HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product ....
Transcript of HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product ....
![Page 1: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/1.jpg)
2019–2020 Schools
HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II
![Page 2: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/2.jpg)
ACS WASC Accreditation: A Focus on Learning
2
![Page 3: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/3.jpg)
Agenda Checking Up
Getting organized
Task 1: Summarizing progress
Task 2: Developing/refining the Student/Community Profile
Task 3: Starting evaluation of program in relation to HIDOE/ACS WASC criteria
Moving Forward Task 3: Continuing evaluation of program in relation to HIDOE/ACS WASC Criteria—emphasis on identified student learner needs
Task 4: Summarizing identified student learner needs based on profile and focus group analysis and findings
Task 5: Revising the Three-Year Academic Plan (a brief advance look at Phase III Training)
ACSWASC © 2019 3
![Page 4: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/4.jpg)
How is the self-study progressing at your school?
What are the areas that you would like to address today?
Reflection and Sharing…
ACSWASC © 2019 4
![Page 5: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/5.jpg)
5
ACS WASC Guiding
Principles
Self-Study
Chapter I
Chapter II
HIDOE/ACS WASC FOL, p. 2 Chapter IV
Chapter V
2019©ACS WASC
![Page 6: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/6.jpg)
Self-Study Expectations
ACSWASC © 2019 6
![Page 7: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/7.jpg)
Focus on Learning
Accreditation Cycle of Quality
ACSWASC © 2019 7
![Page 8: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/8.jpg)
Focus on Learning Self-Study Process
What is the ideal based upon?
So What currently exists and how effective is it?
Now What will we modify in our schoolwide plan?
ACSWASC © 2019 8
![Page 9: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/9.jpg)
ACSWASC © 2019 9
![Page 10: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/10.jpg)
HIDOE Strategic Plan 2017-2020 Three-Year Academic Plan
ACSWASC © 2019 10
![Page 11: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/11.jpg)
Focus on Learning
Accreditation 6-Year Cycle
ACSWASC © 2019 11
![Page 12: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/12.jpg)
The Self-Study
![Page 13: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/13.jpg)
So What? What currently exists?
How effective is it?
What? What is the ideal based upon…?
• Vision, Mission, General Learner Outcomes
• HIDOE/ACS WASC Criteria and Indicators
• Academic Standards
Now What? What and how will we modify?
What should be in the Academic Three Year Plan ?
Summary: Self-Study Process
![Page 14: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/14.jpg)
ACS WASC/HIDOE Self Study, 2019-2020
ACS WASC ©2018-19 14
Chapter I Progress Report
Chapter II Student-
Community Profile
Chapter III
Self-Study Findings
Chapter IV Summary list
of Critical Student Learner Needs
Chapter V Plan
Preface
Electronic Appendices
![Page 15: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/15.jpg)
Will the self-study be ready to be sent 6 weeks prior to visit?
Has the maximum time been allotted for home and focus group work—maximizing regular meeting time?
Timeline
ACSWASC © 2019 15
![Page 16: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/16.jpg)
Doing the work
ACSWASC © 2019 16
![Page 17: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/17.jpg)
Organization
17
Data Teams Grade-level clusters Groups (i.e. students, classified staff, parents)
2013©ACS-WASC
Gather information based on indicators and prompts
![Page 18: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/18.jpg)
Share:
How have you organized your Focus Groups?
Scheduling Focus Group Work in terms of needed Home Group or departmental/data team gathering/discussions
Staggering the work ACSWASC © 2019 18
![Page 19: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/19.jpg)
HIDOE/ACS WASC Preface
Include the following: • Background • School Design • Student Voice and Teacher Collaboration • Current Self-Study Process
![Page 20: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/20.jpg)
Directions
20 2018©ACS WASC
HIDOE/ACS WASC FOL 2018, p. 31
![Page 21: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/21.jpg)
Task 1: Analyze and reflect upon the school’s progress and the impact on student learning since the previous full self-study.
