C R I T I C A L A R E A S F O R F O L L O W - U P
F R O M
2 0 0 6 S E L F S T U D Y A N D 2 0 0 9 M I D - T E R M
P R O G R E S S V I S I T

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Western Association of Schools and Colleges
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One of SIX Regional accrediting associations which assesses the accreditation worthiness of schools and colleges in the U.S.
Why accreditation?
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Assures a school community that the school’s purposes are appropriate and being accomplished through a viable education program—i.e., a trustworthy institution for student learning
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Validates integrity of the school’s program and transcripts
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Fosters improvement of school’s programs and operations to support student learning

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This is (only) Tech High’s SECOND self study
Areas of critical follow-up are recommendations from the visitation committee
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They are valid and reliable to a point
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Sometimes they are not always grounded in reality
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Sometimes they are
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Our challenge is to reflect and dialogue
• Validate and celebrate what we have done
• Determine as a collective entity what (else) we can do
• Understand our limitations and constraints as a collective entity
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Accept reality and continue to move forward
• Sometimes it is what it is…

 Critical areas of focus and critical areas needing specific attention are follow-up and evolutions from the 2006 WASC Visitation AND the Mid-Term
Progress Visit
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2006 committee made specific recommendations which they intended to follow-up in 2009
2009 visit generated some responses to original recommendation along with a few additional areas in need of attention
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Again, some is valid and reliable to a point, some of it is what it is
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We will validate and celebrate where we’re at and what we’ve done, with what we have—right here and right now…

 The site administration and district need to collaborate to build a plan that will increase the stability of the teaching staff at Technology High
School.
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This will help to build and strengthen a professional environment characterized by high trust and contribute to the focus on continuous improvement processes that enhance student learning outcomes

 We must stem the tide of high turnover and build capacity for a formal teacher leadership structure and to advance and sustain a climate of stability, coherence, and cohesion…

 Technology High School leadership and stakeholders need to review their vision and mission statement in order to ensure that it is relevant, current, and clearly and accurately reflects what the school wants to accomplish for students and what students learn

At Technology High School, students, staff, parents and our community partners understand what it takes to foster successful lifelong learning. All
Technology High School community members have a voice and work together toward the development of the whole child; preserving their uniqueness while preparing them to be a productive, contributing member of our diverse society.
The community promotes high expectations for academic excellence through five tenets. Student achievement is accomplished through innovative, powerful project-based teaching and learning of the standards-based
integrated curriculum in a safe, caring small school environment.
Students are empowered to manage their learning through the use of
technology tools. Instruction is personalized and differentiated based on the learning styles of the student. Students are assessed using multiple measures which help guide staff in supporting student achievement.
Standards-aligned research-based instructional strategies are the focal point of the school’s professional development program.

 The Technology High School leadership and staff need to review the stated Expected School-Wide
Learning Results to ensure their relevance and linkage with the vision and mission of the school.
This process should include the analysis of student performance data as well as a broader base of stakeholder input.

 Essential Abilities were a deviation from Expected
School-Wide Learning Results (ESLRs)
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Although idealistic, this deviation was not in alignment with core principles of WASC in the scope and context of ESLRs
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Pandora’s box…
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If these are your essential abilities, how do you measure, monitor, and determine student success?

 There is need to put in place a process that will ensure student opportunity to acquire the learning experiences necessary to accomplish the Expected
School-Wide Learning Results and to clear define and accurately asses student progress toward achievement

 The site and district administration need to work together to develop and implement a long and short range fiscal plan that will facilitate the school’s ability to better meet the needs of students

 The district financial position is dire at best…
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This reality is beyond our control
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All we can do is to put forth the best we can, with what we have, where we are right now…
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The bottom line is we are trying to maintain a
“Cadillac” program on a “Pinto” budget

 The is a need for the Technology High School leadership to clearly develop and establish processes and procedures that focus on the analysis of student performance data utilizing this information to guide educational decisions and allocation of resources

 We as a staff have challenged ourselves to ask ansd answer TWO (2) questions (to and of ourselves):
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How do we know that students are learning?
What are we doing when we realize they are not learning?

