ACS WASC Focus on Learning

ACS WASC
Focus on Learning
Part One
2016-17 Schools
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Petro Feketa @DollarPhoto
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Syda Productions@DollarPhoto2
www.acswasc.org
Recording, slides, and handouts posted.
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www.acswasc.org/training/school-self-study-training/
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www.acswasc.org/training/school-self-studytraining/fol-private-school-training/
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New ACS WASC FOL Manual
New streamlined
manual due out
mid/late-November
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If your school staff
were about to set the
agenda for your
school community for
the next two to three
years, what
information would
you want to have and
understand before
making that
important decision?
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Goals of Self-Study and Visit
Insight
Celebration
Affirmation
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ACS WASC
Getting
Organized
Getting Started
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Private, nonprofit
Serves California, Hawaii, Pacific Islands, and worldwide
(especially Asia)
Extends services to over 4,600 pre-K to 12 schools
Partners with 18 associations in joint accreditation
partnerships
Commission of 32 members from partner associations
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Accreditation: A Value-Added Evaluation
Schools add value by…
Increasing what students know
Increasing what students can do
Improving how students feel
about themselves
about others
about learning
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2013©ACS-WASC
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Six-Year Accreditation Cycle
Focus on
Learning
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ACS WASC Accreditation Cycle of Quality
Focus on
Learning
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Accreditation Status
Six-Year Accreditation Status
- Progress report at mid-cycle
- Progress report and one-day visit at mid-cycle
- Progress report and two-day visit at mid-cycle
One-Year or Two-Year Probationary Status with an in-depth
progress report and a two-day visit
Accreditation Status Withheld
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ACS WASC Accreditation Status
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Self-Study Outcomes
Involvement and collaboration
Clarification and measurement of
schoolwide learner outcomes and
academic standards
Data analysis
Program assessment and its impact
on student learning
Long-range action aligned to school’s
areas of need
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ACS WASC
Getting
Organized
Getting Started
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Checklists
Self-Study Coordinator
Preparation Checklist
Visit
Post-Visit
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Quality School Framework
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It all starts with planning!
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Preface
ACS WASC Self-Study
Chapter IV
Organization
Chapter IV
Culture &
Support
Chapter IV
Curriculum, Instruction,
Assessment
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Chapter II
Progress
Report
Chapter III
Conclusions
Appendices
Chapter I
School,
Community, & Data
Chapter IV
Resources
Chapter V
Action Plan
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Preface
ACS WASC Self-Study
Chapter IV
Organization
Chapter IV
Culture &
Support
Chapter IV
Curriculum, Instruction,
Assessment
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Chapter II
Progress
Report
Chapter III
Conclusions
Appendices
Chapter I
School,
Community, & Data
Chapter IV
Resources
Chapter V
Action Plan
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Characteristics of a Quality Self-Study
Solid facts
Analyzed findings
supported by evidence
Straight-forward language
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Preface
ACS WASC Self-Study
Chapter IV
Organization
Chapter IV
Culture &
Support
Chapter IV
Curriculum, Instruction,
Assessment
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Chapter II
Progress
Report
Chapter III
Conclusions
Appendices
Chapter I
School,
Community, & Data
Chapter IV
Resources
Chapter V
Action Plan
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Establish a Timeline
Organize and integrate Home and Focus Group
work with regularly scheduled meetings and inservice days, if possible
Stagger the work
Work efficiently during 18 months
Publish and send to Visiting Committee and ACS
WASC no later than six weeks prior to the visit
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Getting work done
Roles
Responsibilities
Size
Composition
Leadership
Work
Timing
Norms
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Home
Groups
Leadership
Team
Profile
Team
Focus
Groups
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How will we
organize ourselves
and our work?
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ACS WASC
Getting
Organized
Getting Started
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Directions
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Task 1
Chapter I
Refine Student/
Community Profile
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Chapter I: School Profile Contents
School Information/Programs
Data and Findings
Schoolwide Learner Outcomes
Appendices
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Chapter I: Data/Evidence
Outcome Data
Demographic and Perception Data
Schoolwide Learner Outcome
and Process Data
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Student/Community Profile Tells Your Story
Who are our students?
Who compose the major
subpopulations at our
school?
What about different
programs/paths/grade
levels?
