to ensure that the student is fully engaged in the material.
Indicator 5.5: Student work demonstrates critical and creative thinking, problem solving, knowledge attainment, and application skills.
High School Diploma Program
The student work provided in the Appendix includes examples from the Piedmont Adult School transition document as well as courses in Economics and United States History. The student’s comments in the transition document demonstrate creative thinking and problem solving where she describes her Primary Goals (section 1, College-Career Exploration work sample). Application skills are demonstrated in the College-Career Exploration portion of the document (section 2) where the student names specific actions that she will take to meet her goals. Knowledge attainment is demonstrated in the student’s responses to the assessment questions (Economics/US History work sample), and also in section 6, Self Assessment, of the College-Career Exploration document.
Community Courses
Piedmont Adult School offers community classes in the categories of Arts & Crafts, Business, Computers, Health and Recreation, Language and Music and a variety of General subjects including writing and needlework. Courses range from two-hour seminars to classes that run weekly for up to 10 sessions. Students develop skills through classroom instruction and hands-on activities. Instructors encourage their students to use the information and tools provided in the course and to practice and develop skills in the subject.
In the course, “Of Course You Can Write Children’s Books,” students learn how to turn their creative ideas into children’s books. Each class session includes writing time and guidance, as well as practical information about publishing children’s picture books. One student shared with the instructor a draft of a story titled “Knucklehead.” (see Appendix) The story involves a child and a world with characters living in the surrounding Pumpkin Patch. There is a bevy of characters like Knucklehead (a pumpkin) and Bud, his best friend at the end of Vine. There are exchanges in both realities which create a symbiotic relationship in both worlds. The author introduces characters, an environment and a storyline with a non-threatening sense of drama, followed by resolution and a return to normalcy.
In the course “Creating A Website with WordPress,” students learn how to create and manage a basic website using WordPress. Students create a website and learn to manage posts, pages and images, video/audio, plug-ins, themes, custom menus and widgets. See Appendix for examples.
Indicator 5.6: Strategies 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.
Our high school diploma program is by definition and by design personalized. We recognize that adults who are seeking their HSD have very unique needs, lives, barriers and interests. In crafting a program that meets a student’s unique needs and circumstances, we first meet with the student, conduct an intake interview to understand their background and goals and to determine the course credits they still need to complete. We then draft a plan with the student that can include online or paper-based work, includes regular coaching, tutoring and check-ins and is as flexible as possible while still meeting rigorous academic standards.
School’s Strengths and Growth Areas for Criterion 5 (no specific number required)
Strengths:
Growth Areas:
Criterion 6: Use of Assessment
The instructional staff uses effective assessment procedures to collect, disaggregate, analyze, evaluate, and report performance data for students within courses and programs. Assessment is used to measure student progress, to modify learning approaches, and to carry out organizational planning, allocation of resources, and continuous school improvement. The school recognizes the central role of its faculty for improving courses and programs through the assessment instruments and practices used in the school.
Indicator 6.1: The school gathers learning data from multiple sources, disaggregates and analyzes the results, draws conclusions, and makes recommendations for change based on assessment results.
Piedmont Adult School distributes surveys to all students in community classes at the end of each session. These surveys include both quantitative and qualitative metrics. Students are asked to rate classes in terms of how well the class matched the catalog description, what was effective and what could be improved. Results of the surveys are analyzed in detail by Adult School staff and used to determine necessary changes in offerings and course content. Results are also used as a foundation for additional observation and support provided to teachers.
For the High School Diploma Program, Piedmont Adult School has installed and successfully implemented CASAS Etests, the online testing protocol provided by the Comprehensive Adult Student Assessment System (CASAS). This system is used to provide assessment for Diploma Program students upon entering and exiting the program. Because the testing takes place in-person in our offices, the restrictions imposed by the Covid-19 pandemic have prevented us from testing current diploma students. We intend to implement testing with new students going forward.
Indicator 6.2: Assessment results are reported regularly to all stakeholders so that accountability can be maintained and that student learning remains the focus of the school.
