Welcome

1. Welcome Monday, January 30, 2012 Imperial Valley Regional Occupational Program ESLR Workshop

2. Agenda • Welcome - Why this workshop? • Activity • Introduction/History • Purpose • Vision Statement • ESLRs • Integration of ESLRs • Assessment • Next Step

3. Activity • Personalized license plates or commonly referred to as vanity plates, show pride, offer a personal touch and identify special interests. • Creative ways to express a statement about your occupation, hobby, family, personality or even values. • This is an example: DEB♥JJJ • To introduce yourself, create a personalized plate about your project/service.

4. Activity • Using the form provided, create a personalized license plate identifying your project or service. • Insert only 7 characters or spaces: • A-Z letters, 0-9 numbers, or • characters (+plus, ♥heart, star, hand).

5. Activity • Since ROP is about Career Technical Education, these are some examples of personalized plates for occupations: • ATTY2B • AFAV8R • DRSKUL • DR IIII • S8FCRKR

6. Activity • AFAV8R Air Force Aviator - Pilot • DRSKUL Dr. Skull - Neurologist • DR IIII Dr. Four Eyes - Optometrist • S8FCRKR Safe Cracker • What was your plate?

7. Activity • This activity shows that ROP involves a lot of variety and creativity, but in many cases a common theme. • There are a number of projects funded all under the umbrella of IVROP. We will discuss an important common theme among all IVROP programs: ESLRs. • Before we begin with ESLRs, it is important to have an understanding of IVROP as an organization. To understand the umbrella (see the big picture) or similar to a history lesson.

8. Introduction/History • 1981, Brawley Union High, Calexico Unified and Central Union High School Districts and ICOE formed a Joint Powers Agreement. • 1983, Calipatria, Holtville and Imperial Unified School Districts joined the JPA – later San Pasqual Valley Unified School District. • 3 different types of ROPs can be formed: single district, county or JPA • One board member from each school district – Monthly meetings. • there were 3 part-time ROP staff (Director, Secretary, Counselor) with 4 part-time ROP teachers (Retail, Foods, Business and Banking). • Currently have a CTE course list of 41 programs, 93 class sections (schools and projects combined) in 15 Industry Sectors. • Growth at one point to over 100 employees, current 75 full-time employees. • Difference between ROP funds and grant funded projects - traditionally ROP funds would be earned for every hour students are in class (525 hrs = 1 ADA), but with budget changes, currently in Tier 3 Flexibility using 2007-08 ADA as base. Grant funds and services are based on local, state or federal funding sources and their requirements.

9. Introduction/History • View ROP Introduction on DVD

10. Introduction/History • Guidance Technician role in communities • Schedule of IVROP classes • Enrollment, credits, skills and certificates

11. Introduction/History • Sample Certificate

12. Purpose • Why is accreditation important? • Validates what we are doing. • Benefits all stakeholders (students, parents, administrators, teachers, business & industry and organization partners, etc.). • Clarifies expected results for students/participants. • Assesses if all is being done to achieve results • Provides meaningful dialogue with stakeholders • Assures quality programs • Determines strengths and growth areas • Allows for funding and grant opportunities • Provides credibility, recognition & builds positive reputation

13. Purpose • Definition of “essence”: • absolutely essential, critical, crucial • the basic, real, and invariable nature of a thing or its significant individual feature or features • substance, spirit, lifeblood, heart, principle, soul, core • Although there is a lot of variety of function (what job duties are performed on a daily basis) among projects and programs, there is only one “essence” (heart, soul, bottom line or core). • The “essence” of IVROP is manifested in the ESLRs. It is here you will find the common bond and strength in our variety.

14. Purpose • Review of the Accreditation Process

15. Purpose • Review of the Accreditation Process – Action Plan #4

16. PurposeAction Plan #4

17. Vision Statement • Activity: • Using the blank lined sheet, write out the IVROP Vision Statement as you know it…work independently. • Report on answers.

18. Vision Statement • Using the blank lined sheet, write out the IVROP Vision Statement as you know it…work independently.

