WASC Visiting Committee Member Training · 2020-07-07 · Technical problems - support@icohere.com...

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WASC Visiting Committee Member Training

Fall 2011

Working with you today

Louise Wright Robertson, Ed.D.

626.305.3025

louise@altrionet.com

www.freestockphotography.com.au

Administrator

Teacher

Counselor

Student

CDE Representative

WASC Commissioner

Elementary

Private

Public

Secondary

Charter

Religious

Specialized

New and

Experienced

Multiple times to share and ask questions

Questions/responses in the “Text Chat”

10 minute break between the two sections

Webinar posted on WASC website

Materials Check

Mailed Material

WASC 2010 WASC/CDE 2009 updated Fall 2009

Seven handouts downloaded previously

WASC: Organization

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WASC Basics

WASC Basics Pre-visit

Questions? Ideas?

WASC Basics

One of six regional accrediting bodies in United States

Recognized by the US Department of Education and The Hague Convention

California, Hawaii, Pacific Islands, East Asia

4,500 preK-12 + certain post secondary public, independent , church-related, & proprietary schools

Partner with 16 associations in joint processes

Accomplish mission

High student achievement

Data analysis

Program assessment

Action Plan

Ongoing improvement & accountability

Involvement & collaboration

WASC Principles

How are the students achieving? Is the school doing everything possible to support high achievement for all its students?

Where’s the school now?

Where’s it going?

Does it have a good road map?

(c) Ian Britton - FreeFoto.com

Assess

Implement

Assess

Implement

Self-Study

Follow-up

WASC/CDE

School Self-Study Report

WASC/CDE p. 19 + tasks WASC p.27+ tasks

Are you persuaded?

WASC/CDE

Visiting Committee Report

Chapter II Outcomes

WASC/CDE p. 145+ WASC p. 115+

Analytical summary of self-study/visit

looking at “to what extent” the school meets the criteria

Term status recommendation

Product of your work

Questions? Ideas?

Member Checklist 1-10 WASC p. 101 WASC/CDE p. 137

Pre-Reading

Read the entire report

Mark it up Look for alignment Persuasive essay

Questions? Ideas?

Pre-Writing

A. Organization

B. Curriculum, Instruction, & Assessment

C. Culture/Support

D. Resources

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

Criteria

Card 3 or 6 WASC/CDE pp. 9 & 65+

Card 3 or 6 WASC pp. 7 & 55+

A. Organization

C. Culture/Support

D. Resources

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

Criteria

A deeper look

C2. Instruction Criterion

Indicators with Sample Prompts

All teachers use a variety of strategies and resources, including technology and

experiences beyond the textbook and the classroom that actively engage

students, emphasize higher order thinking skills, and help them succeed at high

levels.

Current Knowledge

Teachers are current in the instructional content taught and research-based

instructional methodology.

Provide a range of examples that demonstrate teachers are current in the

instructional content taught and research-based instructional methodology.

Teachers as Coaches

Teachers work as coaches to facilitate learning for all students.

To what extent do teachers work as coaches to facilitate learning for all

students?

WASC/CDE p.101 WASC p.75

A deeper look

levels.

Current Knowledge

Teachers as Coaches

students?

A deeper look

levels.

Current Knowledge

Teachers as Coaches

students?

A deeper look

levels.

Current Knowledge

Teachers as Coaches

students?

A deeper look

levels.

Current Knowledge

Teachers as Coaches

students?

A. Organization

C. Culture/Support

D. Resources

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

Criteria

A. Organization

C. Culture/Support

D. Resources

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

Criteria

Narrative Questions Evidence Strengths Growth areas

Pre-writing for Chapter 4

Ideas? Strategies?

Criteria

What is Evidence Strengths

Key Areas for Follow-Up

Criteria

What is Evidence

Strengths Key Areas for Follow-Up

Chapter 4

Criteria

What is Evidence

Strengths Key Areas for Follow-Up

Chapter 4: Conclusions

Summary: Chapter 4

Schoolwide Strengths

Schoolwide Key Areas for Follow-Up

Schoolwide Key Areas for Follow-up

Support those areas already identified by the school in the action

plan sections

Strengthen those identified areas in the action plan sections

Address additional areas identified by the visiting committee

Sample critical area for follow-up

The leadership, instructional staff, and

other stakeholders increase the use of

the results from analyzing student

achievement data in modifying

instruction, particularly in the areas of

reading, writing, math and critical

thinking skills.

other stakeholders

the results from analyzing student achievement data

the results from analyzing student

achievement data in modifying

instruction, particularly in the areas of

reading, writing, math and critical

thinking skills.