Feedback from our community classes and CASAS data from our High School Diploma Program are thoroughly reviewed by the adult school director and staff, and shared in aggregate with the Advisory Committee. Comments related to specific classes are shared with the appropriate teacher, along with targeted direction on how improvements could be made.
Indicator 6.3: Clear learning outcomes are developed for each course so that success criteria can be measured and students who are struggling can be identified and helped.
For the community classes, each instructor provides a class description that includes a statement on the goals and learning objectives of the class (see Appendix for examples). For the High School Diploma Program, each course is divided into units, and students are required to pass the unit test before progressing. Units can be reviewed and re-taken in order to ensure mastery of the subject matter. Learning outcomes are specific to the course being taken.
Indicator 6.4: A range of student work and other data analyses are used to assess student achievement of the academic standards and the Schoolwide Learner Outcomes and to make organizational changes to better support all students.
Student work samples are collected from instructors in the community courses and all HS Diploma student work is maintained in hard copy files in the adult ed. offices or recorded and maintained electronically in the Accelerate system. Based on student feedback and data collected, recent adjustments to the adult education program have been made including the addition of more CTE computer use and computer programming courses.
Indicator 6.5: The school uses assessment results for organizational planning, Action Plan revision, and resource allocation.
Survey data collected from students over the past several years has been used to expand programming, allocate additional resources to the CTE programs, recruit new staff to the community courses and expand the design of our HS diploma program to include both traditional and computer-based programs.
Piedmont Adult School conducted a Community Needs Survey in Fall 2021 in order to collect data about the types of classes desired by past and current students as well as the greater community. This information was used to guide a targeted outreach for new teachers and classes, in order to expand the program. (See Appendix for results of the Community Needs Survey)
School’s Strengths and Growth Areas for Criterion 6 (no specific number required)
Strengths:
Growth Areas:
Criterion 7: Student Support Services
Student support services address the identified needs of students and create and ensure a supportive learning environment that addresses student access, progress, learning, and success. The school systematically assesses student support services using faculty, staff and student input, and other appropriate measures in order to improve the effectiveness of these services.
Indicator 7.1: The school provides sufficient student support services to enhance the learning environment and demonstrate the achievement of Schoolwide Learner Outcomes.
In the High School Diploma Program, students are supported with frequent check-ins and updates on their progress towards the goal of receiving a diploma. Teachers provide tailored support to each student, in accordance to their needs. Every graduate of the diploma program is connected with a Transition Liaison at a local community college. This supports the Schoolwide Learner Outcomes of continuing the educational journey, developing community connections and becoming a lifelong learner.
As the final step of the diploma program, each student is required to complete a self-reflection on educational and career goals. This provides further clarity and helps the student commit to continued progress.
Indicator 7.2: The school provides and evaluates counseling and/or academic advising programs to support student success in the transition to ongoing education or employment opportunities.
The current counseling options available include connecting our students with the Transition Liaisons employed by the consortium. The TLs focus their support on academic and life skills advising. We are also working with the NAAEC consortium to have standing contracts with on-demand providers who will be able to provide more social-emotional counseling.
Indicator 7.3: The school provides support for all students from the enrollment phase to the successful completion of the school course/program of choice in expectation of transition to further education/employment.
Students in the High School Diploma program are provided with individualized, consistent support throughout their participation in the program. At the initial meeting, the program coordinator reviews student transcripts and prepares an Agreement for Independent Study, which lists the courses required for graduation. The coordinator assigns courses to the student one by one, and meets regularly with the student to review progress. The final part of the diploma program is the completion of a self-reflection on educational and career goals. Upon completion of the program, the coordinator facilitates connections with Community College representatives.
Indicator 7.4: The school regularly evaluates student needs in order to provide needed support, including referral services, such areas as health and family support, career and personal counseling, and academic assistance.
Piedmont Adult School continually updates its connections to community resources that can support High School Diploma students in areas of need such as housing, food resources, mental and physical health. The Adult School makes a consistent, targeted effort to identify any barriers faced by students, and to take an active role in connecting students to the services they need to thrive.
