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9/28 & 10/5 Group D: Activity 2 & 3 WASC Focus Area Progression

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Please complete this form as part of our data collection for this collaboration. Please ensure academically appropriate and complete responses as these responses will become part of our mid cycle report.

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Group D You only have 2 Focus Areas, next steps below: 

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Group D You only have 2 Focus Areas, next steps below: 

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As a team review each others padlet input. What consensus might the group have? As a group what links to evidence might demonstrate your groups claims?

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Response: I believe we have ( not progressed, have made some progress, great progress, strong progress) in this focus area because ____________________.

Some evidence/data that comes to mind to support my claim is: _____________________________

Links that support evidence:

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2.  Solicitation and use of student and parent feedback

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2.  Solicitation and use of student and parent feedback

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1. Which two topics did students perform best at? Which topic was the lowest performing? 

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1. Which two topics did students perform best at? Which topic was the lowest performing? 

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our solutions are impacting student performance

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because of the time we put into our focus group

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(No Progress, Some Progress, Good Progress, Great Progress, Strong Progress)

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(No Progress, Some Progress, Good Progress, Great Progress, Strong Progress)

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Response:

Evidence:

Link(s):

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We have done very well to implement in our classrooms, especially in our younger grades.

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We have done very well to implement in our classrooms, especially in our younger grades.

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I believe we have made strong progress in this focus area.  For instance, all stakeholders were repeatedly surveyed regarding distance learning.  Input from students and their families was gathered and taken into account when molding the framework for this semester's distance learning expectations/guidelines.

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I believe we have made strong progress in this focus area.  For instance, all stakeholders were repeatedly surveyed regarding distance learning.  Input from students and their families was gathered and taken into account when molding the framework for this semester's distance learning expectations/guidelines.

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students are more famililiar with protalk

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See all the wonderful things Gilbert Ramirez has made

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I believe that we have made some progress in this focus area because as course teams in the science department, CSA and CFAs are being made collectively at the site and district level. With this data, teachers are able to make curricular decisions for the content address the rest of the year as well as how long to focus on specific content for the upcoming school year.

Evidence to support the above comes from created CSA/CFA, curriculum maps, and course team minutes.

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All stakeholders are being surveyed about what they feel is the best approach to our current situation. These various climate surveys are being used to support decisions made on many different situations, including the methods of assessment and the timelines associated with student progress and attendance due to shifting situations and difficulties. Additionally, academy leadership and teachers frequently gather data from the students about their career paths and interests. Further, there are advisory board meetings where students, parents, and community members are invited to interact with the academy staff and leadership and help us plan future activities and grow.

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Response: Great Progress. The art department uses common assessments through Illuminate to collect assessment data. We regularly meet and discuss how to improve our curriculum to ensure the Visual Art standards are being met.
Evidence: Illuminate.
Link:

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Student feedback is provided in the form of reflections after assessments.  Parent outreach via email and phone calls happens frequently and across the math department.

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Student feedback is provided in the form of reflections after assessments.  Parent outreach via email and phone calls happens frequently and across the math department.

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I believe we have made some progress in this focus area because we were already working towards adjusting our curriculum maps in response to student struggles based on the feedback from various assessments. With this in mind, other forms of assessment and feedback have been implemented more frequently, especially during distance learning, such as EdPuzzle and Canvas quizzes in courses that may not have previously used these forms of assessment. We continue to look at the assessment data from Illuminate to be shared across sites within courses and for each major assessment, formative and summative, within our course teams.

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Works well in special education. It gives us an idea of the data as well as the way life is in the household. 

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Works well in special education. It gives us an idea of the data as well as the way life is in the household. 

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Our administration team has done a beautiful job of sending out surveys to parents and students for input and feedback about different situations we encounter through this pandemic. Currently, their inputs are valuable and helped us as a district to make the appropriate choices to best meet the needs of the students. For instance, protocol for checking out books/computers/hotspots for internet access, advisory class implemented (homeroom where students get feedback and current updates, parents get messages sent home and we use school messenger to keep them in the loop of current events.

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In collecting and analyzing common summative assessment data schoolwide within departments and course specific groupings. More can be done with giving more time for course specific teams to meet, co-plan, and analyze various forms of assessment data not just CSA's.

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I do not know the level of parent outreach and the application of student and parent data.  However, I do know that the majority of the concerns voiced by student and parents are not mirrored by the goals, aims, and programs provided by our district-wide leadership.

Evidence: The shitshow that is our college outreach on campus.

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The use of common CSAs and CFAs that are the same across the departments and being implemented district wide. Data is used to assess if the questions are asking for the skills per the standards that should be taught and the data also shows what standards our students are learning and where we as teachers need to go back and reteach.  it shows student comprehension. 

