WASC Self Study Report 2011
2011 WASC SELF STUDY
CENTRAL COAST ADULT SCHOOL-CMC
Accreditation Self-Study Report
Elvin Valenzuela, Warden (A)
Robert Green, Principal
Submitted To:
The Accreditation Commission
for Schools
Western Association for Schools
and Colleges
California Department Of
Education
March 2102
California Men’s Colony
Highway 1 • P.O. Box 8101
San Luis Obispo, CA 93401
Phone 805.547.7701
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WASC Self Study Report 2011
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WASC Self Study Report 2011
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WASC VISITING COMMITTEE
WASC Visiting Committee
Alice Roberts, Chair
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CCAS WASC COMMITTEE MEMBERS
WASC Leadership Team
Cynthia Baird, SAI, WASC Coordinator
Robert Green, SCEP
Gilda Romans, SAI
John Long, SVI
Leadership Subcommittee
Curriculum Subcommittee
Robert Green, Chair
Cynhthia Baird
Tommy Baker
Roly Hutchinson
John Long
Don Marriott
Gilda Romans
Alicia Sanchez
Sandy Freitas, Chair
Debbie Smith, Chair
Bonnie Barton
Mary Beatty
Faculty and Staff Subcommittee
Assessment and Support Subcommittee
Tommy Baker, Chair
Debbie Roberts
Linda St. James
Dale Robertson, Chair
Sylvia Alba
Dean Diederich
Sue Knapp
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WASC Self Study Report 2011
CDCR Mission Statement
The overarching mission is to improve public safety through evidence-based crime prevention
and recidivism reduction strategies.
OCE Mission Statement
CMC Mission Statement
The primary mission of the California Men's Colony is to provide secure housing for minimum and
medium security inmates.
CCAS Mission Statement
The mission of the Central Coast Adult School is to reduce recidivism by providing incarcerated
students with the vocational, academic, and life skills needed to re-enter society.
CCAS Student Learning Outcomes
The Student Learning Outcomes (SLO’s) of CCAS will prepare students to reenter society as
productive citizens by providing them opportunities to acquire:




Literacy Skills
Employability Skills
Decision Making Skills
Lifelong Learning Skills
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Table of Contents
Preface
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Chapter 1: Community Profile
11
Chapter 2: Progress Report
23
Chapter 3: 10 Criteria
35
Criterion 1: Mission and Schoolwide Learner Outcomes (SLO’s)
35
Criterion 2: Organizational Infrastructure and School Leadership 40
Criterion 3: Faculty and Staff
45
Criterion 4: Curriculum
49
Criterion 5 Instructional Program
53
Criterion 6: Use of Assessment
57
Criterion 7: Student Support Services
61
Criterion 8: Resource Management
70
Criterion 9: Community Connection
74
Criterion 10: 2008 Action Plan
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Chapter 4: 2012 Schoolwide Action Plan
Chapter 5: Appendix
CCAS Staff Organizational Chart
OCE Flow Chart
Glossary
2006 year In Review
2007 Year in Review
2008 Year in Review
2009 Year in Review
2010 Year in Review
2011 Year in Review
2010 Program Delivery Models
2011 Program Delivery Models
Budget Allocation Chart
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Preface
AT the conclusion of the 2005 WASC Self-Study Report, the Central
Coast Adult School (CCAS) set out on a six year path to maintain the
continuity and integrity of the self evaluation made during the last
accreditation. Since that time, there have been a series of significant
budget, staffing, and program changes that posed challenges to our
primary focus of teaching students. CCAS modified the existing
curriculum in 2008 to align with the K-12 California Department of
Education standards. In the same year, with the closure of El Paso de
Robles School for Boys and its subsequent reassignment of education staff
to CCAS, profound uncertainty loomed as to whether established CCAS
teachers and staff would be able to retain their own positions or whether
they would be displaced. The education budget has been frozen each of
the last three years. Education staff has been reduced nearly a third from
what it was in 2008. Between Winter 2009 and Summer 2011, mandated
education models for the delivery of the new curriculum changed twice.
Each change had the potential to interfere with the student learning
process.
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WASC Self Study Report 2011
Nevertheless, by time of the Midterm Progress Report period, we
steadfastly continued the mission of our school as well as making progress
in the growth areas identified in 2005. While the 2008 midterm report
indicated that CCAS was in compliance with all elements of our 2005
Action Plan, it further identified two more recommendations. We
welcomed the visiting team’s input, and we continued our focus on
providing exceptional educational services to our student population.
The 2011 Self-Study accreditation process began informally first with a
series of WASC discussions and information gathering meetings involving
supervisors from September to December, 2010. An introductory meeting
with the entire CCAS Education Department staff took place in January,
2011, and the newly appointed WASC Self Study Coordinator provided an
overview of the process with a focus on the new WASC Self-Study
guidelines.
In January, 2011, the WASC Self-Study Coordinator and the Principal
actively solicited staff for their participation, and all staff were surveyed
to ascertain who would like to serve in either the WASC Leadership
Group or the WASC committee subgroups. We accepted all requests and
reserved the right to ask other staff to participate in the WASC process as
needed. This process worked out extremely well; the committee
subgroups were small in number and comprised of enthusiastic
participants.
Each WASC group elected its own leader to help coordinate/direct the
Self-Study activities and group meetings according to the mutually agreed
upon yearly meeting schedule. The first meeting of the WASC groups
commenced in February, 2011, with lunch provided at a nearby restaurant
for all staff. This meeting was a “kick off” event to begin our WASC 2012
Self-Study Report in a positive way. WASC groups were then given
assignments to complete at subsequent monthly meetings.
January through July was spent mainly focusing on the Mission Statement
and Student Learner Outcomes. The mission statement was reviewed and
it was left unchanged as it still reflected the goals of the Education
Department. Groups discussed Student Learning Outcomes (SLOs)
individually, before meeting collectively to slightly modify the previous
Expected Schoolwide Learning Results (ESLRs). The end result is the
current articulation of SLOs. During that same time period, staff and
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WASC Self Study Report 2011
student demographic data was collected. Disaggregating that data
effectively illustrated how our school has changed since 2008.
In August, the newly appointed WASC coordinator became ill, and with
no designated replacement, a new challenge emerged. Even so, between
September and December, the subcommittees began compiling current
data, meeting on a bi-weekly basis, to produce the narrative that would
become our Self Study Report. Leadership monitored the progress of the
subcommittees on a weekly basis, and provided guidance when
appropriate. The report was finalized in January, with the approval of the
Leadership committee.
The commitment and dedication of our staff throughout this WASC
process in particular has been truly remarkable.
While facing
unprecedented program changes, they maintained the standards of their
own daily work and demonstrated an enthusiastic willingness to
participate in this highly collaborative and collegial process together.
This willingness to contribute their skills and talents impacted our school
in a very positive way, allowing us to focus our attention on how we
accomplish our SLOs within the framework of our mission. The meetings
were well attended and very productive, a further indication of staff
dedication and cohesion as a group. Amidst the uncertainty and change,
the self study process has provided the vehicle for introspection and
reassessment about our strengths, our areas for growth, our goals for all
stakeholders in the community, and our action plan for the next few
years.
A couple of items should be noted while reading through the 2011 WASC
Self Study Report. First, the discussion of discussion of the impact of
model changes over the past 3 years refers only to the academic part of the
educational program; the vocational classes were not negatively impacted.
Second, throughout the Self Study Report, the terms “teachers” and
“classrooms” are general in nature and are meant to include vocational
teachers and work areas as well as the academic teachers and their
classrooms. The generalization, while not as precise, is meant to simplify
the discussion of the education department assignments as a whole.
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Chapter
1
Community Profile
Institution, Staff, East Facility, West Facility
Institution
CCAS is an integral part of the California Men's Colony (CMC) located
near San Luis Obispo and operated by the California Department of
Corrections and Rehabilitation (CDCR). It consists of two distinct
facilities on the same property: the East Facility is a “Level 3,” or medium
security institution, constructed in 1960; the West Facility, which is a
collection of four “Level 1” and Level 2,” (or minimum security) housing
units, has existed in various forms since 1954. The combined inmate
census on November 28, 2011, was 6,173.
The classification of inmates within CDCR establishes four “levels” of
custody with 1 being the minimum and 4 being the maximum level of
security. As a result of Level 3 custodial requirements, the East Facility is
constructed of concrete and steel with inmates housed in 10’ x 3 1/2’ cells
with a bed recessed into one wall; many of these cells have a fold-up on
the flat wall which allows for two inmates to be housed in a cell designed
for one. All individual cell doors lock and the windows are secured with
bars and/or sheet metal. Beyond the concrete walls of the prison, the
perimeter is secured by two chain link fences topped with razor wire and
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eight gun towers. Total inmate population on November 28, 2011, at East,
was 3,668 in a facility built for 2400.
The West Facility is a modification of Camp San Luis Obispo barracks
and buildings, which were at one time a part of, and currently are adjacent
to, the National Guard reservation. Inmate housing consists of dormitory
style living in wooden structures with an average capacity of 90 men each.
While the dorms do not provide the security of individually locked cells,
they house inmates who pose a lower risk of violence and escape; in
addition, the perimeter is bordered by two fences topped with razor wire
and monitored from gun towers. The inmate population on West, was
2,449 on November 28, 2011.
As an adult school in these surroundings, it makes the most sense to
define our community as the population of the prison and examine the
needs and resources in that context. Further, the separation of the East
and West Facilities is necessitated by a marked difference in their makeup. The East Facility, in addition to being a higher level of custody, houses
both a hospital and a mental health delivery system. As a result, there are
many special-needs individuals housed at CMC-East, and with them
come special problems for the teaching staff. At the West Facility, there
are a large number of inmates with little time left before their release from
prison and also a large number of men with immigration holds, meaning
that U.S. Immigration and Naturalization Service (USINS) will take
custody of them and pursue deportation proceedings upon their release
from prison.
There are two mandates which govern literacy training in the CCAS: one
is the Prison Literacy Act (PC §2053 and §2053.1) and California
Statewide Literacy Plan (SB949). These mandates require that CDCR
provide literacy programs for inmates with below a ninth-grade reading
level as assessed by the Test of Adult Basic Education (TABE).
Additionally, Operational Procedure 2012, the Department Operations
Manual (DOM §101010; DOM Supplement §53130) states that all inmates
whose TABE score falls under a 9.0 reading grade point level are placed on
the school waiting list. For those students who are enrolled in any
academic or vocational program, the Statewide Literacy Plan requires that
they receive daily instruction until their reading level reaches 9.0 on the
TABE. Since English proficiency is a prerequisite to scoring well in
reading and language, instruction is provided to limited or non-English
language learners as part of the Adult Basic Education (ABE-I) entry-level
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classes. From that starting point, there are incremental programs (ABE-II
and III) to effectively address the learning needs of students at specific
grade-level ranges. The PLATO Lab, ESEA (Elementary and Secondary
Education Act), and Developmentally Disabled Program (DDP) also
contribute to the Adult Basic Education literacy. Beyond these programs,
there is a General Equivalency Diploma (GED) class which prepares
students to pass the five part GED Exam. In addition to ABE classes and
GED preparation, both East and West Facilities offer library resources,
vocational programs, voluntary education programs, and college courses.
The recreation/Physical Fitness programs work closely with custody staff
to provide resources and structure for sports leagues, tournaments, and
fitness.
East Facility (Level 3)
Adult Basic Education I,II,III
GED
Vocational Program
Voluntary Education Program
Library
College
ESEA
IIP
PIA
Mental Health Center-- DDP, EOP
Hospital, Dental Facility
Chapels
Housing: Cells
West Facility (Level 1, 2)
Adult Basic Education I,II,III
GED
Vocational Program
Voluntary Education Program
Library
College
ESEA
IIP
PIA
PLATO Lab
Substance Abuse Program (SAP)
Fire Camp
Dental Facility
Chapels
Housing: Dormitories
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Staff
CCAS is fortunate to have such a highly qualified staff. A few of our
teachers have been integral parts of other organizations including the
Academic Education Leadership Council (AELC), Career Technical
Education Leadership Council (CTELC), EPR, WASC Committees, and
trade advisory boards. While there is very little racial or ethnic diversity
in the staff overall, the school can boast about its experienced teachers
who add stability, continuity of programs, and effective mentoring.
Faculty Demographics
Ethnicity
Classification
CMC
Other
Male
Female
Total
%
Asian
1
0
1
2.5
Black
0
0
0
0
Hispanic
0
1
1
2.5
White
17
19
36
90
Other
1
1
2
5
Certificated
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72.5
Classified
11
27.5
0-1
2
1
3
7.5
1-4 years
4
9
13
32.5
5-9 Years
2
3
5
12.5
10-14 years
2
6
8
20
15-19 years
4
0
4
10
20-24 years
2
2
4
10
25-29 years
2
0
2
5
30+ years
1
0
1
2.5
0-1
0
0
0
0
1-4 years
2
2
4
10
5-9 Years
3
3
6
15
10-14 years
0
8
8
20
15-19 years
3
3
6
15
20-24 years
4
4
8
20
25-29 years
3
0
3
7.5
30+ years
4
1
5
12.5
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WASC Self Study Report 2011
Male
Other
White
Hispanic
Female
Black
90% of the staff is Caucasian.
There is virtually no change in
proportion to 2005’s 89%.
Asian
Staff by Ethnicity
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18
16
14
12
10
8
6
4
2
0
Ethnicity
Staff by Gender
Female
53%
Gender is balanced with
52.5% to 47.5% female edge on
the male population.
25-29 years
20-24 years 5%
Staff Experience
27.5% of the staff members
have spent 15 or more years
teaching at CMC or in
another school setting.
10%
15-19
years
10%
Male
47%
30+ years
3%
0-1
7%
1-4 years
32%
10-14 years
20%
5-9 Years
13%
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The East Facility
CMC-East was designed
as four housing units
with tightly controlled
access to common areas.
The four “quads” each
contain 600 cells and the
necessary administrative
and
food
service
accommodations
to
operate without interaction with the rest of the institution. Each quad
has one exit and one entrance pedestrian turnstile, which regulates access
to the common areas of the facility. The common areas of the institution
house education programs, Prison Industries Authority (PIA), and such
support services as chapels, clothing distribution, laundry, Plant
Operations maintenance, the medical, dental, and mental health offices,
and a licensed hospital providing second-level health care.
The quads serve different components of the institution’s mission. DQuad houses the most severe psychiatric cases and some of their
population transfers to and from Atascadero State hospital, a facility for
mentally disordered offenders. C-Quad houses individuals under
treatment for psychiatric disorders and for whom daily medication
moderates their behavior; but at a lesser level of care than D-Quad.
Students assigned to school from these two quads frequently present not
only special needs but special concerns for classroom teachers, including
frequent appointments for individual and group therapy sessions and
medical needs during school hours. B-Quad consists of General
Population inmates and Administrative Segregation (Ad Seg) units. AQuad houses General Population inmates exclusively. The Plaza is a
centrally located Associate Services area which provides administrative
and support services including food, chapels, clothing distribution, and
canteen for all four housing units
CMC East was selected as a site for developmentally disabled inmates in
2000. Staff works in coordination with custody staff, mental health
practitioners, and recreation therapists to provide educational services to
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designated inmates. In 2010, an influx of developmentally disabled
inmates necessitated an additional DDP teaching position and another
teaching assistant. Currently, education staff includes two DDP teachers,
two teaching assistants, and a Library Technical Assistant (LTA) who
works with the developmentally disabled in the library.
In addition to ABE and GED classes, vocational education at the East
Facility continues to offer Welding and Office Services and Related
Technology (OSRT). The East Library maintains a complete law library
and a 32,800 volume general library. It is fully automated and supports the
general population and the needs of restricted populations (Ad Seg and
the hospital). The library also supports the Developmentally Disabled
Program through collection development and one-on-one staff assistance
by the Library Technical Assistant.
Laubach literacy training is available for tutors and students who desire
to teach or learn reading. It sponsors very successful library promotional
events to further the interest of library visitors and attract new readers.
Outside of school hours, there is an inmate activity group which works in
conjunction with the Literacy Council of San Luis Obispo to provide
Laubach trained tutors and age-appropriate reading material for those
with primary grade-level reading abilities. The group meets 2 times a
week in East Visiting. Additionally, informal tutoring occurs in the
quads.
At the East Facility, the ethnic makeup of the community is 22% White,
52% Black, 5% Hispanic, 21% from all other groups combined, including
American Indian, Filipino, Pacific Islander, and Asian.
Institutional Population By Ethnicity
Education Population by Ethnicity
Other
10%
Other
21%
Black
35%
Hispanic
5%
Black
52%
White
22%
Hispanic
34%
White
21%
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Within the school, we closely represent this diverse community. The
ethnic makeup of the school is: 21% White, 52% Black, 5% Hispanic, 21%
from all other groups combined, including American Indian, Filipino,
Pacific Islander, and Asian.
East GED Exam Results
As shown above, in 2004 54 students took the GED exam: 39 passed, 8
failed and 7 exams were incomplete. In 2005, 9 students took the GED
exam: 5 passed, 3 failed and 1 exam was incomplete. The first quarter
2005 GED exam was not given due to numerous institution lockdowns.
As a result, only 9 students were able to take the GED exam in June. An
exam is scheduled for September 2005.
East TABE Test Results
The above chart reflects the TABE GPL's for the 445 academic and
vocational students enrolled at East in January 2005. Approximately 35%
of the scores range between 6.0 and 12.9 and reflect voluntary assignment
in academic or vocational programs. The percentage (46%) of TABE
scores ranging between 0.0 and 3.9 is increased by the number of nonEnglish and limited English speakers, basic non-readers and DDP
students enrolled in school.
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The West Facility
Most of CMC-West
was built in 1941 by the
U. S. Army as part of
Camp San Luis Obispo,
the original home of
the California National
Guard and detention
center for prisoners of
war. It was converted
to prison use in 1954.
Currently, there are
four housing units comprised of 33 dorms. Three of the housing units are for
general population. There is also a level 1 camp program for fire suppression,
conservation, and other community service work. Inmates housed in this unit do
not participate in education, but can obtain a GED and take college courses. A
centrally located Associate Services area provides administrative and support
services including food, chapels, clothing distribution, and canteen for all four
housing units. There is a full service dental facility at CMC-West, but medical
service on site is limited. However, second level health care is provided by CMCEast, which operates a licensed hospital. In addition to education programs, there
are opportunities for jobs in factories operated by PIA and support services. For
those individuals qualified for camp, fire crews which fight wildfires throughout
California at the direction of the California Department of Forestry (CDF).
Beyond the Adult Basic Education classes at West, there is a GED class, which
prepares students to successfully test for a high school equivalency certificate.
West Facility also offers vocational programs in Construction Technology and
Electronics Technician. However, due to the nature of the West Facility
population, students do not often stay long enough to complete all aspects of the
available training.
Another unique feature to West Facility is the Substance Abuse Program (SAP).
It is currently a five month rehabilitation program for inmates with a history of
drug or alcohol abuse and who meet other specific criteria. The counselors,
former addicts themselves, mentor inmates with regard to clean living by
promoting sobriety, counseling, and wellness.
The rehabilitative process
continues upon parole, as program support is made available after release from
prison.
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WASC Self Study Report 2011
At the West Facility, the ethnic makeup of the community is 22% White, 34%
Black, 23% Hispanic, 21% from all other groups combined, including American
Indian, Filipino, Pacific Islander, and Asian combined.
