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Category B: Standards-based Student Learning: Curriculum
Analysis must show distinctions that appear across the range of students (grade level, diverse
background, and abilities) and the variety of programs offered at the school.
Examples include:
 Online instruction approaches (school site or off site, integrated within other programs
and/or offered separately)
 Specialized programs such as IB Diploma Program, college/career readiness programs,
school/college partnerships, AVID, and independent study programs.
 Note: In some areas additional prompts have been inserted to emphasize the analysis related to
online instruction.
B1. Curriculum Criterion
All students participate in a rigorous, relevant, and coherent standards-based curriculum that
supports the achievement of the academic standards and the schoolwide learner outcomes. Through
standards-based learning (what is taught and how it is taught), these are accomplished.
Indicators with Prompts
Current Educational Research and Thinking
The school provides examples that document the effective use of current educational
research related to the curricular areas in order to maintain a viable, meaningful instructional
program for students.
Indicator:
Prompt: Comment on the effective use of current educational research related to the curricular areas
to maintain a viable, meaningful instructional program for students. Examine the effectiveness of
how the school staff stay current and relevant and revise the curriculum appropriately within the
curricular review cycle.
Findings
Supporting Evidence
Lincoln demonstrates the use of current educational research
to support the curricula offered to students through
commitment to professional learning and research-based
instructional practices, use of data to inform curricular
decisions, and the use of a school climate instrument.
Professional Learning Communities (PLCs) have been
organized according to the Reflective Thinking Cycle
(2002, 2006) described by Dr. Carol Rodgers—offering
teachers structured discourse that encourages greater
student learning.
Many teachers have attended professional conferences,
allowing them to update their skills and knowledge base,
0
Planning notes from the
Professional Development
Committee, monthly PLC
facilitator sign-ins, PLC agenda
notes, and PLC journals
maintained by all PLC
members.
Records of conference
< School Name> WASC/CDE Self-Study Report
such as the following:
attendance
oTwelve educators attended the AVID Summer Institute,
emerging with a stronger sense of how the AVID
curriculum and strategies can help prepare students for
college readiness. These teachers are already
modeling strategies they learned in the PLCs, such as
writing to learn and reflection.
AVID practices implemented in
the AVID elective classrooms
and AVID content classrooms;
administrative observations,
yearly certification process
records and certification
documents
AVID weekly team meeting
sign-ins and agendas; AVID
PDs give to the whole faculty
oMany AP teachers attended the AP Boost workshops and
brought back curricular suggestions to share with their
department members.
oAs the district prepares to make the switch to the
Common Core State Standards, teachers received
training in five modules explaining the nature and
purpose of the three instructional shifts and content
within the Common Core State Standards trainings to
allow them to integrate the necessary curricular shifts.
Materials/reflections brought
back from trainings
District training modules (1-4),
ELA and Geometry curricula
workshops, agendas and signins, Common Core trainings in
summer 2013 (Learning Zone
class history)
oThe ELD and LTEL teachers have attended advanced
District training agendas (four
trainings to help guide their curricular decision-making
ELD modules), sign-ins,
with their students.
CELDT awareness meetings
with ELL students and ELA
teachers, questionnaire given to
all CELDT students, Principal’s
Institute Summer 2012
(Learning Zone class history)
Teachers share best practices in department, SLC, and
PLC meetings.
Several members of our science department are mentor
teachers in the Los Angeles Urban Teacher Residence
program. Part of their work includes monthly meetings
with the intern and the LAUTR staff developers. Lincoln
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Department, SLC, and PLC
agendas
LAUTR agendas, sharing of
research projects during Annual
Lincoln Summer Institutes,
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teachers are exposed to new strategies and research.
sign-ins and agendas
More content area teachers are embracing literacy
strategies as a way to improve students’ grasp of content
as well as giving students additional literacy opportunities.
Math journals, science
notebooks with reflection
included
Dr. John Robinson, Lincoln’s Title III Access to Core
Coach, meets regularly to share research-based strategies
and support teachers as they implement these strategies.
Dr. Robinson’s training agendas
and sign-ins, LTEL workshops
in summer and fall 2013
(Learning Zone class history)
Teachers use the MyData and COREK12 data platforms
to analyze current and past student performance on district
and state assessments. This information is used to shape
future curricular choices.