Product: Chapter I: Summary of Progress
HIDOE/ACS WASC Tasks
![Page 22: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/22.jpg)
Directions
22 2013©ACS-WASC
HIDOE/WASC FOL, pp. 33-34
![Page 23: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/23.jpg)
Chapter I: Self-Check Questions
23 2013©ACS-WASC
![Page 24: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/24.jpg)
Task 2: Develop or refine the student/community profile based on the analyzed and disaggregated data and clarify the General Learner Outcomes.
Product: Chapter II: Student/Community Profile
HIDOE/ACS WASC Tasks
![Page 25: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/25.jpg)
Directions
25
HIDOE/ACS WASC FOL 2018 , pp. 35-37
![Page 26: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/26.jpg)
Chapter II: Student/Community Profile
26
School Information/Programs Data and Findings
General Learner Outcomes Appendices
2019©ACS-WASC
![Page 27: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/27.jpg)
Chapter II: Data within Profile (pp. 39-41)
27
•Introduction (Na Hopena A’o)
•Demographic •Performance
•General Learner Outcomes •Perception Data
•Professional Development •Resources and Management
2019©ACS WASC
![Page 28: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/28.jpg)
28
What data should we include in our profile? Where do we obtain
the data? HIDOE/WASC FOL, pp. 39-41
2019©ACS WASC
![Page 29: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/29.jpg)
29
Findings from our data:
What does the data tell us? (Using SSIR, ARCH, LDS,
Strive HI, etc.)
2019©ACS-WASC
![Page 30: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/30.jpg)
30 ACS WASC ©2019-17
Sample Achievement Data Determine 2-3 findings. Any questions raised?
![Page 31: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/31.jpg)
General Learner Outcomes
31
Global Interdisciplinary
All students Assessable
2019©ACS-WASC
![Page 32: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/32.jpg)
HIDOE students will be…
Self-Directed Learners
Community Contributors
Complex Thinkers Quality Producers Effective Communicators Effective and Ethical Users of Technology
HIDOE/ACS WASC FOL, 2017, p. 4
General Learner Outcomes (GLOs)
![Page 33: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/33.jpg)
Sample GLO Finding
During our self-study process we looked closely at student data on GLOs, student perceptions, and teacher expectations… After examination of our our data, we noticed that GLO #3 on Complex Thinker had the lowest number of students being rated usually or consistently and the highest rating of sometimes…we decided this would be one of our main areas of focus.
2019 ©ACS WASC 33
![Page 34: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/34.jpg)
ACS WASC ©2019 34
Critiquing Chapter IV Activity: •Compare the profile to the Student/Community Profile Guide (FOL, pp. 39-41) •Are the appropriate data pieces included? Has the school commented upon all data?
![Page 35: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/35.jpg)
Chapter I: Product Student/Community Profile (Task 2)
Data and Findings: trends, irregular patterns, and/or anomalies
• Demographic data • General Learner Outcomes • Student PERFORMANCE data • Perception data including survey summaries, if any • Draft Summary of Implications, 2-3 Student Learner
Needs and Questions for use in Focus Groups
Appendices
35 2019©ACS-WASC
![Page 36: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/36.jpg)
Chapter II: Product Student/Community Profile (Task 2)
Procedure 3 (Page 36):
• What are the implications of the data with respect to student performance?
• Select 2-3 major preliminary student learner needs
• List important questions that have been raised by the analysis of student performance, demographic, and perception data.
36 2013©ACS-WASC
![Page 37: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/37.jpg)
Sample Implications
37
• The ELL, SPED, Title I and Asian/Pacific Islander subgroups did not meet proficiency in reading and math.
• Even with the focus on the statewide benchmarks for standards, there is a need to address problem-solving and critical thinking skills in reading and math.
2013©ACS-WASC
![Page 38: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/38.jpg)
Sample Student Learning Needs
38
• Reading Comprehension Skills (academic texts, critical reading skills, and memory and retention skills)
• Math (problem-solving and operational skills) • Problem-solving and critical thinking
2019©ACS-WASC
![Page 39: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/39.jpg)
Sample Questions for All Stakeholders
39
• How do all staff members address the issues of improving the reading, math and problem-solving and critical thinking skills within all courses and programs?