Institutional Population By Ethnicity
Other
21%
Black
34%
Hispanic
23%
White
22%
Education Population by Ethnicity
Black
36%
Other
42%
Hispanic
13%
White
9%
Within the school, we attempt to reflect the institution's ethnic
community. The ethnic makeup of the schools is 9% White, 36% Black,
13% Hispanic, and 42% "Other," including American Indian, Filipino,
Pacific Islander, and Asian combined.
The age distribution of the school reflects that of the community.
West GED Exam Results
The charts above show that in 2004 64 students took the GED exam: 43
passed, 17 failed and 4 exams were incomplete. By July 2005, 40 students
had taken the exam: 29 passed 9 failed and 2 exams were incomplete.
West TABE Test Results
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WASC Self Study Report 2011
The above chart reflects the TABE GPL's for the 450 academic and
vocational students enrolled at West facility in January 2005. 25% of the
scores range between 6.0 and 12.9 and reflect voluntary assignment in
academic or vocational programs. The high percentage (55%) of TABE
scores ranging between 0.0 and 3.9 is increased by the high number of
non-English and limited English speakers and basic non-readers enrolled
in school.
The Recreation/Physical Fitness program works closely with Custody to
provide resources and structure for sports leagues and tournaments. For
inmates who work on fire crews, approximately 240 a year, there is a
Physical Fitness Training (PFT) program to help inmates build and
maintain their strength, stamina, and agility.
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Chapter
2
Progress Report
Introduction
IN March, 2008, a WASC visiting team reviewed the follow-up efforts of CCAS
leadership and staff and published their findings in the Six-Year Term On-Site
Review Report. In the report, the visiting team commended many developments
that came about as a result of the 2005 Action Plan. Commendations included
expansion in vocational offerings, measureable increases in academic and
vocational completions, and increased efforts toward better communication
between constituents. The team reviewed progress made toward the 2005
recommendations for improvement in the following key growth areas:
1. Improve communication within the Education Department among
staff, students, and the community in an effort to better meet the
needs of our students.
2. Improve the effectiveness and ability of staff to stay abreast of current,
research based trends in Education that will improve delivery of
ESLRs in a meaningful way.
3. Develop and refine the system used to assess student progress in order
to improve student achievement.
4. Create a plan based on the Schoolwide Action Plan that will provide
resources and a safe, nurturing environment in which students can
learn.
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WASC Self Study Report 2011
In addition, the visiting team identified two more critical areas for growth
during their 2008 review:
1. Although the staff appears to be aware of the ESLRs, the students
need to be able to demonstrate their knowledge of the ESLRs and
correlate the assignments completed to ESLR attainment.
2. The staff and leadership need to work together to find ways to resolve
the issue around schedule for staff development opportunities
including curriculum sharing and grade level meetings as well
appropriate meetings to address other action plan items.
Since the 2008 midterm WASC review, CCAS has weathered significant
budget challenges and two major curricular policy shifts mandated by the
state, which have, in turn, had a huge impact on the day to day operations
of the educational program. CCAS strives to maintain an excellent
educational program that meets or exceeds the targeted results of our
Mission Statement and SLOs internally, as well as those of OCE and
WASC externally.
Growth Area #1: Communication
1.
Create and conduct a survey that will measure communication within the
Education Department.
After 2008, the existing annual survey was modified to include two more
questions to quantitatively assess communication within the education
department. Between 2009 and 2010, CCAS leadership determined that
annual survey results reflected volatile staff reactions to both the
upcoming program changes and forced reduction of positions, rather than
providing meaningful feedback regarding school improvement. The
leadership team collectively agreed to table the annual survey process
temporarily until time, resources, and a significant revamping of the
survey itself would allow for the creation of a more effective evaluation
instrument.
Since tabling the annual survey, staff input has been solicited in other
surveys with regard to educational programs. In December of 2010, the
AELC/CTLC solicited feedback from staff statewide, including CCAS, in
an effort to evaluate how effective the implementation of the new
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WASC Self Study Report 2011
curricular models was in achieving OCE objectives. Leadership continues
to survey staff on an annual basis as part of the individual goal setting
process. The administration seeks to align staff assignments with teacher
interest, experience, and expertise; and it views this means of
communication as an invaluable component of the planning process.
Most recently, in the fall of 2011, the WASC curriculum subcommittee
surveyed staff regarding the effectiveness of mandated curricular
resources as well as the use of supplemental materials in the classroom.
Thus, the survey process remains an integral part of program assessment.
2. Measure that communication regarding local and state wide policy changes,
proposals, and education-related issues has increased.
Because the annual survey process was temporarily suspended, there has
been no quantitative data to measure or interpret over the past year and a
half with regard to an increase in communication about policy changes,
proposals, or education-related issues. However, communication in these
areas is continuing and ongoing.
Three recent technological
developments have aided in the dissemination of information at all levels.
CDCR has instituted the statewide intranet making available recent
developments, documents, and public information online. The Education
Share Drive also allows teachers to post, send, and acquire information
regarding memos, training, committees, and curricular resources through
the use of a designated collection of shared education folders. In addition,
email accounts have recently been promoted as yet another means of
sharing work related information among state, institution, and
department personnel.
3. Establish interdepartmental collaboration among CMC, CCAS, and OCE to
address the needs of the students more comprehensively, such as optometry issues,
ESEA students, EOP ducats.
Collaboration and communication with custody staff continues to be
operative and effective. In the midst of unprecedented spending cuts,
layoffs, and personnel shifts over the past three years, the Warden has
done an admirable job communicating with staff in terms of what to
expect in the immediate future. Timely updates and reassurances of
support have allowed staff to make informed decisions and to deal with
ominous uncertainties as best as could be expected.
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WASC Self Study Report 2011
Smaller issues in scope have generated worthy dialog with custody as
well. Student accommodations and scheduling needs have been
communicated by students to staff directly, or via the IEAC, which, in
turn, have led to discussions with custody regarding resolution of those
issues. Recent discussions include the filling of prescriptions in a timely
manner and accommodations for inmates who require reading glasses.
While the resolution process is imperfect, it is largely constructive.
CCAS’s rapport with OCE is also positive, as the recent review process of
2009’s new curricular models would indicate. In the fall of 2010, teaching
staff throughout CDCR, including CCAS, communicated their concerns
about the inadequacies of the new models to the AELC/CTLC. OCE was
receptive to a policy review and collaborated with AELC/CTLC to find a
workable alternative that better suited student educational needs while
maintaining OCE objectives.
The OCE newsletter is another example of communication between
constituents. The newsletter is a quarterly circular that spotlights CDCR
educational achievements and provides noteworthy information to
institutions throughout the prison system.
4. Re-instate the Education newsletter for both East and West
In 2008, an education newsletter was reestablished for a short time. In
2009, because of budget cuts, faculty reduction, and the changing
educational models in the classroom, the priority of compiling and
publishing a newsletter became less important. Communication about
these significant concerns took the form of meetings, memos, and short
notice updates. With the continued instability, and further changes
looming, the newsletter remains a low priority.
Growth Area #2: Professional Development
1.
Create and conduct a survey that will measure increased application of new
teaching concepts
In the Fall/Winter 2010, the AELC/CTLC solicited staff feedback about
the effectiveness of the new curricular models. In the fall of 2011, the
WASC Curriculum Committee solicited staff feedback regarding the
current curricular program, resources, and preferences.
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2. In-service training to increase staff and student understanding of the ESLRs and
their correlation to curriculum and assessment
1. By 2008, the leadership team felt that this goal had been met, and that
the issue would be revisited as needed. In 2009, CCAS staff members
met several times to increase staff awareness of SLOs. In one of those
meetings, staff members were grouped by grade level and
collaboratively listed each skill, lesson, and topic taught in individual
classes that directly correlated to achievement of SLOs. In the
Midterm Progress Report, the visiting team commended the progress
made in terms of staff awareness, but felt that students did not
sufficiently understand SLOs and their correlation to curriculum and
assessment. The committee recommended that students “need to be able
to demonstrate their knowledge of the ELSR’s and correlate the assignments
completed to ESLR attainment.”
3. In-house professional growth opportunities including current trends in education,
cultural diversity and varied assessment devices
CCAS currently adheres to a training calendar that includes the 40-hour
IST by institutional staff every spring. In addition, the first Wednesday of
each month has been designated as a staff development day. Most
recently, in June of 2011, the staff collectively read excerpts from Closing the
Global Achievement Gap as part of the WASC accreditation process. The
purpose of the exercise was to consider options from progressive
educational models in terms of diversity and assessment, and how they
might be applied to our own educational program within CDCR.
However, the mandated shifts in correctional education prohibit
wholesale investment in emerging conceptual trends as CCAS seeks to
maintain program stability and steadfast commitment to achieving our
SLOs. In the meantime, CCAS continues to seek worthy training
opportunities about research based methods for improving delivery of
SLOs in a meaningful way within boundaries of the correctional setting.
Currently, the faculty training sessions are designed to balance the
faculty’s need for important professional development while allowing
teachers the time necessary to effectively execute their duties.
4. Share and utilize conference information
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WASC Self Study Report 2011
Due to budget constraints, both faculty development in general, and
conference opportunities in particular, have been drastically reduced. As
a result, conferences attended are few in number and narrow in scope.
The Principal attends the annual GED conference to learn about current
trends and shares findings with the GED teachers when applicable. The
testing coordinators attend TABE and CASAS conferences on an annual
basis to learn about latest updates in their respective programs. Similarly,
the literacy coordinator, the DDP staff, and the vocational teachers all
attend program-specific statewide gatherings. However, the programspecific information is not often directly relevant to the entire staff. As a
result, the information gathered from conferences is effectively shared
between colleagues and implemented in programs despite the absence of
regularly scheduled meetings and reports.
5. Develop a schedule for curriculum sharing and grade-level meetings
CCAS currently plans training opportunities annually, setting aside 12
professional development days on the school calendar. It is during these
professional development days that most curriculum sharing activities
take place. In addition, the education department distributes a calendar
to each staff member detailing scheduled events at the beginning of each
month. Leadership has explored the possibility of utilizing the time
during scheduled lockdowns, as well as improvising during unscheduled
lockdowns, to maximize limited faculty curriculum development
opportunities. However, in terms of lockdowns and custody responses,
East and West facilities run independently, thereby prohibiting
development opportunities for all CCAS staff during those times.
In the past, grade level meetings were scheduled regularly, but in the
absence of issues or concerns, there was often no substantive agenda. As a
result, the time designated to meet was deemed inefficient, and most staff
have willingly chosen, and have been encouraged, to share in a semischeduled setting, most notably during extended Friday lunches.
Curriculum and grade level sharing also occur informally on a daily basis
as teachers convene in the common area during prep time, breaks, and off
days.
Growth Area #3: Accountability for Student Progress
1.
Identify the correlation between the ESLRs and the curriculum.
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WASC Self Study Report 2011
By 2008, the leadership team felt that this goal had been met, and that the
issue would be revisited as needed. In 2009, CCAS staff members met
several times to increase staff awareness of SLOs. In one of those
meetings, staff members were grouped by grade level and collaboratively
listed each skill, lesson, and topic taught in individual classes that directly
correlated to achievement of SLOs.
2. Develop an improved system for tracking student learning results.
The SPARC report is the official measure of academic gains statewide,
and it is distributed by OCE to all CDCR institutions on a quarterly basis.
However, the nature of classroom enrollment in a prison setting is
dynamic due to transfer and reception movement, fluctuating TABE
scores, and classification recommendations. The SPARC report does not
take into account the changing face of the student population and does
not accurately reflect gains of classroom sections. Instead, the de facto
method for accurately tracking student gains in a class section is the
Monthly Report. TABE and CASAS pre- and post-test results, GED
completions, and Vocational completions and certificates are all compiled
on a monthly basis to allow for immediate access to student progress and
achievement. In addition the testing coordinators at both East and West
facility provide additional reports which help to track student learning
progress.
3. Interpret the tracking system data to assess student attainment of the ELSRs
CCAS does a good job of collecting, recording, and tracking student
achievement of SLOs. Teachers continue to review TABE and CASAS
results with individual students as they identify areas of strength and
areas for improvement. Further data analysis with this information would
be useful in the discussion of proactive educational practices within
CCAS and CDCR. However, given the turmoil within our education
programs due to policy changes, budgetary setbacks, and staffing
shortages in the past three years, the biggest priorities have been to adapt,
implement, and modify our educational program. It has been very difficult
to accomplish more than compiling and tracking student achievement of
SLOs, including any substantive data analysis beyond student-teacher
review of TABE and CASAS scores.
4. Explore the Possibility of a recidivism study to determine the success rate of
paroled students
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WASC Self Study Report 2011
A study on the success rate of paroled students to see if the school is
achieving its mission “to reduce recidivism by providing incarcerated
students with the vocational, academic, and life skills needed to re-enter
society” would be optimal. However, CCAS operates in a prison
environment where safety and security concerns for both students and
staff are the highest priority. Personal information is confidential, and we
are not permitted to contact students. These policy concerns continue
upon a student’s exit from prison. Given the policies and procedures of
CDCR, as well as the roles and job descriptions of our current staff, it
would be unwise for CCAS to undertake this task. This is, perhaps,
something that could be accomplished through the paroles offices.
Growth Area #4: Resource Allocation
Designated as one of the central areas for growth in the 2008 Schoolwide
Action Plan, the discussion of Resource Allocation was based on
anticipated facility and program expansion. However, major cuts across
the board in the last three years have rendered previously determined
“needs” obsolete.
1. Short and long-term budget operation and planning: While the
annual budgets have been formulated and approved, they have also
been frozen. There are no signs of relief in the immediate future.
2. Explore options for more classroom space: As positions have been
vacated, and will soon be eliminated, learning spaces have become
adequate for the number of sections in operation. Overcrowding in the
educational setting is no longer the issue it was in 2008.
3. Explore additional viable vocational opportunities: In 2005, CCAS
offered 11 vocational classes with no vacancies. At the time of the
2008 Action Plan Update, the number of vocational offerings
increased to 13, albeit with two vacancies. In 2011, the number of
vocational positions dropped to 8 with 2 vacancies; but more
significantly, by December of 2011, the number of open classes had
dwindled to 3. The chart below illustrates the increasing number of
vocational vacancies since the Onsite Review Report in 2008:
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WASC Self Study Report 2011
Vocational Positions
15
10
Vocational
Positions
5
Voc got hammered
since 2007
2011
2010
2009
2008
2007
2006
2005
0
4. Update existing video collection to support the curriculum and
ESLRs: While educational videos that support curricular goals and
SLOs are a valuable tool to have in the educational arsenal, they are
not a necessity. Considering the cuts and freezes in the education
budget over the past three years, CCAS leadership has determined
that the purchase of videos cannot be justified when more basic
resources are in such short supply.
5. Preventive maintenance of the West Education buildings: As of 2008,
CMC has instituted a work order tracking system to address any
maintenance issues on either West or East facility as they arise.
Additional Critical Areas Identified by the Visiting Team:
2. Although the staff appears to be aware of the ESLRs, the student need to be able to
demonstrate their knowledge of the ELSR’s and correlate the assignments
completed to ESLR attainment.
Since 2008, we have made significant progress toward this goal. Each
student at every level in ABE and GED classes is given at the time of his
assignment a syllabus which outlines curricular SLOs and their relation to
the curriculum. In the vocational area, Our intent was to promote student
awareness and monitoring of progress toward learning outcomes, but
upon reflection we see the need to codify the school SLOs in a more
meaningful way for students. At the time of this writing, a plan has been
formulated for implementation in January 2012, in which each student
enrolled in education will receive instruction about SLOs at CCAS as part
of the normal course of orientation.
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WASC Self Study Report 2011
3. The staff and leadership needs to work together to find ways of resolve the issue
around schedule for staff development opportunities including curriculum sharing
and grade level meetings as well as appropriate meetings to address other action
plan items.
In 2007, OCE instituted changes from the existing teaching schedule with
a mandatory 220-day calendar, which was to include all staff development
and training days. That mandate produced two significant results: 1) it
increased the number of contact hours for teachers and their students;
and 2) it eliminated the management prerogative to close classes for
faculty development opportunities. The upshot was that the new
teaching calendar put a premium on coveted student-free work days
without much scheduling flexibility. According to a survey in 2009, some
teachers found no utility in their participation of training days. Other
teachers saw the value of training and professional development, but
preferred, and placed a much higher priority on, the time to work directly
with students and complete paperwork. While we do have a training
calendar that includes the 20-hour IST by custody staff in addition to
designating the first Wednesday of each month as a staff development
day, CCAS works to incorporate other worthy training opportunities.
Currently, the faculty training sessions are designed to balance the
faculty’s need for important professional development while allowing
teachers the time necessary to effectively execute their duties.
Significant Changes
Since the 2005 WASC Accreditation self study, budget, staffing, and
program changes have threatened to undermine our ability to carry out
our primary business at hand: educating students. The significant
changes began in 2007, but it wasn’t until after the 2008 Midterm Report
that the succession of program changes quickly became more ominous
and put at risk our effectiveness to deliver quality educational service.
The following chart notes the challenges the department has endured, due
in no small measure to the resilience and professionalism of the staff:
September
2007
A 220-Day Academic Calendar replaced the traditional two-week a year vacation
schedule. The bargaining benefit package benefits included more money and more
time off for teachers. However, the negotiation also yielded an unpopular change
restricting the flexibility for teachers to choose which days they would like to take
individually. In addition, mandated training days were built into the 220-day
calendar limiting previously existing options for professional development
opportunities. As a result, staff were divided over utilization of newly structured
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WASC Self Study Report 2011
time policies and restrictions.
The new OCE curriculum was adopted to align adult correctional education
standards with State Department of Education standards for K-12 standards.
Teachers were now required to use the materials sent by OCE in the classrooms. The
textbooks were widely criticized by both staff and students because they were
designed for elementary school aged children, not adults. Moreover, while the use of
supplementary materials is currently allowed, the general method of selecting and
purchasing preferred materials on an individual basis for classroom instruction
ended.
Mid 2008
Mid 2009
The local youth authority closed. The staff from that facility had to be placed in
other jobs within the State system; and due to union rules, most placements were
based on seniority, regardless of the facility. CMC was the logical choice for most of
the placements as we were the closest facility. CMC’s absorption of displaced CYA
personnel meant that Education Department staff faced the very real possibility of
losing their jobs. While we did not lose any staff in the end, the nine month transition
period generated profound uncertainty and anxiety throughout the whole
department. The primary focus of teaching was instead replaced by an unnerving
preoccupation regarding the immediate future.
Due to the worsening of the State budget, OCE mandated staff reductions at an
alarming rate. Programs were closed. Colleagues lost jobs. Some staff who were not
laid off endured significant pay cuts for positions in other departments. The
reductions were even more painful and frustrating than the youth authority closure
and ensuing displacements the year before. Everyone was affected regardless of
classification and job security. Utter chaos reigned from July 2009 until March
2010, and the residue of that chaotic period still remains.
Due to the worsening of the State budget , CDCR imposed furloughs on all
Education staff with a mandatory 15% salary reduction. Staff work schedules were
reduced three days per month with a corresponding mandatory salary cut. Due to
the 220-Day Academic Calendar, CMC administration decided to have all the staff
off at the same time, which was usually the 1st, 2nd, and 3rd Friday of the month.