PDs on MyData, sign-ins and
agendas, Department meeting
agendas
Teachers have examined CST and CAHSEE data in
interdisciplinary teams in order to guide curricular
decision-making.
SLC agendas and sign-ins
Lincoln participated in a study by the Alliance for the
Study of School Climate. The results of their School
Climate Assessment Instrument were presented to the
faculty and began to be implanted in professional
development.
The ASSC SCAI report
(3/5/2013)
Agendas from faculty meeting
and subsequent training in April
2013 and sign-ins
Academic Standards for Each Area
Indicator: The school has defined academic standards for each subject area, course, and/or program
and, where applicable, expectations within the courses that meet the UC “a-g” requirements.
Evaluate to what extent there are defined academic standards for each subject area, course,
and/or program (e.g., college/career) that meet state or national/international standards and, where
applicable, expectations within courses that meet the UC “a-g” requirements?
Prompt:
Findings
Supporting Evidence
Lessons are standards-based for A-G requirements; course
syllabi are based on standards. Fellow teachers and
administrators observe lessons taught and how the lesson is
aligned with standards. Periodic Assessments are standards
based. However, Periodic Assessments are in transition in
order to align with CCS. The English and Math Departments
Syllabi, teacher observation
by admin and peers, English
Dept meetings based on
agendas and observation,
agendas from Dr. Robinson’s
Common Core Standards and
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have used the PA to plan curriculum based on students’ needs. sign in sheets, PD agendas and
Intervention classes are aligned to state standards and
attendance, PLC topics. ELL
Common Core Standards. Teachers have had training in
PD agendas and sign in sheets
transitioning to Common Core standards and English Dept is
also working in grade level groups to transition to CCS as we
teach required texts. AVID is also standards based and
provides a means for students to access state standards and
CCS. APEX classes are also aligned with standards as well as
the new LTEL classes. The new ELL Master Plan is also
aligned with State Standards as well as the CCS.
Evaluate the extent to which the online curriculum/courses
consistently meet state academic standards. Determine if there is effective integration of outsourced
curriculum into the program.
Additional Online Instruction Prompts:
Findings
Supporting Evidence
Congruence
There is congruence between the actual concepts and skills taught, the academic standards
and the schoolwide learner outcomes.
Indicator:
Evaluate the extent to which there is congruence between the actual concepts and skills
taught, the academic standards, and the schoolwide learner outcomes.
Prompt:
Findings
Supporting Evidence
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< School Name> WASC/CDE Self-Study Report
Student Work — Engagement in Learning
The school’s examination of representative samples of student work and snapshots of
student engagement in learning demonstrate the implementation of a standards-based curriculum and
the schoolwide learner outcomes.
Indicator:
Evaluate to what extent the examination of representative samples of student work and
snapshots of student engagement in learning demonstrate the implementation of a standards-based
curriculum and the addressing of the schoolwide learner outcomes.
Prompt:
Findings
Supporting Evidence
Each teacher creates curriculum, grading rubrics, and assessments
that are developed to meet the standards-based requirements.
Through My Data and PLCs, teachers are able to revisit and better
analyze the results of lessons to help shape future classroom
instruction. There are also district instructional guides for English
and common pacing plans for Math and Science. Students in core
subjects own their work and evaluate their learning through
reviewing their binders and portfolios.
See pacing guides in WASC
evidence binders
Use of My Data and various PLC
planning folders to examine
student assessments
See student led conference
evaluation sheets in WASC
evidence binders
See Senior Portfolio guidelines
In process of project based
learning through our PLCs
Student samples are posted
with corrections and
comments in classrooms
Accessibility of All Students to Curriculum
A rigorous, relevant, and coherent curriculum to all students is accessible to all students
through all courses/programs offered. The school examines the demographics and situation of
students throughout the class offerings. The school’s instructional practices and other activities
facilitate access and success for special needs students.
Indicator:
Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all
programs. How do school staff define rigor, relevance, and coherence? To what extent do the
instructional practices of teachers and other activities facilitate access and success for special needs
students?