Questions? Ideas?

Accuracy Brevity Clarity

Criteria Comments for ALL criteria Comments for ALL chapters

Pre-visit Worksheet

To the chair on time!

Questions? Ideas?

WASC p.110 WASC/CDE p.139 Card 2

Sunday to Wednesday Focus

Team work Consensus

Transparency

WASC p.99+ & Schedule p.117 WASC/CDE p.125+ & Schedule p.141

Sunday to Wednesday

Focus Team work Consensus

Transparency

WASC p.99+ & Schedule p.117 WASC/CDE p.125+ & Schedule p.141

Sunday VC Meeting

Meetings

Sunday VC Meeting

Meetings

Team Identify key issues Plan for school meeting Develop questions

Focus Groups

Leadership Team

Students

Families

District/Board

Meetings

Departments/PLCs

Card 2 Handout 6: VC Member Support

Visiting Committee

Classified Staff

Questions? Ideas?

Be Prepared

Room arrangement Timekeeper Ensure clear agenda Don’t prejudge Practice questions

Techniques

Open ended Presume they’re doing it Follow-up questions Wait time Call on someone Allow time for responses

Powerful questions

Action plan All students Critical academic needs Criteria Learner outcomes Academic standards Evidence analyzed

What have you learned? What difference will that make?

Other tips questions and meetings

Informal interviews

Your assigned areas of study Key issues

Action Plan

Observations

Who How

Where When

Who When Where How

Observations

Who How

Where When

Who When Where How

Observations

Other tips

Observations

Who How

Where When

Observations

Students working

Student engagement, learning, understanding

Climate, tone, and atmosphere

Effective teacher actions

Ideas? Questions?

Documents

for example

Student work Handbooks Curriculum documents Recruiting brochures

Ideas? Questions?

Rewriting and Revising

Ideas? Questions?

Chapter 5: Ongoing School Improvement

Summary of the Entire Visit

Brief summary of schoolwide action plan

Comments on the school improvement issues

Action Plan

Adequacy

Based on data

Action steps reasonable

Linked to learner goals

Understandable

Commitment

Support

Barriers

Follow-up process

Feasible

Additional ideas? Questions?

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

WASC 1. Involvement

2. School’s purpose

3. Data

4. Student progress

5. Organization

6. Curriculum, Instruction & Assessment

7. Culture/Support

8. Resources

9. Alignment of action plan

10. Capacity/commitment

11. Use of prior findings

WASC/CDE 1. Involvement

2. School’s purpose

3. Data

4. Student progress

5. Organization

6. Curriculum

7. Instruction

8. Assessment

9. Culture/Support

10. Alignment of action plan

11. Capacity/commitment

12. Use of prior findings

Card 5 Term Rubric

Highly effective

Effective

Somewhat effective

Ineffective

Highly effective

Effective

Somewhat effective

Ineffective

What would

make this

criteria

“highly

effective”?

What’s the evidence?

Team consensus

Alignment of ratings & narrative

Consensus

Minority Report

Six years Support visits

What’s the RIGHT term cycle for this school?

Is there adequate evidence?

Does our writing support our recommendation?

Have our conversations supported our

recommendation?

Documentation & Justification

Short-short-form of the analytical summary of

self-study looking at “to what extent” the school

meets the criteria

plus rationale for term

Will the Commission be

persuaded?

Visiting Committee

Report Documentation & Justification

Critical learning needs of the students

Correlation of critical areas for follow-up to key issues

Rationale for recommended term

Doc/Just-

term factor ratings,

comments, &

VC report findings

Alignment, Alignment, Alignment

Where’s the school now?

Where’s it going?

Does it have a good road map?

Questions? Ideas?

Other key messages for new folks?