May 2010
July 2010
New education models were implemented. With the cuts in budget and staffing
statewide came the need to restructure models of instruction to serve more students
with less resources. Therefore, teachers went from a basic schedule of a 27:1
student/teacher ratio, six and a half hours a day, five days a week, to a 54:1
student/teacher ratio fifteen hours a week for ABE I classes on the low end to 120:1,
three hours a week for GED classes. This was an overwhelming change in student
instruction time. It was quickly discovered that with our open-entrance-open-exit
policy, the student turnover rate was astronomical. Teachers quickly found that the
quality of instruction had been greatly compromised because, in addition to the
reduction of contact time with students, the time required to complete the vast
amount of paperwork dwarfed the remaining amount of instructional time.
In order save money, the prison introduced rolling lockdowns. The modified
program limited inmate attendance in their education classes to three days one week
and two days the next week. This process lasted for one entire year. With the advent
of the 2010 education models, it was conceivable that some inmates only attended
class one 3-hours session every two weeks.
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WASC Self Study Report 2011
May 2011
July 2011
OCE introduced new education structures to replace the ineffective education
models. The current teaching schedule is now a student to teacher ratio of 54:1, three
hours a day, five days a week. This model has been well received, but it is too soon to
evaluate its effectiveness.
The state of California continues its budget difficulties and vacancies are not being
filled for salary savings. Added to this is AB 109, which calls for a statewide
reduction of the prison population by approximately 30,000 inmates. Fewer inmates
means fewer staff will be needed to supervise them. While the Education
Department, per se, is not laying off any staff, some of the staff will be impacted
related to the 2010 staff layoff plan. At this point, 3 office staff and one senior
librarian may find themselves at another location or even laid off.
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WASC Self Study Report 2011
Chapter
3
10 Criteria
Mission and SLOs, Organizational Infrastructure and
School Leadership, Faculty and Staff, Curriculum,
Instructional Program, Use of Assessment, Student Support
Services, Resource Management, Community Connection,
2008 Action Plan
Criterion #1: Institutional Mission and Student Learning Outcomes
The institution demonstrates a strong commitment to its mission, emphasizing
student achievement. The school communicates its mission internally and
externally. Schoolwide Learner Outcomes (SLOs) are developed and reviewed
annually to ensure that they are current and relevant.
Indicator 1.1 The institution has a statement of mission that describes its broad educational
purpose, its intended student population, and its commitment to high levels of student learning.
The mission of the CCAS (CCAS) is to reduce recidivism by providing
incarcerated students with the vocational, academic, and life skills needed
to re-enter society.
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WASC Self Study Report 2011
The Student Learning Outcomes (SLOs) of CCAS will prepare students to
reenter society as productive citizens by providing them opportunities to
acquire:


Literacy skills—reading, writing, survival literacy, math, and
library skills
Vocational skills—career, trade, technical, technology
Decision Making Skills—healthy living, self directed, anger
management, interpersonal, communication Lifelong learning
skills--daily living skills, and personal enrichment.
Education staff believe that most incarcerated individuals will take
responsibility for making a positive change through education if given the
opportunity. With the help of correctional educators, incarcerated
students can acquire the skills needed to successfully reenter society in
order to be positive, productive citizens. The school’s mission statement
grew from this philosophy and commitment.
Indicator 1.2 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 task of revising the Mission Statement was accomplished by all
stakeholders via discussions and meetings. An in-service training was
held in June, 2011, to identify correlations between the school’s SLOs, the
mandated curriculum, and current progressive educational models as
highlighted in Closing the Global Achievement Gap. Following discussion of
the monograph, the four focus groups reviewed the established Mission
Statement and each group offered suggestions to modify the Mission
Statement if necessary. Each proposal was in turn reviewed, considered,
and amended by staff consensus, before being accepted and finalized by
the WASC Leadership Committee in its current form. The Mission
Statement clearly articulates CCAS’s purpose as well as its commitment
to the SLOs.
The Mission Statement and SLOs are communicated among all
stakeholders through published documents, meetings, and discussions.
SLO revision is an ongoing process.
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WASC Self Study Report 2011
Indicator 1.3 The institution’s mission statement is central to institutional planning and
decision-making activities
The school considers its mission and SLOs in its planning process and
decision-making activities at every step of the educational process.
Resource allocation, curricular materials, teaching assignments, classroom
designations, and test schedules are all designed around achievement of
SLOs. OCE’s budget directives and curriculum structures dictate
programs that will develop vocational, literacy, decision making, and
lifelong learning skills. All CCAS Action Plan decisions are based on
maximizing our ability to achieve our mission statement and SLOs with
the limited resources we have at our disposal.
Indicator 1.4 The institution establishes Schoolwide Learner Outcomes that identify the broad,
global goals for all students based on current and future student learning needs.
The SLOs were based primarily on the CCAS, OCE, and CDCR Mission
Statements, the OCE curriculum, and the needs of the current student
population. In addition, the staff considered current research (Closing the
Global Achievement Gap) and teacher feedback via staff meetings and survey
opportunities. The development, revision, and adherence to SLOs can be
seen in the selection of supplemental curricular materials as well as
teacher created lesson plans and handouts.
Indicator 1.5 The institution demonstrates the incorporation of current research-based ideas
into learning programs to ensure that the institution’s overarching goals (SLOs) are current and
relevant.
While opportunities for innovation are largely limited due to budget
concerns and staff interest in subject area, CCAS adequately follows best
practices in adult education. OCE selects curriculum and texts that are
researched based. Some job related conferences (such as GED,
TABE/CASAS) are available to staff as well. Another noteworthy
application of best educational practices was the work of the
AELC/CTELC. After implementation and evaluation of new models,
AELC/CTELC and OCE worked in conjunction to survey staff statewide,
analyze data, and modify the programs offered for the benefit of all
involved.
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WASC Self Study Report 2011
Indicator 1.6 The institution has a process in place to regularly review the courses and programs
offered so that the needs of the community are met.
As per OCE, classes and teaching assignments are determined by both the
size and demographic needs of the student population. While open
enrollment is not problematic in itself, adult education in the prison
setting poses unique logistical challenges. Transfer and reception
movement, fluctuating TABE scores, and classification recommendations
collectively tend to make educational assignments, let alone future
planning, a dynamic process. Monthly reports, end of year reports, test
results, and waiting lists are the typical methods of determining program
offerings.
Given CDCR’s current budget climate and the resulting population
changes, much of what we offer in the near future will be determined by
OCE. However, students and staff are typically included in the discussion
of educational programming.
Students are able to ask questions and provide input with regard to
educational programs through the Inmate Education Advisory Committee
(IEAC). A major concern expressed during the 2010-2011 year was the
lack of contact time with teachers due to the new educational models and
rolling lockdowns.
In addition, CCAS administration seeks to align staff assignments with
teacher interest, experience, and expertise.
Annual surveys are
administered to determine most suitable matches as vacancies, shifts, and
new programs become available.
The AELC was created in the Fall of 2010 as a group comprised of a few
teachers representing CDCR schools statewide to address the identified
shortcomings of the new educational models that were put into effect in
May of 2010.
What are the Institution’s Strengths and Key Issues for Criterion 1?
Strengths:
 Clearly defined Mission Statement and SLOs
 Clearly defined process to adapt and review programs offered to
the community
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WASC Self Study Report 2011
Key Issues (Prioritized):
 Continue training on SLOs for staff and students
 Follow up on January implementation of Operation SLOmotion
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WASC Self Study Report 2011
Criterion #2: Organizational Infrastructure and School Leadership
The institution utilizes the contributions of leadership throughout the
organization to provide for continuous improvement. The organizational
structure and roles of governance are clearly defined and designed to facilitate
decisions that support student learning and improve institutional effectiveness.
The governing body enables the administrator/director to implement policy and
lead the institution effectively.
Indicator 2.1 The institution has clearly defined roles of governance that provide for ethical and
effective leadership and results in continued improvement of the institution. OCE ORG CHART
The operational authority over CCAS in terms of program modification,
procedures, and work hours, is the California Department of Corrections
and Rehabilitation with the Warden of CMC as its director. Since CCAS
is one of many programs offered in a state-run correctional setting that
houses incarcerated felons, the top priority of the institution is safety and
security. All programs in the institution, including education, are run
with this top priority in mind. In terms of educational planning at the
institutional level, the assignment office is in charge of placing students in
classes. Oftentimes, waiting lists affect the course offerings made
available to the students.
The governing authority of CCAS in terms of curriculum, budget, and
organizational structure is the OCE (OCE). Located in Sacramento, OCE
presides over all thirty-three prisons throughout the state of California.
At the top of the OCE structure is the Superintendent of Correctional
Education who is analogous to a District Superintendent in the public
school system. The next level of authority consists of three Associate
Superintendents who oversee the general operations of institutional
schools in zones divided into the Northern, Central, and Southern
regions; and one Associate Superintendent, Federal Grants, who is in
charge of a number of statewide, federally-funded special programs. Four
Supervisors of Correctional Education Programs and a number of
Supervisors of Vocational and Academic Programs operate below the level
of the Associate Superintendents in the OCE Administrative hierarchy.
CCAS is directly administered by the Supervisor of Correctional
Education Programs (SCEP) who acts as the principal of the school. One
Supervisor of Vocational Instruction (SVI) and two Supervisors of
Academic Instruction (SAI) assist the (SCEP). These supervisors form
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WASC Self Study Report 2011
the core of CCAS leadership and are responsible for a wide variety of
decisions regarding the hiring, training, and supervision of the staff and
the day-to-day operations of the school, as well as the critical interface
with custody staff.
Because communication is so important, there are monthly staff meetings
where supervisors and staff share information and concerns. Staff also
meet with the SCEP on a quarterly basis. Occasionally, guest speakers
address timely information and issues, including peer to peer sharing and
presentations by custody staff. Special meetings, memos, and emails also
address specific issues of concern as they arise. Recent important
notifications have included:




WASC Committee updates
OCE directed changes to education models
Classroom disciplinary or security concerns
CDCR and CMC policy changes and updates
Leadership assures high standards for professional conduct and works to
improve the overall staff awareness of central concerns within the
correctional education setting. Additionally all staff are required to
complete Professional Ethics training and be aware of ethics standards
under Title XV as part of this orientation. A well trained staff tends
toward an improved learning environment for all.
Indicator 2.2 The leadership of the institution 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.
The teachers at CMC are extremely generous with information and
materials. A strength area for our staff lies in its willingness to support
peer success. This willingness to share is frequently demonstrated over
informal discussions, lunchroom conversations, and the sharing of
materials and student work samples beyond the mandatory staff and
grade level meetings. Moreover, CCAS teachers see the generosity of their
peers as a great asset to our program. On both East and West Facilities,
peer expert presentations have been very informative and well received by
staff. From classroom management to best instructional practices, staff
are willing to share successful strategies and new ideas with their
counterparts, who in turn, embrace the collegial and relevant discussions.
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WASC Self Study Report 2011
CCAS is fortunate to have a staff with so many years of experience and a
wealth of expertise at its disposal. On another note, while teachers have
had occasion to observe other classrooms, there is more we should offer in
this process of collegial demonstrations and sharing.
Indicator 2.3 The institution’s governance, decision-making structure, and organizational
processes are regularly evaluated to ensure their integrity and effectiveness.
While teachers must adhere to DOM, Title XV, and OCE curriculum
mandates, teachers have the ability to select or create supplemental texts
and resources for their classrooms. Most recently, in November, 2011,
teachers responded to a survey request regarding the acquisition of
supplemental materials from various publishers including Steck-Vaughn
and Contemporary. Teachers are also empowered to teach their lessons,
as they like, so long as it doesn’t interfere with the safety and security of
the prison.
IEAC meetings are scheduled monthly at which time student classroom
representatives present school related concerns to supervisors. Minutes
of these meetings are distributed to classrooms for discussion. Items for
discussion at IEAC meetings might include:




How rolling lockdowns affect education participation
Information regarding testing and Milestone credits
Procedures for educational assignments
CDCR/OCE policy changes and mandates
Periodic audits ensure program integrity and effectiveness. Clark,
Coleman, and Armstrong audits ensure that CCAS maintains compliance
with regard to inmate accommodations in the educational setting. In the
coming months, OCE will be recommending the School Improvement
Plan (SIP) process to all CDCR adult schools in an effort to improve
school environment.
Compliance reviews are conducted as the budget allows. This is a
comprehensive team of individuals from other departments and prisons
who audit the institution as a whole, including the Education
Department. This team is more interested in the dotted I’s and crossed T’s
than what educational services are being provided. We generally do well
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WASC Self Study Report 2011
but do not find this a valuable tool for keeping to our commitment of the
SLOs .
The WASC Review process also allows for ongoing self reflection with
regard to the school’s mission, SLOs, and the greater educational program.
Periodic reviews from visiting teams and their independently objective
recommendations allow for growth opportunities that benefit the school
as a whole.
Each of these mechanisms for institutional evaluation allows school staff
to prepare for an entry meeting with auditors prior to the review, and
then hear results of the review in an exit meeting. Once the findings are
shared with staff, an Action Plan is developed to address highlighted areas
of need.
Indicator 2.4 The institution has an established infrastructure of policies and procedures that
provides stability and consistency for all institutional programs, activities, and events.
The governing authority of CCAS in terms of curriculum, budget, and
organizational structure is the OCE. OCE provides the curricular
programs as well as the state and federal guidelines under which CCAS
must operate. In addition, national certifications are sanctioned by AWS,
ASE, NCCER. The basis of all educational policies and decisions can be
found in:



The California Code of Regulations (CCR)—Title XV
California Penal Code-CDCR
Department of Operations Manual
In addition, recent court decisions have had a significant impact on
educational programming, as CCAS conforms to the rulings handed down
in Clark, Coleman, and AB900. More locally, CCAS leadership
implements program offerings based on TABE scores to determine both
what and how many ABE levels will be offered on an annual basis.
There is no shortage of policies or procedures at CCAS. CCAS must
conform to DOM, DOM Supplements, Title XV, CDCR, CMC, and OCE
directives with regard to policies and procedures. In addition, teaching
practices are guided by the Mission Statements of CDCR, OCE, and
CCAS as well as the pursuit of SLOs. All decisions or revisions to policy
are communicated via manual amendments, posted memos, IST, meetings,
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WASC Self Study Report 2011
intranet updates, and email so that all staff remain informed of policies
and procedures.
What are the Institution’s Strengths and Key Issues for Criterion 2?
Strengths:
 Despite the ubiquity of prison political issues, teachers provide
safe supportive learning environments with the support of
leadership. Leadership allows flexibility and autonomy for
teachers to teach in classroom environment
 Administrators provide support in dealing with issues that
negatively affect the educational system…eg, laundry
Key Issues (Prioritized):
 Advocate for education…Subject to development of 2.2
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Criterion #3: Faculty and Staff
The institution employs qualified personnel to support student learning
programs and services to ensure institutional effectiveness. Personnel are treated
equitably, evaluated regularly, and provided opportunities for professional
development that impact student learning.
Indicator 3.1 The institution employs personnel who are qualified by appropriate education,
training, and experience in line with its school mission and SLOs.
All CCAS teachers hold valid teaching credentials issued by the state of
California. In addition, The SCEP, SAI, and SVI hold Administrative
credentials. Stringent background checks and physical examinations are
included in the hiring process. Candidates must meet the minimum
requirements for employability as outlined in the job description
specifications for each position, including the proper credentialing, and
passing a Civil Service examination. Oral exams are administered by a
three member panel, which includes administrators (SCEP) and
supervisory staff (SAI/SVI), and may include custody or other noncustody staff unrelated to education. New teachers undergo a week-long
orientation presented by custody staff, as well as an education
department period of orientation, during which they meet with and
observe different teachers in their classrooms. These various orientations
address safety and security issues, providing an overall view of the
institution, and also familiarize the new teachers with an understanding
of the paperwork, curriculum, and staff, building a supportive mentoring
system as they assume their job responsibilities.
Indicator 3.2 The institution’s hiring process is marked by clear communication regarding job
descriptions, expected job skills, and procedures for the selection of personnel.
Details regarding openings and qualifications can be found at external
sites such as SPB, DPA, and job-line; or this information can be circulated
internally by OCE, SROA and state lists, administration, or the personnel
office. Stringent background checks, finger printing, and physical
examinations are included in the hiring process. Candidates must meet
the minimum requirements for employability as outlined in the job
description specifications for each position, including the proper
credentialing, and they must pass a Civil Service examination. Oral exams
are administered by a three member panel, which includes administrators
(SCEP) and supervisory staff (SAI/SVI), and may include custody or other
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non-custody staff unrelated to education as well. Employees must sign a
copy of the Operational Procedures and Job Description, which
specifically describe all responsibilities and employer expectations of the
position to be filled.
Indicator 3.3 The institution develops personnel policies and procedures that are clearly
communicated to all employees.
As a school within the California Department of Corrections and
Rehabilitation, CCAS must abide by the written policies and procedures
found in the Department Operations Manual (DOM) and Title XV, DOM
Supplements and Operational Procedures. Annual refreshers are required
as part of staff In Service Training (IST). In addition, constant vigilance
dictates frequent reminders in the form of OJT, memos, and staff
meetings.
Annual block training is mandatory for all staff. This 20-hour in-service
refresher is designed to update all staff on the most current practices for
safety, security, education, and program improvements. Staff are required
to complete IST subjects which include Professional Ethics, Sexual
Harrassment, Inmate/Staff Relations, Use of Force, TB, Bloodborne
Pathogens, Fire and Safety, Escape Prevention, etc.
IST maintains a training log that monitors completions of mandatory
training sessions. These records are kept secure and confidential, locked
up with limited staff access. The personnel office maintains an employee’s
official file. Should any employee require access to the personnel file, he
or she must provide a written request under the direction of a supervisor.
In June, 2011, CMC acquired access to online resources that are available
to all education staff. Staff are able to post, receive, and access
information via a shared network drive. In addition, an intranet web
portal is available statewide for CDCR news, updates, forms, and archived
information. Information regarding Operational Procedures, Dom
Supplements, Equal Employment Opportunity (EEO), and Employment
Relations Officer (ERO), are all now available online.
Indicator 3.4 The institution assures the effectiveness of its faculty and staff members by
evaluating all personnel systematically.
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The institution evaluates all personnel with regard to performance of
assigned duties and responsibilities in probation reports for new hires and
then yearly evaluations for permanent staff. Evaluations are conducted on
an annual basis by a supervisor, and are meant to be constructive and
supportive in order to allow for professional growth and improvement.
The followup process includes individual meetings, goal setting,
mentoring or training as necessary, and frequent informal feedback.
Evaluation of teaching effectiveness includes use of prescribed curriculum
and methods; but more importantly, effectiveness is measured by SLOs in
terms of test results, program completions, and classroom observations.
Indicator 3.5 Faculty members take ownership of student progress toward achieving stated
Schoolwide Learner Outcomes.
Through monthly staff meetings and quarterly meetings with the
Principal, teachers review the SPARC report, TABE, CASAS, GED,
vocational certifications, milestones and average daily attendance. Over
the course of last year, CCAS staff reexamined and submitted suggested
SLO modifications as part of the WASC Self Study Report.
Indicator 3.6 The institution provides all personnel with appropriate opportunities for
professional development.
Since 2009, the budget constraints have significantly impacted
educational staff opportunities for professional development and will
continue to be a challenge for the foreseeable future. Still, CCAS provides
many training opportunities related to the learning needs of students in
the Education Program. Saxon Math and Prentice Hall publisher training,
peer training, and Skillspath training have all been offered to department
faculty and staff. Moreover, quarterly and monthly staff meetings provide
collective participation in relevant exercises and discussion topics.
