Wasc initial Visit Application/School Description California Public Schools

Category D Standards-based Student Learning: Assessment and Accountability

Download 194.5 Kb.
Size194.5 Kb.
1   2   3   4   5

Category D
Standards-based Student Learning: Assessment and Accountability

D1. Data Collection and Analysis Criterion: 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?

Eastin-Arcola uses a variety of professionally acceptable processes to collect, disaggregate, analyze and report performance data to the entire shareholder community. The school is has a three-week grading cycle that is designed to provide students and parents with regular feedback in regards to student performance. Teachers are required to post grades on the district web grading system Standard Score. Students and parents are provided with log-in information that allows them to see specific grades on Common Formative Assessments, quizzes, projects, daily assignments, and tests. At the conclusion of the three-week grading cycle, parents are mailed home progress reports. When students earn a letter grade of “C” or better they have earned 1.25 credits in that subject area.

Madera Unified School District uses a District Performance Assessment (DPA) to collect data about a schools progress toward state standards. These assessments are given 4-5 times a year in each of the core subjects and were designed around the CST blueprints. The data from these assessments are reviewed both at the site and district level. In addition, Eastin-Arcola reports this data to the Alternative Governance Board during each of the four meetings held throughout the school year. The Alternative Governance Board is made up of district personnel, a school board member, parents, and school administration.

Finally, assessment data, including CELDT, CAHSEE, CSTs, and DPA data are reported and analyzed during whole school staff meetings, department meetings, leadership meetings, School Site Council and advisory council meetings.

D2. Variety of Assessment Strategies Criterion: How does the school ensure that all teachers employ a variety of strategies to evaluate student learning? How does the school ensure that the students and teachers use these finding to modify the teaching/learning process for the enhancement of the educational progress of every student?

Within the three-week grading cycle, teachers administer Common Formative Assessments (CFAs). These assessments are designed by each department to determine student’s mastery of the standards taught in that grading period. Students that have not demonstrated mastery due to lack of understanding are referred to intervention to get extra help. Parents are notified that students are placed in intervention via the Connect Ed parent contact system.

In addition to identifying students for Tier II academic intervention, the Common Formative Assessments are used by departments to determine the success of teaching strategies. Teachers discuss the results of these assessments to inform their instruction in regards to what standards need reteaching and what strategies produce the best results in terms of learning.
As well as the use of Common Formative Assessments, Eastin-Arcola uses other strategies to assess student learning and drive instruction. An example of this is how the school conducted a whole school writing assessment in the Spring of 2011. The entire staff looked at essay samples and scored them using a rubric. These results were used in Cycle of Inquiry by the English Department to plan instruction for the purpose of improving student scores on the March administration of the CAHSEE. Students were given their rubric scores and were provided feedback on what areas they needed to improve. This process was called “The Big Read”.
D3. Review of Student Progress Criterion: To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

The districts main monitoring tool for assessment of student’s progress toward state standards is the District Performance Assessments (DPAs). The DPAs are given on specific dates several times during the school year. The data from these tests provides the district and school a snap-shot of student learning in terms of mastery of standards. Eastin-Arcola is also able to compare results with that of the two comprehensive high schools. The DPAs are not graded. The data from these assessments is intended to be the best prediction of CST performance. The DPA data has also been reviewed during the Alternative Governance Board meetings held four times during the school year.

At the site level, Eastin-Arcola staff, parents, and students rely on the data generated through Common Formative Assessments to determine whether or not a student is progressing toward mastery of the standards. While the DPAs provide an overall out look about the progress in an entire course, the CFAs provide data on specific standards taught during the three-week grading period. The results of the CFA also are used to determine which students need intervention. Students are enrolled in intervention for a three-week period. After instruction during the intervention, they are reassessed to determine if they have mastered the standards.
D4. Assessment of Student Achievement Criterion: Does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?

Eastin-Arcola has used its categorical funding resources to address student achievement. The Intervention Specialist is crucial to Eastin-Arcola’s ability to address student achievement. When students are not demonstrating mastery in academic standards, the Intervention Specialist ensures that the students the help they need to do so. For the 2011-2012 school year, the Intervention Specialist will be in charge of our Coordination of Service Team (COST) meetings. During COST, staff members will be suggesting specific action plans for struggling students.

Eastin-Arcola’s Alternative Governance Board (AGB) has identified improvement of student achievement for 10th grade students as a priority. Teachers in the areas of Math and English serving 10th grade students were providing training and interactive coaching to improve their ability to plan and implement Explicit Direct Instruction lessons. This training and coaching was provided over the course of the 2010-2011 school year.

At the conclusion of the school year, teachers from Math, Social Science, English, and Science were provided with planning time to develop common pacing and closely align the standards for the 2011-2012 year to the CST blueprints. Teachers developed common learning objectives with the goal of later development of specific EDI lessons. This planning was as a direct result of Eastin-Arcola’s focus on allocating resources of time and money toward improvement of student achievement.

Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

  • Use of three week grading cycle

  • Common Formative Assessments Used to Identify Students for Intervention

  • Common Pacing that emphasis CST blueprints

  • Focus on Student Achievement of 10th Grade Students

  • District Wide Performance Assessment that allows district comparisons throughout the year

  • Recognition of students every three weeks in a school rally

  • Recovery of grades through intervention

  • Common planning time of departments

  • Cycle of inquiries conducted using student data

  • School wide emphasis of writing in preparation for CAHSEE

  • Credit earned with a grade of “C” or better

Major School Needs: Develop a list of major school needs, focusing on student achievement.

