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School Site Self-Study Focus Groups by Mind Map: School Site Self-Study 
Focus Groups
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School Site Self-Study Focus Groups

The school’s self-study or focus group finds compelling evidence that: the school is substantially accomplishing its stated purposes and functions identified as appropriate for an institution of its type the school is meeting an acceptable level of quality in accordance with the WASC criteria adopted by the Accrediting Commission.

Curriculum

Team Leaders: Suki Dhillon & Yvonne Halski To what extent do all students participate in a rigorous, relevant, and coherent standardsbased curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.]. Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals? To what extent are students able to meet all the requirements of graduation upon  

Meeting Notes

Notes 1/26/10

Notes 2/08/10

Notes 2/22/10

Notes 3/09/10

Notes 3/23/10 & 4/13/10

Notes 4/27/10

Notes 6/14/10

Notes 9/7/10 & 9/8/10

Sign In Sheets

Sign In 1/26/10

Sign In 2/08/10

Sign In 2/22/10

Sign In 3/09/10

Sign In 3/23/10

Sign In 4/27/10

Sign In 6/14/10

Criteria

Chp.4 Curriculum

Instruction

Team Leaders: Shukla Sarkar & Natasha Zwick To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? To what extent do 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?

Meeting Notes

Notes 1/26/10

Notes 2/08/10

Notes 2/22/10

Notes 3/09/10

Notes 3/23/10 & 4/13/10

Notes 4/27/10

Notes on 6/14/10

Notes 9/7/10 & 9/8/10

Sign In Sheets

Sign In 1/26/10

Sign In 2/08/10

Sign In 2/22/10

Sign In 3/09/10

Sign In 3/23/10

Sign In 4/27/10

Sign In 6/14/10

Criteria

Chp. 4 Instruction

School Culture & Support

Team Leaders: Wendy Treuhaft & Efrain Martinez To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, highexpectations for all students, and a focus on continuous school improvement? To what extent so all students receive appropriate support along with an individualized learning plan to help ensure academic success? To what extent do students have access to a system of personal support services,

Meeting Notes

Notes 1/26/10

Notes 2/08/10

Notes 2/22/10

Notes 3/09/10

Notes 3/23/10 & 4/13/10

Notes 4/27/10

Notes 6/14/10

Notes 9/7/10 & 9/8/10

Sign In Sheets

Sign In 1/26/10

Sign In 2/08/10

Sign In 2/22/10

Sign In 3/09/10

Sign In 3/23/10

Sign In 4/27/10

Sign In 6/14/10

Criteria

Assessment & Accountability

  Team Leaders: Cameron Maury & David Hussey To what extent does the school use a professionally acceptable assessment process to collect, disaggregate analyze and report student data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? To what extent does the assessment of student achievement in relation to the academic  

Meeting Notes

Notes 1/26/10

Notes 2/08/10

Notes 2/22/10

Notes 3/09/10

Notes 3/23/10 & 4/13/10

Notes 4/27/10

Notes 6/14/10

Notes 9/7/10 & 9/8/10

Sign In Sheets

Sign In 1/26/10

Sign In 2/08/10

Sign In 2/22/10

Sign In 3/09/10

Sign In 3/23/10

Sign In 4/27/10

Sign In 6/14/10

Criteria

Scheduled Meetings

Dates

1/26/10, Agenda

2/08/10, Agenda, Handout

2/23/10, Agenda, Handout

3/09/10, Agenda, Handout

3/23/10, Agenda, Handout

4/13/10, Agenda, Handout

4/27/10, Agenda

6/14/10, Agenda

Vision and Purpose

Team Leaders: Jason Kinsella & Lisa De Rubertis To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school’s purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and he academic standards? To what extent does the governing board a) have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected school wide learning results and academic standards based on data-driven instructional decisions for the school b) delegate implementatiton of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan? To what extent based on student achievement data, does the school leadership and staff  make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? To what extent are leadership and staff involved in ongoing research or data-based correlated professional  evelopment that focuses on identified student learning needs? To what extent are the human material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?  

Meeting Notes

Notes 1/26/10

Notes 2/08/10

Notes 2/22/10

Notes 3/09/10

Notes 3/23/10 & 4/13/10

Notes 4/27/10

Notes 6/14/10

Notes 9/7/10 & 9/8/10

Sign In Sheets

Sign In 1/26/10

Sign In 2/08/10

Sign In 2/22/10

Sign In 3/09/10

Sign In 3/23/10

Sign In 4/27/10

Sign In 6/14/10

Criteria

Resources

MyData Link

ESLR Voting Graphed Results

Spreadsheet View

2008-2009 Advance Placement Results

Staff Survey Graphed Results

Adopted ESLR'S

WASC Focus Group Questions

Teacher Survey

Instruction