Verbal feedback may be given during and after the training, and discussed
at subsequent staff meetings. Faculty that coordinate specialized
programs, such as CASAS, TABE and GED testing, ESEA, IIP, DDP and
PLATO programs have attended program specific conferences.
Indicator 3.7 The institution regularly evaluates all non-teaching support staff members and
provides direction and support for improvement of their skills.
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Each non-teaching support staff member is evaluated yearly during their
IDP and through supervisor observation. In preparation for the annual
IDP or as needed, the supervisor and the staff member are afforded the
opportunity to review the duty statement and job description and discuss
expectations. Support staff attend all department meetings, are asked for
their input and are included in the decision making process. Our support
staff is instrumental in participating in special projects as needed,
assisting in the WASC review process, procurement, and inventory
management.
What are the Institution’s Strengths and Key Issues for Criterion 3?
Strengths:
 Highly qualified staff for each area
 Peer Support training is strong
 Experienced Staff
Key Issues:
 Increase in Professional Development opportunities (CLAD,
RICA, CPR/First Aid)
 Continued technical support for teachers on SOMS and other
computer applications
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Criterion 4: Curriculum
The institution demonstrates a conscious effort to support student learning
through the development of a challenging, coherent, and relevant curriculum that
allows all students the opportunity to reach Schoolwide Learner Outcomes
(SLOs). The school’s curriculum reveals its mission and SLOs and connects
directly to current student learning needs. The school pursues current, researchbased curriculum development information to keep its programs relevant and
effective.
Indicator 4.1 The institution has a documented curricular map that outlines courses of study
necessary to reach stated outcomes, licensure requirements, or certificate expectations.
OCE mandated materials, which include textbooks and teacher’s editions,
provide the curricular map for each course. Teachers, in turn, provide
students with a file that clearly outlines course objectives. The file
includes an OCE approved curricular Syllabus, an Educational Progress
Report (EPR), classroom orientation information, and other important
teacher created supplemental material. The SLOs are clearly outlined in
the curriculum Syllabus and textbooks. Clearly defined competencies in
the classrooms are measured by the degree to which individual learners
demonstrate knowledge in identified subject areas at all levels, both
academic and vocational. For instance, curriculum based tests require an
80% accuracy to pass. Ultimately, progress toward SLO achievement is
measured by student achievement on standardized tests (TABE, GED),
vocational certifications, completions, and promotions.
The curriculum is developed by OCE and corresponding curricular
resources are allocated by OCE based on institutional and student need,
as well as the Mission Statements of OCE and CCAS. Currently, the
mandated curriculum in academic classes includes High Point Reading,
Prentice Hall Language Arts, Saxon math, Prentice Hall Algebra, and the
Contemporary GED Series. As student needs are identified, CCAS has
discretion to make purchases that address resource gaps. VOCATIONAL
EQUIVALENT
While teachers have utilized the mandated materials, they also employ
supplemental resources specifically geared to adult learners. These
materials include:
 Phonographics
 New Practice Readers
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



Fisher’s English Reading and Spelling
Laubach Literacy
Steck-Vaugh and Challenger language builders
Number Power Math
Indicator 4.2 The institution regularly reviews curriculum in order to ensure that the content
taught in the classrooms is accurate and relevant.
Materials for both academic and vocational programs are reviewed every
five years and amended if necessary. The last academic curricular change
occurred in 2007. While there has been little formal review of the
materials teachers are directed to use, teachers across the board feel that
the current mandated curriculum lacks relevance to our audience. In
academic classes our student population is adult males who are required
to use state mandated K-12 curricular materials. Fortunately, teachers are
encouraged to use supplemental materials to backstop the curricular
standards. In the vocational work areas,
VOCATIONAL INFORMATION—see John about vocational curricular
change
On the other hand, while OCE provides the curriculum standards and
materials, teachers tailor delivery methods and modalities to the needs of
their assigned students as needed. Currently, they choose supplementary
materials that support curriculum objectives. Teachers also appreciate the
latitude to choose supplemental materials best suited to their specific
student needs. The use of supplemental materials allows teachers to be
more adaptable to a variety of learning levels, and to employ effective
modalities to better teach students.
Teachers also continually seek current, relevant materials for their
classrooms. Between lunchtime conversations, independent reading, and
in-house training, program enhancement is ongoing. Moreover, CCAS
teachers see the generosity of their peers as a great asset to our program.
In addition to mandatory staff and grade level meetings, peer directed inservice training sessions are held periodically to share different
approaches on methods and materials. From classroom management to
best instructional practices, staff are willing to share successful strategies
and new ideas with their counterparts, who in turn, embrace the collegial
and relevant discussions.
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The purpose of CCAS education is to reduce recidivism by providing
incarcerated students with the vocational, academic, and life skills needed
to successfully re-enter society. To that end, teachers encourage inmate
peer groups to make presentations and facilitate discussions about
relevant issues for incarcerated students in the classrooms. Groups such
as AFLASH and IPEP provide opportunities for meaningful dialog and
wellness information beyond the scope of the classroom curriculum.
Indicator 4.3 Students have access to texts, learning materials, and information resources that
are sufficient to meet the course learning objectives.
The availability of classroom curricular texts and supplemental learning
materials for students at CCAS is good. While recent budget constraints
have delayed the order and purchasing of new resources, supervisors are
generally very efficient in reviewing and approving teacher created
classroom materials, which are then copied in the education office, and
made available to our students. Teachers seem to be satisfied that noncopyrighted materials are made available to their students in a timely
manner when requested. Each teacher is also given a limited capacity to
make emergency copies of needed materials when necessary.
One area of the education program is severely undermined. Budget
constraints have tremendously impacted the quality and availability of
our auxiliary educational services. While the libraries on both East and
West Facilities are more than adequate in terms of resources and qualified
staff, they are not set up to support the students or the classrooms.
Reduced hours have led to limited access. In addition, while CCAS has
provided computer labs to support learning over the past 6 years at times,
those labs have not been consistently available to students because of staff
reductions and licensing issues. At the time of this writing, West
Facility’s PLATO lab is operational, while East’s Skillsbank lab is
temporarily out of service.
While our television specialist provides educational programming to
housing units, including some televised college courses, our media
resources are not utilized to the extent they can or should be. There is a
need to use more of our available video capability to address learning
needs and increase diversity of teaching modalities. An up to date video
library of high interest material would also enhance language learning
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opportunities, particularly in the case of literacy and second language
learners
What are the Institution’s Strengths and Key Issues for Criterion 4?
Strengths:
1. Teacher created materials are excellent.
2. AFLASH, IPEP inmate sponsored programs
3. Supplementary texts provide curriculum access to our diverse
student population.
Key Issues (Prioritized):
1. More access to general library.
2. Current curriculum not relevant to adult learners; too elementary.
3. Teachers need greater access to alternative curriculum delivery
methods.
4. Teachers should have greater input in curriculum selection.
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Criterion 5: Instructional Program
The instructional staff uses research-based instructional strategies and teaching
methodologies that engage students at high levels of learning and allow them to
achieve Schoolwide Learner Outcomes and course objectives. Faculty members
are given ongoing training in various instructional strategies that allows them to
address the varied learning styles of students in their classrooms.
Indicator 5.1 The school provides high-level instruction with appropriate breadth, depth, rigor,
and sequencing for all programs and courses.
ABE1-ABE2-3-GED-College Sequencing
Learning outcomes and student gains are measured annually by the End of
Year report, quarterly by the SPARC report, even more frequently by
TABE, CASAS, and GED scores, vocational certificates, promotions and
completions, yearly evaluations, and milestones. Supervisors oversee
quality assurance by visiting classrooms on a drop-in basis.
Teachers keep current with instructional strategies and methodologies
independently using current literature, internet research, and collegial
sharing of successful strategies and techniques. Supervisors have also
been very good at providing reference materials for special needs students
Indicator 5.2 The institution uses delivery modes and teaching methodologies that reflect the
diverse needs and learning styles of its students.
Prison classrooms contain students from a wide range of socio-economic
backgrounds, ethnicities, and cultures. Students are required to show
respect for others regardless of differences in race, sexual orientation,
religion, or customs. Teachers are expected to model appropriate
behavior regarding respect for differences.
One unique aspect of East facility is that it serves as a mental health care
facility for a large percentage of inmates. Likewise, a significant portion
of students in CCAS have special needs with regard to emotional,
behavioral, and academic support. While each teacher is required to
document weekly DDP accommodations utilized in class as per the Clark
Remedial Plan, CCAS also offers a very strong support system for
students with special needs.
Beyond direct instruction, teachers successfully facilitate large and small
groups, oversee peer and cooperative learning, and provide guided and
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independent practice opportunities to make the curriculum accessible to
our students. DDP clerks, in particular, are highly trained and very adept
at facilitating discussions on personal finance, anger management, and
literacy instruction training. In addition, peer tutoring and independent
study are available, and computer labs are pending. Classrooms will soon
have inmate computers to use during class time.
Teachers address learning differences through pre-testing and ongoing
evaluations. Inmate teaching assistants tutor students and assist in
tracking student progress. On both East and West facilities, Laubach
trained tutors assist students in the evenings, independently serving those
who wish to participate regardless of whether or not they have an
educational assignment.
Teachers of academic and vocational programs make accommodations for
students both physically and academically. Students are seated in
classrooms according to their auditory and/or visual needs. Each
classroom has a text magnifier for students who are visually impaired to
use while they are working in class. Students with medical chronos
describing special needs are also accommodated in keeping with
prescribed recommendations.
While teachers diligently work to accommodate students with special
needs, the procedure for a particular remedy can be time consuming,
frustrating, and a challenge to overall delivery of the education process.
One recent controversy involving eyeglasses is still simmering. As the
result of a recent custodial review, teachers are prohibited from supplying
eyeglasses (“readers”), even as a temporary fix, as they are not qualified to
diagnose a student’s vision. Students who claim vision problems must
make an appointment, take an examination, and wait for the prescription
to be approved and filled. This process can take months before the need is
remedied. In the meantime, a student must continue his education
assignment without the necessary eyeglasses. The recommendation for a
temporary fix in this case was a limited supply of plastic magnifiers for
classroom use as needed until a more permanent solution, eg, the arrival of
prescription eyeglasses, could be achieved. While the aforementioned
deals with vision accommodation, the prolonged waiting period during
this process is similar for all medical related accommodations, including
psych referrals.
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WASC Self Study Report 2011
Assigned students who possess duty limitation chronos pose a different
challenge to the educational program. If a student is unable to perform
the duties as detailed in his job description due to physical, mental, or
emotional limitations, the procedure to remove that student from class
can be long and drawn out. Ultimately processing the necessary
paperwork, evaluation requests, and duty limitation chronos all detract
from the teacher’s primary duty—to teach.
Indicator 5.3 The institution is actively engaged in integrating new technology into the
instructional program of the school. (Should also see 4.3)
CCAS teachers are anticipating the imminent addition of student
computers and programs geared to our classroom needs. We have a
PLATO lab on West Facility and we are reorganizing our Skillsbank lab
on the East Facility. In addition ABE/ESL teachers have expressed
enthusiasm for the highly acclaimed Rosetta Stone program, a welcome
tool for second language learners. WIA funding has allowed us to
purchase computers, overhead projectors, copy machines, and all of our
supplies, furniture, and supplemental materials.
In the vocational arena, our welding, OSRT, and cable splicing programs
keep students abreast of innovations and current technology practices.
Federal Vocational Education Technology Act (VETA) funding has
provided computers, training, and large equipment purchases for our
vocational shops.
While our television specialist provides educational programming to
housing units, including some televised college courses, our media
resources are not utilized to the extent they can or should be. There is a
need to use more of our available video capability to address learning
needs and increase diversity of teaching modalities. An up to date video
library of high interest material would also enhance language learning
opportunities, particularly in the case of literacy and second language
learners.
With the advent of SOMS computers, the availability of applications such
as MS Access, Excel, and Powerpoint has been become inaccessible.
Faculty training in the area of educational technology is vital; but with
budget constraints, most technology related training has been delivered
through in-house peer support. In the summer of 2011, CDCR’s
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Informational Technology (IT) section provided a remedy system for all
troubleshooting information and support.
What are the Institution’s Strengths and Key Issues for Criterion 5?
Strengths:
1. Staff members independently keep current on research based
information
2. I/M TA’s and clerks have training in strategies for teaching special
need students in the classroom with moderate and severe learning
disabilities.
3. Teachers and CMC staff are supportive of each other, in sharing
learning resources, information, and materials.
4. Supervisory staff generally supports teacher flexibility in lesson
presentation, using the somewhat limited materials/ modalities
that are currently available at CMC.
Key Issues (Prioritized):
1.
2.
3.
4.
Technology is limited due to prison setting.
More teacher training on SOMS, EdCats, etc. computer system.
Acquisition of multimedia materials is restrictive
Accomodating Special Needs
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Criterion #6: Use of Assessment
The instructional staff uses established assessment procedures to design,
administer, deliver, and evaluate courses, programs, and student learning levels.
The institution recognizes the central role of its faculty for improving courses and
programs through the assessment instruments and practices used in the school.
Assessment is used to measure student progress, to modify learning approaches,
and to carry out institutional planning and ongoing school improvement.
Indicator 6.1 Clear learning outcomes are developed for each course so that success can be
measured and students who are struggling can be identified and helped.
OCE mandates learning outcomes which are to be used in every classroom
in order to provide consistency and continuity from one prison education
program to the next. Learning outcomes are clearly defined in the use of
textbooks and syllabi, as well as being defined in vocational requirements
for national certification. Core competencies and specific learning
outcomes are mandated with the curriculum with 80% accuracy the
standard for completion of a competency. Teachers are encouraged to use
supplemental materials and those options are currently being expanded.
Typically, OCE reevaluates the curriculum in regard to depth, breadth,
rigor, and sequencing every five years according to existing budget
constraints and curriculum priorities. Learning data has led to wholesale
changes in the delivery models in the entire correctional education
system. Since the last WASC accreditation process, CCAS has
implemented two major program delivery models.
By May of 2010, the new curricular models mandated by OCE sought to
increase the number of students served despite teacher reductions
statewide. The models for ABE and GED classes drastically reduced the
number of hours students were scheduled to spend in class. Students at
all levels went from six hours a day, five days a week, 15 hours a week in
ABEI, 9 hours a week in ABE II, and 6 hours a week in ABE III. GED
classes met only one time for a total of 3 hours a week. Around that same
time, rolling lockdowns were implemented on the East facility as custody
staffing was scaled back. Lockdowns prevented students from attending
school every other day. The combination of these two developments
severely impacted the department’s ability to provide education
effectively to all of our stakeholders. This schedule continued for the next
12 months and finally ended in May, 2011.
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Indicator 6.2 The institution gathers learning data from multiple sources, disaggregates and
analyzes the results, draws conclusions, and makes recommendations for change based on
assessment results.
CCAS compiles data from a number of sources. The results from TABE
and CASAS tests, Pre-GED and GED examinations, Milestone
completions, vocational completions/certifications, and industry
certifications are all submitted to OCE. OCE takes TABE information and
generates the SPARC report, which documents the educational gains
made at all CDCR facilities. By meeting the OCE criteria for TABE score
improvements, CCAS is able to determine the student support services
are, in fact, helping students with their educational pursuits. Teachers
also use TABE test results to counsel students with regard to their
progress toward SLOs on a regular basis. Beyond that however, very little
is currently being done to analyze the results, draw conclusions, and make
recommendations on a larger scale within the educational program at
CCAS.
Standardized Evaluation
All inmates take the Reading portion of the Test of Adult Basic Education
(TABE) as part of the reception process. Upon arrival to their assigned
prisons, inmates are evaluated for their educational assignments. Based
on the results of the reading test, as well as inmates’ educational needs
and institutional program requirements, inmates may be placed as
students in Education during an initial classification committee (ICC),
where representatives of both custody and education are present. The
Education presence at these classification hearings is critical, because
students cannot be successful unless they are placed appropriately.
One issue has emerged with regard to TABE testing and the resulting
educational placement. Time between testing and education assignment
can take years. As a result, many students are improperly assigned
because their placements were based on outdated scores. It would be
ideal to full battery TABE Test students immediately prior to their
assignment to ensure proper educational placement.
Once assigned to school programs, all inmates are given a full battery
TABE evaluation. Students also take CASAS tests to assess survival
literacy development and employability skill awareness. Teachers review
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TABE and CASAS results with individual students as they identify areas
of strength and areas for improvement. This process also helps identify
non English language learners that require more assessment.
After students have enrolled in education and attained a 9.0 TABE reading
score, they are eligible for the GED testing process. Students take
targeted pre- and post-tests to determine areas of strength and areas for
growth, and then develop a course of study with GED teachers. Once
they have demonstrated aptitude in the five GED subject areas, they take
the Pre-GED examination to further pinpoint competencies and needs for
improvement. Upon successful completion of the Pre-GED, students are
eligible to take the five-subject GED examination. WHAT DETERMINES
VOC TEST/CERTIFICATION READINESS?
Classroom evaluations
Subtest reports are invaluable tools for the faculty to use. TABE, CASAS,
and GED pre- and post-test results are used on a daily basis by faculty
members to modify learning and teaching approaches. In addition, each
student’s progress is informally evaluated on a daily basis by his teacher
through student-teacher interaction and graded assignments in the
classroom. Results are recorded on course syllabi, and they are used to
provide feedback to students regarding effort and achievement in each
section.
Each student’s progress is also formally evaluated and documented by his
teacher quarterly, as well as when he is unassigned. The educational
progress chrono (CDCR128-E) is a standardized form used by CDCR. It
assesses their behavior in the areas of initiative, dependability,
cooperation, conduct, and adaptability. It also gives the teacher the
opportunity to make comments specific to student need in terms of
academic strengths and weaknesses, and it helps determine if a course is
too advanced or if a student is academically misplaced. Certification units
earned that quarter are also listed. This document is sent to the student’s
Central File, Education File, Teacher File, and to the inmate.
Indicator 6.3 Student learning data analysis is used to make institutional changes that enables
students to reach educational goals and achieve academic success.
As described in the previous section, CCAS does an excellent job
accumulating and recording learning data, and TABE test results are used
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extensively to plan, monitor, and progress toward SLOs on an individual
basis. However, CCAS has not extended the use of that data to include
worthy analysis or recommendations for change at the institutional level.
Indicator 6.4 Assessment results are reported regularly to all stakeholders so that
accountability can be maintained and that student learning remains the focus of the school.
ASSESSMENT RESULTS INFORMATION, AND HOW IS IT USED
AND REPORTED TO STUDENTS
Indicator 6.5 The institution relies on assessment results for institutional planning, Action Plan
revision, and resource allocation.
At the CCAS level, test results have been used in determining the number
of classes needed at different instructional levels and brought about
changes in faculty assignments. Each year when the budget allocation is
published, teachers and teachers are allowed to order material that they
believe will improve assessment results in their classrooms. Most
financial allocation decisions are based on student body size and not on
analysis of learning data. Other factors determining financial allocations
from headquarters (OCE) are based on classroom attendance/utilization.
What are the Institution’s Strengths and Key Issues for Criterion 6?