WASC/CDE

A. Organization

B. Curriculum

C. Instruction

D. Assessment

E. Culture/Support

During the visit

Don’t

• Try to solve their problems; WASC = diagnostic not prescriptive

• Argue over words; ensure ideas are captured and clear

• Focus on small things

• Talk about your school

• Over eat or over drink or oversleep

Do • Be a team player

• Validate and extend, not evaluate

• Support, not judge

• Celebrate successes

• Prepare and plan

• Listen

• Focus on important issues

• Work for consensus

• Work toward the action plan

• Confidentiality

Chairperson + WASC Staff

Additional help

Resources

WASC www.acswasc.org

WASC Northern California Office

650.696.1060 mail@acswasc.org

WASC Southern California Office 951.693.2550 mailsocal@acswasc.org

626.305.3025 louise@altrionet.com

Chairperson

California Department of Education www.cde.ca.gov

Thank you!

10 minute break

Do not disconnect!

5 more minutes

Do not disconnect!

2 more minutes

Do not disconnect!

WASC Basics

Pre-visit

School’s Work

Chairperson Connect

Communicate

Confirm

WASC/CDE

School Self-Study Report

WASC/CDE p. 19 + tasks WASC p.27+ tasks

WASC/CDE

Visiting Committee Report

Chapter II Outcomes

WASC/CDE p. 145+ WASC p. 115+

Mission & Learner Goals

Critical Academic Needs

What’s occurring

What’s next

Pre-Reading

Read the entire report

Mark it up Look for alignment Persuasive essay

Review: Reading the self-study

Cover to cover

• Not linear • Take information from where it is • Mark it up!

Reread as necessary

• Review criteria • Consistency • Matches and gaps • Conclusions

What questions

are raised?

• How important? • How will you find out?

Questions?

Criteria/chapters assigned Comments for ALL criteria Comments for ALL chapters

Pre-visit Preparation Work Sheet

Connect the dots

Summary of Findings

Questions

Evidence

Strengths

Pre-writing

Has the school gained insight about the degree

to which learning is being supported?

Does the action plan make sense in light of the

information presented?

Is the action plan strong enough to make a

difference?

Pre-writing

Do the findings respond to what is being asked?

Are you learning more about critical academic

needs?

What about differentiation & disaggregation?

Does the evidence support the findings, strengths,

& prioritized growth needs?

Example 1 From the self-study

D1&D2: Assessment & Accountability

Basis for Determination of Performance Levels

B3: How Assessment Is Used

Appropriate Assessment Strategies

The mastery model is a tightly held school-wide initiative

designed to build intellectual perseverance and, as an

intervention, to support students who do not demonstrate

mastery of a specific standard on summative assessment….

Each PLC fully embraces the mastery model concept. The

implementation of the mastery model varies among PLCs.

Example 1

If yes, what must I think about

What is their concept of “mastery model”?

What do students know about it and its implementation?

Does this relate in any way to the critical academic needs?

What’s the discrepancy between embracing and implementing?

How can they/we tell it’s working?

Is it important enough to address?

Example 1

Observations?

Documents?

Questions to ask? Of whom?

How might I find out?

Example 1 Pre-write

D1&D2: Assessment & Accountability

Basis for Determination of Performance Levels

B3: How Assessment Is Used

Appropriate Assessment Strategies

Teachers have initiated use of the mastery model designed to

build intellectual perseverance and to support students who

do not demonstrate mastery of a specific standard on

summative assessment. While faculty generally embraces the

concept, its implementation varies among PLCs and among

individual teachers.

Example 1

Possible questions How do students react to mastery model? The differences in

implementation?

How does this affect the critical academic needs? Or not?

What’s in the way of full implementation?

Who/what moved them in this direction?

What do I need to look for? Examples of this – current or past

Where is it working?

What documents might be helpful? Professional development records?

Student records?

Example 1 From the VC final report

Using the mastery model, teachers generally embrace the concept

and its implementation varies greatly among PLCs. A new

approach on a schoolwide basis, teachers express concern over

students’ ability to master all the standards if extra time is spent,

especially those struggling with reading comprehension. Students

express confusion as some teachers allow them to repeat

assignments and assessments to mastery and others take only the

first grade. “It helps me when I can try again,” said one. District

staff holds to a strict pacing plan that exacerbates the dilemma for

both students and teachers. Current PLC discussions center on

how to accommodate all the requirements and still support

improved reading comprehension, the largest concern, especially

for the large number of EL students.

Questions?

