acs wasc focus on learning · 2018-07-26 · acs wasc ©2018 -19 49 criterion 5: instructional...

ACS WASC Focus on Learning

1

Part One-Two 2018-19 Postsecondary Schools ACS WASC ©2018-19

ACS WASC ©2018-19 2

Lisa F. Young @DollarPhoto

ACS WASC ©2018-19 3

ACS WASC

Getting Organized

Getting Started

Today

4 ACS WASC ©2018-19

ACS WASC Private,

Nonprofit

18 Partner Associations

Commission Serving@ 5,000 Schools

ACS WASC ©2018-19 6

www.acswasc.org

9 ACS WASC ©2018-19

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?

ACS WASC ©2018-19 10

How are the students achieving?

Is the school doing everything possible to support the high achievement of all its students?

Goals of Self-Study and Visit

ACS WASC ©2018-19 11

Insight

Celebration

Affirmation

A strong schoolwide action plan

ACS WASC Accreditation Cycle

ACS WASC ©2018-19 14

Years 1-3 Profile update,

progress report, refinement of

schoolwide action plan; Year 3 Potential

one-or two-day review.


ACS WASC ©2018-19 15

Year 4 Profile update,

Progress report, refinement of

schoolwide action plan


ACS WASC ©2018-19 16

Year 5 Review all profile data, progress report, self-

process, and refinement of

schoolwide action plan


ACS WASC ©2018-19 17

Year 6 Completion of self-

study including refinement of

schoolwide action plan; full self-study

visit, including further revision of schoolwide

action plan after review of the Visiting

Committee report

Accreditation Status Timeline

ACS WASC ©2018-19 18

ACS WASC Cycle of Quality

ACS WASC ©2018-19 19

Focus on Learning

Visit

Self-Study

Follow Up

How have we been working the past 4-5 years?

ACS WASC ©2018-19 20

Expectations of the Self-Study

ACS WASC ©2018-19 21

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

Quality School Framework

ACS WASC ©2018-19 22

Students Learning and

Thriving

Leaders Teachers

Community Curriculum

Assessment

Professional Learning

Resource Alignment

Instruction

©Africa Studio / Dollar Photo Club

Culture and Climate

Equity

ACS WASC ©2018-19 23

What?

So What?

Now What?

Self-Study Simplified

GOAL: Schoolwide Action Plan

ACS WASC ©2018-19 24

Aligned to the Single Schoolwide Action

Plan

ACS WASC ©2018-19 25

ACS WASC

Getting Organized

Getting Started

Today

Characteristics of a Quality Self-Study

ACS WASC ©2018-19 26

Solid Facts

Analyzed Evidence

Supported by

Evidence

Straight-forward

Language

ACS WASC ©2018-19 27

Download the manual Print judiciously

http://www.acswasc.org/schools/postsecondary-schools/

ACS WASC ©2018-19 28

Timeline

Key Terminology

Accreditation Components

Report Self-Check Questions

Ongoing Improvement

School Committees

It all starts with planning!

ACS WASC ©2018-19 29

30 ACS WASC ©2018-19

Who

When

Polish

Confirm How

ACS WASC ©2018-19 31

What?

So What?

Now What?

The Accreditation Process

33 ACS WASC ©2018-19

Leadership and possible Profile Team

Program Groups

Focus Groups

ACS WASC ©2018-19 34

Getting work done

Roles Responsibilities Size Composition Leadership Work Timing Norms

Leadership Team

Program Groups

35 ACS WASC ©2018-19

Profile Guidance

Leadership Team Detail

Differentiation

Program Groups

Analysis Assessment

Findings Growth Areas

Strengths

Focus Groups

• Integrate work with regularly scheduled events

• Stagger the work • Work efficiently • To Visiting

Committee no later than 6-weeks prior to the visit

ACS WASC ©2018-19 36

Establish a Timeline

ACS WASC ©2018-19 37

ACS WASC

Getting Organized

Getting Started

Today

ACS WASC Postsecondary Self-Study

ACS WASC ©2018-19 38

ACS WASC Postsecondary Self-Study

ACS WASC ©2018-19 39

Characteristics of a Self-Study

Solid facts

Analyzed findings supported by evidence

Straight-forward language

ACS WASC ©2018-19 41

42 ACS WASC ©2018-19

Principal and other administrators Self-Study Coordinator Others Profile Committee?

