Technical problems - [email protected] or 925.256.4343 x123
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WASC Visiting Committee Member Training
Fall 2011
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
WASC Basics Pre-visit
Visit
Questions? Ideas?
WASC Basics
WASC
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
Plan
Assess
Implement
Plan
Assess
Implement
Self-Study
Visit
Follow-up
WASC/CDE
School Self-Study Report
WASC
WASC/CDE p. 19 + tasks WASC p.27+ tasks
Are you persuaded?
WASC/CDE
Visiting Committee Report
WASC
Chapter II Outcomes
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?
WASC Basics Pre-visit
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
WASC
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+
WASC
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 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
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
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
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
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.71
WASC
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 pp. 7 & 55+
Card 3 or 6 WASC/CDE pp. 9 & 65+
WASC
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 pp. 7 & 55+
Card 3 or 6 WASC/CDE pp. 9 & 65+
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
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
Criteria
What is Evidence Strengths
Key Areas for Follow-Up
Criteria
What is Evidence Strengths
Key Areas for Follow-Up
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.
The leadership, instructional staff, and
other stakeholders
Who
Sample critical area for follow-up
The leadership, instructional staff, and
other stakeholders increase the use of
the results from analyzing student achievement data
Who
What
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.
Who
What
Why
Sample critical area for follow-up
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 Basics Pre-visit
Visit
WASC p.110 WASC/CDE p.139 Card 2
Visit
Sunday to Wednesday Focus
Team work Consensus
Transparency
WASC p.99+ & Schedule p.117 WASC/CDE p.125+ & Schedule p.141
Visit
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
How are the students achieving? Is the school doing everything possible to support high achievement for all its students?
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
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
WASC/CDE p.144 WASC p.116
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
Term
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
Term
Alignment of ratings & narrative
Consensus
Minority Report
Term
Six years Support visits
(c) Ian Britton - FreeFoto.com
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?
Term
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?
(c) Ian Britton - FreeFoto.com
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
WASC Basics Pre-visit
Visit
Chairperson + WASC Staff
Additional help
Resources
WASC www.acswasc.org
WASC Northern California Office
650.696.1060 [email protected]
WASC Southern California Office 951.693.2550 [email protected]
Louise Wright Robertson, Ed.D.
626.305.3025 [email protected]
Chairperson
California Department of Education www.cde.ca.gov
www.freestockphotography.com.au
Thank you!
10 minute break
Do not disconnect!
5 more minutes
Do not disconnect!
2 more minutes
Do not disconnect!
WASC Basics Pre-visit
Visit
WASC Basics
Pre-visit
Visit
School’s Work
WASC Basics Pre-visit
Chairperson Connect
Communicate
Confirm
WASC/CDE
School Self-Study Report
WASC
WASC/CDE p. 19 + tasks WASC p.27+ tasks
WASC/CDE
Visiting Committee Report
WASC
Chapter II Outcomes
Chapter II Outcomes
WASC/CDE p. 145+ WASC p. 115+
Mission & Learner Goals
Mission & Learner Goals
Data
Mission & Learner Goals
Data
Critical Academic Needs
Mission & Learner Goals
Data
Critical Academic Needs
What’s occurring
Mission & Learner Goals
Data
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
Key Areas for Follow-Up
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
Current Knowledge + Teachers as Coaches
B3: How Students Learn
Professional Development
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
Current Knowledge + Teachers as Coaches
B3: How Students Learn
Professional Development
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
Current Knowledge + Teachers as Coaches
B2: How Students Learn
Professional Development
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
Visit
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
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
How are the students achieving? Is the school doing everything possible to support high achievement for all its students?
Outcomes of self-study process
Hear the voices
Learner goals/purpose
Data
Real program
Action plan
Follow-up process
Year 6
Year 1
Year 2
Year 3
Year 4
Year 5
6-Year Cycle
Data
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
Team
transparency
Big
Issues confidential
we NOT me
learn
Chairperson + WASC Staff
Additional help
Resources
WASC www.acswasc.org
WASC Northern California Office
650.696.1060 [email protected]
WASC Southern California Office 951.693.2550 [email protected]
Louise Wright Robertson, Ed.D.
626.305.3025 [email protected]
Chairperson
California Department of Education www.cde.ca.gov
www.freestockphotography.com.au
Thank you!