• How do all staff members address the greater use of multiple sources of data effectively to address the modification of the learning and teaching to improve students’ performance within different subgroups and grade levels?
2013©ACS-WASC
![Page 40: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/40.jpg)
Chapter II: Product Student/Community Profile (Task 2)
Procedure 4 (Pages 36-37):
• Discuss procedures 1-3 on page 35-36 with all stakeholders
• Determine if there is agreement at this time on the identified major preliminary student learner needs and important questions raised (Procedure 3). Are there any additions? How do these align to the Hawaii Strategic Plan?
• Finalize Profile (procedure #1)/Summary (procedure #3)
40 2013©ACS-WASC
![Page 41: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/41.jpg)
Who are the students? How are the students doing?
What does the data tell us? Not tell us?
• What questions does the data raise?
41 2019©ACS-WASC
![Page 42: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/42.jpg)
Chapter II: Self-Check Questions
42 2019©ACS-WASC
![Page 43: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/43.jpg)
Task 3: Evaluate the quality of the school program in relation to the HIDOE/ACS WASC criteria with emphasis on the identified student learner needs; synthesize the information; determine strengths and growth needs.
Product: Chapter III: Summary of findings for criteria in each category and supporting evidence. Identified strengths and prioritized growth areas.
HIDOE/ACS WASC Tasks
![Page 44: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/44.jpg)
ACS WASC/HIDOE Criteria
ACS WASC © 2019 44
![Page 45: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/45.jpg)
Chapter III: Self-Study Findings
Criteria/Indicator Findings Supporting Evidence
ACS WASC © 2019 45
![Page 46: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/46.jpg)
ACS WASC © 2019 46
![Page 47: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/47.jpg)
Task 3: Program Analysis ─ Chapter III
ACSWASC © 2019 47
![Page 48: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/48.jpg)
Focus Groups • Review and discuss all 5 categories of criteria • Concentrate on assigned criteria and indicators • Use prompts
What data, information, and evidence are needed to determine what currently exists and its
effectiveness?
Task 3: Initial Procedures
48 2019©ACS-WASC
![Page 49: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/49.jpg)
Task 3: Focus Groups
49
What currently exists?
How effective is this? The So What Question?
What data, information, and evidence do we need?
2019©ACS-WASC
![Page 50: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/50.jpg)
Category C: Standards-based Student Learning: Instruction
C1. Instruction Criterion – Student Centered Instruction
Students actively participate and are highly engaged in their learning through challenging activities that support clearly articulated learning targets so all students achieve the academic standards and the General Learner Outcomes.
2019©ACS WASC
![Page 51: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/51.jpg)
C1: Instruction: Student Access to Learning Sample Indicator and Prompt
51
Students’ Voice and Feedback C1.3 Indicator: The school’s instructional staff members use students’ voice and feedback in order to adjust instruction and learning experiences.
C1.3 Prompt: Evaluate the effectiveness of the use of students’ voice and feedback to adjust instruction and learning experiences. Provide examples.
Findings Supporting Evidence
2018©ACS WASC
![Page 52: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/52.jpg)
52
How might we go about the work?
Criteria concepts?
How will we know? Evidence?
Student Learner Needs?
Assessing effectiveness?
2019©ACS WASC
![Page 53: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/53.jpg)
Focus Group Dialogue: Sample Questions
What do we know already know, including the supporting evidence? What is already in the profile? What evidence is needed from the home groups?
What particular evidence is needed from the home groups related to the identified student learner needs, e.g., how can we all support the English learners? Writing?