Indicator 7.5: The school maintains student records permanently, securely, and confidentially with provision for secure backup of all files.
All student records, for both community class students and diploma or CTE students, are maintained via the ASAP Version 3 system, the gold standard system in use by California adult schools. PAS invested in migrating all ASAP Version 2 files from prior years into the new platform so that we have access to all student records.
Physical diploma files for active students and recent graduates are kept on file in the Adult School offices, in the staff-only area of the office. Archived files are in labeled file cabinets in a secure storage space at Piedmont High School. Archived GED files are alphabetized and in binders in a secure cabinet in the Adult School offices.
The Adult School is contacted frequently by former students requesting records, proof of graduation or GED receipt. Our office staff is adept and timely in our ability to access files both electronically and physically, and provide alumni with their requested materials.
School’s Strengths and Growth Areas for Criterion 7 (no specific number required)
Strengths:
Growth Areas:
Criterion 8: Resource Management
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 8.1: The school has sufficient resources to offer its current educational courses and programs.
From 2018 - 2022, the Adult School went through a robust review of our outdated curriculum materials and purchased new, current, standards-aligned curriculum materials in math, ELA, social studies and science. PAS HSDP students are given the following, free of charge: notebooks, journals, planners, pencils and pens, selected novels and nonfiction works, transportation information, access to on-site computers and internet connections.
Referrals are also made to NAC member institutions and partnering CBOs (please see Criterion 7) via the Community Pro system for college and career counseling, individual and family counseling, job training, job placement, work-study projects, housing, immigration, legal representation and more.
During Covid, several Chromebooks were purchased and have been made available to students and instructors as needed to access classes. Several professional-level Zoom licenses were purchased as well in order to provide all of our instruction online.
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.
PUSD Board of Education archives include annual financial reports prepared by independent auditors. PAS financial activities are included in these reports. Additionally, PAS is a part of the NAC, which must submit quarterly and annual reports (via the NOVA system) regarding the use of AEBG funding. These reports are aggregated and sent to the State.
The Adult School has two funding sources – the State CAEP funding and the funds received from students in community courses. These funding streams are reported and managed, distinct from one another, in compliance with State laws.
Day-to-day PAS financial activity is managed by the full-time PAS Administrative Assistant and overseen by the Chief Financial Officer, the Director of Financial Services, and their respective assistants. All finances for the Adult School are managed through the Escape system and overseen by Ruth Alahydoian, the district CFO and head of all business and financial services. Purchase orders are entered into the Escape system by the PAS administrative assistant, approved by the director and then reviewed by the CFO’s team to ensure compliance with all Education Code governing the spending of public funds. The PAS administrative assistant prepares a monthly bank reconciliation of all income and expenses, which is reviewed and approved by the PAS director.
Financial systems are reviewed periodically to ensure cost efficiency. For example, following a review of credit card charges, PAS recently switched to a more cost-effective pricing structure for credit card transactions. PAS also decided to terminate the lease on an in-office credit card machine, and to transition to handling all charges through our online system.
Indicator 8.3: Organizational planning reflects a realistic assessment of current financial resources and looks forward in long-range strategic planning.
Each year the CFO and Director meet to reflect on the Adult School spending patterns for the prior three years, and to discuss and project expenditures for the coming year.(See Appendix) The Adult School has and continues to function within its financial means, without financial support from the District general fund. The Adult School largely spends down its allocated CAEP funds as expected by the State, while preserving carryover funds within the allowable amount. The Adult School has no reason to expect any significant shifts in funding sources or expenditures in the coming years. When considering the expansion into new programming, the financial viability of that programming is always considered.
Indicator 8.4: The school provides facilities that are clean, safe, and well-maintained in order to provide for an effective learning environment.
