Wasc/cde criteria Indicators and Prompts Based on wasc/cde tools, pp. 57–122



Download 430,56 Kb.
Page10/12
Date08.12.2018
Size430,56 Kb.
1   ...   4   5   6   7   8   9   10   11   12

C2. Instruction Criterion


Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).

To what extent do all teachers use 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?

CRITERION C2 INDICATORS AND PROMPTS

Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology.

Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology.

Findings

Supporting Evidence

     

     

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: To what extent do teachers work as coaches to facilitate learning for all students?

Findings

Supporting Evidence

     

     

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: To what extent do the representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this?

Findings

Supporting Evidence

     

     

Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.

Prompt: To what extent do the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation?

Findings

Supporting Evidence

     

     

Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results.

Prompt: To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results?

Findings

Supporting Evidence

     

     

Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.

Prompt: To what extent do the representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world?

Findings

Supporting Evidence

     

     

Real World Experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students.

Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students?

Findings

Supporting Evidence

     

     

C2. Instruction: Additional Findings

Indicator: Consider other information that impacts the degree to which the school is meeting this criterion.

Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

Findings

Supporting Evidence

     

     

Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs.

Findings

Supporting Evidence

     

     

Suggested Areas to Analyze

Suggested areas to analyze in determining the degree to which the criterion is being met:



  • the degree to which various learning approaches and learning styles of students are addressed through the instructional approaches

  • the extent to which teachers work as coaches to facilitate learning for all students

  • student work that provides evidence that students are, over time, becoming more adept at gathering information and presenting it in written, oral and multimedia formats

  • student work that demonstrates the extent to which learning is structured so that students organize, access and apply knowledge they already have through such activities as:

  • relating the new information or learning tasks to personal experiences and knowledge

  • using concrete examples and experiences and finding analogies, metaphors and similes that deepen their understanding of the topic

  • utilizing opportunities to critique and evaluate new information in relation to what they have experienced and know

  • student work that provides evidence that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation

  • student work which shows the extent to which technology is used to assist students in achieving the academic standards and the expected schoolwide learning result

  • student work which illustrates the extent to which current teaching practices provide all students with tools to gather and create knowledge and with opportunities to use those tools to research, inquire, gather, discover and invent knowledge on their own, and communicate

  • student work that reflects the materials and resources beyond the textbook available to students, such as

  • utilization and availability of library/multimedia resources and services

  • availability of and opportunities to access data bases, original source documents and computer information networks

  • experiences, activities and resources which link students to the real world

  • the extent to which opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students

  • other evidence identified by the school

WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.



Category C. Standards-based Student Learning: Instruction: Areas of Strength

     




Category C. Standards-based Student Learning: Instruction: Areas of Growth

     


Category D: Standards-based Student Learning: Assessment and Accountability

D1 & D2. Assessment and Accountability Criterion

Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).

To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?

CRITERION D1 AND D2 INDICATORS AND PROMPTS

Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. 

Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.

Findings

Supporting Evidence

     

     

Basis for Determination of Performance Levels

Indicator: The school has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.

Prompt: Upon what basis are students’ grades, their growth and performance levels determined and how is that information used?

Findings

Supporting Evidence

     

     

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc.

Findings

Supporting Evidence

     

     

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs.

Prompt: Provide a range of examples of how student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs.

Findings

Supporting Evidence

     

     

Curriculum Embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: Provide examples of standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English.

Findings

Supporting Evidence

     

     

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results.

Prompt: To what extent is student feedback an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results?

Findings

Supporting Evidence

     

     

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Findings

Supporting Evidence

     

     

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and expected schoolwide learning results.

Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored.

Findings

Supporting Evidence

     

     

D1 and D2. Assessment and Accountability: Additional Findings

Indicator: Consider other information that impacts the degree to which the school is meeting these criteria.

Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed?

Findings

Supporting Evidence

     

     

Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs.

Findings

Supporting Evidence

     

     

Suggested Areas to Analyze

Suggested areas to analyze in determining the degree to which the criterion is being met:



  • the nature and types of student assessment

  • how growth is determined and how that information is used

  • the basis upon which students’ grades and performance levels are determined

  • examples of standards-based curriculum assessments in English language arts and mathematics embedded in the curriculum, including examination of the performance of students whose primary language is not English

  • how assessment results are used as the basis for re-evaluation of the curricular objectives and instructional approaches

  • student work demonstrating the degree to which assessment allows students to apply knowledge and skills to complete real-life performance-based tasks

  • the extent to which assessment is used to improve instruction for students

  • examples of progress of all students toward accomplishing the academic standards and the expected schoolwide learning results is monitored

  • notes from meetings during which discussions of student progress occur, including lists of participants

  • analysis of student work to determine achievement of the academic standards and expected schoolwide learning results, including those students with special needs

  • other evidence identified by the school


Share with your friends:
1   ...   4   5   6   7   8   9   10   11   12


The database is protected by copyright ©sckool.org 2019
send message

    Main page