ACS WASC © 2019 53
![Page 54: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/54.jpg)
C1. Instruction Criterion – Student Access to Learning Possible Areas to Examine and Analyze
•Classroom observations to determine the extent to which differentiation of instruction is occurring and its impact on student learning
•How instructional practices and other activities facilitate access and successful educational outcomes for students who are ELL, economically disadvantaged, underachieving, gifted and talented, at-risk, and in special education
HIDOE/ACS WASC FOL, 2017, p. 71
ACS WASC © 2019 54
![Page 55: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/55.jpg)
ACS WASC/HIDOE Template (example) www.acswasc.org
C2. Instruction Criterion – Rigorous and Relevant Instruction All teachers provide students with a rigorous and relevant instructional program that includes differentiated instruction and engaging activities and assignments so students demonstrate creative and critical thinking, problem solving, and application
Current Knowledge C2.1. Indicator: Teachers are current in the instructional content
taught and research-based instructional methodology, including the integrated use of multimedia and technology.
C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and effectively use multimedia and other technology in the delivery of the curriculum.
Findings Supporting Evidence
ACS WASC © 2019 55
![Page 56: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/56.jpg)
ACS WASC/HIDOE Template (example) cont. Summary, Strengths, and Growth Areas
Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met.
Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs from Task 2.
Summary (including comments about the student learning needs):
Prioritize the strengths and areas of growth for Category C.
Category C: Instruction: Areas of Strength Category C: Instruction: Areas of Growth Copy and paste the Areas of Strength and prioritized Areas of
Growth/Challenges into the matrix in Chapter IV.
ACS WASC © 2019 56
![Page 57: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/57.jpg)
Task 3: Home/Focus Groups―ACS WASC/HIDOE Criteria
What are the criteria concepts?
Indicators/Prompts
What evidence is needed for analysis?
Gathering and Analyzing Data/Information by Home and Focus Groups
ACS WASC © 2019 57
![Page 58: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/58.jpg)
58 ACS WASC ©2019
Activity: Category D: Instruction-Reviewing Sample Indicators in D1 or D2
• What does the indicator mean?
• Brainstorm types of evidence that might be used for this indicator?
Jigsaw Learning: Expert Group
![Page 59: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/59.jpg)
59 ACS WASC ©2019
Jigsaw: Cooperative Group
Share what your indicator means and what evidence your group considered Others might add on ideas and/or clarify meaning
![Page 60: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/60.jpg)
60 ACS WASC ©2019
Thank Group and Return to Table
Share new learnings or
insights
![Page 61: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/61.jpg)
61 ACS WASC ©2019
Sample Conversation Prompts…
• What patterns and trends do we find in our learnings from our practice of unpacking an indicator?
• What are the key findings that impact student learning?
• What are our reflections?
• What might we consider designing for the future?
• What do we do now?
![Page 62: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/62.jpg)
Observable Evidence Requires Analyzing Results of
62
What students are doing/producing
Student interviews/observations
Other observations and interviews
Hard data and information
![Page 63: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/63.jpg)
Student Work “The process of looking at
student work in a collaborative manner helps teachers take a closer look
at how they teach.” Blythe, Allen, and Powell, Looking Together at Student Work: A Companion Guide to Assessing Student Learning. New York, Teachers College Press, 2007.
Nature Quality
Frequency Growth over time
ACSWASC © 2019 63
![Page 64: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/64.jpg)
Student Work: Probing Questions
What did you notice as you examined this work?
What evidence do you see of students' research skills here? Of the application of math skills? Of critical thinking?
How can we support students to become reflective problem solvers?
What are the learning benefits of writing in math?
How was…different from…?
ACSWASC © 2019 64
![Page 65: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/65.jpg)
Student Work: Resources
Essential Schools: Looking Collaboratively at Student Work
www.essentialschools.org/ resources/60
Looking at Student Work
www.lasw.org/
ACSWASC © 2019 65
![Page 66: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/66.jpg)
Evidence: Examining Student Work
Examples of types of work (especially related to student learner needs):
• Typical work, such as writing or solving math problems • Projects, such as senior project • Research Paper • Same performance tasks
or assignments • Portfolios • Case studies
ACSWASC © 2019 66
![Page 67: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/67.jpg)
Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Sample : Examining Student Work Individually…
• review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss…
• the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
ACSWASC © 2019 67
![Page 68: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/68.jpg)
ACSWASC © 2019 68
What’s our purpose in looking at this student work.