PAS has seen substantial growth in this area as the Piedmont High School physical plant has undergone several millions of dollars in physical improvements between 2018-2022. PAS was formerly housed in the Alan Harvey Theater at Piedmont High School. In 2019, that building was demolished and replaced with a state of the art four-story air-conditioned STEAM building. These classrooms, including fully-outfitted computer, engineering and art classrooms, are now used by Piedmont Adult School instructors for our community courses in the evenings and on weekends.
The PAS office was relocated four times from 2018-2021 to accommodate the construction but is now permanently located on the top floor of 760 Magnolia Avenue. This bright and spacious office was outfitted with new furniture including a counter to facilitate customer service. A divider was built in the hallway of the building to provide the Adult School a private entrance, separate from the adjacent alternative high school. This allows children and adults to access their respective schools without mingling.
The PAS office is linked to the District’s public address and emergency systems. The office has two points of access and egress, fire extinguishers that are inspected and charged annually by the local Fire Department, an emergency backpack containing supplies for short-term evacuation and sheltering, and a two-way, portable radio for emergency communications with District leaders and local police. Well maintained restrooms are steps away in the adjacent entry hall. The PAS office is staffed Monday through Thursday from 8am to 7pm and Fridays from 8am to 4pm.
School’s Strengths and Growth Areas for Criterion 8 (no specific number required)
Strengths:
Growth Areas:
Criterion 9: Community Partnerships
The school seeks to enhance its educational effectiveness by developing close partnerships and relationships with community organizations. Community connections provide students with expanded learning experiences and employment opportunities.
Indicator 9.1: The school develops connections with community leaders, businesses, and organizations to enhance the educational opportunities for students.
The primary way that the Piedmont Adult School connects to the larger community is through the Northern Alameda Consortium, which includes all four adult schools in the region and the four Peralta community colleges. The Director of PAS attends meetings with representatives from each of these groups every two weeks. A major focus of this work has been to align services and resources and connect students in one program to services available in other programs. To this end, the consortium engaged in a contract with the CommunityPro platform, which is a data-sharing platform that facilitates the aligning of services and sharing of resources to better serve students.
Through the NAC, the PAS has also built relationships with a variety of CBOs in the surrounding community. One such example is Bonita House, which runs the Casa Ubuntu program. Casa Ubuntu serves as an entry point to secure outpatient services for individuals who are historically unserved or underserved, including the homeless and those recovering from addiction or recently incarcerated. PAS is working closely with this East Oakland CBO to connect adults in need of a high school diploma with our free and individualized programming.
Prior to the COVID-19 epidemic, PAS participated in two events sponsored by divisions of the California Department of Corrections and Rehabilitation; specifically, the California Parole Adult Program Unit and Parole and Community Team (PACT). These events afforded PAS the opportunity to meet directly with and present our high school diploma program services to parolees, parole officers, and other service providers. PAS representatives also participated in online presentations during the COVID-19 lockdown by adding informational slides to the collective Power Point presentation.
Also through the NAC, the PAS leadership has been actively engaged in mapping academic and work training opportunities for adults in the northern Alameda County area. In 2018, PAS engaged in a symposium with industry professionals, adult school leaders and community college educators and administrators to map pathways available in northern Alameda for those interested in careers in the medical field, including medical assistant, home health workers and other entry-level positions within the field.
Indicator 9.2: The school provides students with opportunities such as community service or internships to enhance student goals and success.
Through our partnership with the Transition Liaisons at each of the Peralta community colleges, we are able to connect diploma students with a variety of opportunities, including community service and internships. The individual Peralta colleges offer programs for students seeking to major in specific academic fields. For example: PAS HSDP students seeking pre-medical education are directed to Merritt College where the Transition Liaison provides counseling and help with registration services.
Indicator 9.3: The school communicates the goals of the adult school program and works collaboratively with the community to meet local needs.
In 2019-2020, PAS began cross-marketing with the Piedmont Recreation Department, which also provides adult programming. We each advertise and refer adults to the other organizations’ programs and catalogs. We work with the Rec Department leadership to provide complementary services and courses to better meet the needs of the adults in our community.