Developing Chapters I and II for review Responding to Criteria 1, 2, 3, 8, 9, and 10

in Chapter III Drafting revisions to Schoolwide Action Plan

Leadership and possible Profile Team

43 ACS WASC ©2018-19

Program Groups

Instructional Staff Support Staff Students Partners

Gathering Information for Program Group drafts for Chapter III of the Self-Study

44 ACS WASC ©2018-19

Focus Groups

Instructional Staff Support Staff Students Partners

Responding to Criteria through the indicators for

Criteria 4, 5, 6, and 7

ACS WASC ©2018-19 46

How will we organize ourselves and our work?

All engaged

On task

Share within time limits

Value the viewpoint of each person

Use simple language

Ice breaker/warm-up to build spirit

Evaluate meeting — results and process

No assumptions

Be prepared/each to contribute with advanced analysis

Group Norms

All engaged and on task

Share within time limits

Value the viewpoint of each person

Use simple language

Ice breaker/warm-up to build spirit

Evaluate meeting — results and process

No assumptions

Be prepared/each to contribute with advanced analysis

47 ACS WASC ©2018-19

48 ACS WASC ©2018-19

ACS WASC

Getting Organized

Getting Started

Today

Template – ALL Chapters

ACS WASC ©2018-19 49

Criterion 5: Instructional Program Criterion: The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allows them to address the varied learning styles of students in their classrooms. Indicator 5.1: The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses.

•How does the school measure the quality of instruction in its classrooms? •How do faculty members keep current in instructional strategies and methodologies in their areas of expertise?

Enter text here Indicator 5.2: The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

•What opportunities for dialogue are provided for faculty members to discuss student learning needs and pedagogical approaches? •What teaching strategies and methodologies are commonly used? •To what extent are teachers given support in developing differentiated teaching strategies to ensure that all students’ needs are addressed? •To what extent have faculty members discussed the relationship among teaching strategies/ methodologies and student performance?

Enter text here

http://www.acswasc.org/schools/postsecondary-schools/

ACS WASC ©2018-19 50

Chapter I Institutional, Community,

and Student Characteristics – Institution’s Mission and

Schoolwide Learner Outcomes

Chapter I: Institution Profile

ACS WASC ©2018-19 51

Institution Information/Programs Data and Findings

Schoolwide Learner Outcomes Appendices

52 ACS WASC ©2018-19

Description & history

School Programs

School Performance

Perception Data

Online Programs


and much more

ACS WASC ©2018-19 53

Who are our students?

Who compose the major subpopulations at our institution? What about different programs/paths?

Student/Community Profile

Student/Community Profile Tells Your Story

ACS WASC ©2018-19 54

What do the data tell us?

Not tell us?

Do pieces of data conflict with one another?

Do pieces of data support other data?

What questions do the data raise?

Data

ACS WASC ©2018-19 55

Demographic

Outcome

Process/ Perception

Data

ACS WASC ©2018-19 56

Graphs

Charts

Narrative (when data are not

complex)

Data

ACS WASC ©2018-19 57

Trends Irregularities

Anomalies

Data Resources

ACS WASC ©2018-19 58

Student Information System Completion Rates

Employment WIOA Title II

AEBG

Data Resources

ACS WASC ©2018-19 59

Achievement of SLOs Course Completion

ESL Level Completion Local Certificates

Attendance

ACS WASC ©2018-19 60

What might be responsible for the

changes in the number of diplomas

or high school equivalencies

students have earned?

Sample Question

ACS WASC ©2018-19 61

Drawing findings from our data:

Trends

Irregularities

Anomalies

ACS WASC ©2018-19 62

Who are the students? How are the students doing?

