various unincorporated areas. Grossmont Adult School serves approximately 20,000

students annually and provides one of the most comprehensive programs in the state.

Grossmont Adult School offers more than 50 English as a Second Language (ESL)

classes at over 25 locations throughout East County. A little over half of these classes

are offered at El Cajon Adult Center, and the rest meet at libraries, schools, apartment

complexes, and other locations in the community. Adult Basic Education (ABE) as well

as High School Equivalency (HSE) preparation and High School Diploma (HSD) classes

are offered primarily at Foothills Adult School with additional classes offered at strategic

locations in the county: Helix Adult Center, East County Career Center, El Cajon Adult

Current number of teachers: 201

Current number of classified staff: 36

 Clerks/secretaries: 22

 Instructional Aide V: 8

 Custodial staff: 6

Current number of full-time administrators:7

The mission of Grossmont Adult School is to enrich the lives of our community

 Demonstrate a commitment to the pursuit of lifelong learning

 Acquire knowledge and skills appropriate to their stage of life

 Seek continuing academic, career training, and/or employment opportunities

 Utilize critical thinking and problem-solving skills

 Express oneself in a variety of social, academic, and workplace settings

 Utilize technology and social media to communicate effectively

 Develop an increased understanding of and appreciate for our diverse

According to the 2015 San Diego East County Economic Development Council report,

the population of San Diego’s East County is 427,711 with a median age of 37.

Grossmont Adult School serves students who reside outside the boundaries of East

County. The majority of students live in the cities or unincorporated areas identified in

the San Diego East County Economic Development Council’s report.

The following charts reflect the 2014-2015 and 2015-2016 school year(s). Due to limited

demographic options during registration, students of Middle Eastern descent must

currently identify themselves as ‘white’. There was a 3% increase of students who

identified as Hispanic and a 1% increase that identified as Asian. The data committee

will continue to review and assess trends in student enrollment as population

demographics within the region continue to change.

a deeper understanding of the population that is being served helps to identify critical

learner needs by promoting a sensitive and open dialog and exchange of ideas.

Grossmont Adult School welcomes and embraces students from around the globe and

is dedicated to ensuring all students meet their personal, academic, and workplace

goals.

(PAC) as a need for incoming college students.

ESL students are predominately enrolled in classes that are held on campus. However,

a distance learning option is available to students who are unable to attend traditional

classes. Distance learning is also a vehicle whereby students can accelerate their

learning opportunities.

and address specific student learner needs.

The ESL program recently acquired the Ventures curriculum. The Ventures placement

test identifies the entry level for each student. Assessments within the curriculum

ESL offers Integrated English Literacy Civics Education (IEL/CE). This program is

designed to practice skills and gain knowledge necessary for a successful transition to

life in the United States. IELCE topics include Banking, DMV & Responding to an

Officer of Law, and Citizenship. Current students are surveyed at the end of each

program year and student needs are taken into consideration as topic(s) for the

following school year.

The chart above reflects the number of high school diplomas and high school

equivalencies earned by Grossmont Adult School students for the 2013-2014, 2014-

2015, and 2015-2016 school year(s).

A block grant manager was hired in fall of 2015 and members of the transition team

were hired in spring of 2016. As a need identified by the East Region Adult Education

highlights of new changes implemented through the consortium include:

 The implementation of transition support services: accompanying students from

entrance to graduation, matriculation, or through transitions within adult education.

Including:

and across adult education programs (maps were developed by PACs)

 Introduction of accelerated classes in ABE and HSE

 Introduction of year-long professional development (PD) series for all staff in

collaboration with local community college district

 Coordination of work between PLCs and PACs – data collection and student support

services

 Peer observations that allow PAC members to observe their respective colleagues

at the partner institution.