Strengths:
1. Efficient and thorough testing personnel who provide consistent
testing data to faculty and administration
2. Faculty frequently make decisions based on TABE and CASAS
results
3. Support provided by ESEA and DDP programs to academic and
vocational teachers to significantly enhance student gains
Key Issues (Prioritized):
1. Mis-assignment of students due to lack of current/valid
assessment data
2. Data analysis while useful, has not been priority due to constant
personnel and program changes,
Criterion #7: Student Support Services
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The institution recruits and admits students who are able to benefit from its
programs. Student support services address the identified needs of students and
create a supportive learning environment. The entire student pathway through
the institutional experience is characterized by a concern for student access,
progress, learning, and success. The institution systematically assesses student
support services using Schoolwide Learner Outcomes, faculty, staff, and student
input and other appropriate measures in order to improve the effectiveness of
these services.
Indicator 7.1 The institution provides sufficient student support services that enhance the
learning environment and encourage the achievement of Schoolwide Learner Outcomes.
Students at CCAS are connected to a wide variety of support services,
activities, and opportunities that enhance the core curriculum. These
programs are coordinated with the regular classroom experience to
facilitate achievement of the school’s SLOs and are supported by the
Education Department, Custody, Health and Psychology Services, Clergy
and Community Resources. The following are the co-curricular and
support services that augment the core curriculum:
Developmentally Disabled Program (DDP)
The Developmentally Disabled Program (DDP) at the CCAS is designed to
meet the needs of inmates who qualify for adaptive support as defined in
the Clark Remedial Plan, which began May of 2000. This plan requires
the institution to provide adaptive support services for three categories of
disabled inmates: DD1, DD2, and DD3. The DD1 classification requires the
least amount of assistance and the DD3 requires the greatest amount of
assistance including self-care as well as classification meeting support.
Inmates are assessed by the Clark Remedial Plan psychologist to
determine if a developmental disability (DD) exists. The DDP teacher
assesses those Inmates who meet the criteria and are assigned to
education. Then an Individually Tailored Education Plan (ITEP) is
prepared for each inmate. Teachers collaborate in developing the ITEP for
students in their assigned classroom. These students are typically pulled
out on a weekly basis depending on need and given individual help in
basic academic skills (reading, math, writing) and life skills.
Inmate progress is documented quarterly on the 128B chrono and sent to
the central file as well as to the student and teacher. Information is
utilized to update annual ITEP’s and document achievement. A Brigance
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Inventory test is given every three years to chart individual progress in all
basic skills. Running records are maintained and other assessments are
given to augment programs based around individual needs.
One of the many DDP program elements includes helping the DD3
population with the assisted daily living (ADL) skills that emphasize
daily hygiene and health practices. Survival skills are also a large part of
the curriculum. Students are taught basic academic skills with menu
math, grocery store math and checkbook writing. Reading is taught using
the Rules of the Road Manual, nutrition books, and the study of the
Constitution, newspapers, literature, and biographies. The PhonoGraphix reading program is a specially designed decoding program for
readers of all ages with severe reading disabilities.
Recent DDP enhancements include the “Fast Cash Entrepreneurship” that
teaches basic business skills, as well as a Driver’s Education class.
DDP Library Technical Assistant (LTA)
Developmental Disabled Program – Library Technical Assistant (LTA):
This staff position supports DDP students with information queries,
understanding various legal and education related forms, and provides
one-on-one reading support. The LTA is the ombudsman to the DDP
community. Students are encouraged to read books at their own level to
promote comprehension skills associated with lifelong learning.
Voluntary Education Program (VEP)
The VEP is facilitated currently by two literacy coordinators (LC), staff
sponsors, a TV specialist, and inmate tutors to provide the educational
support services to inmates participating in the program. The Literacy
Coordinators on East and West Facilities oversee the multifaceted
program that serves four major learning groups: literacy program
volunteers and tutors; daytime advanced literacy volunteers; PIA assigned
workers studying for GED completion; and college students. VEP offers
inmates access to educational programming when an educational
assignment is not available, or as a supplement to traditional educational
programming. The VEP also complements the inmate-run Literacy
Council’s efforts to train and employ peer tutors on a voluntary basis.
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WASC Self Study Report 2011
As of November 1, 2011, there were 460 total students enrolled: 90 tutors
total, 45 college students, 184 GED students. The number of students
currently enrolled in CCAS’s VEP is shown below:
Daytime Program
Evening Program
College Program
PIA Education Program
PLATO Lab
SkillsBank
D-Quad Program
East Facility
bs
bs
20
57
-bs
8
West Facility
100
85
20
57
25
---
On the East Facility, the opportunity for Media Literacy Services is also
utilized with the strategic placement of TV’s in the cells. Programming
ranging from basic literacy up to college course videos is played on a
schedule for students to utilize upon their needs.
College Program
As of July 2011, both East and West Facilities resumed college offerings
through Coastline College to qualified individuals under the Voluntary
Education Program (VEP). 48 students enrolled for the Fall 2011
semester, and that number nearly tripled to 150 students enrolled for the
Spring 2012 semester. In addition, a handful of students who meet certain
criteria participate in the Incarcerated Individual Program (IIP), a
federally funded college program offered in conjunction with Palo Verde
Community College. Currently, inmates at both facilities are enrolled in
correspondence courses offered by a variety of schools, and include
business, religious, legal, and foreign language studies. As of November
2011, 45 students had been approved for coursework and had taken
proctored exams.
Elementary and Secondary Education Schools Act (ESEA)
The Elementary and Secondary Education Schools Act (ESEA) is Title 1 of
the No Child Left Behind Act, a federally funded pullout program for
students under twenty-one years of age. Students must be assigned to a
regular education class (ABE I/II/III, GED, or vocation) in order to
participate in the ESEA program. The ESEA teacher works closely with
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WASC Self Study Report 2011
the primary teacher to identify areas of needed instructional support. The
ESEA class offers computer-assisted instruction as well as small group or
individual instruction to eligible students. Students take assessment tests
such as the Test of Adult Basic Education (TABE), and the
Comprehensive Adult Student Assessment System (CASAS). Based on the
results of these tests, students receive appropriate educational materials
and computer assignments. The program focuses on basic subjects
implemented to supplement instruction provided by the assigned
classroom teacher. If the student possesses a GED certificate or HSD, he
may continue to attend the ESEA class in the Transitional Program, which
focuses on career exploration and job preparedness skills. Students attend
the ESEA class three to four hours at least two times per week on the East
facility and once weekly on the West.
Libraries
Both CCAS East and CCAS West have libraries that are critical
components of Education’s support services. Students may go to the
library at specified times (by unit or quad). There are extensive reading
choices that include fiction, non-fiction and legal texts. There are support
materials for the academic and vocational classes offered at both CCASEast and CCAS-West. All students are encouraged to use the library.
Orientation classes are offered to teachers that explain what the library
has and how it can be used.
The facilities maintain complete law libraries and house 56,700 volumes.
They are fully automated and support the general population, as well as
the needs of restricted populations (Administrative Segregation and
Hospital).
The libraries offer reading selections targeted to children and parenting
guides to supplement Literacy and Parenting classes offered through
Inmate Self-Help Groups. The education curriculum is also available
during library hours.
IIP Program
Incarcerated Inmate Program (IIP) (formerly the IYO – Incarcerated
Youth Program) is a federally funded program that offers college-level
correspondence courses for qualifying inmates. The IIP program offers
courses through Palo Verde Community College to a select inmate
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WASC Self Study Report 2011
population that meets certain age, disciplinary, and release requirements.
Eligible students have the opportunity to earn an AA/AS degree. Students
have even earned a four-year degree. Fall 2011 enrollment in the IIP
program was 80 students. Regrettably, due to an anticipated cut in
funding, the immediate future of this program is uncertain. However,
should the program close down, students will be able to enroll in an
alternative CCAS college option.
Substance Abuse Program (SAP)
West Facility provides SAP to certain inmates. It is currently a five
month rehabilitation program for inmates with a history of drug or
alcohol abuse and who meet other specific criteria. The counselors,
former addicts themselves, mentor inmates with regard to clean living by
promoting sobriety, counseling, and wellness. The rehabilitative process
continues upon parole, as program support is made available after release
from prison. Soon, in-prison substance abuse treatment will be streamlined
to provide three months (compared to the current 6-36 months) of treatment
with the emphasis on aftercare in the community. (The return-to-prison rate
after two years for offenders who complete both in-prison and communitybased substance abuse programs is 35 percent compared to 54 percent for all
offenders.)
Television/Media Specialist
The television/media specialist oversees the media center and its
distribution of tv programs, movies, and institutional messages to both
East and West Facilities. The television/media specialist also provides
videotaped lectures for students enrolled in the college program.
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WASC Self Study Report 2011
General Population Support Programs
There are many support programs and opportunities currently available
to the general population inmates. The majority of these programs are
inmate driven and inmate-led but are supervised by staff or community
volunteers. It is the Warden’s desire not only to continue these programs
but to create additional programs when possible. Currently, general
population programs include:
Alcoholic’s Anonymous (AA)
Narcotic’s Anonymous (NA)
Alternatives to Violence (AVP)
Personal Growth Seminars (PGS)
Supportive Care Services (SCS)
Laubach Literacy Program
Inmate Peer Education Program
(IPEP)
Veteran’s Group
Associate Service Chapel Programs
Future Leaders in Prosperity (FLIP)
Islamic
Protestant Chapel
West Facility Substance Abuse
Program (SAP)
Jewish Chapel
Catholic Chapel
Sacred Circle of the Four Winds
(Native Americans)
Mental Health Service Delivery
System Programs
Recreation Aide Program (RAP)
Yoga
Mentor Program
Victim Impact
PACA: Prisoners Against Child
Abuse
Friends Outside
AFLASH
Indicator 7.2 The institution designs, maintains, and evaluates counseling and/or academic
advising programs to support student development and success in the transition to further
education or employment opportunities.
School administrators conduct annual reviews of school personnel to
ensure that student support services are given high priority in the daily
activities of the school. CCAS diligently pursues qualified educators who
have a talent for working with students. The entire CCAS staff is devoted
to helping incarcerated individuals gain the necessary skills to be
successful upon their re-entry into society.
Education Office Hours are offered five-days a week, typically from 8:00
a.m. to 11:00 a.m., and 1:00pm to 3:00 p.m. During the hours of operation
students and interested inmates can ask questions or submit a request for
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WASC Self Study Report 2011
interview regarding programs, procedures, forms, legal copies, and
assignment. Office staff will provide assistance or direct them to the
appropriate resource.
Teachers routinely review TABE and CASAS results with students. The
review process provides an opportunity for each student to assess his own
academic progress and to examine his strengths and areas for
improvement. New students assigned to academic and vocational classes
are met by the teacher who establishes a record of prior educational
achievement and expected gains while in the current education
assignment. This dialogue helps the student to envision what future
educational opportunities exist for the student.
CCAS utilizes a variety of communication techniques to share
information regarding student services with our current and future
students. Students meet on a regular basis with their classroom teachers
who provide verbal and written materials promoting the services that will
help the individual student become a success. California Men’s Colony
has a institution-wide cable television channel that allows CCAS to run
public service announcements and feature educational shows highlighting
students services. However, the potential for more educational media
programming has not been realized to its capacity.
CMC utilizes the Men’s Advisory Council (MAC) to address inmate
concerns regarding the operations of the correctional facility. The CCAS
administrators participate in the MAC process, and utilize the MAC to
get information out to the inmates who are interested in becoming
students. Each CCAS classroom sends a representative to the Inmate
Educational Advisory Council (IEAC) monthly meetings. The IEAC
identifies issues and concerns that come from the student body, and work
on solutions with the CCAS staff. The CMC television channel, the MAC
and the IEAC all help to ensure that every individual in the facility has the
opportunity to learn about student services and options available to them.
Indicator 7.3 The institution provides support for all students from the recruitment and
admissions phase to the successful completion of the school program of choice.
DDP, Literacy, ABE, GED, and college students have access to an array of
resources and staff to assist them in their educational development.
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WASC Self Study Report 2011
From initial classification to program assignment, counselors, education
personnel, and the assignment office work together to appropriately place
students based on their educational needs. If placement is not available,
students are placed on the waiting list. Literacy coordinators facilitate
voluntary enrollment in the VEP to assist those on the wait list. The
registrar tracks and maintains records, transcripts, and HSD/GED
certificates. Currently, however, the position is vacant. The department
needs to fill this position as soon as possible because the workload is
being absorbed by other staff who are already constrained by their own
duties.
In accordance with DOM, teachers provide classroom orientation and
expectations and a job description upon assignment. Each student is also
provided with a course syllabus to track his advancement. Qualified staff
provide an atmosphere conducive to learning and provide more careful
monitoring and thorough evaluation toward pursuit of the SLOs. A
student may promote or demote based on his progress and most recent
full battery TABE scores.
Students are provided counseling and feedback regarding their program
so that they stay on track and successfully meet their goals through the
use of quarterly, disciplinary, and Milestone chronos (128’s), TABE and
CASAS reports, Achievement/Completion certificates, and one-on-oneteacher conferences with students.
While student are ineligible to receive grant or loan monies during their
incarceration, the college program supervisor may provide FASFA forms
and information to individuals who will be eligible and who can qualify
once they are released from prison.
During or upon completion of a course of study—GED, vocational, or
college—students transition and acquire employability skills in PIA, Plant
Operations, clerkships, and tutoring positions as skilled technicians in
their field of choice.
Indicator 7.4 The institution regularly evaluates student needs in order to provide support
services that increase the likelihood of success for all students.
See 7.1 and 7.3
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WASC Self Study Report 2011
Indicator 7.5 The institution maintains student records permanently, securely, and
confidentially with provision for secure backup of all files.
Policies for transcripts and student records are set by CDCR. All student
classroom files are kept for one year following a student’s unassignment.
As per CDCR and OCE policy, all education records are securely locked
and kept confidential. Currently, the most secure location is in locked
cabinets in the education office. Inmates are prohibited from having
access to 154’s (Blue Cards), official TABE and CASAS reports, and official
transcripts.
Indicator 7.6 Institutional information is easily accessible to all stakeholders and prospective
students and is free from misrepresentation or false promises.
For staff, all policies and procedures can be accessed via hardcopy in the
DOM, DOM Supplements, and OPs. All of this information is also newly
available online by way of the CDCR intranet.
For inmates, institutional information is available in either of the libraries
via DOM and DOM Supplements. In addition, the TV specialist posts
advertisements with regard to programming, college registrations, and
lectures.
For visitors, CCAS offers a trifold brochure, which introduces the school,
it’s mission, SLOs, and programs available. It was updated after the last
WASC review in 2008, and is awaiting the 2012 update.
What are the Institution’s Strengths and Key Issues for Criterion 7?
Strengths:
1. Excellent programs: DDP, ESEA, IIP
2. Completion rates and industry standards in vocational programs
are good.
3. Good job in teachers promoting the next step-counseling
4. Well-maintained libraries
Key Issues (Prioritized):
1. Transcripts/Tracking Records-clarification of the procedures for
documenting student results: enrollment data-hours, course name,
accomplishments, etc.
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WASC Self Study Report 2011
2. Re-evaluate and strengthen Registrar
3. Update Education tri-folder
4. Use TV Specialist more
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 institution 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 shortterm and long-term financial solvency.
Indicator 8.1 The institution has sufficient resources to offer its current educational courses and
programs.
Budget constraints have stretched thin the education resources as we
operate an accredited adult that complies with OCE standards, our school
mission statement, and SLO achievement. As such, our current fiscal
planning requires that we allocate our spending to maximize the impact
of our limited staffing, program, and classroom resources in the pursuit of
those ends.
At the beginning of each fiscal year, supervisors outline the resource needs
for each department. Upon careful review of the previous year’s budget
allocation, necessary items for educational operation are earmarked for
the upcoming year. Once the essential expenditures have been figured
into the new budget, supervisors decide how to allocate the resources
based on department need. While the State fiscal environment is dire as a
whole, CCAS has adequate resources and federal support to operate
effectively.
CCAS has effectively kept expenditures within approved education
budget limits for each of the last six years following the 2005 WASC
review. A hard freeze, which includes staffing and resource procurement,
has contributed to decreased budget spending.
On a laudatory note, the office staff has done a commendable job of
maintaining accountability of all budget reports, requisitions, and
departmental spending with regard to supplementary materials,
equipment, supplies, and technology.
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WASC Self Study Report 2011
While we have qualified staff, positions are drying up paragraph Redo Grpahs
with Roberts Numbers on 3.1
Total Staffing
90% of the staff is Caucasian. There is
virtually no change in proportion to 2005’s
89%.
80
60
40
Total Staffing
20
2011
2010
2009
2008
2007
2006
2005
0
Academic Positions
90% of the staff is Caucasian. There is
virtually no change in proportion to 2005’s
89%.
40
30
20
Academic
Positions
10
2011
2010
2009
2008
2007
2006
2005
0
Vocational Positions
15
10
Vocational
Positions
5
2011
2010
2009
2008
2007
2006
0
2005
Between the 2005 WASC review and the
2008 Midterm Report, CCAS vocational
offerings were on the rise. Since 2008,
vacated positions have not been filled.
CCAS currently has only 3 open vocational
positions.
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WASC Self Study Report 2011
Indicator 8.2 The institution operates with financial integrity and transparency and has a
management system in place with appropriate control mechanisms to ensure sound financial
practices are followed.
Procurement, Business office, AGPA…their own rules and regulations
The school receives its budget allocation from OCE in approximately July
or August. However, actual spending does not become available until
September or October of each year. The administration advises faculty as
to their individual allocations for the school year. It is the responsibility
of the individual teacher or teacher to insure that adequate supplies are
available for the program to operate for the school year.
Indicator 8.3 Institutional planning reflects a realistic assessment of current financial resources
and looks forward in long-range strategic planning.
At the time of this writing, OCE, the institution, and CDCR as a whole
receive almost daily updates regarding financial and budgetary planning
from the State. CCAS needs dictate a frequent review of resource
availability. Joint administration-education meetings are regularly
scheduled. In addition, as priorities can and do change, periodic reviews
of the action plan occur to make sure priorities are still relevant.
AB 109 and Impact
Indicator 8.4 The institution provides facilities that are clean, safe, and well-maintained in order
to provide for an effective learning environment.
Beyond its imposing correctional design, CCAS is less than optimal as an
educational setting. East Facility classrooms are limited and the locations
of those learning spaces are spread out between the voc-maintenance,
PIA, gym, hospital, and control corridors. At the time of CCAS’s 2005
WASC review, considerable planning and discussion had been put into
centralizing the education department in the gym corridor area of East
Facility. Since that time, however, budget hardships ruled out further
efforts to execute that proposal. And while the classrooms are adequate
for educational purposes on West Facility, the buildings are old and
require regular maintenance. Furthermore, in the case of both East and
West facilities, CCAS must still overcome the institutional challenges
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WASC Self Study Report 2011
posed by lockdowns, custody training, and other safety and security
related issues.
Despite facility imperfections, CCAS provides a safe environment
conducive to learning for all students.




All Custody staff are immediately on hand to offer assistance in the
event of a medical, safety, or disciplinary emergency.
The SAI monitors the safety and security of classrooms and
facilities on a regular basis by conducting visual safety inspections
and by overseeing IIPP’s, fire drills, and weekly heat log reviews as
necessary.
A work order tracking system to address any maintenance issues
on either East or West facility is in place to remedy issues as they
arise.
Within the walls of the immediate classroom environment,
teachers lay the foundation to keep prison politics outside so
students can concentrate on their studies, ask questions, and learn
without interruption.
Notably, as part of the 2008 On-Site Review Report, the visiting
committee recommended that CCAS explore options for more classroom
space to accommodate continued enrollment expansion. As noted in
Chapter 1, however, the demand for more learning spaces decreased along
with the number of sections offered. In fact, there are currently ten
education classrooms vacant and available for use on the West Facility.
