WASC EARCOS Focus on Learning Training Presentation
Transcript of WASC EARCOS Focus on Learning Training Presentation
© 2006 ACS WASC3
EARCOS/WASC Sessions
• Annual Admin and Teachers’ Conferences: Full day WASC Session for schools about self-study and serving as a visiting committee member
• Annual Admin Conference: WASC chair training• Annual Admin Conference: Two hour visiting
committee member training • Annual Admin Conference: Table for meetings
throughout conference with school leaders about accreditation
• Other scheduled full day trainings throughout EARCOS region yearly based on need, e.g., session in Hong Kong, April 2006
• Meetings continually throughout region with individual schools based on need at site, phone or conference calls, e-mails
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Workshop Goals
1. Understand the ongoing nature of the Focus on Learning self-study process.
2. Understand the development of a student/ community profile and schoolwide student goals.
3. Understand analysis of data/information based on schoolwide student goals, curricular standards, and WASC criteria.
4. Value the development and implementation of a schoolwide action plan aligned with the identified major growth needs.
5. Become prepared to serve on an FOL visiting committee.
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Reflect:
At this one day FOL workshop,what questions and concerns would you like to address?
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• One of six private, nonprofit, regional accrediting associations in the United States
• Provides assistance to schools located in California, Hawaii, Pacific Islands, and East Asia
• Recognized by the U.S. Secretary of Education• Composed of three commissions
– Accrediting Commission for Senior Colleges and Universities
– Accrediting Commission for Community and Junior Colleges
– Accrediting Commission for Schools
Western Association of Schools and Colleges (WASC)
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• Extends services to pre-K-12 schools of various types (including adult schools in California and Hawaii):– Public – Independent – Church-related– Proprietary
• Serves over 3,700 schools• Works with 15 associations in joint processes
Accrediting Commission for Schools
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California• California Association of
California School Administrators• California School Boards
Association• California Teachers Association• California Federation of Teachers• California State Department of
Education• Western Catholic Educational
Association• Pacific Union Conference of
Seventh-Day Adventists• California Association of
Independent Schools• California Congress of Parents
and Teachers• California Association of Private
School Organizations
East Asia• East Asia Regional Council of
Overseas SchoolsHawaii• Department of Education,
State of Hawaii• Hawaii Government
Employees’ Association• Hawaii Association of
Independent Schools• Hawaii State Teachers
AssociationPublic Members• Four public members
Composition of Accrediting Commission for Schools—26 members
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Commission Philosophy
The Commission believes:• A school’s goal is successful student
learning• Each school has a clear purpose and
expected schoolwide learning results (schoolwide student goals)
• For ongoing school improvement, each school engages in internal and external evaluations to assess progress in achieving its purpose
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Certification to the public that the school is a trustworthy institution of learningThe improvement of the school’s programs and operations to support student learning
Primary Goals of Accreditation
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Why Accreditation?
Assures a school community that the school’s purposes are appropriate and being accomplished through a viable education program—a trustworthy institution for student learning Validates integrity of school’s program and transcriptsFosters improvement of school’s programs and operations to support student learningOngoing means to self-assess and manage change through…
assessment planning implementing monitoring reassessment
Gain insight and perspective from fellow educators visiting the school
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Examples:UC approval of a-g requirementsCal grants — only from accredited schoolsAcceptance into militaryCollege/university acceptanceTeacher salary scheduleTransfer of credit
Importance of Accreditation
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Accreditation Expectations
High achievement of all studentsMultiple means of data analysisProgram assessmentAlignment of findings and action planIntegration of program and initiativesOngoing improvement/accountabilityTotal involvement/collaboration
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Research-based guidelines of systemic school improvementConcepts and factors of effective schools
Criteria
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Criteria for Accreditation
A school shall be evaluated on…• Accomplishing its stated purposes and
functions identified as appropriate for an institution of its type
• Meeting an acceptable level of quality in accordance with the WASC criteria
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Organization for Student LearningCurriculum and InstructionSupport for Student Personal and Academic GrowthResource Management and Development
Criteria Categories
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How does a school begin the accreditation process?
