wasc review:
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WASC Review:. What’s happened so far. May 19, 2008 In-service. Focus Groups 05/19/08. 1. Why Accreditation?. WASC (Western Association of Schools and Colleges). (12 good reasons for accreditation). - PowerPoint PPT PresentationTRANSCRIPT
WASC Review:What’s happened so far.
May 19, 2008 In-service
Focus Groups05/19/08
WASC (Western Association of Schools and Colleges)
(12 good reasons for accreditation)
1. Certification that the school is a trustworthy institution of learning
2. Validates the integrity of a school’s program and student transcripts
3. Fosters improvement of the school’s programs & operations to support student learning
(“Ideally…”)4. Assures a school community that the school’s
purposes are appropriate and being accomplished through a viable educational program
5. A way to manage change through regular assessment, planning, implementing, monitoring and reassessment
(Getting to Reality!)
6. Assists school in establishing its priority areas for improvement (Aha! Critical needs!)
7. UC approval of A-G requirements requires WASC accreditation
8. Cal Grants require WASC accreditation
9. California Department of Education requires WASC accreditation.
(Reality could bite!)
10. Colleges & universities require units from accredited institutions
11. Military recruiters require accredited schools
12. Teachers receive credit for years taught at accredited schools
We might as well learn to love the WASC; even the Orkin man couldn’t get rid of it!
Structure of the Self-Study Process
The Professional Learning Community (PLC) completes its work in three types of groups:
1. Leadership team2. Home groups ( i.e., Departments)3. Focus groups
Work of the Self-Study Process
Analyze student data & achievement in relation to :
Academic standards
Expected School-wide Learning Results (ESLRs- ESHS Eagle Expectations)
Quality of the school program based on WASC/CDE (California Department of Education) criteria
Rationale
1. How are the students achieving? Expected school-wide learning results
(ESLRs= Eagle Expectations) Academic standards
2. Is the school doing everything possible to support high achievement for all its students?
School Improvement Cycle
Perpetual cycle:AssessmentPlanningImplementingMonitoringReassessment
Annual summary of student progressAnnual review of action planIn-depth study every 6 years (the WASC
visit!)
School’s Vision: ESHS’s Eagle Expectations
Eagles Soar with P Perseverance to solve problems
R Responsibility, respect, and integrity
I Investment in lifelong learning,
community service, and global contribution
D Dedication to physical and mental well-being
E Effective communication, collaboration, and critical thinking for the 21st Century
ESHS Mission StatementEl Segundo High School will provide
students with the necessary skills and
knowledge to become life-long
learners, effective communicators, and
socially productive citizens who will be
prepared for life in the 21st century.
School’s Academic Standards
California State standards in each curricular area
Schools determine the benchmarks for student work
that meets these standardsprovide appropriate instructionuse multiple measures of assessment
Five Criteria on how Focus Groups are organized:
1. Organization: Vision and Purpose, governance, Leadership and Staff, and Resources
2. Standards-based Student Learning: Curriculum
3. Standards-based Student Learning: Instruction
4. Standards-based Student Learning: Assessment and Accountability
5. School Culture and Support for Student Personal and Academic Growth
Data AnalysisIn-depth gathering of data and information to enable a school to take a careful and penetrating look at:
1. the identified Critical Academic Needs2. the related Expected School-wide Learning
Results (ESLRs = Eagle Expectations)3. the academic standards4. what is and isn’t working
Data Analysis Strategies
1. Examination of student work (3 times per year)
2. Observation of students working (Walk-throughs)
3. Interviewing students about what they are learning (Surveys, etc.)
4. Review of group test data (Annually: Sept.-Oct., etc.)
5. Analysis of feedback from parents, graduates, and community (Surveys)
Expected Outcomes of Self-Study
1. Involvement & collaboration of entire PLC to support student achievement
2. Clarification and measurement of what all students should know, understand, and be able to do through ESLRs and academic standards
3. Gathering and analyzing of data about students and student achievement
Outcomes, continued
4. Assessment of the entire school program and its impact on student learning
5. Alignment of a long-range action plan to the school’s areas of need; an accountability system for monitoring the accomplishment of the plan
Discussion & analysis of 2007 STAR & API scores
Hispanic-Latino sub-group did not meet state growth target
Data Analysis #1 : Analysis completed1. School-wide2. Departments
Data #1: De-briefed
Planned for upcoming 10/01/07 in-service:data analysis through departments
Data analysis #2:
To document current common assessments and plan future common assessments by department
Data analysis #2: De-brief
Planned 11/05/07 in-service to include school-wide data summary and department reports
Designed protocols for 11/05/07 in-service
Formed sub-committee to synthesize data analysis by departments
Data synthesis PowerPoint
Reviewed action plan and critical academic needs
Reviewed Focus Groups’ recommendations
Emphasis on closing achievement gap
Began process of writing WASC report and collecting additional data
Planned 1/28/08 in-service to review & revise ESLRs to incorporate 21st century learning skills
Review and revision necessary to complete before identifying new critical academic needs
Reviewed & revised Eagle Expectations to incorporate 21st century learning skills
Reduced current ESLRs to essentials
Reviewed student responses to Eagle Expectations contest
Responses sent to sub-committee for review
Reviewed, refined, finalized Eagle Expectations
Presented new Eagle Expectations to faculty
AVID team reviewed A-G requirements, our data, and importance of rigor for all
Read & suggested revisions for Chapter I (Profile)
Reviewed all data to be included or referenced in Chapter I
Planned 4/21 In-service to select critical academic needs based on data and Eagle Expectations
Revised Mission Statement
Read and revised Chapter III (Progress Report)
Read revised Chapter I
Analyzed data for achievement gaps
Selected potential critical academic needs and questions to present to Focus Groups
Received revised Chapter I
Considered potential critical academic needs and questions
Analyzed data
Made suggestions for changes
Reviewed Focus Group feedback
Revised critical academic needs
1. Increase the percentage of 1. Increase the percentage of students completing A-G students completing A-G coursescourses
2. Increase the percentages of identified 2. Increase the percentages of identified student subgroups participating in student subgroups participating in advanced level classesadvanced level classes
3. 3. Continue to ensure that a Continue to ensure that a consistent standards-based consistent standards-based curriculum is implemented curriculum is implemented that addresses student skill that addresses student skill needs in the areas ofneeds in the areas ofa.a. mathmathb.b.reading comprehensionreading comprehension
We will review the data annually and make adjustments in our critical needs as appropriate…
EaglesSoar with Pride!