Prompt:
Findings
Supporting Evidence
All of Lincoln High School’s small learning communities provide a
rigorous standards-based curriculum. Lincoln High School has
highly qualified teachers that provide highly effective first teaching
of core content. There is also plenty of differention and intervention
to support all learners. Teachers collaborate in content departments
and small learning communities to implement commonly designed
lessons, pacing plans, and common assessments to improve student
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
Standards-based lesson
plans

CAHSEE scores

CST scores

Periodic assessment scores
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achievement. Lincoln High School utilizes the LAUSD instructional
guides and designed lessons for English, history and social science,
mathematics, and science. The teachers at Lincoln build on the
content knowledge that students have acquired in middle school,
continuing to utilize the articulated curriculum and effective
teaching strategies used in feeder schools to engage all students,
especially English language learners, standard English learners, and
students with disabilities. The use of graphic organizers,
instructional conversations, development of academic vocabulary,
and cooperative learning are the main strategies used by teachers at
Lincoln. These strategies assist teachers in providing differentiated
instruction to address the needs of all learners, those at risk and
those who require enrichment.Culturally relevant and responsive
education is embedded within LAUSD instructional guides and
lessons. In addition, each small learning community uses thematic
interdisciplinary lessons and units tied to their areas of interest,
featuring pedagogy that recognizes student learning modalities and
the cultural and linguistic needs of the students. Students are
supported and encouraged to take rigorous classes, challenging and
preparing themselves for post-secondary education and careers. Any
student who wishes the opportunity to take advanced classes is given
equal opportunity and access. Support is given to Lincoln’s special
needs population. These students are supported in their least
restrictive environments through co-teaching in core classes for
resource students, and in special day classes for those students who
need assistance that is more focused.Special day classes are small
and staffed by highly qualified teachers and assistants. With the
exception of the community based instruction (CBI) students who
receive an 4-9 alternate curriculum, all students with disabilities
receive instruction in the core curriculum and are held to the same
standards as students in the regular program.

Records from department
meetings

Records from small
learning community
meetings
•Classroom observations
•Professional development
calendar
•After-school tutoring
programs and interventions
Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have access to
courses that meet the UC “a-g” requirements, including lab courses.
Findings
Supporting Evidence
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Integration Among Disciplines
There is integration among disciplines at the school and where applicable, integration of
outsourced curriculum into the program so that curricular integrity, reliability, and security are
maintained.
Indicator:
Evaluate to what extent is there integration among disciplines and where applicable,
integration of outsourced curriculum into the program so that curricular integrity, reliability, and
security are maintained.
Prompt:
Findings
Supporting Evidence
At Abraham Lincoln High School, a cross-curricular
integration program does not exist. Although there have been
isolated instances where an English and history teacher may
have put such an integrated lesson together, an established
norm for such lesson planning does not exist. Still, there have
been numerous cross-curricular integrated lessons involving
some science and math teachers. For example, science
students will employ the Cartesian graph (plane) to help
visualize “Time and Position” relationships. Teachers have
noted how such integrated lessons bring math and science to
life. Yet, although there are benefits to having such an
integrated lessons, an established norm for such planning does
not exist.
Curricular Development, Evaluation, and Revisions
The school assesses its curriculum review and evaluation processes for each program area,
including graduation requirements, credits, grading policies, and homework policy, to ensure student
needs are met through a challenging, coherent, and relevant curriculum. This includes the degree to
which there is involvement of key stakeholders (governing board members, teachers, parents, and
students).
Indicator:
Comment on the effectiveness of the school’s curriculum review, evaluation, and review
processes to ensure student needs are being met through the curriculum; include the extent to which
there is involvement of key stakeholders.
Prompt:
Findings
Supporting Evidence
The curriculum of Lincoln HS is both challenging and relevant.
Classes such as AP World History, AP Biology, AP Calculus, etc.
are set up to make students familiar with college studies and lecture
(curriculum). To support students in difficult classes such as these,
Lincoln HS gives students the opportunity to receive the required
help they need (and in earning the required credits). For example,
for AP Biology students are able to sign up for APR ( Advanced
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Placement Readiness) at UCLA or tutoring programs which occur
on Thursdays after school for all subjects. There are other programs
as well to assist students in their curriculum, such as online Lincoln
and LAUSD classes, which can be found on the Lincoln HS
website.
To meet students’ needs, Lincoln HS governing board has set up a
method of a tutorial session for teachers. This way, the teachers will
receive advise from other teachers (or possibly students; undecided)
to improve their methods of teaching and to have more students
reach their [curriculum] needs.