• Initial VisitThe purpose of the one-two day visit by a two member team is to understand the school…– its purpose– its program and operations based
upon the WASC criteria
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• Dialogue with all stakeholders• Observation of students involved in the
program• Review of pertinent documents,
examination of physical plant, storage of student records, financial information
• Initial visiting committee report acted upon by WASC Accrediting Commission
• Notification to school of Commission action
Initial Visit Procedures
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After the Visit…Possible Recommendations
1. Candidacy2. Interim Accreditation3. Denial
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Year Six--Past Cycle: Completion of Self-Study/VisitYear One: Interim Report, Updated Profile and Refinement of Action PlanYear Two: Interim Report, Updated Profile and Refinement of Action PlanYear Three: Two Day Mid-term Progress Report with Updated Profile and
Refinement of Action PlanYear Four: Interim Report, Updated Profile and Refinement of Action Plan
Year Five: Review of all Progress and Program Analysis (as part of next self-study)Year Six: Completion of Self-Study, including resulting Action Plan and Visit
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So What?What currently exists?
How effective is it?
What?
What is the ideal based upon…?
•Student schoolwide goals (ESLRs)
•WASC criteria
•Academic standards
Now What?
What and how will we modify?
What should be in the schoolwide action plan?
Summary: Self-Study Process
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Strategic PlanTechnology PlanStaff Development Plan
Final Product ⎯ One Umbrella Plan
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The Visit
Insight and perspective of visiting committee
ValidationEnhancement
Support of chair
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• Three to eight educators • Usually 3-½ days, East Asia 4-½ days • Visiting Committee report based on…
Self-StudyFindings during visitWASC criteria (or WASC/___ joint criteria, e.g., WASC/ACSI, WASC/CIS)
The Visit
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• Report shared with Leadership Team and entire staff
• Report and recommended term of accreditation submitted to Commission(s)
What term best supports the school’s improvement needs?
The Visit
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Term Factors
• Six years: progress report, two-day mid-term review for schools
• Three years: progress reports, three year two-day visit to extend term one year, three years or deny
• One or Two years: progress reports, one-day visit to extend term up to three years or deny
• Denial: reasons detailed in Visiting Committee report
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Term based on a school demonstrating…1. Involvement and collaboration of all2. Defining of the school’s purpose through
ESLRs and academic standards3. Use of a professionally acceptable
assessment process to collect, disaggregate, and analyze student performance data
4. Acceptable progress by all students toward clearly defined ESLRs, academic standards, and other institutional and/or governing authority expectations
Term Factors
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Term based on a school demonstrating…5. Meeting WASC or WASC/____ criteria6. Alignment of a long-range schoolwide action
plan to the school’s areas of greatest need to support high achievement of all students
7. Capacity to implement and monitor the schoolwide action plan
8. Use of prior accreditation findings and other pertinent data to ensure high achievement of all students and drive school improvement
Term Factors
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• School refines action plan after visit, submitting revised plan to WASC Commission by June 30 of year visited
Has the school integrated all the recommendations or critical areas for follow-up that were stated in the Visiting Committee report?(continued)
The Follow-Up
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• Implementation of action plan• Annual assessment by Leadership Team and
entire staff, including data analysis about student learning in relation to action plan
• Completion of reviews and progress reports—used to prepare for next self-study (every six years)
• Celebration of success
The Follow-Up
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EARCOS Schools: Follow-up
Annual Interim Reports (Due June lst except in year 3 & 5 of 6 year cycle)
• Interim Reports reviewed by EARCOS Accreditation Committee at fall EARCOS Conference
• WASC/EARCOS Commissioner send letters to schools regarding acceptance of reports
• WASC staff work with schools if need to resubmit progress report or other issues
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EARCOS Schools: Follow-up
Three year two-day midterm visit• Progress report on Schoolwide Action Plan
through which critical areas for follow-up (major recommendations) have been addressed
• Two members, usually at least one served on prior full visit
• Commission reaffirms term or special conditions may result, e.g., follow-up visit.
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Based on term granted by Commission:
Three year two-day revisits
Other Revisits (after year one, two,or four)
Substantive change visits
Special visits
EARCOS Schools: Follow-up
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CIS-WASC Cycle
• Preliminary or Preparatory Visit• Full self-study using 7th Edition (CIS) within 18
months• Visit • Years 1-4: annual reports, including revised action
plan after visit • Year 5: visit based on report of progress and degree
to which CIS/WASC standards/criteria are being met (Reaffirmation of accreditation by WASC & CIS)
• Years 6-9: annual Reports • Preparatory visit 18 months prior to next self-study-
Work on Self-Study (7th Edition)• Year 10: self-study and visit
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Schools add value by…Increasing what students knowIncreasing what students can doImproving how students feel
about themselvesabout othersabout learning
Accreditation: A Value-Added Test
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How does a school continue the accreditation process after approval for candidacy or interim status?