The Piedmont Adult School has also worked hard to increase visibility in our community by increasing advertising locally in both print and online media including the Piedmont Post, Piedmont Exedra, The Piedmonter and the Piedmont Portal. We also purchased and put out around the community five dispensers for our Moonlighter publication.
In 2020 we fully revised our Piedmont Adult School website - piedmontadultschool.org - to be more visually appealing, highlight all of our different types of programs and connect students to programming at other consortium schools.
Through our consortium, NAC, we have teamed up with Bonneville and Univision for the 2021-22 year for their marketing expertise as we work to increase student enrollments. Our goal is to maximize efficiency of radio and digital efforts to invite and encourage the Alameda County community to continue their education at one of the schools within the NAC. Bonneville's marketing strategy will be a multi-touch approach to reaching our targeted audience that includes:
Univision will roll out a similar marketing campaign that is designed to reach our Latin-X/Latino population. By creating 30-60 second videos that will appear on their social media pages, Univision will produce branded digital video “ Life at Campus .”
Their multi-touch approach to be highlighted across Univision’s Digital Platform will be:
After careful review of previous campaigns, each member agreed to include in their initial intake a question to ask how did you hear about the schools, to track and improve our analytics. We also plan on supplementing our marketing efforts with a postcard campaign which was piloted by Berkeley City College’s Transition Liaison, Midhun Joseph, and proved to be very successful. We will send out over 200,000 postcards to residents in our area.
School’s Strengths and Growth Areas for Criterion 9 (no specific number required)
Strengths:
Growth Areas:
Criterion 10: Action Plan for Continuous Improvement
The school uses the self-study process to identify growth areas that are included in a schoolwide Action Plan that facilitates school improvement activities and processes. The schoolwide Action Plan is used regularly, reviewed annually, and monitored consistently by the governing body to ensure continuous improvement.
Indicator 10.1: As a result of the accreditation process, the school has identified growth areas (short- and long-term) that will impact student learning and increase the achievement levels of students and developed an Action Plan focusing on growth and continuous improvement.
Through the initial accreditation process, we identified five areas of improvement to guide our work for the last three years. They were as follows:
In response to the feedback from our Visiting Committee and through the Self-Study process over the last 3 years, we have determined that we have met our action plan goals for Goals 1 and 2. We are making progress towards Goals 4 and 5 and we have not yet made adequate progress towards Goal 3. Given this assessment, we have developed the following Action Plan Goals to guide our work in service of student achievement for the next six years.
Indicator 10.2: The school has procedures in place to implement and monitor the Action Plan and assess its impact on student learning, school programs, and operations; this includes communication of progress to all stakeholders.
The procedures we have in place to implement and monitor our Action Plan and assess its impact on student learning, school programs, and operations include the following:
Indicator 10.3: The schoolwide Action Plan is used for organizational planning, resource allocation, and the evaluation of existing programs.
Our Action Plans and the action step tracking within them are the main structure by which we organize our staff meetings and our Advisory Committee meetings. We report progress towards these goals to our district leadership and School Board annually.
School’s Strengths and Growth Areas for Criterion 10 (no specific number required)
Strengths:
Growth Areas:
Chapter IV is the culminating summary of the self-study report. This is where the findings of the report are gathered and synthesized. Each school is to have an Action Plan in place; however, the self-study process reveals new growth areas that schools must bring into their Action Plan. Chapter IV is where the strengths and growth areas from the entire document are gathered and analyzed.
The following steps describe how to synthesize the findings from the entire report so that the Action Plan can be revised accordingly:
By following this process, the self-study process informs the Action Plan which informs and guides school improvement efforts.