Parents have the ability to assist their child(s) curriculum. They are
able to attend Back-to-School Nights, Parent Conferences, etc.
where they will have the opportunity to ask questions and know
what the student needs to improve or if the student is doing fine.
Lincoln HS also gives option of calling the school when parents
have any questions about their child(s) grade when given the child(s)
report card (the phone number is given on the report card).
Lincoln HS goal of grading policies is to improve every students’
grade to at least passing and go to college. For senior students,
Lincoln HS has a ‘senior page’ to notify students of what is needed
to graduate, tips on the format of a Resume, etc. There is also a
College and Career Center (gives scholarship info, field trips to
colleges, etc.) which can also be found on the Lincoln website. As
for homework policies, Lincoln HS expects the best quality
homework students give and to be turned in on time. If students
need assistance on their homework for class, they are able to ask for
assistance from either their teachers or the Tutoring programs stated
above.
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< School Name> WASC/CDE Self-Study Report
Policies — Rigorous, Relevant, Coherent Curriculum
The school assesses the curriculum and its rigor, relevancy and coherency after
examination of policies regarding course completion, credits, grading policies, homework, etc.
Indicator:
Determine the extent to which key stakeholders are involved in the selection and evaluation
of the curriculum to ensure it matches the school’s mission and schoolwide learner outcomes.
Particularly evaluate the strategies used to solicit teacher input into the design of the curriculum
and the use of technology within the curriculum.
Prompt:
Findings
Supporting Evidence
Determine the effectiveness of the school for outsourced
curriculum to maintain curricular integrity, reliability, and security.
Additional Online Instruction Prompt:
Findings
Supporting Evidence
Articulation and Follow-up Studies
The school articulates regularly with feeder schools and local colleges and universities.
The school uses follow-up studies of graduates and others to learn about the effectiveness of the
curricular program.
Indicator:
Share examples of articulation with feeder schools and local colleges and universities,
including comments on the regularity of their occurrence. What has been revealed through the
follow-up studies of graduates and others regarding the effectiveness of the curricular program?
Prompt:
Findings
Supporting Evidence
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< School Name> WASC/CDE Self-Study Report
Conclusions
Prompt:
Comment on the degree to which this criterion is being addressed.
Findings
Supporting Evidence
Comment on the degree to which this criterion impacts the school’s to address one or more
of the identified critical learner needs.
Prompt:
Findings
Supporting Evidence
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< School Name> WASC/CDE Self-Study Report
B2. Curriculum Criterion
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.
Indicators with Prompts
Variety of Programs — Full Range of Choices
All students are able to make appropriate choices and pursue a full range of realistic
college/career and/or other educational options. The school provides for career exploration,
preparation for postsecondary education, and pre-technical training for all students.
Indicator:
How effective are the processes to allow all students to make appropriate choices and
pursue a full range of realistic college/career and/or other educational options? Discuss how the
school ensures effective opportunities for career exploration, preparation for postsecondary
education, and pre-technical training for all students.
Prompt:
Findings
Supporting Evidence
Equal access to school curriculum, it seems to me, is best
exemplified by the number of students taking Advanced
Placement courses. There are many students in the AP
program with apparently limited skills who in different
circumstances may be disqualified from taking these courses.
However, the fact that they are given the opportunity to
challenge themselves is a reflection of the school’s effort l to
make these courses accessible to a large number of students.
Lincoln has a well established AVID program with a well
trained and nurturing group of teachers. This program
attempts to give students who have great academic potential
but that lack the motivation and or the skills the support and
the resources they need to succeed by both graduating from
high school and pursue a college education.
Lincoln’s Special Education Program attempts to mainstream
the largest possible number of students not only because of
compliance, but also as matter of school policy. The same
argument can be made for the ELD students.
College and Career Counselor –
Ms. Giron.
AVID Program Coordinator –
Mr. Nava.
English Language
Development Coordinator
Student-Parent-Staff Collaboration
Parents, students, and staff collaborate in developing and monitoring a student’s personal
learning plan, based upon a student's learning style and college/career, and/or other educational
Indicator:
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goals. (This includes the evaluation of whether online instruction matches the student’s learning
style.)