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The use of common CSAs and CFAs that are the same across the departments and being implemented district wide. Data is used to assess if the questions are asking for the skills per the standards that should be taught and the data also shows what standards our students are learning and where we as teachers need to go back and reteach.  it shows student comprehension. 

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we are starting to use illuminate district wide and over the last couple years we can see trends and potential equity gaps as it relates to serving our students and ensuring all students can be successful.

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Response: Through PowerSchool and Canvas, teachers can contact parents and students via emails and text messages/ phone calls. This makes reaching out to students and parents efficient and timely.

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I believe we have made great progress in this respect since data driven discussions have characterized schoolwide collaboration meetings as well as academy meetings.

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I believe we have made great progress in this respect since data driven discussions have characterized schoolwide collaboration meetings as well as academy meetings.

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Academy teachers reviewed attendance and academic data in SCJ to develop action plans for individual students as well as grade levels.
Departments discussed data from CSAs regularly, not only within subject area, but also across subjects for vertical integration.

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The use of various forms of surveys and questionnaires are frequently given to all stakeholders.

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Peter C: I believe we have made some progress in this focus area because we are being diligent with our CFAs and CSAs in the English Department, but need to spend more time evaluating data and allowing it to guide instruction.

Some evidence/data that comes to mind to support my claim is: Our site's 9th grade English department team had the highest submission rate for CFAs and CSAs in the district for the 2019-20 school year across almost every common assessment.

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Some improved progress. I think Distance Learning has helped students and possibly parents to become more active or self-advocating for themselves.

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I believe have made fair progress because There seems to be an increase in teachers following through with logging in their results into Illuminate. However, Illuminate still continues to be a very frustrating technology.

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Very well on student feedback, I feel we can expand on our teacher feedback.

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Very well on student feedback, I feel we can expand on our teacher feedback.

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We have made great progress. We collect data based on CSAs and reciprocate them to see where we need to improve in our instruction. However, towards the end of the pandemic, it was difficult to get an accurate reading for the remainder of the 2nd semester of 2020.

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Using CANVAS with google meets, office hours, announcements, emails  are great use of feedback, but don't think parents use it progressively.

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While we have common assessments in place and lots of data, we need to evaluate the quality of those assessments and decide if the data we have is meaningful.

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While we have common assessments in place and lots of data, we need to evaluate the quality of those assessments and decide if the data we have is meaningful.

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evidenced by a smooth start to the school year

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Increased use and communication with CSA/CFA but no application of data to future instruction

Some evidence for this is the wealth of information on illuminate/clever/ power school/canvas/etc. and how often we have used that information to guide instructional time consistently across the district.

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All stakeholders are participating more and sharing any feedback.  Having mean to communicate online, facilitates to process for many. 

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All stakeholders are participating more and sharing any feedback.  Having mean to communicate online, facilitates to process for many. 

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Some
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realjohnglenn
1m
Some
Increased use and communication with CSA/CFA but no application of data to future instruction

Some evidence for this is the wealth of information on illuminate/clever/ power school/canvas/etc. and how often we have used that information to guide instructional time consistently across the district.
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Focus Area 2 
2. Solicitation and use of student and parent feedback
Avatar of Gilbert Ramirez
Gilbert Ramirez
4d
2.  Solicitation and use of student and parent feedback
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(No Progress, Some Progress, Good Progress, Great Progress, Strong Progress)
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Gilbert Ramirez
1d
(No Progress, Some Progress, Good Progress, Great Progress, Strong Progress)
Response: 


Evidence: 


Link(s): 
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I believe we have made strong progress in this focus area. For instance, all stakeholders were repeatedly surveyed regarding distance learning. Input from students and their families was gathered and taken into account when molding the framework for this semester's distance learning expectations/guidelines.
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Anonymous
1m
I believe we have made strong progress in this focus area.  For instance, all stakeholders were repeatedly surveyed regarding distance learning.  Input from students and their families was gathered and taken into account when molding the framework for this semester's distance learning expectations/guidelines.
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Empty
Avatar of Frank Fuchs
Frank Fuchs
1m
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Good Progress
Avatar of Debra Cornick
Debra Cornick
1m
Good Progress
All stakeholders are being surveyed about what they feel is the best approach to our current situation. These various climate surveys are being used to support decisions made on many different situations, including the methods of assessment and the timelines associated with student progress and attendance due to shifting situations and difficulties.
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0
Student feedback is provided in the form of reflections after assessments. Parent outreach via email and phone calls happens frequently and across the math department.
Avatar of Frank Fuchs
Frank Fuchs
1m
Student feedback is provided in the form of reflections after assessments.  Parent outreach via email and phone calls happens frequently and across the math department.
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Works well in special education. It gives us an idea of the data as well as the way life is in the household.
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traylord
1m
Works well in special education. It gives us an idea of the data as well as the way life is in the household. 
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Great progress
Avatar of Raphael Farkouh
Raphael Farkouh
1m
Great progress
Our administration team has done a beautiful job of sending out surveys to parents and students for input and feedback about different situations we encounter through this pandemic. Currently, their inputs is valuable and 
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0
Not much progress
Avatar of realjohnglenn
realjohnglenn
1m
Not much progress
Here we 
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Gilbert Ramirez
23h
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Via e-mail, some parents have voiced concerns with student time in front of a computer screen.
Via google meet chat, I am in constant bidirectional communication with my students. One major, recent, pedagogy-influencing development in that area is that my students in all my periods have expressed a desire for me to start using Kahoot! as a review/energy-raising tool; I will revive this previously-used resource in my pedagogy.