What do the data tell us?

Not tell us?

What questions do the data raise?

Sample Questions • To what degree are our students completing industry

certificates? Reaching CTE Core Indicators? Completing courses? Making a level gain on CASAS?

• What might be responsible for the change in our graduation rate?

• 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? 63 ACS WASC ©2018-

19

Presentation Thoughts

ACS WASC ©2018-19 64

Simple narrative offering understanding and conclusions when the data are not complex.

Enrollment has remained between 3,250 and 3,375 students for the past three years.

Table OR graph when the data vary greatly AND narrative offering understanding and

conclusions.

Consider checking APA or MLA recommendations.

Clear titles and labeling.


ACS WASC ©2018-19 65

Global Interdisciplinary All students Assessable


ACS WASC ©2018-19 66

Global Interdisciplinary

All students Assessable

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

timesofindia.indiatimes.com


ACS WASC ©2018-19 67

Global Interdisciplinary

All students Assessable

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

timesofindia.indiatimes.com


ACS WASC ©2018-19 68

How Well?

Chapter I:

Student/Community Profile (Task 1)

Data and Findings: trends, irregular patterns, or anomalies

Demographic data Schoolwide learner outcomes Student performance data Perception data including survey summaries, if any Schoolwide Learner Outcomes

Overall Summary of implications of data including identified key issues and achievement of SLOs through online program(s)

Appendices

69 ACS WASC ©2018-19

Chapter I:

Student/Community Profile

Electronic Appendices:

Results of student/community questionnaires/ interviews

Master schedule

Graduation/Certificate Requirements

Budgetary information

ACS WASC ©2018-19 70

? Chapter I:

Self-Check Questions

ACS WASC ©2018-19 71

Has the school community gathered and analyzed all pertinent data clarify the characteristics and achievement of ALL the students?

Has the leadership team produced a “user-friendly” profile for all shareholders?

Have the staff members and other shareholders discussed the profile?

Will the stakeholders use the profile to guide the inquiry into the school programs?

Will the questions raised from the profile analysis be integral to the work of the self-study groups?

? Chapter I:


ACS WASC ©2018-19 72

How will the profile be regularly updated and used by the stakeholders as the school focuses on student achievement?

Schoolwide Learner Outcomes Has the school obtained input from all? Is there commitment to accomplishing the learning outcomes

from all stakeholders? To what extent has the school involved staff in discussion

regarding the relationship of the schoolwide learning outcomes to the programmatic learning outcomes?

Is the school beginning to discuss quality accomplishment of the learner outcomes?

ACS WASC ©2018-19 73

Chapter II

Progress Report on Key Issues since the Previous

Self-Study

Chapter II: Action Plan Progress Report

• Significant developments • Schoolwide critical areas for follow-up • Procedures to monitor/adjust plan • Progress on institution plan segments showing

integration of schoolwide critical areas for follow-up from visiting committees including focus area, growth targets, major activities

• Comment on any schoolwide critical areas for follow-up not in the current plan

75 ACS WASC ©2018-

19

? Chapter II:


ACS WASC ©2018-19 76

Did the school address each section of the action plan?

Did the school show how all critical areas of follow-up from the last full self-study were integrated into the action plan?

Does the report show how each section

Chapter III: Criteria Response

ACS WASC ©2018-19 79

Process Product

L o g I c a l

F l o w

Data Observations

Interviews/Surveys Student work samples

Documents Professional knowledge

Analytical response to criteria Evidence Strengths

Areas for Growth

Criteria Summaries

80

• To what extent does this contribute to the students’ success?

• What have we learned about our apparent strength? Areas of relative weakness?

• How will the prioritized growth areas strengthen students’ success in reaching school goals? In achieving student learner goals? In improving in areas of identified learner need?

