Wasc/cde criteria Indicators and Prompts Based on wasc/cde tools, pp. 57–122
D3 and D4. Assessment and Accountability Criterion
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- CRITERION D3 AND D4 INDICATORS AND PROMPTS Assessment and Monitoring Process Indicator
- Findings Supporting Evidence
- WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs
- Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength
- Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth
- Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence).
- CRITERION E1 INDICATORS AND PROMPTS Regular Parent Involvement Indicator
D3 and D4. Assessment and Accountability CriterionRespond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). D3. 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? D4. To what extent 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 usage of resources? CRITERION D3 AND D4 INDICATORS AND PROMPTS Assessment and Monitoring Process Indicator: The following shareholders are involved in the assessment and monitoring process of student progress: district, board, staff, students and parents. Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of student progress: district, board, staff, students and parents?
Reporting Student Progress Indicator: There are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results. Prompt: How effective are the processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results?
Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process. Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.
D3 and D4. Assessment and Accountability: 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 these criteria are being addressed?
Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the extent to which district and board are involved in the review process the extent to which school staff is involved in the review process the extent to which students and parents are involved in the ongoing review process about student performance the means by which student progress toward achieving the academic standards and the expected schoolwide learning results is reported to the community (e.g., forums, newsletters) the extent to which parents and district and school board members are kept informed about the assessment results examples of responses from community members examples of how assessment results have caused recent change in the school’s program examples of how professional development activities and topics have been determined by schoolwide assessment results examples of how all shareholder groups have been involved in a results-driven continuous planning process examples of how the site, district and board decisions on allocation of resources are influenced by schoolwide assessment results other evidence identified by the school WASC Category D. Standards-based Student Learning: Assessment and Accountability: 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 E1. School Culture and Student Support Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION E1 INDICATORS AND PROMPTS Regular Parent Involvement Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. The school involves non-English speaking parents. Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents.
Use of Community Resources Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers. Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?
Parent/Community and Student Achievement Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co‑curricular program. Prompt: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program?
E1. 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?
Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: descriptions of the links with parents and community how local resources provided by parents and community are identified and utilized strategies for involving non-English speaking parents strategies and processes for supporting parents as active partners in the teaching/learning process how parents and community members are involved in the school’s decision-making process other evidence identified by the school Download 0.76 Mb. Share with your friends:
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