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


E2. School Culture and Student Support Criterion



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E2. School Culture and Student Support Criterion


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

a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?

CRITERION E2 INDICATORS AND PROMPTS

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly place that nurtures learning.

Prompt: Comment on your analysis of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations.

Findings

Supporting Evidence

     

     

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning?

Findings

Supporting Evidence

     

     

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism?

Findings

Supporting Evidence

     

     

E2. School Culture and Student Support: 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 existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning

  • the analysis of all aspects of the school with respect to safety regulations

  • the degree to which caring and high expectations for all students is demonstrated on a daily basis

  • the degree to which specific strategies demonstrate an atmosphere of trust, respect and professionalism

  • ways that citizenship and ethical values and behaviors are demonstrated by students

  • the procedures and the extent to which current educational research and thinking is shared, discussed, implemented and reflected upon by the staff at the school site

  • other evidence identified by the school

E3 and E4. School Culture and Student Support Criterion


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

E3. To what extent so all students receive appropriate support along with an individualized learning plan to help ensure academic success?

E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

CRITERION E3 AND E4 INDICATORS AND PROMPTS

Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance. 

Prompt: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

Findings

Supporting Evidence

     

     

Direct Connections

Indicator: The school has direct connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services.

Prompt: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

Findings

Supporting Evidence

     

     

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Findings

Supporting Evidence

     

     

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education and other programs.

Prompt: To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs.

Findings

Supporting Evidence

     

     

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)?

Findings

Supporting Evidence

     

     

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results.

Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results?

Findings

Supporting Evidence

     

     

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Findings

Supporting Evidence

     

     

Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.

Findings

Supporting Evidence

     

     

E3 and E4. School Culture and Student Support: 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 support mechanisms which the school has established to include counselors and ensure access to and success within an integrated, standards-based curriculum for all students

  • instructional resources available through library/media services and facilities

  • strategies which promote a more personalized approach to learning

  • alternative instructional options which allow access to and progress in the rigorous standards-based curriculum

  • the purpose and effectiveness of the school’s EL program and its relationship to the rigorous, standards-based curriculum

  • a description of how all students with special needs are allowed access to a rigorous standards-based curriculum (GATE, EL, special education)

  • the extent to which the master schedule reflects the school’s support for all students having access to the rigorous standards-based curriculum

  • demographics and distribution of students through classes (includes gender, ethnicity, primary language, students with special needs)

  • evidence of availability of classes to all students, e.g., time and period schedules and the rationale for placement of courses on the schedule; the number and kinds of course offerings; alternative schedules available for repeat or accelerated classes (summer, class periods beyond the traditional school day)

  • do all students have equal access to a system of personal support services, activities and opportunities at the school and within the community?

  • strategies which ensure that all students are successful and connected to the school

  • level of teacher involvement with students in the classroom

  • existence of a curriculum which promotes inclusion

  • level of teacher involvement with students outside the regular classroom activity (e.g., club sponsorship as, teacher participation in extracurricular and co-curricular activities, advisorships)

  • homeroom and student advocacy programs

  • systems which connect students of different backgrounds to the school community and each other such as music, fine arts, clubs, forums, formal school activities

  • connections of co-curricular and extra-curricular activities to the school’s academic standards and expected schoolwide learning results

  • processes for regular review of student and schoolwide profiles

  • processes and procedures for interventions that address retention, redirection, retrieval

  • interviews with students and staff to learn the effectiveness of these strategies

  • the extent to which the services, activities and opportunities for assisting students in reaching their goals are coordinated, integrated and networked to provide comprehensive support

  • direct connections between academic standards and expected schoolwide learning results and allocation of resources to student support services available to students, such as

  • counseling/advisory services

  • articulation services (into high school, level to level, and post high school)

  • psychological and health services or referral services

  • other evidence identified by the school

WASC Category E. School Culture and Support for Student Personal and Academic Growth: 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 E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength


     



Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth


     




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