All Identified Strengths
Schoolwide Areas of Strength from 2018 VC
Strengths for Criterion 1 - Mission & SLOs
Strengths for Criterion 2 - Governance, Organizational Infrastructure & School Leadership
Strengths for Criterion 3 - Faculty & Staff
Strengths for Criterion 4 - Curriculum
Strengths for Criterion 5 - Instruction
Strengths for Criterion 6 - Assessment
Strengths for Criterion 7 - Student Support
Strengths for Criterion 8 - Resource Management
Strengths for Criterion 9 - Community Partnerships
Strengths for Criterion 10 - Action Plan
Common Themes Across Strengths
All Identified Growth Areas
Schoolwide Critical Areas for Follow-up from 2018 VC
Growth Areas for Criterion 1 - Mission & SLOs
Growth Areas for Criterion 2 - Governance, Organizational Infrastructure & School Leadership
Growth Areas for Criterion 3 - Faculty & Staff
Growth Areas for Criterion 4 - Curriculum
Growth Areas for Criterion 5 - Instruction
Growth Areas for Criterion 6 - Assessment
Growth Areas for Criterion 7 - Student Support
Growth Areas for Criterion 8 - Resource Management
Growth Areas for Criterion 9 - Community Partnerships
Growth Areas for Criterion 10 - Action Plan
Common Themes Across Growth Areas
Revised Action Plan Goals to Reflect Focus on Key Growth Areas
Piedmont Adult School WASC Action Plan Goal #1
Action Plan Goal #1: Improve High School Diploma Program Structures with a Focus on Curriculum and Assessment | ||||
Key Issues: It was determined through the initial accreditation process that the curriculum materials for the HS Diploma program were out of date and are no longer reflective of adopted standards and best practices for technology integration. In order for students who graduate from our diploma program to be adequately prepared for continued education or a career in the 21st century, they need current and up-to-date curriculum and instructional practices. Additionally, pre and post assessments should be conducted in math and ELA for all students in the HS Diploma program in order to measure their academic growth in the program. The CASAS assessment system was purchased and installed on Adult School computers in 2018-19 for use with students. The Adult School offices were then physically moved three times due to campus construction and re-installation of the program was required at each move. The move to our final home at 760 Magnolia took place during Covid-19 and adult school students were not allowed on campus until fall 2021.These moves required re-installation of testing software. Student Learning Outcome Addressed: Continue Their Educational Journey
Become Lifelong Learners
District LCAP Alignment:
Oversight of the Action Plan: PAS Advisory Group, Superintendent, Assistant Superintendent, Adult School Director, School Board | ||||
Action Steps | Person(s) Responsible | Resources | Timeline | Evidence of Progress |
Create accessible area for all HS Diploma physical curriculum materials and train all staff on access and use | Shannon Fierro, Dan Bonnin, Michelle Lucas | textbooks workbooks online Google Drive curriculum file | August - September, 2021 | ELA, Math and Social Studies curriculum are completed. Printed copies are available in binders in the Adult School office. Science curriculum review is in progress. |
Review progress on biology curriculum and get feedback from Advisory Committee | Shelley Seto, Shannon Fierro, Dan Bonnin | textbooks workbooks online Google Drive curriculum file | September - December, 2021 | Draft curriculum to be presented in spring 2022 for pilot implementation in fall 2022. |
Provide students with access to A-G aligned online curriculum via Accelerate program | Shannon Fierro, Dan Bonnin, Michelle Lucas | Accelerate Education online | fall 2021 | As of October 2011, five students are enrolled and working on Accelerate courses. Staff can review progress and results via the online dashboard. |
Review curriculum and student work samples biannually through the Advisory Committee | Advisory Committee | textbooks workbooks online Google Drive curriculum file | 2022-2026 | |
Install CASAS Assessments on Adult School desktop computer | Dan Bonnin, IT team | office desktop computer CASAS subscription | August - October 2021 | CASAS was installed on an office computer in August 2021. Staff has successfully completed tests and accessed results on the computer. CASAS is synching effectively with ASAP. |
Pilot CASAS Assessments with new HS diploma students | Dan Bonnin, Michelle Lucas | computer CASAS subscription | October 2021 - April, 2022 | |
