Transcript Western Association of Schools and Colleges (WASC)

Western Association of Schools
and Colleges (WASC)
One Day Visit to LACES
Spring 2009
Background
• LACES had its first WASC evaluation March,
2006
• A team of educational leaders from outside
LAUSD evaluated our school program focusing
on six areas:
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Vision and Purpose
Curriculum
Instruction
Assessment & Accountability
School Culture
School-Wide
Background Cont.
• The LACES community (teachers, parents, students, staff,
leadership team) prepared for the WASC visit by closely examining
evidence in both department meetings as well as in focus groups
aligned to the WASC areas of focus.
• Evidence included
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Student Work
CST
Report Cards
AP’s
CAHSEE
Attendance Rates
Survey Results
• We prepared a 154-page self-assessment including our strengths,
key issues, and how we were addressing the issues
Background Cont.
• The WASC visiting committee, headed by Dr.
Joann Tortarolo, the Alternative Programs
Director of SBCUSD, spent three days visiting
classrooms to validate the LACES Self-Study
Report
• The WASC Accreditation Team awarded LACES
with a six-year term with a one-day visit in year
three.
• The team left us with a great many
commendations and some recommendations,
which we have been continually addressing
along with issues we deem important.
Background Cont.
• Each year we have been making progress
addressing the key issues
• The progress made and action plan for following
year is recorded annually in the Single Plan for
Student Achievement
• In addition, Principal continually reports progress
to faculty, Shared Decision Make (SDM), and
School Site Council (SSC)
• What follows is a very early draft of our
interim WASC report, ready for your edits.
Vision and Purpose
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Areas of Strength
Creative master schedule
Commitment of preparation
of A-G req.
Exceptional parent support
Outreach to parents
Willingness of staff to go
“Above and Beyond” the call
of duty
Unified vision of every
student attending a four year
college
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Key Issues
# of non-NCLB compliant
teachers
Cohesive staff development
plan
Leadership opportunities for
Classified
Roles and responsibilities of
teams
LACES Continued Progress
• Working on being fully staffed with NCLB Compliant
Teachers
– The few long-term substitutes are strong teachers working under
the guidance of experienced teachers, department chairs, and
administration team.
• Staff Development Committee creates, implements, and
evaluates annual plan
– Based on deficits highlighted in disaggregated data and surveys
• To encourage more growth, Principal and administrative
team circulates information about:
– Coordinator positions, coaching positions, professional
development opportunities, and encourages all to participate in
staff development and decision making councils (SDM, SSC,
CEAC)
Curriculum
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Areas of Strength
All students take A-G
req. classes
All students take 7
classes
Honors and AP classes
are open to all students
9th grade Life Skills
class
Several Clubs which
support Academic
success
Key Issues
• Common assessments
• Professional
development
LACES Continued Progress
• LACES faculty has worked to improve AP readiness for
all students
– AP Outreach Night 2007-2008
– Open door policy based on willingness to do work
– Tutoring Programs to address deficits and stimulate success
• Department are in various stages of implementing
Common Assessments
– SPA’s
– Shared test questions
• Annual Professional Development Plan
– Created by committee in response to deficits highlighted by
disaggreated data and surveys
Instruction
Areas of Strength
• Challenging classes
available to all
students
• Use of CA content
standards
• Regular staff mtg. to
discuss academic
performance
Key Issues
• Helping all students
be successful
• Internal
achievement gap
• Funding concerns
LACES Continued Progress
• Collaborative faculty exchange curriculum based on standards and
instructional techniques in department meetings
• Staff Development Plan includes grade-level meetings to address:
– Strengths, concerns, strategies, motivation techniques
– How to meet the needs of lower performing students
• Additional instructional time after school
– Paid for by Title I, new to LACES in 2007
– Step program, math tutoring, peer tutoring, Saturday programs
– Black Parent Organization and Latino Parent Organization enhanced
involvement including at home study groups
• Period by Period Tardy Sweeps
• All sixth graders take an enriched English Class
– Honors program begins in seventh grade
– Supplemental English instruction provided as needed
Assessment & Accountability
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Areas of Strength
Variety of
assessment tools
Beyond the Bell
Progress reports
Peer Counseling
Parent volunteers
Key Issues
• Data driven
professional
development
• Lower performing
student
achievement
• Funding sources
LACES Continued Progress
• Staff Development more data driven
– Buy Back Day and additional Staff Development days
focus on developing strategies to address deficits
highlighted by disaggregated Report Cards, CST,
AP’s, SAT’s and evaluating effectiveness
– Department meetings address curriculum needs
continuously
• Counseling Department Expands Services
– Two full-time middle school counselors
– Step Program: targeted assistance with follow
through
– CAHSEE intervention program
School Culture
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Areas of Strength
Teacher commitment
Communication
systems
Diverse Clubs
College counseling
Hybrid teacher-advisor
Friends of LACES
(F.O.L.)
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Key Issues
Strategies for
struggling students
Achievement in Math
(Algebra)
Timely students testing
data
$ for tutoring
LACES Continued Progress
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School Culture Evolving
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Title I Targeted Assistance (2007-2008) and School-wide (2008-2009)
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Math Mania, Algebra Experience, Study Groups, Calculus Camps, Math Problem Solving
Enhanced involvement of parent groups
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Additional Funds for extended learning opportunities after school and on Saturdays
Community outreach and parent education programs
Math Enrichment Programs
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2007 smaller sixth grade class
Due to retiring faculty and promotions, new, younger teachers coming on board
Eligible for Title 1 due to 41% participation on Free and Reduced Lunch Program
Black Parent Organization, Latino Parent Organization, Korean Parent Organization
First School-wide “U House” Picnic Spring 2008
Class clubs build unity from 6-12th grade
Enrichment Program
– Music Center presentations and numerous field trips
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Middle School Programs to augment high school
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Leadership and Journalism
Enrichment Classes: Academic Pentathlon, Mesa, Problem-Solving
School-wide
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Areas of Strength
Staff committed to preparing
students for college
Rigorous and challenging
curriculum
High degree of parent
participation
Determination and character of
students
Staff pride in school
Safe, caring and clean
environment
Staff willingness to take on
extra duties
Exceptional 1st time pass rate
on CAHSEE and high rank for
API
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Key Issues
Development of long range
Action Plan
Development of a long range
Staff Development Plan
Leadership responsibilities for
newer, less-experienced
teachers
Expand upon student support
strategies and interventions
Closing the achievement gap
for African American and Latino
students
LACES Continued Progress
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Single Plan for Student Achievement
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Assessment of achievement data
Long-range Action Plan to address key issues
Alignment of all school reform measures and budgets
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Staff Development Committee
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Continual cycle of data and survey assessment, creating programs to address needs,
evaluation
Leadership Experiences for newer teachers
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Literacy and History Coach promotions
New Magnet Coordinator and Athletic Director
New dance and drama programs
Closing the Achievement Gap
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Expanded Counseling Support
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Additional funds for school improvement through Title I
Two-new full time counselors and Step Program
All Sixth graders have enriched English program
Supplemented as needed so all have a chance to promote to seventh grade honors
Continual push for all students to maximize their potential and take advantage of all
the academic opportunities available.