 PD done by grant manager

office of Foothills Adult Center. Students enter their own information online. After

registering they are then scheduled for an orientation time. During orientation, students

learn about programs offered within adult education, complete an ‘educational map’,

academic advising appointment, they take a reading assessment test (TABE). If a

student’s assessment reflects an ESL level, the Academic Advisor enters the student’s

contact information and score on the Student Contact document in Google. Based on

this information, transition specialists contact the student to set up an appointment. It is

scheduled during a one-hour time period for academic advising. There are two

academic advisors available to meet with the students, ensuring that a sufficient amount

of time is available for students’ questions to be answered and counseling needs met.

EL CAJON ADULT CENTER/ESL:

 New ESL classes were opened at various off site locations

 Medical Vocational ESL (VESL) class was opened for HOC

 Burlington English computer program based classes added to help ESL students

with pronunciation and conversation

 Acquisition of new Ventures curriculum with formative and summative

assessments to better address student learner needs

 At the request of corrections, and in compliance with state guidelines, several

 East Mesa Reentry Facility: Restorative justice

 Las Colinas Detention and Reentry Facility Health & Fitness

 Las Colinas Detention and Reentry Facility: landscaping class

 Las Colinas Detention and Reentry Facility: Restaurant class

 San Diego County Jail: MS Office Basics

 South Bay Detention Facility: Food handler class

 South Bay Detention Facility: MS Office Basics

 Vista Detention Facility: Anti-Theft

 Vista Detention Facility: MS Office Basics

 At the beginning of the 2015/2016 school year, all detention facilities

change was made because Internet service is not permissible in the

and lung sounds). These new additions enhance student learning by providing

students the opportunity to learn and practice skills with the most current

technology available for medical instruction.

 Teachers increase their knowledge of current teaching strategies and industry

updates by attending industry specific conferences including dental, veterinary,

and the California Vocational Nursing Educations Conference.

 HOC students have participated in field trips to The Bodies Exhibit in Buena

Park, CA and The Museum of Man in Balboa Park where student gain a better

understanding of the evolution of man and medicine.

 HOC students have also attended dental conventions, the Healthcare Career

Fair at Grossmont College, and Men in Nursing events. These events provide

students with exposure to additional information for career awareness and

 A Business Services Specialist is available to meet with students to help them

with resumes, and interviews.

In an ongoing effort to enhance student learning, Grossmont Adult School has created

the Data Dialog Group. Organized by the CASAS coordinator, this group (committee) is

comprised of teachers from ESL, ABE, HSD, and HSE. The committee was formed, and

began meeting, in the fall of 2016. As outlined by the CASAS coordinator, the (initial)

goals and purpose of the committee are:

 Suggestions, commentary, and what is important to WIOA II teachers.

clarify the needs and responsibilities of the group. The topic of effective communication

among teachers was discussed as well as brainstorming possible solutions to remedy

the gaps in communication. The group also discussed the need to use CASAS data to

more deeply analyze student learning and progress. Currently the group consists of the

CASAS coordinator, four teachers, and one Instructional Aide. The CASAS coordinator

also currently serves on the WASC Data Committee. This will prove to be beneficial in

aligning the Data Dialog Group’s efforts with the WASC Action Plan items to ensure

there is not duplication of efforts and that a variety of data is analyzed by both the Data

Dialog Group and the WASC Data Committee. The Data Dialog Group will also analyze

competency data generated by CASAS tests. The goal is to look at the competency

the respective PLCs. The benefits of the Data Dialog Group are not yet known, but it is

expected that the group will help to streamline and maximize communication with

programs in response to needs and gaps analysis conducted by our local workforce

development board (LWDB) in an effort to assist East County residents in gaining the

literacy skills, high school credentials, and work readiness skills needed to access post-

secondary and employment opportunities. Last school year, 1,201 students in our WIOA

II programs entered employment, 518 retained employment, and 581 were placed in

post-secondary education or training. It is through the collaboration and partnership with

such stakeholders that we can help students achieve personal, academic, and

workplace goals.

Each year, Grossmont Adult School hosts a community advisory meeting where

community business partners attend and participate in breakout sessions offering

residents. On the website, students can sign up for academic orientation, ESL

orientation, take our student survey, register for Lifelong Education classes, and see our

current class schedule.

