Suggested Structure of First Student Home Group Meeting

 

Introductions – Find Group Secretary? (10 min.)

 

Overview Accreditation – home groups( 5 min.)

1. home groups will analyze student data and achievement in relation to the academic standards, the ESLRs and quality of the school program based on the WASC/CDE criteris (from your own unique viewpoint.)

 

Description of Home Group Task(s) (5 min.)

1.     Analysis of student data and achievement

2.     Create Student Survey questionnaire

 

Expected Schoolwide Learning Results (ESLRs) (10 min.)

            Read as a group. Ask clarifying questions.

 

Review CST and CAHSEE Data(10 min.)

Discussion - What areas may need improvement?

 

What questions should we ask students to determine the success of the school? (15 min.)

 

Who will volunteer for Leadership Team(5 min.)

2^nd Monday each month @ 10:30 AM

 

Please make sure that all are aware of the Accreditation area of the web site (http://www.connectingwaters.org/accreditation/index.htm).

 

Fill out meeting report and email back to self-study coordinator (gclark@connectingwaters.org) and school director (snelson@connectingwaters.org) within 5 working days. Report should have 1) Possible questions for a student questionnaire 2)What areas or subjects would your group like to look at? 3) Problems or questions that came up around the accreditation process, 4) Suggestions to the leadership committee.

 

Packet of appropriate paperwork

What is the WASC Accreditation Process?

WASC Criteria

ESLRs with associated growth areas from learning records( http://www.connectingwaters.org/accreditation/data/docs/ESLRs&Growth.html)

CST and CAHSEE test results

http://www.connectingwaters.org /accreditation/data/docs/CHSE03All.pdf

http://www.connectingwaters.org /accreditation/data/docs/CHSM03All.pdf

http://www.connectingwaters.org /accreditation/data/docs/CST03Demog.pdf

 

What is the WASC Accreditation Process?

 

 

Background:

·       The Western Association of Schools and Colleges (WASC) is one of six regional associations that accredit public and private schools, colleges, and universities in the United States.

·       In May of 2002, Connecting Waters Charter School underwent the initial visitation by WASC. During this visit, the WASC team made four recommendations for school improvement and approved our school’s application for candidacy status.

·       As a candidate for WASC accreditation, Connecting Waters Charter School was given until June of 2006 to prepare for a visit where a WASC visitation team will review our school as a whole.

·       During this visit, the committee will review the school’s “self-study”. They will assess our school based on the WASC criteria. They will recommend a term of accreditation to the Accrediting commission.

·       This self-study has already begun and will finalize in March of 2005 when the visiting committee arrives to review our school.

What is the WASC Focus on Learning (FOL) accreditation process:

In simple terms, this process asks the whole school:

·       Who are you? Who do you say you are ( i.e. what is your mission, your vision of yourself)?

·       How are you doing? Are you accomplishing what you set out to do?

·       After seeing how well you are doing, how will you change to better accomplish your mission

The included documents and other WASC literature go into much greater detail about what the process is, how it can be organized, and how all members of the school community (AKA, stakeholders) can be included. This process and the document that is produced through it is also referred to as the self-study.

What this means for Connecting Waters Charter School:

 

Becoming a fully accredited school benefits our school in many ways:

• This accreditation demonstrates that our school has met (or exceeded) the expectations set forth by WASC and CDE.
• Universities and high schools will more readily accept our students’ academic credit.
• Most importantly, this accreditation sets our school up to continue the self-study process on an ongoing basis. .

 

We can see the accreditation process as a very positive thing for our school. It is not so much that we are being judged by an outside agency. More, the commission is like a consulting service supporting to really see ourselves and helping us to improve our school and it’s service to our student’s. Let’s get the most out of this process that will help us to know that we are doing the very best that we can do.

 

 

 

WASC/CDE Focus on Learning Schoolwide Criteria

A. Standards-based Student Learning: Curriculum and Instruction

1.   All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results. Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.

2.   All students have access to the school's entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals.

3.   Upon completion of the high school program, students will be able to meet all the requirements of graduation.

4.   To achieve the academic standards and the expected schoolwide learning results, all students are involved in challenging learning experiences. All teachers utilize a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills and help them succeed at high levels.

B.   Standards-based Student Learning: Assessment and Accountability

5.   Teachers employ a variety of strategies to evaluate student learning. Students and teachers use assessment results to enhance the educational progress of every student.

6.   The school, district, and community regularly review student progress toward achievement of the academic standards and the expected schoolwide learning results and report to the parents and other stakeholders of the community.

7.   The assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drives the school's program development and resource allocation and use (i.e., the human, material, physical, and financial resources are sufficient and utilized effectively to support students in accomplishing the academic standards and the expected schoolwide learning results)

C. Support for Student Personal and Academic Growth

8.   All students receive appropriate support to help ensure academic success.

9.   Students have access to a system of personal support services, activities and opportunities at the school and within the community.

D. Culture

10. The school is a safe, clean, and orderly place that nurtures learning. The culture of the school is characterized by trust, professionalism, and high expectations for all students, and a focus on continuous school improvement.

E.   Leadership and Staff

11. Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards.

12. A qualified staff facilitates achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development.

13. Leadership and staff are involved in ongoing professional development that focuses on identified student learning needs.

14. The school leadership employs a wide range of strategies to encourage parental and community involvement.

F. Vision and Purpose

15. The school has a clearly stated vision or purpose based on student needs, and current educational research and the belief that all students can achieve at high levels. Supported by the governing board and the central administration, the school's purpose is defined further by expected schoolwide learning results (The expected schoolwide learning results stress attainment of the academic standards.)