Thus, overcrowding in the educational setting is no longer the issue it was
in 2008.
What are the institution’s strengths and key issues for Criterion 8?
Strengths:
1. Maximize limited resources, personnel, and supplies
2. Clean safe and well-maintained
3. CCAS budget process
Key Issues (Prioritized):
1. BIS program complicates the ordering process as a commercial
product not designed for CDCR process
2. Overall state of the State budget
3. Buildings on West Facility are in disrepair
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WASC Self Study Report 2011
Criterion 9: Community Connection
The institution seeks to enhance its educational effectiveness by developing close
partnerships and relationships with community members. Connections within
the community provide students with expanded learning experiences, including
additional educational or vocational opportunities.
Indicator 9.1: Efforts are made by the institution to connect to community leaders, businesses,
and organizations that can enhance the learning opportunities for students.
Although there is no direct involvement in the business of the prison by
parents and family members of the prisoners, a number of professional
organizations and voluntary participation groups offer programs that
students attend.
The San Luis Obispo County Literacy Council provides Laubach training
to inmate volunteer tutors who use the Laubach Method to help improve
literacy levels among inmates at both CMC East and West. Learners who
lack English reading skills may also choose to participate in the program
during evening hours.
The Vocational programs are influenced by Trade Advisory Committees
made up of local community business people that meet with all vocational
teachers on a quarterly basis and give advice concerning developments in
specific trades. Apprenticeship Committees (consisting of labor union
members) and the Private Industry Council assist industry certified
students in finding gainful employment upon release from prison. Also,
the National Center for Construction Education and Research officially
certifies graduates of CCAS vocational courses and registers them with a
national database of employability. The Joint Apprenticeship Councils
for the Machinist Union and Carpenters Union help students with job
placement and industry trends.
Within the confines of the prison, a number of programs demonstrate
support of educational opportunities in a variety of ways.
Each year, recognition for those who completed GED, vocational, and
college programs allow for community observance and support by
designated inmates, education staff, custody, and associate services. The
chapels provide the setting GED ceremonies, and Food Services provide
selected refreshments.
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WASC Self Study Report 2011
Two distinct college programs support inmate educational opportunities.
Coastline Community College allows general population students to
pursue an Associate of Arts (AA) degree on a limited basis. After an
interruption in the availability of college programming during the 2010
academic year due to state budget constraints, the resurrected college
program’s initial enrollment for Fall of 2011 was 49 students pursuing an
AA degree. The Spring 2012 enrollment is expected to rise to 130
students. The federally funded IIP program offers courses through Palo
Verde Community College to a select inmate population that meets
certain age, disciplinary, and release requirements. Fall 2011 enrollment in
the IIP program was 80 students. Regrettably, due to an anticipated cut
in funding, the immediate future of this program is uncertain. However,
should the program close, students will be able to enroll in another college
option through CCAS.
Those who wish to study independently of the college program may, upon
approval, enroll in correspondence courses. Recent course offerings
include religious studies, law programs, trade certifications, and foreign
language classes.
Indicator 9.2 The institution has outlets for students in community service or internship
opportunities that are connected to student programs that will enhance their learning
experiences in line with the institution’s mission.
The extent to which the student population is allowed to interact with
outside agencies is determined by CDCR policy and custody oversight.
While CCAS students have proudly produced community service projects
in the past through the Vocational ranks, current budget cuts have
eliminated those programs and potential community service
contributions altogether. Generally, most service and positive community
involvement is confined within the institution. Approximately four times
a year, a number of groups carry out food sale fundraisers with proceeds
donated to local charities that include a homeless shelter, a women’s
shelter, and the literacy council. In the vocational arena, welding students
provide their expertise to Employee Services and maintenance work sites.
APPRENTICESHIP PRGRAM
Indicator 9.3 The institution informs its community regarding its mission, its programs and
learning opportunities, recognizing the benefits that community support can bring.
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WASC Self Study Report 2011
CCAS values stakeholder involvement and recognizes contributions that
former students provide as advocates and community leaders in the
community. Graduates of academic and vocational programs are
competent, productive, and highly sought after in Plant Operations, PIA,
and various offices as clerks.
CCAS also supports inmate-facilitated peer education programs by
providing the forum for groups to discuss topics on healthy living. IPEP
and AFLASH speakers regularly provide valuable information to classes
about topics that have included communicable disease prevention and
motivational breakouts. Various support groups meet in classrooms in
the evenings to provide valuable discourse regardless of educational
assignments. The religious, ethnic, and cultural makeup of the facilitators
reflects the diversity of the overall population as the facilitators
themselves are a part of that population.
What are the Institution’s Strengths and Key Issues for Criterion 9?
Strengths:
1. College and Distance Learning Program
2. Relationship with Literacy Council of San Luis Obispo
Key Issues (Prioritized):
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WASC Self Study Report 2011
Chapter
4
Schoolwide Action Plan
Introduction
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WASC Self Study Report 2011
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WASC Self Study Report 2011
Chapter
5
Appendix
Flow Charts, End of year Reports, Budget Allocation Charts,
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WASC Self Study Report 2011
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WASC Self Study Report 2011
2006 WASC Year in Review
Annual Survey
In January the annual Faculty Survey was conducted, and new membership was nominated for
the Curriculum Committee. The survey was analyzed in April and the committee recognized
the need for further staff in-put regarding several of the survey questions. Due to various
staff absences these planned staff meetings did not take place.
Student Learning Results
Student learning results are being tracked through OCE on the monthly report and Fiscal Year
Summary. The following data was collected from those sources.
Academic
Number of academic
students enrolled
Academic
Program/Course
Completions
GED Certificate Earned
Jan
504
Feb
500
Mar
496
Apr
523
May
527
Jun
517
Jul
526
Aug
577
59
7
17
24
6
21
46
7
0
0
25
0
0
29
0
Vocational
Number of vocational
students enrolled
Vocational Course
Completions
Vocational Professional
Licenses Earned
Vocational Industry
Certificate Earned
Number of apprentices
Number of indentured
students
Jan
297
Feb
296
Mar
296
Apr
295
May
293
Jun
294
4
12
23
6
14
NA
NA
NA
NA
NA
NA
NA
4
12
4
13
4
13
Jan
Feb
Mar
33
34
37
Number of enrolled
students under 21
NA
NA
NA
Number of students
enrolled in college
courses
NA
NA
NA
Number of students
enrolled in distance
learning/independent
study
*NA: The program was not in place that month.
Sept
640
Oct
624
Nov
616
De
69
0
26
0
0
24
Jul
320
Aug
330
Sept
344
Oct
380
Nov
360
D
38
16
14
14
3
8
6
4
NA
NA
0
13
0
0
0
0
NA
NA
NA
0
0
11
11
0
0
4
12
4
12
4
14
4
14
4
13
4
14
4
12
4
13
4
9
Apr
39
May
39
Jun
33
Jul
28
Aug
28
Sept
28
Oct
24
Nov
33
De
32
71
71
71
74
45
126
114
105
10
70
70
70
59
47
85
98
90
5
The 2006/2007 Fiscal Year Summary reports the following “performance measures” for JulyDecember 2006. The number of academic completions varies dramatically due to the GED subtest data. (Per OCE, students earn a certificate of completion for every section of the GED that
they pass.)
Jul
Aug
Sept
Oct
258
52
52
241
Academic Completions
Rate of Academic Completions to Enrollment
Vocational Completions
Nov
31
Dec
163
49%
9%
8.1%
38.6%
5%
27.4%
14
27
14
19
5
4
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WASC Self Study Report 2011
4.4%
Rate of Vocational Completions to Enrollment
8.2%
4.1%
5%
1.4%
In 2006 OCE began compiling TABE statistics and reissuing the data to each institution’s school.
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. This data is vague and we are unsure how to best use the data to report on student
learning gains.
School totals were reported as follows:
Report Dates
Total
Total Reading
Tested
Gain/Loss
3-1 to 5-31-06
2nd Quarter
3rd Quarter
4th Quarter
191
109
177
507
Total Math
Gain/Loss
.68
.6
.3
.3
.71
.56
.3
.5
Total
Language
Gain/Loss
.42
.64
.2
.7
Total Battery
Gain/Loss
.61
.67
.3
.6
During the 2005/2006 fiscal year the school achieved 1,146 CASAS test gains (payment points).
Budget
Fiscal Year 05/06 budget allocations were as follows
Academic
139,854
Bridging
2,231
Recreation
20,000
IWF Rec.
3,000
Library
21,060
Vocational
92,316
WIA
213,576
In addition to the normal budget allocation, the school received extra funding in the 06/07 fiscal
year for specific purposes. Recidivism Reduction monies were received for use in the library,
recreational programs, and the EOP Education Program. Modernization monies were received
and used for the purchase of classroom and office furniture, computers, digital projectors,
television equipment, and vocational equipment. The library received additional monies to make
non-collection related purchases.
VTEA monies were used to purchase small engines for the Small Engine Repair program, a TIG
welder for Auto Body, and a break lathe and battery tester for Auto Repair. Schedule 9 monies
were used to purchase a greenhouse for Vocational Landscape, a LAN system for one OSRT
program, and a vacuum sanding system for Auto Body.
Standard complement funds were received for the start-up of the EOP Education Program and
Assessment office assistant.
Preventative Maintenance
A tracking system was developed to monitor work orders submitted by Education staff. Staff are
encouraged to submit work orders to ensure building maintenance. East office staff are
maintaining the requests and making follow-up calls to staff to check for completion. A log book
needs to be established.
Curriculum Committee
The Curriculum Committee met twice this year. The committee planned an ABE teacher’s
meeting to discuss the new curriculum/competencies and the presentation by John Corcoran to
staff and students.
88
1%
WASC Self Study Report 2011
Library
The West library was very active in sharing resources with classrooms. Several classrooms sent
students to the library for small-group Laubach tutoring. The GED and ABE 3 classes have access
to the library during their independent study hours. Also, the West Pre-Release classes received a
resources orientation in the West Library.
Newsletter
The East/West Newsletter was not reinstated this year.
CEA Teacher of the Year
The CCAS staff elected M. Vrajich (Vocational Machine Shop) teacher of the year.
New Programs
*August 2005
Education began to offer a GED class to inmates employed by PIA.
April
ADEM and Independent Study students were enrolled East and West
These programs include Coastline Community College, KET, CLN, and PACE.
May
R. Thomas presented at the California Council for Adult Education conference
in Sacramento
June
Building Trades opened on West
July
R. Thomas presented at the CEA International
conference in San Diego
August
Half-day academic assignment for qualifying vocational students began on East.
September
Half-day academic assignment for qualifying vocational students began on
West.
ABE 3/Independent Study and GED/Independent study began on West.
October
EOP Education program begun on East side in D-Quad
IYO was reinstated on both East and West
November
The TV Specialist position was filled. This position is responsible for the
institutional CLN schedule, and the video needs of the Education Department
.
New Committees
Technology: A Technology Committee was formed to create a 5-year plan for computer and
software purchases and maintenance. The plan strives to bring our student to computer ratio to 4
to 1 and prioritizes the purchase of new technology. Thumb drives were purchased for each staff
member and are secured in the East and West Education Offices. The drives were purchased to
allow staff to frequently update their virus software and back-up documents. Classrooms are also
being equipped with digital projectors to aid in the instruction process.
Video: A Video Committee, consisting of East and West academic teachers, met and ordered new
DVDs for the school’s video library.
Communication
Memo Binder:
Education offices.
A memo binder was placed in both the East and West
Monthly Calendar:
paperwork and
A calendar is sent out to staff each month that lists important
Executive Staff Minutes:
Staff meetings
Principal R. Green began posting the minutes of Executive
Quarter Break Update:
meeting every quarter
Principal R. Green gives an Education update at an all-staff
Staff Meetings:
(not a combined
Staff meetings are held monthly on East and on West side
meetings
89
WASC Self Study Report 2011
meeting)
Staff Development
January
PCR training
April/May
OCE training for the academic and vocational faculty
May 9
University of San Bernardino presentation on Correctional Education
May 8-12
Phonographix Training
May 12
John Corcoran- “The Teacher Who Couldn’t Read” presentation to staff and
students
June 21
ABE teacher’s meeting to discuss new curriculum and certification units
June 23
Continuation of ABE teacher’s meeting
July 21
Thumb Drive Training
October
Pre-Release and IYO training
Committee Meetings
Curriculum
Technology
Student Advisory
Staff Meetings
Staff Liaison
Leadership Team
Staff Changes
New hires:
Retirements:
February 8, July 21
As needed
Monthly
Monthly
Monthly
April 28, June 8, July 21
February
March
April
June
September
November
June
S. Knapp – ELD
C. Peacock – ABE
D. Shank-ABE
K. Morasci- OA
M. Cornelius – AVP
R. Gordon – Building Trades
J. McGill
E. Bottorff
J. Lienemann
Attached Reports
Fiscal Budget Summary 2005-2006
SPARC
Preliminary Payment Points Totals by Program
Instructional Faculty Survey Results- January 2006
Instructional Faculty Survey Report
Instructional Faculty Survey Report Summary- Submitted by C. Peacock
2006 GED Scores
90
WASC Self Study Report 2011
2007 Year in Review
Annual Survey
In February the annual Faculty Survey was conducted
Student Learning Results
Student learning results are being tracked through OCE on the monthly report and Fiscal Year
Summary. The following data was collected from those sources.
Academic
Number of Academic
Students Enrolled
Academic
Program/Course
Completions
Jan
586
Feb
612
Mar
621
Apr
602
May
623
Jun
620
Jul
564
Aug
581
Sept
612
Oct
505
Nov
569
Dec
567
25
18
39
38
43
18
24
14
17
34
15
22
Vocational
Number of Vocational
Students Enrolled
Vocational Course
Completions
Vocational Professional
Licenses Earned
Vocational Industry
Certifications
Number of Indentured
Students
Jan
385
Feb
379
Mar
380
Apr
377
May
378
Jun
376
Jul
373
Aug
369
Sept
371
Oct
368
Nov
352
Dec
299
4
8
13
27
14
21
12
8
2
27
24
21
4
4
18
4
0
0
0
0
0
0
0
0
0
0
2
0
0
16
0
2
0
0
0
0
12
6
10
10
10
10
10
10
15
15
15
11
ESEA and IYO
Number of ESEA
Enrolled Students
Under 21
Number of Students
Enrolled in IYO
Number of IYO
Students Enrolled in
College Courses
Number of IYO
Student College Course
Completions
Number of
Units/Credits Earned
by IYO Student
Jan
45
Feb
41
Mar
43
Apr
41
May
56
Jun
53
Jul
45
Aug
39
Sept
37
Oct
44
Nov
37
Dec
30
60
49
53
54
59
48
52
53
4
5
8
4
12
15
24
12
College Courses
Number of Students
Enrolled in Distance
Learning/Independent
Study
Number of Students
Enrolled in College
Courses
Number of College
Jan
135
Feb
153
Mar
128
Apr
184
May
191
Jun
130
Jul
138
Aug
123
Sept
257
Oct
132
Nov
79
Dec
87
131
234
183
180
170
178
213
204
162
162
141
173
0
0
2
15
139
91
WASC Self Study Report 2011
Course Completions
Number of College
Units/Credits Achieved
by Students
Number of Associate
Degrees Earned
Number of Bachelor
Degrees Earned
0
0
6
45
382
0
0
0
1
0
0
0
0
0
0
The 2006/2007 Fiscal Year Summary and the 2007/2008 Fiscal Year Summary report the following
“performance measures” for 2007. The number of academic completions varies dramatically due to
the GED sub-test data.
Academic
Completions
Rate of Academic
Completions to
Enrollment
Vocational
Completions
Rate of Vocational
Completions to
Enrollment
Jan
75
Feb
72
12.8%
11.8%
8
12
2.1%
3.2%
Mar
Apr
May
Jun
Jul
Aug
Sept
Oct
This report is no longer being
published.
GED
In 2007 the school issued 143 GED certificates to successful candidates.
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. School totals were reported as follows:
Report Dates
1st Quarter 2007
2nd Quarter
2007
3rd Quarter
2007
4th Quarter
2007
Nov
Total
PostTested
163
156
Total
Reading
Gain/Loss
.5
.3
Total
Math
Gain/Loss
.6
.6
Total
Language
Gain/Loss
.5
.8
Total Battery
Gain/Loss
183
.2
.5
.4
.5
.6
.6
Not available at time of report.
During the 2006/2007 fiscal year the school achieved 1,259 CASAS test gains (payment points).
Budget
Fiscal Year 06/07 budget allocations were as follows:
Academic
$144,955.00
Bridging $ 1,421.00
Recreation
$ 20,000.00
Library
$ 31,230.00
Vocational
$159,272.00
WIA
$152,360.00
92
Dec
WASC Self Study Report 2011
Preventative Maintenance
The tracking system to monitor work orders submitted by Education staff continues to be used.
An East Education inmate clerk keeps copies of work orders submitted and checks weekly with
the requester to see if the work was completed. A process needs to be established for checking
with Plant Operations on the status of Education Department work orders.
Staff Development Committee
The Curriculum Committee’s name was changed to Staff Development Committee to reduce
confusion between this committee and the WASC Focus Group and also to better describe their
charge. The committee was reformed with new members and met twice this year before the
student contact hours policy changed the availability of time for meeting and training. The
committee will plan events as staff development days become available.
Library
New arrivals to CMC-West are given a Resources for Release library orientation.
Also, the West Pre-Release classes received a library resources orientation. In addition to these
programs, the West Library also runs independent study and literacy pull-out programs that aid
the classroom teachers.
Newsletter
The Education Department newsletter was published twice in 2007. The editions received
positive reviews from inmates and staff alike. A few kinks have prevented further issues but the
newsletter is on track to resume publication in 2008.
New Programs
At the end of November East Bridging 3 shut down and J. Foxford moved over to West to set up a
new Landscape Maintenance class.
Vocational Electronics began offering training in telephone and fiber optics.
Changes
A new contract agreement between the teacher’s union and OCE resulted in a set education
calendar. Students are in class 208 days in the education calendar year (August 1 to July 31) and
education faculty work a 220 day year. The first (working) Wednesday of each month is
dedicated to professional development and institutional training requirements.
The literature component of the revised curriculum has been delivered and implementation has
begun.
Events
January EOP –Education program
February
J. Reinartz conducted computer training for inmate education clerks and
trained new staff and new users on PCRC
Laubach
March and June
Staff Development
March
May 11, 2007
June 21, 2007
September 12
October 3
October 31
November 7
Laubach trainers conducted a training of inmate-tutors
Additional evening Laubach tutoring program on East facility
Saxon math in-service for ABE 1 and ABE 2 at Pleasant Valley
Staff development off-site H. McCarty
On-site Saxon math in-service for ABE 1 and ABE 2 faculty
Eagle Institute Part 1
Eagle Institute Part 2
Hampton Brown High Point textbook training for ABE 1 and ESL
Eagle Institute : Coaching
93
WASC Self Study Report 2011
December 5
Eagle Institute : Coaching
Vocational shop visit: Electronics, new curriculum in copper wire and
fiber optics
CEA Teacher of the Year
The CCAS staff elected G. Romans (ABE/VOC) teacher of the year. B. DuBois was asked by
Saxon Math to make a presentation at the CEA conference.