  • Improvement of alignment of CFA to rigor of CST

  • District Performance Assessment data needs to disaggregated in way that can be used by teachers

to inform instruction

  • Departments wish to determine grading percentages

  • Data is fragmented over several systems (Complete School, Edusoft, and Standard Score).

  • Increased communication with community at large about student achievement and academic

programs at Eastin-Arcola.

Category E
School Culture and Support for Student Personal and Academic Growth

E1. Parental and Community Involvement Criterion: To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?
Eastin-Arcola High School encourages parental and community involvement through several means to increase stakeholder awareness in the teaching and learning process. The English Learner Advisory Committee consists of community members, parents, staff and students whose role is to provide advisement to the needs of the community, families and students. Through the ELAC, the school communicates and educates participants of the operations, performance and activities of the school and district.
The School Site Council, a governing body, has oversight responsibilities of the categorical budget and Single Plan for Student Achievement. Council members are elected and include 2-3 parents, 4 staff members, 3 students and a site administrator. Decisions regarding categorical expenditures must be presented and approved by the SSC who has the responsibility is to ensure the expenditures are aligned to improving student achievement. The SSC meets a minimum of four times per year.
An annual Title I meeting is held each fall to provide parents with information regarding the school’s federal requirements and role in ensuring transparency for categorical expenditures and alignment to the Single Plan for Student achievement. Eastin-Arcola also has a School Safety Plan developed by a committee and presented to all stakeholders and approved by the School Site Council.
E2. Safe, Clean, and Orderly Criterion: How does the school ensure that it is a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, and high expectations for all students with a focus on continuous school improvement?
EAHS provides a safe and clean learning environment. The school is staffed with 1.75 custodians with one custodian scheduled prior to student arrival and one during the evening hours. The school was recently recognized as the cleanest campus by the district’s maintenance department. District personnel maintain the grounds and decorative vegetation on a weekly basis as well as address any necessary maintenance work orders.
Eastin-Arcola has two full-time safety officers who provide supervision on campus as well as at bus loading zones on and off campus. Our safety officers monitor and intervene to correct inappropriate social behaviors including language, dress code and aggressive behaviors. Additionally, the school is outfitted with several security cameras for monitoring student movement and discouraging inappropriate behaviors. Staff and administration prioritize supervision as a necessary responsibility to encourage a safe learning environment.
Indicate the procedures that are used for general communication among staff, between staff and students, and between staff and parent, etc.
Communication among staff is frequently accomplished through electronic means, either e-mail or the school web site. Other means include department collaboration, site mailboxes, school-wide staff meetings and one on one conversations. Staff and student communication occurs one on one, through parent conferences, as part of our daily announcements, and electronically through our grade book e-mail interface.
Parent communication is conducted through ConnectEd, our phone message dialer, mailing, parent conferences, and phone calls.
E3. Student Academic Support Criterion: Do all students receive appropriate support along with an individualized learning plan to help ensure academic success?
Eastin-Arcola students who are Special Education or on a 504 plan receive an individualized learning plan. During the 2011-12 school year, COST (Coordination of Services Team) meetings will be held every six weeks for staff members to monitor their advisory students progress.
E4. Student Personal Support Criterion: Do all students have access to a system of personal support services, activities and opportunities at the school and within the community?
Our students have access to several personal support services and activities through the school programs, however not all access from within the community.
Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

  • CAHSEE pass rate from March 2011

  • Mock Interviews

  • ROAR Rallies

  • Interventions

  • Merger (Ripperdan & Mountain Vista)

Major School Needs: Develop a list of major school needs, focusing on student achievement.

  • Behavior plan

  • School-wide intervention plan with defined criteria

  • Access to internet – resource materials – current periodicals

  • Library (establish)

  • Extra or Co-curricular activities

  • Career path exploration

  • Volunteer / community opportunities

  • Systematic plan for sophomore needs

    • CELDT

    • CAHSEE

    • Credit Recovery

  • Strategic student placement at EAHS (Matrix)

Part IV: Major Achievements/Needs

Major Achievements/Accomplishments
: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

  • Effective campus security in common areas.

  • School-wide training and implementation of research-based instructional strategies

  • School-wide clarity of AYP targets and CST blueprints,

  • Professional Learning Communities and common collaboration time

  • Advisory

  • Three week grading terms requiring “C’s” for credit and interventions for credit recovery.

  • Level of technology in every classroom (Promethean, computers, etc.)

  • Post-secondary preparation with Mock Interviews and college-placement assistance.

  • Positive Behavior Interventions and Supports

  • Common Formative Assessments Used to Identify Students for Intervention

  • School-wide emphasis of CAHSEE

  • Merger (Ripperdan & Mountain Vista)

Major School Needs: Develop a list of major school needs, focusing on student achievement.

  • Consistency in discipline policy and enforcement

  • Develop partnerships with parents and community for academic achievement and post-secondary.

  • Systematic attendance monitoring and school response.

  • Strengthen alignment with feeder schools for curriculum and proper student placement.

  • Improvement of physical education curriculum.

  • Individualized learning plans for each student in preparation for post-secondary.

  • Student engagement through leadership, activities, athletics, a library and community service.

  • Student access to career exploration through expanded elective offerings and projects.

  • Staff development for CFA development and data analysis to inform instruction.

  • Process and clarity of school goals.

  • Refinement and clarity of academic and behavioral interventions.

WASC/CDE 2010-11 Initial Visit School Description
Revised 7/10

Download 194.5 Kb.

Share with your friends:
1   2   3   4   5

The database is protected by copyright ©sckool.org 2020
send message

    Main page