Wasc/cde criteria Indicators and Prompts Based on wasc/cde tools, pp. 57–122
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- C1. Instruction Criterion
B3. Curriculum CriterionRespond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are students able to meet all the requirements of graduation upon completion of the high school program? CRITERION B3 INDICATORS AND PROMPTS Real World Applications — Curriculum Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Prompt: To what extent do all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum?
Meeting Graduation Requirements Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE. Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE?
B3. 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.
Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the extent to which all students have access to a rigorous, standards-based curriculum as well as opportunities to explore real world applications of their educational interests academic support program to ensure students are meeting all requirements process for regular review of student data that provides information on students meeting the graduation requirements, including CAHSEE the extent to which the school’s educational program maintains the flexibility to accommodate changes in student interests and areas of career exploration other evidence identified by the school WASC Category B. Standards-based Student Learning: Curriculum: 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 C: Standards-based Student Learning: Instruction C1. Instruction CriterionRespond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? CRITERION C1 INDICATORS AND PROMPTS Results of Student Observations and Examining Work Indicator: The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings. Prompt: To what extent did the observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities.
Student Understanding of Performance Levels Indicator: The students know beforehand the standards/expected performance levels for each area of study. Prompt: To what extent do students know beforehand the standards/expected performance levels for each area of study?
Differentiation of Instruction Indicator: The school’s instructional staff members differentiate instruction and evaluate its impact on student learning. Prompt: To what extent is differentiation of instruction occurring and what is the impact on student learning?
Student Perceptions Indicator: The students understand the expected level of performance based on the standards and the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences. Prompt: Through interviews and dialogue with students that represent the school population, comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences.
C1. Instruction: 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: observation of students working and student work that illustrates the extent to which all students are involved in learning to assist them in achieving the academic standards and expected schoolwide learning results (examples of students working includes: oral presentations, individual and group work, discussions, investigations and experiments, performances; examples of student work include: essays, reports, project products, journals, portfolios, open-ended responses, tests) the extent to which students know beforehand the standard/expected performance levels for each area of study the extent to which differentiation of instruction is occurring and its impact on student learning student interviews which illustrate the extent to which students recognize the academic standards and the expected schoolwide learning results and the expected level of performance the degree of involvement in the learning of students with diverse backgrounds and abilities other evidence identified by the school Download 0.76 Mb. Share with your friends:
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