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Student/Community Profile Tells Your Story
What do the data tell us?
Not tell us?
Do pieces of data conflict
with one another?
What questions do the
data raise?
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Data
Demographic
Outcome
Process/
Perception
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Sample Achievement Data
Determine 2-3 findings. Any questions raised?
ITBS
• Continuum
Assessments
• IB
• Terranova
• Writing Samples
• Grades
• Promotion Rate
•
6th Grade Testing 2011-12 to 2013-14
Percent of Students At or Above Grade Level
2011-12
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2012-13
2013-14
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Sample Achievement Data
Determine 2-3 findings. Any questions raised?
Local End of Year Tests
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Sample SAT results.
Determine 2-3 findings. Any questions raised?
SAT Results (Means):
Class of
2012
C lassof
of
Class
2013
Class of
2014
National
Average
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Verbal/Critical
Reading
Math
Writing
Composite
587
682
602
1871
594
693
613
1900
592
687
615
1894
497
514
489
1500
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Sample Questions
•
How did the students perform over last year? The prior
year?
•
What is the longitudinal growth pattern for this grade
level?
•
Are there different patterns for different subgroups of
students?
•
What do the data tell us about our students’ greatest
areas of weakness?
•
How well are students performing in relation to our
schoolwide learner outcomes?
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Presentation Thoughts
Simple narrative offering
understanding and conclusions
when the data are not complex.
Table OR graph when the data
vary greatly AND narrative
offering understanding and
conclusions.
Enrollment has remained
between 3,250 and 3,375
students for the past three
years.
Clear titles and labeling.
Consider checking APA or
MLA recommendations.
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Presentation Thoughts
Simple narrative offering
understanding and conclusions
when the data are not complex.
Table OR graph when the data
vary greatly AND narrative
offering understanding and
conclusions.
Trends
Irregularities
Enrollment has remained
between 3,250 and 3,375
Anomalies
students for the past three
years.
Clear titles and labeling.
Consider checking APA or
MLA recommendations.
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What data
should we include
in our profile?
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Schoolwide Learner Outcomes
Global
Interdisciplinary
All students
Assessable
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Sample Schoolwide Learner Outcomes
Critical Thinkers and Problem Solvers who:
Analyze and evaluate information and points
of view
• Synthesize and make connections between
information and arguments
• Question and use reason effectively
• Solve problems in conventional and innovative way
•
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Sample Schoolwide Learner Outcomes
College-, Career-, and Life Skill- Oriented who
•
•
•
•
•
•
Take initiative and work independently
Follow through with plans and goals
Handle praise, feedback, and criticism well
Are organized
Are productive and accountable
Are self-directed and don’t give up
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Schoolwide Learner Outcomes
How Well?
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Chapter I:
Student/Community Profile (Task 1)
Data and Findings: trends, irregular patterns,
and/or anomalies
Demographic data
Schoolwide learner outcomes
Student performance data
Perception data
Schoolwide learner outcomes
Appendices
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Task 2
Chapter II
Summarize
progress
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Directions
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Here’s our work
during the past
six years.
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Chapter II: Action Plan Progress Report
• Significant developments
Schoolwide critical areas for follow-up
• Procedures to monitor/adjust plan
• Progress on school plan segments showing
integration of schoolwide critical areas for followup from visiting committees including focus area,
growth targets, major activities
• Comment on any schoolwide critical areas for
follow-up not in the current plan
•
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Task 3
Chapter III
Looking
Ahead
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Directions
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Summary of Findings
Implications of data and progress with
respect to student performance
Identification of two or three critical learner
needs linked to schoolwide learner
outcomes and supported by data
Study questions for Home and Focus
Groups to deepen understandings of
critical learner needs
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Critical Learner Needs
Student centered
Supported by school’s goals and data
Generally related to literacy,
numeracy, and/or affect
Almost never for all students
Studied in Chapter IV
Reflected in Action Plan
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Task 4
Chapter IV
Quality of
the school’s
program
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Directions
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ACS WASC Criteria
Organization
Curriculum,
Instruction, and
Assessment
Support
Resources
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Leadership and Profile Team
Home Groups
Focus Groups
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Task 4: Program Analysis = Chapter IV
Profile
Leaders
Home
Groups
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Focus
Groups
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Chapter IV: Program Quality Analysis
Process
Product
Leaders
Home
Groups
Focus
Focus
Groups
Groups
Data
Observations
Interviews/Surveys
Student work samples
Documents
Professional knowledge
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Analytical response
to criteria prompts
Evidence
Strengths
Areas for Growth
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Home Groups —
Provide details and disaggregation for
Focus Groups
Departments
Home Groups
Data,
Observations,
Interviews,
Student Work,
& Criteria
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Small Learning Communities
Grade-level clusters
Groups (i.e., students, classified
staff, families, external partners)
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Focus Groups –
Answer the So What Question
How effective is this overall?
