Focus Group A: Organization
Category A: Organization for Student Learning: Vision and Purpose, Governance, Leadership, Staff, and Resources
Criterion A1: Vision and Purpose
Directions
- Evaluate the school’s effectiveness in addressing the Organization for Student Learning criteria and the supporting indicators.
- Explain or reference evidence that supports your succinct, narrative response.
- Explain how the schoolwide learner goals/Graduate Profile reflect the vision and mission and impact student learning and well-being.
Criterion A1: Vision and Purpose
The school has established a clearly stated vision and purpose reflecting students’ needs, and current educational research-based practices, with a focus on diversity, equity, inclusion, and a belief that all students can learn and achieve. Supported by the governing board and the district Local Control and Accountability Plan, the school’s purpose is defined further by schoolwide student goals/graduate profile and academic standards, supported by the governing board and the district Local Control and Accountability Plan.
A1.1 Vision and Schoolwide Learner Goals/Graduate Profile: The school has established a clear, coherent vision and purpose and schoolwide learner goals/graduate profile based upon high-quality standards, congruent with research and school practices, and aligned with district goals for students.
A1.2 Equity and Inclusion: The vision and purpose of the school reflect a belief that all students can learn and achieve.
A1.3 Development/Refinement of Vision and Purpose: There are effective processes in place to ensure the involvement of all stakeholders/educational partners in the development and periodic review and refinement of the vision and mission, and schoolwide learner goals/graduate profile.
A1.4 Communicating and Understanding Vision and Purpose and Schoolwide Learner Goals: There are effective processes for communicating with all stakeholders/educational partners to ensure the understanding of the vision, purpose, and schoolwide learner goals/graduate profile.
Insert text here
Criterion A2: Governance
Directions
- Evaluate the school’s effectiveness in addressing the Organization for Student Learning criteria and the supporting indicators.
- Explain or reference evidence that supports your succinct, narrative response.
- Explain how the governing board impacts student learning and well-being.
Criterion A2: Governance
The school’s purpose is aligned with governing board goals and policies and focused on student achievement and well-being through data-driven decisions to prepare students for college and career readiness.
A2.1 Relationship Between the Governing Board and the School: The school community has a clear understanding of the role of the governing board and how the governing board’s decisions, expectations, and initiatives guide the work at the school to improve the academic achievement and well-being of all students.
Insert text here
Criterion A3: Leadership for Learning
Directions
- Evaluate the school’s effectiveness in addressing the Organization for Student Learning criteria and the supporting indicators.
- Explain or reference evidence that supports your succinct, narrative response.
- Explain how leadership actions impact student learning and well-being.
Criterion A3: Leadership for Learning
The school leadership, faculty, staff, and parent/community collaborate, make decisions, and initiate actions that focus on all students’ needs and achievements. The result is accountability for implementing practices and programs, including providing services based on the school’s purpose, student needs, and the schoolwide action plan/SPSA goals aligned with the district LCAP.
A3.1 Broad-based and Collaborative: The school’s leadership, faculty, and staff a) assess data to determine student needs, b) determine and implement strategies and actions, and c) monitor results and impact on student learning to support continuous improvement.
A3.2 Leadership Role in Accountability: The school leadership and faculty demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability expectations for implementing practices, programs, actions, and services that support student learning.
A3.3 School Action Plan/SPSA Correlated to Student Learning: The schoolwide action plan/SPSA is directly correlated to and driven by the analysis of student achievement and other data and aligned with the LCAP.
Insert text here
Criterion A4: Qualified Staff and Professional Development
Directions
- Evaluate the school’s effectiveness in addressing the Organization for Student Learning criteria and the supporting indicators.
- Explain or reference evidence that supports your succinct, narrative response.
- Explain how leadership and staff actions impact student learning and well-being.
Criterion A4: Qualified Staff and Professional Development
Qualified staff and leadership facilitate the achievement of the student academic standards and the schoolwide learner goals/graduate profile through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.
A4.1 Qualifications, Preparation, and Supervision of Staff: The school understands district and school procedures to ensure that leadership and staff are qualified based on staff background and preparation. The school implements effective supervision and evaluation procedures to promote the professional growth of staff.
A4.2 Professional Learning and Impact on Student Learning: The school effectively supports professional development/learning and evaluates its effectiveness on teacher practices and student learning, with time, personnel, and resources to facilitate all students achieving the academic standards and college and career readiness expectations.
A4.3 Communication and Understanding of School Policies and Procedures: The school implements a clear system to communicate administrator and faculty written policies, procedures, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.
Insert text here
Criterion A5: Resources
Directions
- Evaluate the school’s effectiveness in addressing the Organization for Student Learning criteria and the supporting indicators.
- Explain or reference evidence that supports your succinct, narrative response.
- Explain how the distribution of resources impacts student learning and well-being.
Criterion A5: Resources
The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately by the legal intent of the program(s) and LCAP to support students in accomplishing the schoolwide student goals/graduate profile, academic standards, and college and career readiness expectations.
A5.1 Resource Allocation Decisions: School leadership and staff are involved in resource planning and allocation decisions aligned with student and personnel needs, and the goals of the schoolwide action plan/SPSA and the LCAP.
A5.2 Practices and Procedures: Transparent district and school procedures are in place to develop an annual budget, conduct audits, and follow quality accounting practices.
A5.3 Instructional Materials: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, instructional technology, manipulatives, and laboratory materials are effective.
A5.4 Facilities Conducive to Learning: The school’s facilities are safe, functional, well-maintained, and sufficient to support student achievement and the educational program(s) including the use of technology and digital learning.
Insert text here
ACS WASC Category A. Organization for Student Learning: Vision and Purpose, Governance, Leadership, Staff, and Resources Summary
Prioritize and list the strengths and growth areas for the criteria and indicators in this category based on the school’s identified major student learner needs.
Areas of Strength Areas of Growth