Review data from initial pre and post assessments | Shannon Fierro, Dan Bonnin | computer CASAS subscription | May 2022 |
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Present CASAS data to Advisory Committee for review | Shannon Fierro, Dan Bonnin, Advisory Committee | computer CASAS subscription | May - June, 2022, repeat annually | |
Explore the value of other curriculum-embedded formative assessments | Shannon Fierro, Dan Bonnin, Advisory Committee | curricular materials | 2022 - 2024 | |
Piedmont Adult School WASC Action Plan Goal #2
Action Plan Goal #2: Connect High School Diploma Students with Mental Health and Support Services | ||||
Key Issues: Our student demographic often has several barriers to education including child care, mental health, general healthcare, homelessness, transportation, job and food insecurity, and threats to physical health. The small size of our staff and limited scale of our programming have limited our ability to adequately address these underlying issues for our students. Expansion of staffing and services will allow us to better meet the needs of our students. Student Learning Outcome Addressed: Continue Their Educational Journey
Establish Community Connections
Become Lifelong Learners
District LCAP Alignment:
Oversight of the Action Plan: PAS Advisory Group, Adult School Director, Assistant Superintendent, Superintendent, School Board | ||||
Action Steps | Person(s) Responsible | Resources | Timeline | Evidence of Progress |
Make connections with mental health and support service agencies to provide free, direct services to our students | Dan Bonnin, Michelle Lucas | community health organizations and NGOs | 2022-2023 | Develop a list of wellness resources and contacts for referrals and warm handoffs |
Connect with counterparts in other consortium Adult Schools to align services | Shannon Fierro, Dan Bonnin, Michelle Lucas, consortium colleagues and leaderships | consortium contacts | 2022-2023 | Align services and leverage consortium resources and size to form relationships with support providers |
Identify specific barriers to success for each student | Dan Bonnin, Michelle Lucas, Shannon Fierro | Wellness intake screener | 2023-2024 | Develop and provide each new student with an intake screener to assess barriers to education and supports needed for success |
Explain support services during student intake, and ongoing during student’s time at PAS | Dan Bonnin, Michelle Lucas | Wellness resource toolkit | 2024-2026 | Have a network of well-established systems and services in place in the community to connect students with needed mental health and other wellness resources in order to facilitate their academic success |
Leverage consortium to contract with mental health and wraparound service providers | Shannon Fierro, Dan Bonnin, Michelle Lucas | |||
Piedmont Adult School WASC Action Plan Goal # 3
Action Plan Goal # 3: Increase Enrollment and Breadth of Programming in State-Funded Programs | ||||
Key Issues: We know that the need for high school diploma programs and other state-funded adult education programming, such as CTE, is substantial in our Northern Alameda County area, but we are not yet as successful as we want to be in reaching out and serving this community at the scale we desire. Awareness of and enrollment in our diploma program is low. There are also opportunities to expand into other state-funded areas that we should pursue. Student Learning Outcome Addressed: Establish Community Connections
Become Lifelong Learners
District LCAP Alignment:
Oversight of the Action Plan: PAS Advisory Group, Adult School Director, Assistant Superintendent, Superintendent, School Board | ||||
Action Steps | Person(s) Responsible | Resources | Timeline | Evidence of Progress |
Increase staffing for CTE and other State-funded programs | Michelle Lucas, Shannon Fierro, HR staff | State-funded programming categories and requirements | 2021-2027 | More CTE teachers and instructors will be hired. |
Based on assessed needs of the community, expand State-funded programming types offered such as ESL. | Dan Bonnin, Michelle Lucas, Shannon Fierro | Data from consortium-led community needs assessment | 2021-2027 | More State-funded programs will be provided by the PAS in response to regularly assessed interest and enrollment trends. |
For the HSDP, develop and maintain updated contact lists of CBOs, high school counselors, transition liaisons, etc. | Dan Bonnin, Michelle Lucas, Shannon Fierro | Resource binder, contact information, point people | 2021-2027 | Regularly update contact lists and regular contact with all partner organizations. |
