Accreditation meeting 2.19.04

WACS self-study

In attendance: Cher Silva, Group Leader; Joy Woodman, Secretary; Ess Charlene Clegg, Ruth Womack, Lewis King from Riverbank school; Patricia Murphy, Daneen Campa; Sherri Nelson, Director. Absent: ESs Jack Kaiser, Juan Martinez, Julia Koester, Demitria Acevedo; Parent Peggy Amaral.

1. Introduced ourselves

2. Cher went over the responsibilities of Focus group

3. Accreditation process

Cher read recommendations

4. Each of us took turns reading the following information:

Rationale

School Improvement cycle

School’s Academic Standards

Criteria

Data Analysis

*****Our group: Curriculum and Instruction

Expected outcomes of self study

Focus of learning process

Visit

Follow-up

Recommendation of Accreditation Terms

5. Our Focus

Curriculum and Instruction

1.Structure, how relate to other studies, make sense to what students are studying, but based on standards. Does this mean that this is based on State standards and the eslrs ? We are talking about State Standards. Academic standards are more student standards. Eslrs are all part of the standards. We do not talk about oral delivery in Language Arts; emphasize art, respect for cultures. Have all parents read Charter? Do they know what our goals are? So we are deciding behavioral objectives.

2. Learning outcomes are going to vary as to where students are at. We need to develop a personal educational log for each student. When you interview a student, especially in high school in career pathways, they need more direction.

3. We are setting up standards and our students should be able to meet them. They have to pass Algebra and the CAHSEE. What do we do with the child that cannot meet the requirements ?

They can meet CWCS requirements, but not the State’s. All students cannot meet all the requirements. The only way we can give them a diploma is by them passing the CAHSEE. We do not have a program that accommodates Special Ed students for this. They are tested to their IEP level. But they will still only get a certificate, not a diploma. Would this only effect students wanting to go to a 4 year college ? What about more ROP programs ?Can these students be put in these more ? (One concern, not enough ROP offered in our area of the State.)

4. Our students are going to succeed to standards that are set and the results will show this. The result will show that they had been challenged in their experiences, help them exceed at high levels, use different modes of learning to achieve, use demonstrations more for high school credit (if ESs are doing this, can we ask them to share how they organized the evaluation?). We need to address the demonstrations more for our school and how to accommodate them in our school.

We are going to focus on 2 or 3 areas.

What data might we need?

Testing, standards, learning records, portfolios, personal meeting with the family monthly, parent evaluation, student evaluations by the parent, student evaluation of self, demonstrations, observations(peer), professional growth , teacher self evaluation concerning the standards, study group on each standard, help parents evaluate themselves and what they are teaching, Edusoft, monthly interview and tell parents what standards their child accomplish each month to encourage them(copy of charter lists the standards).

More ideas from e mails may be forthcoming.

I notice that data collection (how do we gather the data) does not have specifics listed.  Can we take those up next meeting?

Cher