How does a school continue the accreditation process after approval for candidacy or interim status?
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Self-Study
• WASC publishes its own evaluation instruments, e.g., Focus on Learning.
• WASC also cooperates with 15 educational associations. Schools use mutually acceptable criteria and self-study documents. Examples include:
Association of Christian Schools InternationalCouncil of International Schools
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Focus on Learning
Basic Concepts Addressed:
• How are the students achieving?
• Is the school doing everything possible to support high achievement for all its students?
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Parameters of Self-Study
Regardless of the protocol, the schoolwill have accomplished the following:1. The involvement and collaboration of
stakeholders in the self-study.2. The clarification of the school’s purpose
and the expected schoolwide learning results.
3. The assessment of the actual student program and its impact on student learning with respect to the criteria and the expected schoolwide learning results. (continued)
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4. The development of a schoolwide action plan that integrates subject area/program and support plans to address identified growth needs.
5. The development and implementation of an accountability system for monitoring the accomplishment of the action plan
Parameters of Self-Study
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Tasks
Task 1: Develop student andcommunity profiles
Task 2: Clarify the school’s purposeand the expected schoolwidelearning results
Task 3: Summarize progress
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Tasks (continued)
Task 4: Review criteria and identify evidence needed
Task 5: Gather and analyze evidenceabout the quality of the schoolprogram
Task 6: Analyze and synthesize all information and data
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Tasks (continued)
Task 7: Create a comprehensive actionplan
Task 8: Ensure schoolwide consensuson the action plan
Task 9: Establish a follow-up process tomonitor the implementation of the school-wide action plan
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LeadershipTeam
Plans & guides
Focus GroupsCriteria & student
work
Home GroupsStudent work &
criteria
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Group Norms
All engagedOn taskShare within time limitsValue the viewpoint of each personUse simple languageIce breaker/warm-up to build spiritEvaluate meeting — results and processNo assumptionsBe prepared/each to contribute with advanced analysis
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Self-Study Report Format
Chapter I: Student/Community Profile and Supporting Data
Chapter II: Expected Schoolwide Student Learning Results
Chapter III: Progress ReportChapter IV: Self-Study FindingsChapter V: Schoolwide Action PlanAppendix:
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• How can we use data to drive inquiry and action at our school?
• How can we link our analysis of data to defining school improvement strategies?
Examining Educational Data
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Think about the meaning of “All Students,”and list characteristic/ subgroups of students attending your school.
The Student/Community Profile
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Data Evidence
What is Outcome Data?
What is Demographic
Data?
What is Process Data?
(Home/Focus Group Work)
Achievement DataCompletion RatesComparative DataPost-Enrollment DataSupplementalData
EnrollmentAttendanceLang. ProficiencySES Status
(Socio-Economic Status)
StaffCo-Curricular ActivitiesFinances
SchoolOrganizationProfessionalDevelopmentCurriculum &InstructionAssessmentResources
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• Adequate Yearly Progress• California Standards Test (CST)• CAHSEE scores• CAT 6 • SAT• Advanced Placement tests• English Learners
(LEP, Reclassified FEP)• Graduation rate
Sample Performance Data
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• What should be included in the Student/Community Profile?
Outcome or Achievement DataDemographic DataPerception DataOther Data
The Student/Community Profile
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Who are the students?How are the students doing?
• What does the data tell us?• Not tell us?
• What questions does the data raise?
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What’s Wrong with these Scenarios
Scenario #8: Daily AttendanceScenario #9: Student Achievement and Attendance Scenario #10: How Students LearnScenario #11: Referral and Achievement
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Generalizations: Common Errors
Inaccurate interpretation Over-generalizing results and actionsIncomplete & misleading data summary or presentation Leaping to solutions and actionsUnwarranted or unsupported explanations
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• Profile that includes: (include charts, graphs)
1) disaggregated and interpreted student outcome data
2) demographic data3) survey summaries, if any4) conclusions from data
• Appendix
Student/Community Profile
Product:
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Think about how you might want topresent the data in your own Student/Community Profile
What have you learned?
Examining Educational Data
How will you ensure that all shareholders utilize this data in their committee work?
How will you involve shareholdersin discussions about the profile?