Evaluate to what extent parents, students, and staff collaborate in developing and
monitoring a student’s personal learning plan, based upon a student's learning style and
college/career and/or other educational goals
Prompt:
Findings
Supporting Evidence
Students, through AVID elective classes, learn their learning styles
and become active learners and advocates for their own learning
styles.
IGP Log In Sheets (Counselors)
Students, parents, and guidance counselors meet twice a year to
work on the student’s Individual Graduation Plan (IGP). These
meetings are utilized to review the student academic progress, A-G
Requirements, CAHSEE, CST, AP tests and college/career surveys.
Counselors/Parent Meetings
PD Attendance Records
(Parent Center / Counselors)
IEP Meetings
Parent Meetings
In addition, SpEd students work with IEP teachers and parents to
collaborate on the achievement of the students
learning/behavior/college/career goals in their yearly IEP review.
Teachers and parents are invited to attend different PDs offered by
the district. Teachers attend AP seminars to learn changes in
curricula, new strategies and to collaborate on shared lesson plans.
Lincoln students have attended AP Readiness Workshops at UCLA.
ELD students receive specialized curriculum during their ELD
classes. If students need additional help in developing their
phonemic awareness, they are enrolled in a System 44 class.
Parents are invited to attend Back to School Night as well as
Parent/Teacher Conference Nights. During these events, parents,
teachers and students collaborate to establish classroom rules,
behavior and curriculum goals and monitor student progress.
Teachers communicate with Comm. Reps. to arrange parent
meetings to discuss student’s academic progress, behavior, and/or
expectations.
The parent center main objective at Lincoln High School is to
empower parents to become better parents and educators and learn
how their students learn best. The parent center offers work shops
where they learn how to motivate and help their students. They
support teachers by making contact with parents concerning
academic progress and behavior. They also support parents in
dealing with teachers by interpreting and setting up conferences with
teachers/ administrators/ counselors.
The parent center- through the Community Reps.- serves as a
communication link between school and community. The Parent
Center is an essential component in increasing our
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Community Representatives
(One is assigned for each small
learning community. They are
liaisons between school, teachers,
parents and community.)
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student/parent/teacher/school communication.
Monitoring/Changing Student Plans
The school implements processes for monitoring and making appropriate changes in
students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.
Indicator:
Evaluate the effectiveness of the ways the school ensures that processes are utilized for
monitoring and making appropriate changes in students' personal learning plans (e.g., classes and
programs).
Prompt:
Findings
Supporting Evidence
Counselors make regular contacts with students to make them aware
of their progress in meeting graduation requirements. Meetings are
also held with each grade level through advisory class.
ADV meetings with individuals
and groups
Teachers may make COST referrals to the Student Study Team to
evaluate any student that may need a support program such as
Healthy Start or a referral for medical services.
SST meets bi-weekly
Spec Ed gatekeeper monitors IEP meetings
CELDT testing monitors students' English language development.
Students are reprogrammed as proficiency develops. Long-term
English learners also receive intervention via the English 3D
program among others
AVID elective classes monitor student academic progress; students
set and revise their own academic goals
Data from teacher evaluations help determine placement
Title III Coach, EL Coordinator, and SpEd Coordinator monitor
student progress and provide the best instructional program to
students and their needs. Data is an important component in student
placement. We provide additional academic support for LTELs
(Long Term English Learners) based on their CST/CELDT/ELA
final grade. These students are placed in Language and Literacy
Class and/or Advanced ELD.
ELD students are monitored by the EL Coordinator through their
ELD portfolios.
SpEd students are provided the additional academic support as per
their IEPs.
Gifted as well all other students are provided the opportunities to
take advanced placement courses.
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Annual review of any student
with an IEP
STAR reading level testing,
teacher-created evaluations
annual CELDT testing
< School Name> WASC/CDE Self-Study Report
Department chairs supervise the schedule of classes. Department
chair visit their peers in a non-evaluative form. They do classroom
observations to provide additional support to their department
members.
Post High School Transitions
The school implements strategies and programs to facilitate transitions to post high school
options and regularly evaluates their effectiveness.
Indicator:
Evaluate the effectiveness of the strategies and programs to facilitate transitions to post
high school options.
Prompt:
Findings
Supporting Evidence
LHS has a coordinated program to facilitate application to and
acceptance from all types of post-graduate educational settings. We
regularly host local schools for recruitment visits. Since LHS is a
Title I Provision 2 school, students receive fee waivers for SAT and
ACT, and are responsible for only $5 per AP test that they take.
