B: Standards-based Student Learning: Curriculum xx
C: Standards-based Student Learning: Instruction xx
D: Standards-based Student Learning: Assessment and Accountability xx
E: School Culture and Support for Student Personal and
Academic Growth xx
Prioritized Areas of Growth Needs from Categories A through E xx
Chapter V: Schoolwide Action Plan xx
Explanation of the school self-study process used to accomplish the parameters of the self-study, i.e., any modifications from the model self-study process. By addressing these outcomes of the self-study, the school will have accomplished:
1. The involvement and collaboration of all staff and other stakeholders to support student achievement
2. The clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes and academic standards
3. The analysis of data about students and student achievement
4. The assessment of the entire school program and its impact on student learning in relation to the schoolwide learner outcomes, academic standards, and WASC/CDE criteria
5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan.
Chapter I: Student/Community Profile and Supporting Data and Findings
A. Prepare a Student/Community Profile. Include data and findings for the following:
Demographic data, including the refined schoolwide learner outcomes
Disaggregated and interpreted student outcome data
Perception data summaries, if any.
Chapter II: Progress Report
Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas of follow-up from the last full self-study and all intervening visits.
Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress
Based on past progress and current data, explain the implications of the data with respect to student performance.
Select two to three critical learner needs based on the data, noting the correlated schoolwide learner outcomes.
List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study.
Chapter IV: Self-Study Findings
For each criterion, respond to the indicators and related prompts for each criterion and note the supporting evidence. Refer to the areas to analyze and examine in determining the degree to which the criterion is being met.
For each category, provide the following: (1) the identification of strengths and (2) the identification of prioritized growth areas
Note: The five criteria categories are:
A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school.
Online instruction approaches (school site or off site, integrated within other programs and/or offered separately)
Specialized programs such as IB Diploma Program, college/career readiness programs, school/college partnerships, AVID, and independent study programs.
Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.
A1. Organization Criterion
The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.
Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and perform; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.
Prompt:Evaluate the degree to which the development of the school’s statements has been impacted bypertinent student/community profile data, identified future global competencies, and current educational research.
Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission and schoolwide learner outcomes are effective.
Prompt: Evaluate the effectiveness of the processes.
Understanding of Vision, Mission, and Schoolwide Learner Outcomes
Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.
Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.
Regular Review and Revision
Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the schoolwide learner outcomes based on student needs, global, national, and local needs, and community conditions.
Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.
Prompt: Comment on the degree to which this criterion is being addressed.
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.