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!