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For Spanish Regular (non-native) we have assessments that guide our curriculum

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Students and families have means to contact teachers quickly via email or dropping in during office hrs. Teachers make phonecalls to parents regularly to inquire about student progress. Surveys and suggestions are distributed regularly for stakeholders to provide feedback.

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I feel we have been somewhat stagnate and then the question of how effective these common assessments are.  

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I feel we have been somewhat stagnate and then the question of how effective these common assessments are.  

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using surveys has been an effective

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SOME EVIDENCE THAT COMES TO MIND IS SIGN IN SHEETS FOR BACK TO SCHOOL NIGHT...LINKS, TEACHER VIDEOS...

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SOME EVIDENCE THAT COMES TO MIND IS SIGN IN SHEETS FOR BACK TO SCHOOL NIGHT...LINKS, TEACHER VIDEOS...

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evidenced by the collaboration in our content areas

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SSC- School site council meeting with a little bit of all stakeholders in the meeting

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SSC- School site council meeting with a little bit of all stakeholders in the meeting

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Also- surveys that are sent out to parents, students, teachers, and staff.

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I believe we have made some progress since we are using the date collected in Illuminate to analyze information and made any adjustment need it. 

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I believe we have made some progress since we are using the date collected in Illuminate to analyze information and made any adjustment need it. 

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HHS has made great strides in the utilization and implementation of student and parent feedback, especially in the areas of social/emotional growth and maintenance (i.e. the presence of the Wellness Center), language support for the parents via the Parent Center, and immediate responses to student surveys.  

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HHS has made great strides in the utilization and implementation of student and parent feedback, especially in the areas of social/emotional growth and maintenance (i.e. the presence of the Wellness Center), language support for the parents via the Parent Center, and immediate responses to student surveys.  

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collaboration and test analysis is increasing performaance

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Workshops provided through the parent liason to give parents information about specific departments. 

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Workshops provided through the parent liason to give parents information about specific departments. 

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Math had a workshop last school year, AVID had a few, etc.

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HHS has begun to improve in this area by using data as a powerful teaching tool by gathering data from formative assessments (i.e. teacher-made Google Forms, CANVAS Quizzes and tests, EdPuzzles, etc.) and summative assessments (i.e. Illuminate, CANVAS Test), and district-wide/state-wide diagnostic assessments (i.e. SBAC, Achieve3000, etc.).  All data that is accessible to the teachers and school leaders have and continue to aide in informal instructional decisions, and incorporating actionable assessment data such as school wide council, and student/parent surveys also assist in answering and addressing important questions about student learning and the learning environment (i.e. distance learning, teachers input.

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HHS has begun to improve in this area by using data as a powerful teaching tool by gathering data from formative assessments (i.e. teacher-made Google Forms, CANVAS Quizzes and tests, EdPuzzles, etc.) and summative assessments (i.e. Illuminate, CANVAS Test), and district-wide/state-wide diagnostic assessments (i.e. SBAC, Achieve3000, etc.).  All data that is accessible to the teachers and school leaders have and continue to aide in informal instructional decisions, and incorporating actionable assessment data such as school wide council, and student/parent surveys also assist in answering and addressing important questions about student learning and the learning environment (i.e. distance learning, teachers input.

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https://forms.gle/FLKckh5UPJEh5xAS7

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SOME EVIDENCE THAT COMES TO MIND IS THE ADVISORY CLASSES THAT PROVIDE STUDENT FEEDBACK, QUIZZES, CREATE ACCOUNTS, SCHOOL OR DISTRICT INFORMATION

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SOME EVIDENCE THAT COMES TO MIND IS THE ADVISORY CLASSES THAT PROVIDE STUDENT FEEDBACK, QUIZZES, CREATE ACCOUNTS, SCHOOL OR DISTRICT INFORMATION

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https://docs.google.com/spreadsheets/d/19NPwwemjC9t2gAV6swr6bYTc6SyQbGpFuXMoW9Ibt-I/edit?usp=sharing

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Virtual Back To School Night Presentation with Parent Center Resources 

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Virtual Back To School Night Presentation with Parent Center Resources 