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Are all the teachers prepared to answer all the interview questions that might be asked by the WASC Committee?

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So none of us will be questioned individually?  But as a group, correct?  Thank heavens.

Will we be able to have a copy of the summary with us to look at?

Are we supposed to "sell ourselves" - right now we are making the school look bad.

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Will we be questioned only on what we have worked on? i.e. I did B1.5 section
Will I be questioned on that section I did? 

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Will we be questioned only on what we have worked on? i.e. I did B1.5 section
Will I be questioned on that section I did? 

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How can we better prepare ourselves for this exciting interview?

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1. Alternate ALT and ART meetings
2. Are staff compensated for attending these meetings?
3. Can the 2:15-2:55 Collaboration time be utilized for ART meetings?

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Meeting was on Friday schedule but needed to cancel due to other more critical meeting (WASC???)

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Agenda items are not always covered during a meeting since meeting focus can become too focused on a couple of items, leaving several other items behind. So what can we do to cover all items?

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Tom mentioned sub-committee meetings i.e. Attendance Committee in addition to ALT/ART meetings

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Consistent scheduling is highly recommended. Perhaps, a yearlong plan?

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Many teachers have MA in Deaf Education so we are trained in strategies and materials designed for deaf children.

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Not enough that mentor know Deaf Ed and sign - staff must have confidence in that person.

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Some staff had very positive experience with hearing mentor - get Olivia's feeback.

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Use CART services for the actual interview committee.

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Based on the interviews, and some of the responses, is it a good idea to then revise the WASC report to show some of the concrete steps/ideas we are suggesting?  Is there a final version as opposed to only the self-study?

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Where is the spiraling chronicled? I have not had the same experience as Au mentioned about coordination of curriculum among school levels.

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technology has helped (google documents and calendar) has helped us work more collaboratively

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Noting the Positive Practices as well as Areas of Need

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Noting the Positive Practices as well as Areas of Need

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The discussion about formative assessments, exit passes, and accommodating different student needs was a nice way to show the strengths of the school. Same with the ASL department/assessment discussion.

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Teachers have identified students who need RTI - these students will receive additional ASL instructions. The same RTI procedure has started for students who need extra instructions in Reading.

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A lot can be said of the expertise of our teacher, worthy of mention here is the learning students gain from peer interaction   

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A lot can be said of the expertise of our teacher, worthy of mention here is the learning students gain from peer interaction   