Students visit local colleges during several field trips. Some of our
students are involved in Upward Bound, which prepares them for
the rigors of college and dorm life.
1. All seniors participate in
Career Cruising and Interest
Inventory to steer them to
appropriate college or other postgrad programs.
The Lincoln High school staff works hard to provide
programs and strategies that will help students decide which
path to take post high school. The guidance counselors
immediately begin meeting and working with incoming
students in order to make an individualized graduation plan
based on the student goals. The students have many
opportunities to meet one on one with their counselors so that
they can discuss and review the progress they’ve made and to
make adjustments when they seem necessary. The school also
has a career and college counselor whom helps provide
students with essential information while deciding what path
to take. The career and college counselor assists with filling
out applications to post high school institutions, reminds
students of deadlines for testing, and organizes workshops for
students and parents. The impact that the counselors have had
is evidenced by the increase in percentage of students
choosing to attend college. The school also provides programs
such as AVID, Upward Bound, Magnet and AP classes to help
students stay on track and excel with plenty of resources at
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2. College recruitment: we host
regular visite from UCLA, USC,
Cal, CSUN, Mt. St. Mary's,
ELAC, GCC, and other local
schools.
3. LHS hosts a college fair in the
Spring sponsored by InnerCity
Struggle
4. AVID takes 9th and 10th
grade students to visit college
campuses.
5. Cash for College financial aid
workshop annually.
6. TELACU Talent Search
identifies college aspirational
students.
7. Senior Spring Survey:
identifies students not eligible for
2 or 4 year college and facilitates
post-graduate vocational school.
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their fingertips. These programs also offer opportunities such
as college campus visits, meeting with college representatives,
and workshops.
Conclusions
Prompt:
Comment on the degree to which this criterion is being addressed.
Findings
Supporting Evidence
Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Prompt:
Findings
Supporting Evidence
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< School Name> WASC/CDE Self-Study Report
B3. Curriculum Criterion
Upon completion of the high school program, students have met all the requirements of graduation.
Indicators with Prompts
Real World Applications — Curriculum
All students have access to real world applications of their educational interests in
relationship to a rigorous, standards-based curriculum.
Indicator:
Evaluate ways the school ensures that all students have access to real world applications of
their educational interests in relationship to a rigorous, standards-based curriculum.
Prompt:
Findings
Supporting Evidence
Most students have access to some kind of real world
applications and there are a variety of teachers that incorporate
real world connections and problem solving into their
curriculum. Advisories also allow student time to discuss real
world connections and work on things like resumes, career
paths, college majors, stress management, community
building. There are also service learning requirements upon
graduation that is implemented throughout high school in
various classes. We are working towards implementing career
pathways where students take certain themes electives like
Robotics, Engineering, and CAD mechanics, Computer
Graphics and Graphic Design.
Lesson plans in WASC evidence
binders (MATH Building House)
Advisory folders and senior
portfolios
Service Learning
documents/forms. See 12 grade
social science teachers and
counselors
See master schedule
Meeting Graduation Requirements
The school implements academic support programs to ensure students are meeting all
requirements, including the CAHSEE.
Indicator:
Comment on the effectiveness of the academic support programs to ensure students are
meeting all requirements, including the CAHSEE.
Prompt:
Findings
Supporting Evidence
CAHSEE intervention classes held during school hours for
students deemed at risk of not passing based on CST scores.
Advisory classes engage in CAHSEE reviews and prep.
per LAUSD
Measuring Up and other review
books.
Online classes for credit recovery.
Adult School
APEX (LAUSD online classes)
Support for seniors/other CAHSEE repeaters
Some classes meet on campus.
Classes also held weekends and
Saturdays
Individual tutoring
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Counselor visits to advisories and on-going efforts to inform
students of graduation progress and credits earned
CAHSEE boot camp (Saturdays)
After/before school in core
subjects
Conclusions
Prompt:
Comment on the degree to which this criterion is being addressed.
Findings
Supporting Evidence
Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Prompt:
Findings
Supporting Evidence
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< School Name> WASC/CDE Self-Study Report
WASC Category B. Standards-based Student Learning: Curriculum:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being
addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
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