Example 2 From the self-study

C2. Instruction

Current Knowledge + Teachers as Coaches

B2: How Students Learn

Professional Development

At [school] we have created a four to six week professional development cycle

that includes: learning a schoolwide strategy, practicing with teachers, practicing in

class, being observed by a peer and analyzing the student work in SWA. This cycle

has benefitted our teachers, who are mainly new to the profession. They have

developed in their instructional skill exponentially, rather than gradually over time.

Peer observation has provided our teachers the opportunity to not only observe

their peers using the school-wide strategies, but also to observe their own students in

different academic classes and settings. This has proven to be invaluable to our grade

level discussions and department meetings particularly as we look to improve writing.

Teachers can see what other teachers do to engage students and to challenge them,

which fosters tremendous collaboration among our professionals. Cycles have

included: Rituals and Routines, Cornell Notes, 7 Habits, Accountable Talk, Frontloading

Vocabulary and a cycle of writing instruction is forthcoming.

Example 2

Important enough?

What must I think about?

How will I find out?

Possible questions?

What do I look for?

What documents would be helpful?

C2: Instruction

During professional development sessions led by teachers, staff has

studied a variety of strategies to engage and challenge students. These

have been supported by peer and administrative observations and the

report states that teachers improvement “has been exponential.”

This same model will be used as they move forward to

improve writing.

Example 2 Pre-write

C2: Instruction

Possible Strength:

Leadership and staff - professional development program itself – staff and data driven, research-based – build internal expertise to further student growth

Possible Growth Area:

Leadership and staff - Continue and expand professional development program - writing

Example 2 Pre-write

Example 2 From the VC report

C2. Instruction

Professional Development Cycles, including Peer Observation:

Over the past three years, teachers have participated in professional development sessions led by teachers. They have learned and practiced a variety of strategies to engage and challenge students. Using both peer and administrative observations as checks, a majority of staff regularly use two to five different strategies during each class period to more actively engage students. Writing, speaking, questioning, and responding strategies are all incorporated. Teachers openly speak with one another about their own growth and continuing areas of weakness. Students are clear in expressing that “things are different all the time” and yet “all the teachers do sort of the same things. That makes it easier for me.” This model will be used as staff moves more directly to improve writing.

Self-Study

Pre-write

VC Report

Big questions

Do the findings respond to what is being asked by the criteria guide question(s)?

How does the evidence support …

the findings?

the strengths:

the prioritized growth needs?

Has the school gained insight about the degree

to which learning is being supported?

Criteria assigned Comments for ALL criteria Comments for ALL chapters

Pre-visit Worksheet

Questions

WASC Basics

Pre-visit

Schedule

WASC p.117 and 110+ WASC/CDE p.137 and 133+

Sunday

Monday

Tuesday

Wednesday

Ideas! Questions?

Personal Stuff

Hotel Reimbursement

Dress Technology

Pre-Visit Double-Check

Pack Clear your calendar Lesson Plans

Other concerns?

School’s Work

Outcomes of self-study process

Hear the voices

Learner goals/purpose

Real program

Action plan

Follow-up process

Year 6

Year 1

Year 2

Year 3

Year 4

Year 5

6-Year Cycle

Demographic

Outcome

Process/Perception

Logical flow

Mission &

Learner Goals

Data Critical

Academic Needs

Questions

Chapter 4

Process

Home Groups

Focus Groups

Leadership Team

Product

Response to criteria

Evidence

Strengths

Key areas for follow-up

Professional knowledge Data Observations Surveys/interviews Student work Documents

Chapter 4

Process

Home Groups

Focus Groups

Leadership Team

Product

Response to criteria

Evidence

Strengths

Key areas for follow-up

Professional knowledge Data Observations Surveys/interviews Student work Documents

Critical Academic Needs and their Questions

Chapter 3: Progress Report

Significant developments

Action Plan

Incorporated key areas for follow-up

Managing and monitoring

One Plan

Anything else?

What have you learned? What difference will that make?

How can I best prepare?

What are my priorities?

What are the critical elements for a successful visit?

Not your

school you’re going home

transparency

Issues confidential

we NOT me

Chairperson + WASC Staff

Additional help

Resources

WASC www.acswasc.org

WASC Northern California Office

650.696.1060 mail@acswasc.org

WASC Southern California Office 951.693.2550 mailsocal@acswasc.org

626.305.3025 louise@altrionet.com

Chairperson

California Department of Education www.cde.ca.gov

Thank you!