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• Global• Interdisciplinary• All Students• Assessable
Learning Results
An interdisciplinary statement about what all students should know, understand and be able to do by the time they graduate or complete the planned program
G
Characteristics:
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•Problem solver•Collaborative worker•Information manager•Perceptive thinker•Healthy individual•Academically competent individual•Creative individual•Technologically literate individual
Sample Schoolwide Student Goals
Note: Schoolwide Student Goals—another name for expected schoolwide learning results (ESLRs)
•Involved citizen•Productive worker•Quality producer•Effective communicator•Self-directed learner•Life-long learner•Culturally empowered person•World citizen
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“Every student will be an effective communicator”
• Writing English clearly and proficiently• Receiving information and constructing meaning
through reading and listening skills• Using nonverbal techniques to communicate
accurately with others• Using verbal language to communicate clearly when
giving presentations to groups or talking with other individuals
• Exchanging information when working ina cooperative group
Each student may demonstrate this by:
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The Progress Report
Did the school address each section of the action plan?
Did the school show how all critical areas of follow-up from the last full self-study were integrated into the action plan?
Does the report show how each section impacted student accomplishment of one or more of the expected schoolwide learning results (ESLRS)?
Note: In EARCOS region, the mid-term supersedesthe original Visiting Committee Report.
Self-Check Questions
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Findings
Areas that Need Development and Growth
Lead to...
Direct Alignment with Growth AreasStrengths and Action Plans
Areas to Celebrate and Maintain
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Ask …Do the findings respond to what is being asked by the criteria guide question(s)?How did the evidence support the findings?Based upon the concepts of the criteria, learning results, and curricular standards, has the school gained insight about the degree to which learning is being supported?Are the identified and prioritized growth needs aligned to the findings and evidence?
Focus Group Summary
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Analysis based on Criteria
What are the key concepts of the criteria?
What critical evidence* is needed to determine the degree to which the criteria are met?
How would this evidence/information be gathered and analyzed?
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Observable evidence includes analyzing results of …
What students are doing and producingStudent interviews and observationsHard data and informationOther interviews, observations, etc.
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To achieve the academic standards and the expected schoolwide learning results…
All students involved in challenging learning experiencesAll teachers use variety of strategies and resources that actively engage students and help them succeed at high levels.
How Students Learn
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• Planning processes for implementing a variety of learning experiences…teacher knowledge
• Demonstration that students are actively engaged in learning
• Student use of resources for learning beyond the textbook such as technology, community resources
• Student portfolios, performances, projects, discussions, collaborative activities
• Perceptions of students about the learning experiences
How Students Learn: Examples of Areas to Analyze
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• From our examination of student work, students working and talking with students, what have we learned about students being actively engaged in challenge learning experiences?
• What typical resources for learning beyond the textbook do students use? Are they helpful?
How Students Learn: Examples of Areas to Analyze—Sample Prompts
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How Assessment is Used
B3. Teacher and student uses of assessment are frequent and integrated into the teaching/ learning process. The assessment results are the basis for …a. measurement of each student’s progress toward expected schoolwide learning results;b. regular evaluation and improvement of curriculum and instruction; andc. allocation of resources.
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How Assessment Is Used
Examples of areas to analyze…• Types of assessment teachers regularly use• How growth is determined and monitored• Extent to which assessment used to improve
instruction for students• Examples of standards-based curriculum
assessments• Modifications and revisions in curriculum and
instruction based upon assessment
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Criterion
What evidence or areas to analyze?
How obtain? (examine, observe, interview, discuss)
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• Typical work• Single-day snapshot technique• Same performance tasks or assignments• Case studies or monitoring selected students• Progress over time• Targeting assignments
Student Work Samples
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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 ESLRs
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Observation and Interview Strategies
Roving SubstitutesTriadsKeeping a Teacher JournalShadowing Students
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Ground Rules for Observations
Agreed upon time for the observationNo name policyStay for full class periodNo discussion of the lesson in a specific sense (confidentiality)Pre-meeting (advance knowledge)
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The Learning Snapshot
What the students are doing___ lecture ____ using reading skills___ video ____ note taking ___ lab ____ book task___ group work ____ technology
What skills are being used___ reading ____speaking ___ writing ____ computing
What ESLRs were observed___ESLR #1 ___ESLR#2 ___ESLR#3
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Questions to answer about observing….
1) How can your school implement staff observations as a regular practice?
2) What ground rules will ensure a “safe”environment and obtain staff buy-in?
3) What kind of “cue sheet” will the school develop?