Committee Meetings
Leadership Team
Technology
Staff Liaison Committee
Staff Changes
New hires:
Retirement:
Promotion:
Transfer:
April 5, June 4
May 4
January 9, February 13, March 13, May 8, July 10, August 14
January L. Gomez – ABE
B. Barton – ABE
S. Ketchum – OA
March
J. Concepcion – OA, assessment
June
D. Smith – ABE
October S. Robertson-Senior Librarian
November
E. Silva - Academic Substitute
December
K. Radford – Academic Substitute
January
November
November
C. Corsaut
K. Morasci
J. McKay
94
WASC Self Study Report 2011
2008 Year in Review
Annual Survey
In January the annual Faculty Survey was conducted.
Student Learning Results
Student learning results are being tracked through OCE on the monthly report. The following
data was collected from this source.
Academic
Jan Feb Mar Apr May Jun
Jul
Aug Sept Oct
566
566
570
550
574
574
593
586
566
574
Number of Academic
Students Enrolled
19
13
22
17
16
16
16
5
14
15
Academic
Program/Course
Completions
Nov
575
Dec
569
25
12
Vocational
Number of Vocational
Students Enrolled
Vocational Course
Completions
Vocational Industry
Certifications
Number of Indentured
Students
Jan
358
Feb
358
Mar
372
Apr
354
May
360
Jun
354
Jul
325
Aug
345
Sept
355
Oct
355
Nov
359
Dec
358
41
55
37
27
46
31
28
13
24
13
12
14
11
11
13
0
17
11
0
16
5
18
34
11
17
17
17
16
14
15
13
12
12
13
13
13
ESEA and IYO
Number of ESEA
Enrolled Students
Under 21
Number of Students
Enrolled in IYO
Number of IYO
Students Enrolled in
College Courses
Number of IYO
Student College Course
Completions
Number of
Units/Credits Earned
by IYO Student
Jan
46
Feb
47
Mar
50
Apr
43
May
56
Jun
51
Jul
44
Aug
45
Sept
32
Oct
32
Nov
49
Dec
37
56
55
53
61
61
62
60
60
48
49
51
56
55
50
52
60
61
57
57
59
47
47
50
50
5
9
11
5
57
12
11
6
2
8
7
60
15
15
33
15
171
36
33
18
6
24
21
140
Independent Study and
Distance Learning
Number of Students
Enrolled
Number of Students
Enrolled in College
Courses
Number of College
Course Completions
Number of College Units/
Credits Achieved
Number of Associate
Degrees Earned
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sept
Oct
Nov
Dec
96
78
86
83
156
158
84
96
132
237
193
168
214
215
271
171
171
75
76
182
169
175
171
144
0
0
0
14
216
0
38
25
0
0
10
142
0
0
0
21
766
0
116
78
0
0
0
434
0
0
0
0
0
0
0
2
0
0
0
0
95
WASC Self Study Report 2011
Number of Bachelor
Degrees Earned
Number of Master’s
Degrees Earned
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. School totals were reported as follows:
Report Dates
1st Quarter 2008
2nd Quarter
2008
3rd Quarter
2008
4th Quarter
2008
Total
PostTested
149
167
Total
Reading
Gain/Loss
0.8
0.6
Total
Math
Gain/Loss
0.5
0.6
Total
Language
Gain/Loss
0.4
0.5
Total Battery
Gain/Loss
124
.05
0.5
0.6
0.7
202
.08
0.6
0.5
0.6
0.6
0.6
In 2008 the school issued 186 GED certificates to successful candidates.
A graduation ceremony was held on both facilities on August 6 th. It was attended by the Warden
on East Facility and the Chief Deputy Warden, T. Gonzalez on the West Facility. The East
Facility graduation consisted of 177 graduates, 38 academic students and 139 vocational students.
The West Facility graduation consisted of 119 graduates, 30 academic students and 89 vocational
students. The West Facility graduation also recognized 3 inmate firefighters who earned their
Fire Fighter 1 certificates.
During the 2007/2008 fiscal year the school achieved 1,099 CASAS test gains (payment points).
Budget
Fiscal Year 07/08 budget allocations and expenditures were as follows. The budget was frozen
before the end of the fiscal year. The following chart shows the allocation and the percentage that
was expended before the budget was frozen.
Area
Academic
Recreation
Library
Arts In Corrections
Vocational
WIA
Temporary Help
Total Allocation
$215,200.00
$21,412.00
$39,100.00
$12,000.00
$186,100.00
$149,749.00
$68,940.00
% of Allocation Spent
89%
98%
81%
98%
96%
96%
38%
The 08/09 budget was issued to the institution at the beginning of November. Beginning this
fiscal year the allocations are based on student attendance. A purchasing freeze went into effect in
the middle of December. Exemption requests and purchasing justifications will be required for
the remainder of the fiscal year.
Area
Academic
Recreation
Library
Arts In Corrections
Total Allocation
$75,7500
$10,000
$31,733
$0
96
WASC Self Study Report 2011
Vocational
WIA
Temporary Help
$169,725
$153,398
$62,800
Compliance Review
In November the school underwent a compliance review. The school earned a compliance score of
85%. The details of the audit can be found in the Compliance Review Findings. Since 100% compliance
is the goal, a follow-up review will be conducted in 2009.
Preventative Maintenance
The Building Maintenance class removed and re-poured the cement in front of the West
Education office to prevent ponding during rainstorms. Maintenance was done to the West
Library building, Building 368 was repainted, and improvements were made in front of the West
Gym. Various classrooms have also been repainted and repairs made as work orders were
submitted.
Staff Development Committee
The committee has been revitalized and is meeting monthly. The committee has been tasked with
planning the Professional Development Day trainings and creating an orientation packet for new
employees.
Library
The West Library independent study program stopped when the ABE III/Independent Study and
GED/Independent Study program split into two full-time programs. The literacy pull-out
program continues to provide small-group tutoring to students assigned to Education.
Newsletter
The Education Newsletter has suffered from a lack of enthusiasm and appears to not be missed.
New Programs
An ABE Combo class was opened on East and West facilities. The class provides a classroom
setting in which diagnostic tests and the full-battery TABE test can be administered. Once a
thorough evaluation of a student’s strengths and weaknesses has been done, the student is then
recommended for placement in the appropriate Adult Basic Education classroom. Effective
August 11, 2008 the West Combo class was converted to ABE III due to waiting list issues.
Changes
In March 2008 the staff at CMC was informed that the El Paso de Robles Youth Authority would
be closing effective July 1, 2008. This closure resulted in a local hiring freeze and the staff from all
departments at CMC being placed on a surplus employee list as the Department of Personnel
Administration made room for the DJJ employees. In July we were informed that all threatened
positions had been saved and that 4 DJJ employees would be joining our faculty.
Pre-Release closed East and West – last day of class West-July 10.
The Vocational Dry Cleaning class was closed in July. OCE viability studies indicated a lack of
“real-world” employability for dry cleaning programs and announced that dry cleaning classes
across the state were to be shut down. The teacher obtained an additional teaching credential and
a Vocational Janitorial Services class was opened in mid-August.
Three substitutes were hired in 2007 and were working regularly, one in a long-term assignment.
At the end of July substitute use stopped due to the lack of a budget.
August 2nd the ABE III/Independent Study – GED/Independent Study class was split into two
full-time programs (ABE III and GED).
97
WASC Self Study Report 2011
Program changes J. McGill from Coach, East to ABE II, East
L. Gomez from ABE II, East to ABE Combo, West to ABE III, West
L. West from ABE II, East to Testing Coordinator, West
B. Gelber ABE II, East to ABE II, West
D. Smith from ABE I, West to ELD, West
L. Bonilla from ABE I, West to ELD, West
D. Bennett from ABE I, East to ABE II, East
B. DuBois from CAI Lab, East to ABE Combo, East
L. Snow from Pre-Release, East/West to ABE II, East
J. Foster from Vocational Dry Cleaning, East to Vocational Janitorial
Services, East
In November 2009 CCAS administration agreed to meet bimonthly with SEIU (the teacher’s
union) and to hold combined East and West staff meetings more frequently.
Events
July 17 &18
August 6
September 3
Eagle Trainings
Strategic Planning training for Administrative Team
East and West Graduation ceremonies
Delegation Training for Administrative Team
March
3 year WASC Review
Professional Development Days
January
Quarter Break
February
Staff Survey & IST Block Training
March
IST Block Training
April
Quarter Break
May
Skills Path: Motivating the Unmotivated Learner
June
Staff Update Meeting
July
Quarter Break
August
Graduation
September
Computer Security and Gang Update Training
October
Quarter Break
November
Alarm Response/Disturbance Control, Report Writing, , Inmate/Staff Relations,
Key and Tool Control, Fire Reporting and Safety
Prentice Hall training
December
Gang Update and Chicken Soup for the Soul in the Classroom (Anna
Unkovich)
EOP training for East staff
CEA Teacher of the Year
Sandy Frietas, the EOP teacher, was elected by her peers as the CEA Teacher of the Year.
Committee Meetings
Leadership Team
Technology
Staff Development Committee
Staff Liaison Committee
Literacy Committee
January 17, April 18, October 10
Did not formally meet during the year
April 28, June 5, July 15, August 12, September 18
April 28, June 18
July 7, November 20
Staff Changes
New hires:
February
J. Shreeves - OA
98
WASC Self Study Report 2011
March
April
May
July 31
E. Buettner – Academic Substitute
R. King - OA
W. Diederich – ABE
S. Alba – DDP TA
M. O’Connor – DDP
S. Raskin – ABE I
J. Mena - Coach
Retirement:
December
A. Elmendorf – Academic Teacher
P. Hickey – Bridging Teacher
M. Miller – Vocational Teacher
D. Tobola - Artist Facilitator
Deaths:
March
J. Deason-AVP
Promotion:
April
July
C. Kobata - AVP
J. Reinartz - SISA
G. Romans - AVP
Transfer:
May
C. Collins
Left Corrections
September
C. Peacock
Changes due to DJJ closure
J. McGill from coach to ABE II teacher
Current Vacancies
OSRT – East
ABE I – West
Arts In Corrections – West
English Language Development – West
Electronics – West
Bridging – East
99
WASC Self Study Report 2011
2009 Year in Review
Annual Survey
In January the annual Faculty Survey was conducted. See the Instructional Survey Cumulative Report
2009 for specific details.
Student Learning Results
Academic
Number of Academic
Students Enrolled
Academic
Program/Course
Completions
Turnover Rate
Jan
550
Feb
568
Mar
562
Apr
534
May
490
Jun
495
Jul
463
Aug
474
Sept
448
Oct
446
Nov
443
Dec
447
26
3
14
16
11
7
5
15
1
5
8
1
35%
19%
32%
39%
33%
25%
31%
32%
30%
32%
33%
18%
Jan
331
Feb
333
Mar
309
Apr
298
May
276
Jun
275
Jul
275
Aug
272
Sept
273
Oct
272
Nov
272
Dec
235
43
32
48
28
26
22
63
45
48
45
24
23
0
2
9
0
8
6
1
16
0
0
0
2
12
13
15
15
15
14
15
14
15
13
13
13
11%
14%
21%
14%
14%
14%
16%
14%
16%
17%
13%
21%
Jan
31
Feb
34
Mar
32
Apr
45
May
35
Jun
35
Jul
29
Aug
30
Sept
33
Oct
38
Nov
31
Dec
NA
58
59
62
64
61
62
62
63
59
85
83
85
57
57
60
64
61
60
61
62
58
58
75
71
6
0
7
4
0
80
3
20
2
1
2
36
Vocational
Number of Vocational
Students Enrolled
Vocational Course &
Program Completions
(includes NCCER)
Vocational Industry
Certifications
Number of Indentured
Students
Turnover Rate
ESEA and IYO
Number of ESEA
Enrolled Students
Under 21
Number of Students
Enrolled in IYO
Number of IYO
Students Enrolled in
College Courses
Number of IYO
Student College Course
Completions
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. School totals were reported as follows:
Report Dates
1st Quarter 2009
2nd Quarter
2009
3rd Quarter
2009
4th Quarter
Total
PostTested
135
114
% PostTested
Total
Math
Gain/Loss
0.4
0.4
Total
Language
Gain/Loss
0.7
0.2
Total Battery
Gain/Loss
30.7%
21.1%
Total
Reading
Gain/Loss
0.8
0.3
148
32.6%
0.8
0.4
0.4
0.6
123
27%
0.4
0.6
0.6
0.7
100
0.7
0.3
WASC Self Study Report 2011
2009
In 2009 the school issued 114 GED certificates to successful candidates.
Graduation ceremonies were held on West Facility on June 3 rd and on East Facility on August 5th.
The West Facility graduation consisted of 98 graduates, 56 academic students and 42 vocational
students. The West Facility graduation also recognized 4 inmate firefighters who earned their
Fire Fighter 1 certificates. The East Facility graduation consisted of 196 graduates, 65 academic
students and 131 vocational students.
During the 2008/2009 fiscal year the school achieved 888 CASAS test gains (payment points).
Budget
Fiscal Year 08/09 budget allocations and expenditures were as follows. The budget was frozen
before the end of the fiscal year. The following chart shows the allocation and the percentage that
was expended before the budget was frozen.
Area
Academic
Recreation
Library
Arts In Corrections
Vocational
WIA
Temporary Help
Total Allocation
% of Allocation Spent
Staff Development Committee
The Staff Development Committee met five times this year and planned several staff development
days including a presentation of Verbal Judo.
Library
West Library officer position lost. Sr. Librarian shift change to MWF 0730-1600 and T TH 12452045 to accommodate evening library use.
New Programs
The New Academic Education Models were still undergoing refinement through the end of the
year.
Changes
Due to the State’s financial crisis, the teaching positions that were vacated in 2008 were
abolished.
College programs ran through the spring semester for Coastline Community College and Palo
Verde Community College. Summer classes were cancelled by Coastline Community College.
Summer program was attended by Palo Verde Community College students. Distance Learning
and partnership community college programs were suspended for the Fall semester. Inmates were
only allowed to enroll in non-partnership college correspondence in the Fall. Per a memo dated
December 16, 2009 the Education Department was instructed to cease support of all college
correspondence classes. Inmates enrolled in non-degree/certificate earning classes (i.e. guitar,
foreign language) were allowed to continue coursework.
The loss of the college programs necessitated moving several academic teachers’ assignments.
L. Bonilla moved from West to East facility to teach ABE 1
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WASC Self Study Report 2011
R. Raskin was moved from an ABE 1 class in Hospital Corridor to an ABE 2 class in the
Maintenance Corridor
D. Diederich - VocAdemics to ABE 3
L. St. James - Independent Study/Distance Learning to ABE 3
B. DuBois - ABE Combo class to GED
D. Robertson – Testing Coordinator to ABE Combo
L. Snow – ABE 2 to Testing Coordinator
L. Austin – Independent Study/Distance Learning to ELD
M. Hauser – GED at East Facility to ABE 1 at West Facility
R. Hutchinson – ABE 3 to Independent Study at both East and West Facilities
Lay-off letters went out to numerous faculty members in the fall. The changes included the loss of
the Bridging Education Program, two Vocational Landscaping classes, Vocational Janitorial
Services, two academic teachers, the Office Service Specialist, and two Office Assistant positions.
Events
January 16
January 20
March 1
May
June
August
September 23
East/West training (EMR changes), Staff Survey, and PREA IST
Change Management training for Administrative Team
Implementation of new syllabi and Education Progress Records to accompany
the adopted 2006 curriculum
Staff reassignments
Distance Learning eliminated
D. Robertson returned to East Testing, Snow ABE Combo
SROA list established
Professional Development Days
January
Quarter Break
February
IST Block Training
March
IST Block Training
April
Quarter Break
May
Verbal Judo seminar
June
West Graduation
July
Quarter Break
August
East Graduation
September
Computer Security Training
October
Quarter Break
Resiliency Training
November
December
Committee Meetings
Staff Development Committee
Literacy
Staff Changes
Retirement:
J. Tuckey, Small Engine Repair
G. Cantwell, ABE II
M. Hauser, GED
R. Miles
E. Buckner
March 31, 2009
April 30, 2009
May 15, 2009
December 30, 2009
December 30, 2009
Left the Ed. Dept.
L. Gomez, ABE III
October 1, 2009
Left CDCR
R. King, OA
July 31, 2009
Limiter Term Expired
J. Clark, OA
July 31, 2009
102
WASC Self Study Report 2011
2010 Year in Review
Annual Survey
The annual faculty survey was not administered this year. It was decided after the WASC review
in 2009 that the data gathered in the survey was not
considering the new,
traumatic challenges facing the school.
Student Learning Results
Academic
Number of Academic
Students Enrolled
Academic
Program/Course
Completions
Turnover Rate
Vocational
Number of Vocational
Students Enrolled
Vocational Course
Completions
Vocational Industry
Certifications
Number of Indentured
Students
Turnover Rate
ESEA and IYO
Number of ESEA
Enrolled Students
Under 21
Number of Students
Enrolled in IYO
Number of IYO
Students Enrolled in
College Courses
Number of IYO
Student College Course
Completions
Jan
418
Feb
443
Mar
477
Apr
453
May
735
Jun
668
Jul
653
Aug
635
Sept
803
Oct
892
Nov
980
Dec
1034
11
11
7
8
18
17
13
27
14
0
41
13
19%
25
27
23
20%
15%
24%
17%
19%
19%
30%
31%
Jan
209
Feb
161
Mar
162
Apr
162
May
189
Jun
189
Jul
216
Aug
216
Sept
216
Oct
216
Nov
216
Dec
216
0
1
3
3
3
0
0
4
7
2
7
1
16
4
1
3
9
3
5
6
2
2
6
16
29%
9%
17%
16^
13%
5%
10%
8%
12%
5%
21%
23%
Jan
NA
Feb
Mar
Apr
May
0
Jun
0
Jul
0
Aug
0
Sept
8
Oct
23
Nov
26
Dec
27
84
82
88
86
81
81
78
78
76
76
69
76
83
82
86
82
81
81
78
78
76
76
69
76
0
40
2
1
1
180
9
10
13
16
6
4
14
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. School totals were reported as follows:
Report Dates
1st Quarter 2010
2nd Quarter
2010
3rd Quarter 2010
4th Quarter
Total
PostTested
154
47
% PostTested
Total
Math
Gain/Loss
0.4
-0.1
Total
Language
Gain/Loss
0.3
-0.2
Total Battery
Gain/Loss
29.6
13.8
Total
Reading
Gain/Loss
0.5
0.2
105
107
21.5
30.1
0.3
0.5
0.8
0.2
0.1
0.1
0.5
0.4
103
0.5
-0.1
WASC Self Study Report 2011
2010
In 2010 the school issued 161 10/11 GED certificates to successful candidates.
Graduation ceremonies were held on West Facility on June 2nd and on East Facility on August 4th.
The West Facility graduation consisted of 82 graduates, 29 academic students and 53 vocational
students. The West Facility graduation also recognized 6 inmate firefighters who earned their
Fire Fighter 1 certificates. The East Facility graduation consisted of 123 graduates, 45 academic
students and 78 vocational students.
During the 2009/2010 fiscal year the school achieved 888 CASAS test gains (payment points).
Budget
Fiscal Year 09/10 budget allocations and expenditures were as follows. The budget was frozen
before the end of the fiscal year. The following chart shows the allocation and the percentage that
was expended before the budget was frozen.
Area
Academic
Recreation
Library
Arts In Corrections
Vocational
WIA
Temporary Help
Total Allocation
101,625
10,000
16,534
NA
141,966
100,688
0
% of Allocation Spent
.