Update promotional materials (program brochure, press releases, student profiles). Distribute quarterly to school/community contacts. | Dan Bonnin, Michelle Lucas, Shannon Fierro | brochures, flyers, press releases, contact info for media | 2021-2027 | Updated materials of various types. |
Expand marketing, through consortium, local papers, and online & social media. Promote unique benefits of the program and highlight specific success stories. | Dan Bonnin, Michelle Lucas, Shannon Fierro | print and audio media resources | 2021-2024 | Regular publicity in a wide array of media outlets and formats that appeal to target audience. |
Prepare teacher and student profiles for distribution to print and online media | Michelle Lucas, Shannon Fierro | student interviews | 2021-2027 | Quarterly student interviews to build an ongoing repertoire of profiles. |
Maintain updated website and Facebook page | Michelle Lucas, Shannon Fierro, IT team | website editing software | 2021-2027 | Quarterly updates to website that reflect current programming. |
Piedmont Adult School WASC Action Plan Goal # 4
Action Plan Goal # 4: Increase Enrollment and Breadth of Programming in Community Classes | ||||
Key Issues: While the community classes at Piedmont Adult School have been well known and well regarded for years, they have been declining in enrollments recently. Additionally, several of our community classes were impacted by the shift to online-only instruction for three semesters due to Covid and there is a need to rebuild programming to meet community needs. Student Learning Outcome Addressed: Establish Community Connections
Become Lifelong Learners
District LCAP Alignment:
Oversight of the Action Plan: PAS Advisory Group, Adult School Director, Assistant Superintendent, Superintendent, School Board | ||||
Action Steps | Person(s) Responsible | Resources | Timeline | Evidence of Progress |
Conduct a needs assessment of the community, specifically those who have taken community classes in the past, to determine what kinds of additional classes people would like PAS to offer. | Michelle Lucas, Ron Mockel, Shannon Fierro | Google form | 2021-2022, repeat annually | Survey created and sent in winter 2021-22. Results reviewed to inform programming. Repeat a version of the needs assessment annually to stay responsive to shifts in student needs and interests. Partner with other community class providers, such as the Piedmont Recreation Department, to provide complementary programming. |
Advertise broadly for new community course instructors. Consider incentive options for new instructors. | Michelle Lucas, Ron Mockel, Shannon Fierro, HR staff | HR, EdJoin, news outlets | 2021-2027 | New teacher recruitment materials created and distributed in 2021-22. Increased instructor staff |
Provide ongoing training, community, and support for new instructors in order to retain and develop them. | Michelle Lucas, Ron Mockel, Shannon Fierro | Peer Observation Tool Instructor best practices Instructor newsletter | 2021-2027 | High instructor retention rates. |
Provide several new course offerings each semester targeted at different less-represented groups, such as adults under 50 and men. | Michelle Lucas, Ron Mockel, Shannon Fierro | Moonlighter | 2021-2027 | Diversify new course offerings. Increase enrollment from targeted groups. Ex: New parenting class was offered in fall 2021. Class was full and received very positive feedback. |
Expand marketing, through consortium, local papers, and online & social media. Promote unique benefits of the program and highlight specific success stories. | Dan Bonnin, Michelle Lucas, Shannon Fierro | Print and audio media resources | 2021-2024 | Regular publicity in a wide array of media outlets and formats that appeal to target audience. |
Appendix
WASC Self Study 2021-22
Chapter 1 - School, Community and Student Characteristics - School’s Mission and Schoolwide Learner Outcomes
Chapter 2 - Progress Report on the Schoolwide Action Plan Showing Success in Addressing Growth Areas
Chapter 3 - Self-Study Findings based on the ACS WSC Adult School Criteria
Criterion 1: Mission & SLOs
Criterion 2: Governance
Criterion 3: Faculty and Staff
Criterion 4: Curriculum
Criterion 5: Instruction
Criterion 6: Assessment
Criterion 7: Student Support Services
Criterion 8: Resource Management
Criterion 9: Community Partners
Criterion 10: Action Plan for Continuous Improvement
Chapter 4 - Synthesis and Prioritizing of Strengths and Growth Areas: Revision of the Schoolwide Action Plan
