Wasc/cde criteria Indicators and Prompts Based on wasc/cde tools, pp. 57–122
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- CRITERION B1 INDICATORS AND PROMPTS Current Educational Research and Thinking Indicator
- Findings Supporting Evidence
B1. Curriculum CriterionRespond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.]. CRITERION B1 INDICATORS AND PROMPTS Current Educational Research and Thinking Indicator: The school provides examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.
Academic Standards for Each Area Indicator: The school has defined academic standards for each subject area, course, and/or program. Prompt: To what extent are there defined academic standards for each subject area, course, and/or program?
Congruence Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results. Prompt: To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results?
Student Work — Engagement in Learning Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results. Prompt: How does the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs)?
Accessibility of All Students to Curriculum Indicator: A rigorous, relevant and coherent curriculum to all students is accessible to all students. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students. Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students?
Integration Among Disciplines Indicator: There is integration among disciplines at the school. Prompt: To what extent is there integration among disciplines?
Curricular Development, Evaluation, and Revisions Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area, including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students.
Policies-Rigorous, Relevant, Coherent Curriculum Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc. 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?
Articulation and Follow-up Studies Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?
B1. Curriculum: 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.
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