How are things alike or different
for groups of students?
How does this work support
improvement in students’
critical learner needs?
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Use prompts for all responses.
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Flow of Thinking
• Profile
• Guidance
Home
Groups
• Detail
Leadership • Differentiation
Team
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• Analysis
• Assessment
• Conclusions
Focus
Groups
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Category A:
Organization
A1. Vision and Purpose Criterion
The school has a clearly stated vision and mission (purpose) based on its student
needs, current educational research, current educational research, and the belief
that all students can achieve at high academic levels. the school’s purpose is
defined further by schoolwide learner outcomes and the academic
standards.
Evaluation of A1.2: Evaluate the degree to which the school engages
representatives from the entire school, business, industry, and community in the
development and periodic review/refinement of the vision, mission and
schoolwide learner outcomes. Determine the effectiveness of the development
and review/refinement process. Describe the role the Board plays in this process.
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Criteria Summaries
To what extent does this contribute to students’ success?
What have we learned about our critical learner needs?
How will the prioritized growth areas strengthen students’
success in reaching school goals? Improving in areas of
critical learner needs?
How might we build on our areas of strength?
Are the strengths and growth areas appropriate to the
findings?
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How might we go about
the work?
Criteria concepts?
How will we know?
Evidence?
Critical learner needs?
Assessing effectiveness?
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Conclusions for the Category
• Review all the findings and supporting
evidence,
• Summarize the degree to which the criteria in
Category are being met, and
• Comment about the degree to which these
criteria impact the school’s ability to address
one or more of the identified critical learner
needs
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How will we
see the
whole
program for
students?
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How will we
deepen our
study around
our critical
learner
needs?
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Observe classroom learning
environments and what students
are doing and producing.
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Capture Observations
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Student Work
“The process of looking at
student work in a
collaborative manner helps
teachers take a closer look
at how they teach.”
Blythe, Allen, and Powell, Looking Together at Student Work: A
Companion Guide to Assessing Student Learning. New York, Teachers
College Press, 2007.
Nature
Quality
Frequency
Growth over time
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Probing Questions
What did you notice as you
examined this work?
What evidence do you see of
students' research skills here?
Of the application of math skills?
Of critical thinking?
How can we support students to
become reflective problem
solvers?
What are the learning benefits of
writing in math?
How was…different from…?
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Resources
Essential Schools: Looking
Collaboratively at Student
Work
www.essentialschools.org/
resources/60
Looking at Student Work
www.lasw.org/
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Conduct Interviews and Surveys
Interviews
Student to student
• Staff to student
• Teacher to teacher
•
Surveys
Short
• Focused
• Understandable
•
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Chapter IV: Program Quality Analysis
Process
Product
Leaders
Home
Groups
Focus
Focus
Groups
Groups
Data
Observations
Interviews/Surveys
Student work samples
Documents
Professional knowledge
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Analytical response
to criteria prompts
Evidence
Strengths
Areas for Growth
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Self-Study Training Schedule
Part One: Webinar-only training in October
Part Two: In-person trainings in February;
makeup webinar will also be held
Part Three: Webinar-only training in April
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Part 2 Training-February: Bring
Draft Chapter I: Student/Community Profile
Draft Chapter II: Progress Report
Draft Chapter III: Summary
Organization for Self-Study
Leadership Team
Focus Groups
Home Groups
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ACS WASC
We Are Student Centered
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ACS WASC Northern Office
650.696.1060
[email protected]
ACS WASC Southern Office
951.693.2550
[email protected]
Sylvia Taylor, Training
Coordinator
650.235.8621
[email protected]
www.acswasc.org
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Late January 2016
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