• How might we build on our areas of strength? • Are the strengths and growth areas appropriate to the

findings? ACS WASC ©2018-19

Leadership Team: Discuss criteria categories 1-3 and 8-10

Focus Groups: Discuss criteria categories 4-7 • Concentrate on assigned criteria and indicators • Use discussion questions considering “To what

extent…” as well as “how.” • Gather pertinent information focusing on what

students are doing and what they are producing

Chapter III: Initial Procedures

81 ACS WASC ©2018-19

Chapter III:

Focus Groups/Leadership Team

82

What currently exists?

How effective is this? The So What Question?

What data, information, and evidence do we need?

ACS WASC ©2018-19

Criteria 5: Instruction

83

The instructional staff uses research-based instructional strategies and teaching methodologies that engage students at high levels of learning and allow them to achieve Schoolwide Learner Outcomes and course objectives. Faculty members are given ongoing training in various instructional strategies that allows them to address the varied learning styles of students in their classrooms.

ACS WASC ©2018-19

Criteria 5: Instruction

Indicators and Discussion Questions

84

Indicator 5.1: The school provides high-level instruction with appropriate breadth, depth, rigor, and sequencing for all programs and courses. Discussion Questions: • How does the school measure the quality of instruction

in its classrooms? • How do faculty members keep current in instructional

strategies and methodologies in their areas of expertise?

ACS WASC ©2018-19

Findings Evidence

Chapter III, Focus Groups Procedures Postsecondary Criteria — Discussion Questions

ACS WASC ©2018-19 86

What are the criteria concepts?

What evidence or information is

needed for analysis?

Who? How?

Gathering and Analyzing Data/Information

Observable Evidence

88 ACS WASC ©2018-19

What the students are doing and producing?

Student interviews and observations

Hard data and information

Other interviews, observations, etc.

Student Work

89

“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

ACS WASC ©2018-19

Student Work:

Probing Questions

90

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…?

ACS WASC ©2018-19

Resources

ACS WASC ©2018-19 91

ASCD

Looking at Student Work

School Reform Initiative

Edutopia

Education World

Tuning Protocol

Observations

Strategies Data-in-a-Day Roving teacher substitutes Teacher journals Shadowing students

Ground rules Capturing data

92 ACS WASC ©2018-19

Learning Snapshot

What are the students doing ? ___ listening ____ calculating ___ working in a group ___ watching ____ applying skills ___ working alone ___ writing ____ collaborate discussion ___ critical reading ____ using technology Which important learner needs were observed? ___ reading ____critical thinking ___ writing ____computing

93 ACS WASC ©2018-19

Learning Snapshot

What schoolwide learner outcomes were observed? ___ Citizenship ___ Life/Career Readiness ___ Leadership

What was the teacher’s objective? ________________________________

______________________________________________ Other comments ____________________________________________ ____________________________________________ ____________________________________________

94 ACS WASC ©2018-19

Interviews and Surveys

95

Interviews • Student to student • Teacher to teacher • Teacher to student

Surveys • Short

• Focused

• Understandable

ACS WASC ©2018-19

Let’s talk What patterns/trends do we find in our learnings from each section?

What are the key findings that impact student learning?

What are our reflections?

What might we consider designing for the future?

What do we do now?

ACS WASC ©2018-19 96

? Chapter III:


ACS WASC ©2018-19 97

Based upon the institution’s mission, student learning outcomes, and the WASC postsecondary standards, did the school

o Analyze the quality of the school program? o Synthesize and summarize the findings? o Determine aligned strengths and growth

needs?

ACS WASC ©2018-19 98

Chapter IV

Revise the schoolwide Action Plan based on the

key issues identified in the self-study

process (Chapters I–III)

Self-Study Training Schedule

ACS WASC ©2018-19 100

Office Hours

Part Three: Webinar training

Office Hours 2018-19 Schools

ACS WASC ©2018-19 101

BURLINGAME OFFICE 650.696.1060

SYLVIA TAYLOR [email protected]

650.235-8621

CALIFORNIA DEPARTMENT OF EDUCATION www.cde.ca.gov

SAN DIEGO OFFICE 951 693-2550