 The Technology High School leadership and faculty need to address the issue of inconsistent application of Project-Based Learning across the curriculum

 There were some gaps and/or inconsistencies in implementation of Project-Based Learning activities across the curriculum
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PBL focus was simply Integrated Science
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What they were looking for is PBL across ALL disciplines
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For the most-part there IS PBL across ALL subject-area disciplines
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INCLUDING connected or interdisciplinary components as well

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There is a need for the school administration and site leadership team to review and revise the current Action
Plan in order to include the above school-wide critical areas of follow-up provided by the Visiting Committee
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The Action Plan should also be revised as needed to include the following (where necessary):
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Rationale statement
Link the goal to student learning
Expanded description of tasks included in achieving action plan
Review of persons responsible to ensure equitable distribution of responsibility and timelines
Specify growth targets in the assessment section of Action Plan
Designate benchmark indicators of progress towards growth targets, when appropriate in the assessment section of Action Plan

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Action Plan was too busy and there was some question as to whether (or not) the objectives were realistically attainable
Action Plan should be lofty and ambitious
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SMART goals
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Specific
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Measureable
Attainable
Realistic
Timely
It’s quite alright if we haven’t made the mark on our goals and objectives
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In fact, recognition that we have not (at times) makes the Action Plan analysis more authentic—valid and reliable

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Assessment plan for ESLRs
Fiscal plan
Data analysis plan to guide educational decisions
Action Plan

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Essential Abilities are now ESLRs
We cannot control the district’s budget situation
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Hence we will not go there
Teacher leadership
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Focused on benchmarks and Tier II (RTI) interventions
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Formative assessment for Algebra readiness
Criterion Online
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Benchmark for writing across all grade levels
ALEKS—Algebra I benchmark
Action Plan
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We will ALL walk that walk together as an entire school-wide community…

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Increase access of technology for all students
Increased academic support for struggling students
Maintenance of financial support of the school at former funding levels
Increase the gender and ethnic diversity of the school to reflect the diversity of the community

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Technology
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Computer lab
Wireless access points
Laptops for student use
Ongoing challenges reflective of budgetary realities
Academic supports for struggling students
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AVID 9 and AVID 10
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Equity and access to success for ALL students
Financial Support
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Again, we have no control of this one
Diversity
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AVID
We are striving for equity and access for all students who have the desire, determination, and motivation to succeed here at Tech High

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Draft document (Greg)
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Chapters 1-3 (School Profile, Performance Data, Progress)
Self study findings Committee Focus Groups
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Chapter 4
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Organization
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Curriculum
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Instruction
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Assessment and Accountability
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School Climate and Culture
School-Wide Action Plan (ALL)
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Chapter 5

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Draft document—end of September
School-wide survey—end of September
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Staff
Students
 stakeholders
Committee focus groups—October/ongoing
WASC Pre-Visit— Friday November 2 nd
Final Document—late January early February
Final Preparations—January-March
WASC Visit—April 15-17 (2013)

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Personal Integrity
Effective Communication
Critical Thinking
Citizenship and Global Responsibility
Reflective Learning

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198 Respondents
78% of parents –thank you 

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Freshman
Sophomore
Junior
Senior
25.3%
18.2%
31.3%
19.7%
50
36
62
39
 Multiple grade levels 5.6% 11

“Teachers and staff are responsive in addressing parental concerns related to student progress...”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
52.8%
25.1%
17.9%
1.5%
1.5%
1.0%
103
49
35
3
3
2

“…Tech High School is doing a good job preparing students for future college and career opportunities…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
70.7%
14.6%
13.1%
1.0%
.5%
0
140
29
26
2
1
0

“…The instructional program at Tech High is rigorous and aligned with California State
Standards…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
69.2%
18.8%
11.6%
0
.5%
0
137
37
23
0
1
0