19. Vision Statement • The Imperial Valley Regional Occupational Program is dedicated to developing and providing quality training, career, technological and educational services. These programs will meet the needs of all students empowering them to become successful contributing members of a global society.

20. ESLRs • What is an ESLR? • Expected Student Learning Results (ESLRs). • ESLRs are what we want the students to know, understand, and be able to do upon exit from or completion of the planned program.

21. ESLRs • ESLRs are: • Global - overarching guide to what we do. • Interdisciplinary – all stakeholders and programs. • Inclusive of all students (clients, participants, youth, adults, etc.). • Measurable – sample course outline.

22. ESLRs • Upon completion of the planned program, students will be: • Activity: • List 5 ESLR categories. • Using the blank sheet, write out the 5 ESLR categories. • Report on answers.

23. ESLRs • Upon completion of the planned program, students will be: • Responsible Individuals • Interpersonal Learners • Effective Communicators • Technological Producers • Problem Solvers

24. ESLRsUpon completion of the planned program, students will be: • Technological Producers who: • Use appropriate resources to complete a task. • Create projects which reflect originality and high standards. • Define, assess, accomplish, adjust, and evaluate intended results. • Problem Solvers who: • Are self-motivated. • Adapt to and deal with change. • Demonstrate critical thinking skills. • Apply skills to a variety of situations. • Responsible Individuals who: • Set and pursue educational and career goals. • Abide by school, community, and workplace rules, laws, and regulations. • Become aware and contribute positively to environmental and global issues. • Interpersonal Learners who: • Possess an appropriate work ethic. • Dress and act professionally. • Effective Communicators who: • Use verbal, written, artistic, and technological forms of communication appropriate to the given situation. • Demonstrate career skills.

25. Integration of ESLRsSample Course Outline

26. Integration of ESLRsSample Course Outline

27. Integration of ESLRs • These are samples of how ESLRs are aligned and integrated in the IVROP Classes by instructors & students: • Goals: career assessment, personal and professional goals, develop 5 year plan. • Work ethics: mock interviews, classroom video and lecture, shop environment requirements. • Communication: interviews, resumes, employability unit, develop and present a presentation project. • Resources: complete tasks using the computer, use books and notes in binder, work as team using tools. • Self-motivated: attend class and submit assignments daily, students create own unique designs, develop individual projects.

28. Integration of ESLRs New Form: ESLR Worksheet for Project Activities and Services - note 2nd and 3rd columns

29. Integration of ESLRs • Activity: • Align your own project objectives, activities or services to the ESLRs using the new form. • Only do the second column. • 15-20 minutes

30. Assessment • Methods of Assessment : • Tests/Exams • Quizzes • Essays • Demonstrations • Presentations • Evaluations • Surveys • Role Playing • Case Notes • End of Activity Survey • Time Sheets • Performance Measure Outcomes • Others?

31. Assessment • Rubrics as a Method of Assessment : • Improves quality of a program by providing details as a model • Students have guidelines of what is expected of them • Used as a tool for student’s improvement • Can be reused

32. Assessment • Chocolate Chip Cookie • Activity • Rubric

33. Assessment • Reviewing Student Work • Rubric

34. Next Step • Provide training for all staff. • Collect sign in sheets. • IVROP Administrative Staff provide training for new project managers/coordinators who will then train their new staff on IVROP/Vision Statement/ESLRs. • Managers/Coordinators continue providing training for new staff as they are hired. Collect Sign-in Sheets & submit to Lupe Garcia within 2 months of hire date. • Use ESLR of the Month to continue process of integrating ESLRs in daily activities and services and discuss strategies at staff meetings – document on staff meeting agendas. • Lupe Garcia or Debbie Burquist are available to assist as needed.

35. Next Step • Final Activity

36. Thank you!! • The ESLR Workshop PowerPoint Presentation and all forms needed is posted on the IVROP website. • Thank you for participating!! • Contact as needed: • Debbie Burquist, IVROP Guidance Technician • email dburquist@cuhsd.net ~ phone 760.562.5393 • Lupe Garcia, IVROP Program Assistant • email lgarcia@ivrop.org ~ phone 760.482.2616