Preventative Maintenance
Staff Development Committee
Library
New Programs
Changes
Due to the State’s financial crisis,
Events
January
January 28
February
Both West Landscaping programs and the East Janitorial program were shut
down and students unassigned. Bridging students unassigned and program
closed
Lay-off delayed 30 days
ABE Combo (Snow) converted to ABE II
EOP class discontinued in anticipation of teacher being reassigned to ABE I
(East)
March
S. Freitas assigned to ABE I – East, S. Knapp assigned to ABE I – West
104
WASC Self Study Report 2011
Professional Development Days
January
Quarter Break
February
IST Block Training
March
IST Block Training
April
Quarter Break
May
June
West Graduation
July
Quarter Break
August
September
October
Quarter Break
November
December
Committee Meetings
Leadership Team
Staff Development Committee
Literacy
Staff Changes
Retirement:
L. Snow 1/20/10, A. Nunez 12/30/10,J. Mena , A. Nunez 12/30/2010, S. Raskin May/June 2010, M.
Cornelius May 2010, L. Bonilla May 2010, E. Moore January 2010, D. Shank 2010, B. Bennett,
March 2010,
Left the Ed. Dept.
D. Hernandez June 2010, D. Roberts March 2010, M. Lewis March 2010, J. Foxford March 2010, J.
Foster March 2010, O. Rabanal March 2010,
Left CDCR
J. Shreeves March 2010,
105
WASC Self Study Report 2011
2011 Year in Review
Annual Survey
The annual faculty survey was not administered this year. It was decided after the WASC review
in 2009 that the data gathered in the survey was not
considering the new,
traumatic challenges facing the school.
Student Learning Results
Academic
Number of Academic
Students Enrolled
Academic
Program/Course
Completions
Turnover Rate
Vocational
Number of Vocational
Students Enrolled
Vocational Course
Completions
Vocational Industry
Certifications
Number of Indentured
Students
Turnover Rate
ESEA and IYO
Number of ESEA
Enrolled Students
Under 21
Number of Students
Enrolled in IYO
Number of IYO
Students Enrolled in
College Courses
Number of IYO
Student College Course
Completions
Jan
998
Feb
925
Mar
898
Apr
854
May
816
Jun
311
0
16
44
0
26
24
20%
19%
31%
26%
38%
61%
Jan
162
Feb
162
Mar
162
Apr
134
May
161
Jun
161
19
5
6
3
14
10
4
33
8
8
5
4
11%
22%
13%
36%
7%
18%
Jan
25
Feb
25
Mar
24
Apr
30
May
24
Jun
20
76
80
75
74
78
76
76
79
75
74
78
76
62
8
4
5
1
67
Jul
Aug
Sept
Oct
Nov
Dec
Jul
Aug
Sept
Oct
Nov
Dec
Jul
Aug
Sept
Oct
Nov
Dec
The School Program Assessment Report Card (SPARC) reports quarterly TABE test Gain/Loss for each
class. It also reports the number of test level increases or decreases for that quarter by teacher and
for the school. School totals were reported as follows:
Report Dates
1st Quarter 2011
2nd Quarter 2011
3rd Quarter 2011
4th Quarter 2011
Total
PostTested
117
78
% PostTested
19.2
16.5
Total
Reading
Gain/Loss
0.2
0.1
Total
Math
Gain/Loss
0.2
0.3
Total
Language
Gain/Loss
-0.2
0.0
106
Total Battery
Gain/Loss
0.1
0.21
WASC Self Study Report 2011
In 2011 the school issued 140 as of 10/01/2011GED certificates to successful candidates.
Graduation ceremonies were held on West Facility on June 3rd and on East Facility on August 5th.
The West Facility graduation consisted of 119 graduates, 30 academic students and 89 vocational
students. The West Facility graduation also recognized 3 inmate firefighters who earned their
Fire Fighter 1 certificates. The East Facility graduation consisted of 177 graduates, 38 academic
students and 139 vocational students.
During the 2009/2010 fiscal year the school achieved 899 CASAS test gains (payment points).
Budget
Fiscal Year 09/10 budget allocations and expenditures were as follows. The budget was frozen
before the end of the fiscal year. The following chart shows the allocation and the percentage that
was expended before the budget was frozen.
Area
Academic
Recreation
Library
Arts In Corrections
Vocational
WIA
Temporary Help
Total Allocation
121,007
10,000
0
NA
201,300
129,060
0
% of Allocation Spent
.
Preventative Maintenance
Staff Development Committee
Library
New Programs
Changes
Due to the State’s financial crisis,
Events
January
January 28
February
Both West Landscaping programs and the East Janitorial program were shut
down and students unassigned. Bridging students unassigned and program
closed
Lay-off delayed 30 days
ABE Combo (Snow) converted to ABE II
EOP class discontinued in anticipation of teacher being reassigned to ABE I
(East)
March
S. Freitas assigned to ABE I – East, S. Knapp assigned to ABE I – West
Professional Development Days
107
WASC Self Study Report 2011
January
February
March
April
May
June
July
August
September
October
November
December
Quarter Break
IST Block Training
IST Block Training
Quarter Break
West Graduation
Quarter Break
Quarter Break
Committee Meetings
Leadership Team
Staff Development Committee
Literacy
Staff Changes
Retirement:
M. Johnson, April 2011,
L. Austin December 2011, M. Vrajich October 2011, D. Dutcher
December 2011, B. Gelber December 2011, M. O’Connor August 2011, C. Kobata August 2011
Left the Ed. Dept.
Left CDCR
L. Sanders May 2011
J. Concepcion October 2011
108
WASC Self Study Report 2011
Schedule Format
2010 Program Models
Program Model 1: Literacy / ABE I
AM
PM
Monday
Tuesday
Wednesday Thursday
Friday
Total
Student
s Served
27 A
27 B
27 A
27 B
27 A
27 B
27 A
27 B
54
27 A
27 B
Model 1 is staffed with 1 teacher, and 1 classified teaching assistant. It is designed to serve the needs of inmates with a TABE
reading score of 0.0 through 3.9. Students will meet for 3 hours per day for 5 days per week. Inmates in this model may be
assigned or elective based upon the institutional needs. All inmates must participate in all aspects of the course regardless of
their assigned or elective status.
Program Model 2: ABE I/ABEII
AM
PM
Monday
Tuesday
Wednesday Thursday
Friday
Total
Students
Served
27A
27B
27C
27D
27 A
27 B
27 A
27 B
108
27 C
27 D
Model 2 is staffed with 1 teacher and 1 classified teaching assistants. This model is designed to serve the needs of inmates
with a TABE reading score of 4.0 through 8.9. Inmates with the TABE reading score of 4.0 - 6.9 will attend 3 days a week for
a total of 9 direct instructional hours with an additional 6 hours of homework*. Inmates with a TABE reading score of 7.0
through 8.9 will attend 2 days a week for a total of 6 direct instructional hours with an additional 9 hours of homework*.
Inmates in this model may be assigned or elective based upon the institutional needs. All inmates must participate in all
aspects of the course regardless of their assigned or elective status.
Program Model 4: GED
AM
PM
Monday
Tuesday
Wednesday Thursday
Friday
Total
Student
s Served
12A
12B
12C
12D
12E
12F
12I
12J
120
12G
12H
Model 4 provides 1 teacher. Students are required to attend class 1 day each week and to complete homework*. Students
served have TABE reading scores of 7.0 and above, and generally need limited assistance in specific academic areas prior to
taking the GED test. Inmates in this model may be assigned or elective based upon the institutional needs. All inmates
must participate in all aspects of the course regardless of their assigned or elective status. Students having difficulty with
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WASC Self Study Report 2011
this program should be referred to a Program Model 2 for more support if available or to the Literacy program for
additional tutoring.
However, in the fall of 2009, teaching staff throughout CDCR, and
including CCAS, communicated to AELC/CTELC their concerns about
the inadequacies of the new models in terms of reduced student contact
time and increased student to teacher ratios. OCE was receptive to a
policy review and called for a teacher survey and analysis of GED and
statewide learning data toward the end of 2010 (look at EOM Reports).
OCE then collaborated with AELC/CTELC through Winter and Spring
2011 to find a workable alternative that better suited student educational
needs while maintaining OCE objectives.
In the Summer of 2011, OCE modified the format of the new models to
their current form, in which all students, regardless of education level, are
scheduled to receive fifteen hours of instruction each week with a
maximum student to teacher ratio of 27:1. The “new structures” which
have replaced the “new models,” are outlined below:
Schedule Format
2011Program Structures
AM
PM
Monday
Tuesday
Wednesday
Thursday
Friday
Total
Stude
nts
Served
27 A
27 B
27 A
27 B
27 A
27 B
27 A
27 B
27 A
27 B
54
The General Population Academic model is able to serve all student levels from ABE I through GED. The Principal
will determine the academic level of the class based upon institutional need. Each class will be comprised of academic
levels that are compatible for learning and can either be a single level such as ABEI or a combination class such as ABE
II/III or ABE III/GED. Each class session is for three hours and will meet five days a week according to the teachers
work calendar. Homework may be assigned as reinforcement but is not to be counted for or required to meet “X” time.
As an educational institution within a correctional institution, CCAS
(CCAS) operates under the direction of two organizational hierarchies.
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WASC Self Study Report 2011
The operational authority over CCAS in terms of program modification,
procedures, and work hours, is the California Department of Corrections
and Rehabilitation with the Warden of CMC as its director. Since CCAS
is one of many programs offered in a state-run correctional setting that
houses incarcerated felons, the top priority of the institution is safety and
security. All programs in the institution, including education, are run
with this top priority in mind. In terms of educational planning at the
institutional level, the assignment office is in charge of placing students in
classes. Oftentimes, waiting lists affect the course offerings made
available to the students.
The governing authority of CCAS in terms of curriculum, budget, and
organizational structure is the OCE (OCE). Located in Sacramento, OCE
presides over all thirty-three prisons throughout the state of California.
At the top of the OCE structure is the Superintendent of Correctional
Education who is analogous to a District Superintendent in the public
school system. The next level of authority consists of three Assistant
Superintendents who oversee the general operations of institutional
schools in zones divided into the Northern, Central, and Southern
regions; and one Supervisor of Compensatory Education Programs who is
in charge of a number of statewide, federally-funded special programs.
Four Supervisors of Correctional Education Programs (SVI, SAI) and a
number of Supervisors of Vocational and Academic Programs operate
below the level of the Assistant Chiefs in the OCE Administrative
hierarchy.
CCAS is directly administered by a Supervisor of Correctional Education
Programs (SCEP) who acts as the principal of the school.
One Supervisor of Vocational Instruction (SVI) and two Supervisors of
Academic Instruction (SAI) assist the (SCEP). These supervisors form
the core of CCAS leadership and are responsible for a wide variety of
decisions regarding the hiring, training, and supervision of the staff; the
planning and availability of classroom space;
and the day-to-day
operations of the school. CCAS leadership also provides the essential
interface with custody staff. School administration typically surveys staff
prior to any major changes.
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WASC Self Study Report 2011
Ethnicity
Classification
CMC
CDCR
Other
Male
Female
Total
%
Asian
1
0
1
2.5
Black
0
0
0
0
Hispanic
0
1
1
2.5
White
17
19
36
90
Other
1
1
2
5
Certificated
29
72.5
Classified
11
27.5
0-1
2
1
3
7.5
1-4 years
4
9
13
32.5
5-9 Years
2
3
5
12.5
10-14 years
2
6
8
20
15-19 years
4
0
4
10
20-24 years
2
2
4
10
25-29 years
2
0
2
5
30+ years
1
0
1
2.5
0-1
0
0
0
0
1-4 years
3
2
5
12.5
5-9 Years
3
7
10
25
10-14 years
1
9
10
25
15-19 years
2
1
3
7.5
20-24 years
4
2
6
15
25-29 years
5
0
5
12.5
30+ years
1
0
1
2.5
0-1
0
0
0
0
1-4 years
2
2
4
10
5-9 Years
3
3
6
15
10-14 years
0
8
8
20
15-19 years
3
3
6
15
20-24 years
4
4
8
20
25-29 years
3
0
3
7.5
30+ years
4
1
5
12.5
112
WASC Self Study Report 2011
1.2
CCAS teachers use a variety of methods to monitor student progress in
achieving the Student Learning Outcomes. Evidence that students are
actively engaged in learning and achieving the school’s SLOs can be found
in testing results, student files, Educational Progress Reports (EPR’s),
certificates of achievement and completion, and by classroom observation.
Initially, every inmate in the CDCR prison system is required to take the
TABE to evaluate his education level. The reading score he achieves is
used to determine whether the inmate should be assigned to a school
program, and if so, exactly which program best suits his needs. TABE
testing is conducted semi-annually for all enrolled students. A teacher
can recommend that a student be TABE tested at three-month intervals
based on individual progress.
State mandated pre- and post- CASAS Tests are given to all new students
and then to all students every other month to assess learning gains in
basic life skills, math and reading. CASAS results are reviewed quarterly
and annually and reported to OCE.
In addition to TABE and CASAS scores used as indicators of student
progress, teachers and teachers at CCAS are required to keep an
Educational Progress Report (EPR) for each student assigned to his or her
class. This form functions as an on-going record of each student’s
accomplishments in class.
In the short term, student achievement of the mandated competencybased curriculum and SLOs is measured by High Point, Prentice Hall, or
Saxon Math unit examinations and quizzes, in addition to teacher
generated assessments. Over the long term, student achievement is
measured by earning certificates of achievement and completion.
According to the OCE Curriculum Frameworks Handbook: There’s no
mention of Vocational tests, etc.
Each inmate shall receive training and instruction in certification units
supporting competencies for each instructional program. Upon completion the
inmate shall demonstrate proficiency in each supporting competency,
certification unit, and when applicable, instruction programs. Generally, a
performance level of 80% or higher corrected to 100% whenever applicable, is
113
WASC Self Study Report 2011
required to demonstrate proficiency on a standardized or teacher-made
assessment instrument.
With this directive in mind, assessment is on-going and individualized for
each student. Upon assignment to class, each student is given a copy of
the Course Outline that is placed in his student file, allowing each student
to track his own progress.
Student files and portfolios of completed work and accomplishments are
maintained and educational chronos (128E’s) are written quarterly. These
128E’s include any OCE certification units that have been mastered during
that time. Vocational classes additionally assess student progress with
teacher observation of hands-on work and project completions. Other
methods of monitoring student achievement include class participation,
journals, role-playing, student attitudes, and student behavior.
All of the data regarding achievement of SLOs is reviewed on a monthly
basis and discussed periodically in staff meetings, quarterly reports, and
monthly reports. More extensive discussions of the data as it pertains to
SLOs occur in three year intervals as part of the WASC review process.
Finally, major curriculum changes require rigorous data analysis with
regard to SLOs, as was the case with AELC/CTELC this past year. GOOD
Again, all CCAS Action Plan decisions are based on maximizing our
ability to achieve our SLOs with the limited resources we have at our
disposal. The schoolwide action plan allows for opportunities to monitor
and review implementation of programming, to track testing results, to
provide professional development, and to plan according to resource
needs.
Leadership duties begin with the hiring of education staff. At that point,
all staff are given a job description and duty statement to sign, which
detail the expectations of the job. Leadership facilitates or provides the
one week of mandatory IST by custody and a general orientation for all
new staff. Teaching staff receive an additional two weeks of training
while observing several Education programs, the inmate classification
process, and testing procedures. Furthermore, teachers receive one week
to set up the classroom, prepare lessons, and generate rosters. All staff are
required to complete Professional Ethics training and be aware of ethics
standards under Title XV as part of this orientation.
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WASC Self Study Report 2011
CCAS leadership also facilitates ongoing training and development for all
staff, including the annual 20-hour IST refresher. In addition, CCAS
leadership reviews annual evaluations with individual staff to discuss
current and future implementation of SLOs in their respective work areas.
In terms of overseeing program accountability, the school leadership
reviews all 128-E’s, certificates, and promotion/demotion reassignment
requests. Leadership helps facilitate a successful GED program by
screening GED test candidates prior to testing. The potential success of
students in the GED program is assessed by their achievement on the preGED test and the TABE test. School leadership provides the staff with
adequate equipment, classroom supplies, and learning resources to
execute the duties as prescribed. Leadership is also responsible for
making sure that staff are prepared for safety, security, timekeeping, and
other compliance reviews.
Traditionally, classes and teaching assignments are determined by both
the size and demographic needs of the student population. The number of
administrative, teaching, and support positions to be filled is established
by OCE, based on a number of criteria:




Number of inmates
Budget concerns
Federal guidelines (DDP, IIP, ESEA)
Court compliance requirements
The CCAS administration seeks to align staff assignments with teacher
interest, experience, and expertise. Staff are polled to determine most
suitable matches as vacancies, shifts, and new programs become available.
Yearly evaluations provide opportunities for leadership and staff to
reassess job performance, preference, and planning for the upcoming
school year.
The largest factor in determining assignments for the education
department since 2008 has been budget concerns. Since the expansion
period that peaked at the time of the On Site Review Report in 2008,
staffing in the education department decreased dramatically.
1. Update trifold adult school bulletin.
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WASC Self Study Report 2011
The quality of classroom instruction is translated through student
performance on TABE and GED milestones, CASAS Benchmarks and
other student achievements. These include Voc Certificates, completions,
and student promotions. Outside the classroom, instructional assessment
is made via the annual evaluation process, input from students in advisory
committees, and periodic supervisor visits and observations.
However, there are concerns with evaluating instructional quality by
some standardized testing procedures. Student attitudes toward TABE
testing can be affected by fear of leaving current classroom placements or
the desire to manipulate test results to the student’s own advantage.
Some teachers note that ’sandbagging’ does occur. Another problem is
that scoring between higher and lower TABE levels can be confusing.
Results may indicate what appear to be learning regressions. For
example, a hardworking student who has steadily improved scores and
increased his skill level and test taking ability over time may receive a
lower reading score on a more advanced test. Another unique problem
for second language learners is that pre testing, a best instruction
practice, is counter-productive as a first assessment. It creates anxiety
and overshadows what would otherwise be a positive classroom
experience.
Since 2009, the budget constraints have significantly impacted
educational staff opportunities for professional development and will
continue to be a challenge for the foreseeable future. Still, CCAS provides
many training opportunities related to the learning needs of students in
the Education Program. Saxon Math and Prentice Hall publisher training,
peer training, and Skillspath training have all been offered to department
faculty and staff. Faculty that coordinate specialized programs, such as
CASAS, TABE and GED testing, ESEA, IIP, DDP and PLATO programs
have attended program specific conferences. To their credit, CCAS staff
are motivated to advance their own understanding of how to better serve
their student clientele. Between collegial sharing, independent reading,
internet research, and in-house training for special needs, faculty
members continually look for strategies that enhance their educational
programs.
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WASC Self Study Report 2011
Staff by Ethnicity
20
18
16
14
12
10
Male
8
Female
6
4
2
0
Black
Asian
Hispanic
White
Other
Ethnicity
Staff by Gender
Male
47%
Female
53%
Staff Experience at CMC
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WASC Self Study Report 2011
25-29 years
5%
20-24 years
10%
30+ years
3%
0-1
7%
15-19 years
10%
1-4 years
32%
10-14 years
20%
5-9 Years
13%
1. Voluntary Education Program (tutor training, DDP access, basic
voluntary literacy) offerings currently limited by staffing vacancies
DOESN’T BELONG HERE
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WASC Self Study Report 2011
119