Three times per year a Grossmont Adult School newsletter is sent to all staff. In that

newsletter, there is a WASC section and an article that contains the updates. The

WASC article in the newsletter is written by the WASC Self-Study Coordinator. In that

article, in addition to the updates on the progress of the Grossmont Adult School Action

Plan, employees are provided the Self-Study Coordinator’s contact information should

they wish to contribute to or participate in one of the action plan committees. At

Grossmont Adult School’s annual ‘Back to School Night’, the Self-Study Coordinator

presents to all staff in attendance. During that presentation, the Mission Statement and

committee lead supplied a written narrative of the work their committee has done since

the self-study visit. The five committees are representative of the three action plan items

identified by Grossmont Adult School as part of the initial self-study, as well as the two

additional items recommended by the visiting committee. These five areas became the

sent to all staff included:

years? This may include, but not be limited to (staff changes, program changes,

PLCs meet monthly to share feedback from conferences, instructional practices, student

professional development.

Student Councils at El Cajon Adult, Health Occupations Center, and Foothills Adult

Center meet quarterly to offer input into programs and to provide school community

outreach. Student representatives share out council minutes back in the classroom to

keep students informed and engaged. Grossmont Adult School gathers student

feedback with quarterly student satisfaction surveys. The information gathered is shared

offers.

it was noted that RN Refresher completers were not getting back into the nursing field in

an acute care hospital setting. The labor market does not allow reentry RNs directly

were getting jobs in clinics, as school nurses, long-term care facilities, mental health,

and other institutions. However, HOC’s program clinical assignment were only in an

acute care hospital setting. Although students ultimately want the acute care setting,

and any of the above job opportunities may eventually get them there, it was realized

that broadening the clinical component to include other facilities would be prudent to

immediate job opportunities for the students. These new changes will be implemented

in the fall 2017-18 school year.

engage students. This is in contrast to strictly teacher-led review instruction.

 Add more quizzes, worksheets, and online tests to prepare students for future

course with increase rigor.

 Based on future attrition rates, the number of sections offered may vary.

enrollment. Recently, the is increased competition with a local for-profit EMT school.

addition, students drop out of HOC’s program due to low scores on the written/computer

based tests. Students are allowed to remain in class with the understanding that they

can continue to learn and retake the class, often they choose to drop and stop coming.

Of the students that stay, 100% of them pass the skills test, but only about 50% pass

 To increase interest and enrollment, marketing efforts will increase for the EMT

completers, at local fire houses, etc. Additionally, fliers will be created for all our

programs, but the EMT course will be the priority as it is the only HOC program

struggling with enrollment.

 The program schedule has been restructured to have less time each class

period, but to add overall hours to the class. The additional hours will allow more

instructional time for the theory portion thus allowing students to better grasp the

content and prepare for the in-class testing. The new schedule is 3 days/week

for 4 hours/day. Overall, this is an increase of 54 hours of class time. Hours will

successfully completing that component of the course.

New classes for the consortium are developed based on input from stakeholders,

including the Local Workforce Development Board (LWDB) as well as industry and post-

Based on data from Fall-Term 2/2016, it was determined that higher-level computer

classes, such as Administrative Assistant, Microsoft Office Suite and Keyboarding, had

declining enrollment. Based on this data, it was decided to combine a Keyboarding and

was renamed Technologies for Careers to reflect the broader content infused in the

course.

Assistant classes. Two Administrative Assistant classes had a total of 34 students while

the Keyboarding class increased to 12 students. The Technologies For Careers class

did not show growth. However, efforts to increase student counts in business and

technology classes will continue based on the 2016 In Demand Report sponsored by

the San Diego Workforce Partnership. In the report, secretaries and administrative

assistant accounted for the second highest number of new-hires at 22,238, out of 55

listed job categories. The report also projected a 5-year growth rate of 6%. In the same

In other measures of collection of data, a student survey that was created by the

Foothills Student Council was administered. The Foothills Student Council created the

questions in the student survey in an effort to get an idea of the thoughts and feeling of

the students at the Foothills campus. The survey results were then collected and read