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



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A2. Governance Criterion


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

To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan?

CRITERION A2 INDICATORS AND PROMPTS

Governing Board

Indicator: There is clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Findings

Supporting Evidence

     

     

Relationship of Governance to Vision and ESLRs

Indicator: The governing board’s policies are directly connected to the school’s vision and purpose and expected schoolwide learning results.

Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Findings

Supporting Evidence

     

     

Understanding Role of Governing Board

Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance.

Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance?

Findings

Supporting Evidence

     

     

Governing Board’s Involvement in Review/Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results.

Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results?

Findings

Supporting Evidence

     

     

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff.

Prompt: To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff?

Findings

Supporting Evidence

     

     

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school.

Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school.

Findings

Supporting Evidence

     

     

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s shareholders are effective.

Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders.

Findings

Supporting Evidence

     

     

A2. Governance: 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 legal status and organization of the school

  • parent participation in the school’s governance

  • the selection, composition and specific duties of the governing board

  • the alignment between the governing authority’s policies and the school’s purpose and expected schoolwide learning results

  • the nature and extent of the school community’s understanding of the governing board’s role

  • the relationship between the duties of the governing board and the responsibilities of the professional staff

  • the evaluation and monitoring procedures carried out by the governing board, including annual reviews of student performance, academic progress and fiscal health of the school

  • the frequency and regularity of board meetings

  • the involvement of the school’s authorizing agency in reviewing and monitoring student progress and overall school operations

  • the degree of participation of board and district personnel in the development of the vision and expected schoolwide learning results

  • complaint and conflict resolution procedures

  • additional evidence

  • Additional suggested evidence to examine for Charter Schools:

  • the school’s charter with respect to the governance structure, organizational charts, size, scope and composition

  • the school’s policies with regard to selection of board members, conflict of interest, meeting protocols and procedures, and delineation of powers and authority with school administration

  • board policies and procedures that are clearly defined and written

  • the qualifications of board members to carry out their responsibilities

  • additional evidence
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