What was the task designed to assess? How effective is it?
What are patterns or trends across the samples?
What are the misunderstandings and understandings?
What are implications for instruction and curriculum?
![Page 69: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/69.jpg)
ACSWASC © 2019 69
Learning from student work
How often do students do this kind of work?
How does this work inform us about students’ abilities to be successful in reaching our General Learner Outcomes?
How will this work be evaluated?
What preceded this work? What will come next?
![Page 70: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/70.jpg)
ACSWASC © 2019 70
How well the student understands the topic of the assignment?
The student’s mastery of a learning standard?
The student’s competence in our critical learner need? Our own grading standards?
Our next steps: press on, reteach, circle back later….?
![Page 71: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/71.jpg)
Observations
Strategies Data-in-a-Day Roving teacher substitutes Teacher journals Shadowing students
Ground rules Capturing data
ACSWASC © 2019 71
![Page 72: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/72.jpg)
Learning Snapshot
What are the students doing ? ___ listening ____ calculating ___ working in a group ___ watching ____ taking notes ___ working alone ___ writing ____ completing worksheet ___ reading ____ using technology Which student learner needs were observed? ___ reading ____critical thinking ___ writing ____computing What General Learner Outcomes were observed?
___ Citizen ___ Life/Career ___ Leadership
ACSWASC © 2019 72
![Page 73: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/73.jpg)
How can your school implement staff observations as a regular practice?
What ground rules will ensure a “safe” environment and obtain staff buy-in?
What kind of “cue sheet” will the school develop?
How will the observation results be used in the FOL process?
Questions to answer about observing…
![Page 74: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/74.jpg)
Interviews and Surveys Interviews
• Student to student • Family to family • Teacher to teacher
Surveys • Short
• Focused
• Understandable
ACSWASC © 2019 74
![Page 75: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/75.jpg)
1) Individually, generate a few sample student questions.
2) Find a partner and share these questions. 3) Debrief, for example
• Open-ended questions • Non-biased • Concrete • Simple language
Evidence:
Interviewing
![Page 76: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/76.jpg)
Share: One important point about evidence is…. Another important point to remember is ... Something that is still not clear to me is ...
76 ACS WASC ©2019
![Page 77: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/77.jpg)
Task 3: Program Analysis ― Chapter III
Schoolwide Focus Groups
Home Groups ACSWASC © 2019 77
![Page 78: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/78.jpg)
WRITING ANALYTICAL FINDINGS ACS WASC/HIDOE Focus on Learning
78
![Page 79: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/79.jpg)
• Assessment and Accountability
Sample Finding: Basis for Determination of Performance Levels Teachers at each grade level have worked hard to establish reasonable guidelines for all assessments to ensure that all students are graded on the same criteria. These, however, are not correlated among the grades. We have, however, not seen any substantial differences in students’ performance as they move to the next higher grade level. Little attention has been given to congruence among subject areas – thus we have observed that some students receive high grades in English/Language Arts and low grades in Social Studies. Fewer discrepancies are seen between Mathematics and Science grades. Fifth and sixth grade teachers have begun initial work in calibrating their grading systems. The overall plan is to continue this work throughout the other grades. Our self-study work revealed this weakness of which we were unaware.
![Page 80: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/80.jpg)
Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Activity 1A Individually…
• Read the Focus Group narrative in response to the prompt.
As a group discuss…
• What did the school find in response to the prompt?
• “To what degree” did the school address the prompt?
• How “effective” was the school’s practices/strategies/programs for this prompt?
As a whole group debrief…
ACSWASC © 2019 80
![Page 81: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/81.jpg)
Individually… • review student work samples.
• sort work into high, middle, low levels of performance.
As a group discuss… • the characteristics of the three categories
• how to ensure student work is representative of the school’s various subgroups
• the extent to which the results of this learning opportunity demonstrate the desired performance quality of the selected standards and General Learner Outcomes.