4) How will the observation results be used in the FOL process?
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Interviewing
1) Individually, generate a few sample student questions
2) Find a partner and share these questions; reverse
3) Debrief
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One Schoolwide Action Plan
Common Action Plan Components:Goals for improving student achievement Growth targets, performance gains expectedRelationship to schoolwide student goals (ESLRs)Means of evaluating progressWho’s responsible and involvedSpecific actions to improve educational practiceTimelineResourcesAnnual review, reassessment, refinement Annual Board approval
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Examine the list of growth areas that have resulted from all the focus group work. Determine what are the major themes as potential sections of a schoolwide action plan.
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Alignment and Growth Needs
To what extent do the action plan sections show direct alignment with the identified growth areas from the Schoolwide Focus Groups?Realistically, will each action plan section impact student accomplishment of the identified ESLRs?
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Visualize what will be different forstudents….• One year from now?• Two years from now?• Three years from now?
Schoolwide Action Plan
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A. Understand Parameters for Self-StudyB. Review criteria and appropriate curricular
referencesC. Read the School ReportD. Compare the school’s self-study findings to
the concepts of the criteriaE. Write questions about concerns,
clarifications, and evidence to be pursued during the visit; write tentative narrative statements, commendations and recommendations
Card I, Stage I
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Criteria
As a Visiting Committee member,What are the major concepts of the criteria?What critical data/information should be reviewed?
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Ask yourself…
• Was the analysis of the school program done in relation to the accomplishment of the ESLRs, curricular standards, and the concepts of the criteria?
• Was the accuracy of the findings discussed?• Did discussion occur about how the findings
relate to supporting the learning needs of all students?
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Stage II: Initial VC Member MeetingA. Discuss School Report in relationship to
criteria: perceptions, questions and concerns.B. Review the tentative narrative statements.C. Decide on the critical areas of focus for
evidence analysis during the visit.Stage III: Synthesis Meeting (Night Meetings)Discuss/synthesize with other VC members the
following:A. Key concepts of criteriaB. School ReportC. Findings during visit
Card I, Stage II-III
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Initial VC Meeting
What have we learned from our pre-visit preparation about this school’s self-study and student learning?
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How can the visiting committee focus all its review and analysis of evidence through…
examining student work and other information,observing students and other aspects of the program, andinterviewing students and others?
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Initial Leadership Team Meeting
How can we increase increase our of the school’s self-study findings understanding and student learning through the initial dialogue with school leaders?
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Focus Group Meetings
• Techniques• Powerful questions about
– Criteria?– ESLRs?– Academic standards?– Critical academic needs?– Evidence analyzed?– All students?
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Ideas for Meetings
• Build rapport• Be sensitive• Pace interaction• Carefully select
words• Listen more than you
talk
• Gather responses from all
• Watch nonverbal behavior
• Suspend assumptions
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Meeting Talk
• What have you learned?• Talk about evidence that led to the conclusions
made.• What insights have you had since you prepared
the summary?• What have you learned about student
learning and success? • What about the plans for improvement?
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You can always rely on…
• What have you learned?• What can you as a school do to improve
learning for each and every student?
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Other Meetings
• What should be addressed?• Who will participate from the VC?• What’s the relationship between these and
the Focus Group meetings?
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Visiting Committee Questions
Write 2-3 examples of powerful questions that would keep the focus of the visit on student learning through ongoing school improvement in all aspects of the program and operations. Share.
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Action Plan
• Addressing the major identified areas for improvement and VC’s critical areas?
• Enhance learning of all students?• Are ESLRs being addressed through plan?• Integrated other initiatives –one plan?• Feasible and realistic?• Sufficient commitment?• Sound follow-up process?
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VC Synthesis Meetings
What should the VC include at these daily meetings based on key concepts of the criteria, the Self-Study, & findings during the visit?
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Card I, Stage IV
Stage IV: ClosureA. Share draft report with Leadership Team and
make appropriate modifications.B. Decide on recommended term.C. Share final report with school.D. Encourage ongoing school site follow-up.
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Schoolwide Critical Areas for Follow-Up will do the following
Support those areas already identified by the school in the action plan sections
Strengthen those identified areas in the action plan sections
Address additional areas identified by the visiting committee
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Schoolwide Critical Areas for Follow-Up or Major Recommendations
Who?
What?
Why?
Documentation
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Term Determination
How can the VC ensure that the recommended accreditation term is aligned with the VC report?