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“…Homework assignments and Project-based learning tasks are relevant and meaningful for students…”
Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
66.2%
15.2%
15.7%
1.0%
1.5%
.5%
131
30
31
2
3
1

“…School counseling staff provides students adequate assistance with academic guidance and/or college and career planning…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
67.2%
15.4%
13.3%
1.5%
1.0%
1.5%
131
30
26
3
2
2

“…School leadership is supportive as it relates to responding to the academic and programmatic needs of students…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
58.5%
15.4%
20.0%
2.1%
3.1%
1.0
114
30
39
4
6
2

“…Tech High is a desirable school site because it is located on the SSU campus…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
67.5%
15.2%
14.2%
0
2.5%
.5%
133
30
28
0
5
1

“…I am satisfied with my child's overall learning experience at
Tech High…”
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Strongly Agree
Agree
Somewhat Agree
Somewhat Disagree
Disagree
Strongly Disagree
72.7%
11.6%
11.1%
1.5%
2.5%
1.5%
144
23
22
2
5
1

 If any of your responses were "disagree, somewhat disagree, or strongly disagree“ please take a moment to share why; as well, as your suggestions as to how we may improve

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Speak your truth, keep it real (personal, local, immediate)
Keep an open mind
When necessary, allow yourself to feel some level of discomfort
But, remain engaged
Do not take or direct things personally
We all have a valuable role in this process
If necessary, accept non-closure

“…Please offer more relevant technology classes.
Computer sciences comes to mind. Classes on engineering are good, but teach them about manufacturing and assembly processes as well…”

“…I have concerns regarding the ability to keep evolved in my students progress. Teachers who do not grade or review tests in a timely manner or do not post grades are not providing an environment for students to thrive and succeed. Teachers need to provide this information so parents can stay involved academically…”

“…Although I am very satisfied with the Tech High experience for my child I continue to feel that the
English/Language Arts instruction has been the weak link for the past three years…”

“…While I support the sports program, I do not feel that the entry requirements should have been lowered to fill the sporting needs. Tech High seems to hold a high regard with colleges and the fact that the entry level requirements have been lowered so that we can support sports teams seems contradictory to the values the Tech High has promoted in years past…”

“…I've seen a gradual shift in what is important at
Tech High. Sports, while a great addition seem to be trumping the reason students originally wanted to attend Tech High. In the past few years, we feel the overall "feel" of the school has changed and it doesn't feel like the same, small school, college bound supportive community it once was. While once feeling like the teachers, administrators and parents were once a working team for each student, that does not seem to be the feeling we get anymore…”

“…It seems that this school is only happy with positive feedback regarding my child, and if I give feedback that is useful for the growth of the school and my child it is disregarded or held against my child…”

“…I would appreciate if the progress reports had actual progress for all classes. Previous progress reports had
"Passing" or other vague terms because the…teacher was not current on grading…”

“…online grades would be a great way for parents to stay notified of their students current academic status…”

“…I've sent maybe three e-mails to teachers/admin that contained my concerns since we started. I didn't receive responses to any of those three. I've drawn the conclusion that it is considered acceptable to avoid parent feedback if it is not favorable. A simple "I got it" would have been a sufficient response for any of my emails…”

“…Please tone down the hype and favoritism to sports participants. Letting them leave class early promotes the idea that sports are important and academics are not. Please let our bright kids know they are valued for their minds as well!!!”

 Thoughts or reactions to the survey results
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In general (???)
Specific (???)
 What are your thoughts or reactions to the student responses?
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In general (???)
Specific (???)

 What are your thoughts about what we do well here at Tech High?
 What are your thoughts about some of the things we could improve upon here at Tech High?
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What changes do you think we need to make in order for the learning experience more powerful and meaningful for you?

 We will begin looking at the specific components of the Self Study in terms of our dialogue…
 October 8 th Organization:
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Vision and Purpose
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Governance
Leadership and Staff
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Resources