Activity 1B Individually…
• Now read the second Focus Group narrative in response to the same prompt.
As a group discuss…
• What did the school find in response to the prompt?
• “To what degree” did the school address the prompt?
• How “effective” was the schools practices/strategies/programs for this prompt?
• How was this narrative sample different from the previous sample?
As a whole group debrief…
ACSWASC © 2019 81
![Page 82: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/82.jpg)
ACSWASC © 2019 82
What’s our purpose in looking at the two samples of a Focus Group narrative?
What are implications for how Focus Groups respond to the indicators/ prompts?
Discuss the other sample narratives provided.
Ask when drafting responses to the indicators and prompts:
•Do the findings respond to what is being asked by the indicators/prompts? •Do the findings identify the degree and/or effectiveness of the school’s practices/ strategies/programs described for desired outcomes?
![Page 83: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/83.jpg)
Key Questions
• Is what we found effective?
• Is it making a difference for students?
• Are our findings supported by evidence?
EVALUATE! EVALUATE! EVALUATE!
ACSWASC © 2019 83
Critiquing Chapter III
![Page 84: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/84.jpg)
Criteria Findings
Supporting Evidence
How effective?
Chapter III: Self-Study Findings
ACS WASC ©2019
How do we know?
![Page 85: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/85.jpg)
Do the findings respond to what is being asked by the criteria guide question(s) and the supporting indicators/prompts?
What insight have been gained about which learning is being supported, especially related to the student learner needs?
ACS WASC © 2019 85
Critiquing Chapter III
![Page 86: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/86.jpg)
Are identified and prioritized growth needs aligned to the findings?
Are identified strengths aligned to the findings? How might these strengthen the action plan?
How does the evidence support the findings?
ACS WASC © 2019 86
![Page 87: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/87.jpg)
Plan and re-plan the work of Home and Focus Groups
ACS WASC © 2019 87
![Page 88: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/88.jpg)
Schoolwide Focus Groups
What are their characteristics? What are their responsibilities?
ACS WASC © 2019 88
![Page 89: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/89.jpg)
Self-Check Questions
ACS WASC © 2019 89
![Page 90: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/90.jpg)
Task 4: Summarize the identified student learner needs based on profile and Focus Group analysis and findings.
Product: Chapter IV: Summary of identified student learner needs Tables of identified schoolwide strengths and growth areas/challenges
HIDOE/ACS WASC Tasks
![Page 91: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/91.jpg)
91
Review strengths and growth areas from the
five criteria
Use these to identify major themes or strands
that can help in confirming the critical student learning needs
Confirm identified/revised
critical student learning needs
ACS WASC ©2019
![Page 92: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/92.jpg)
Task 5: Revise the Academic Plan. Establish an ongoing follow-up process to monitor implementation and accomplishment.
Product: Chapter V: Revised Academic Plan Description of the school’s overall follow-up process for ongoing improvement
HIDOE/ACS WASC Tasks
![Page 93: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/93.jpg)
93
Review Findings with Stakeholders
Which of these ideas should become part of our three-
year Academic Plan?
ACS WASC ©2018-19
![Page 94: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/94.jpg)
Alignment: Findings, Strengths, Growth Areas, Action Plan
ACSWASC © 2019 94
![Page 95: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/95.jpg)
Action Plan
Criteria Strengths
Criteria Growth Areas Student
Learner Needs
Data
General Learner
Outcomes
Road to the Action Plan
ACSWASC © 2019 95
![Page 96: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/96.jpg)
What are the critical elements that will enable your school to focus on the analysis of student
achievement?
ACS WASC © 2019 96
![Page 97: HIDOE/ACS WASC Focus on Learning Self-Study Training Phase II · Chapter II: Product . Student/Community Profile (Task 2) Procedure 4 (Pages 36 -37): • Discuss procedures 13 on](https://reader033.fdocuments.us/reader033/viewer/2022050205/5f5854b9c049ec677749181c/html5/thumbnails/97.jpg)
W A S C
We
Are
Student
Centered
ACS WASC © 2019 97