School Improvement

For over five decades, the Western Association of Schools and Colleges has played a vital role in assisting schools with school improvement. There are two primary functions in our operation: one is to provide quality assurance, we have specific criteria that schools have to meet in order to be accredited. Second, and more important for us, is whether or not a school is adding value to the experience of children and do they really engage in an improvement process. The WASC process provides the foundation for a culture of clear understanding of a school's purpose and schoolwide student goals and for the analysis of achievement and actions to improve learning.

WASC accreditation is a powerful process for school improvement and student success. Internalizing WASC accreditation is synonymous with ongoing school improvement and meaningful change, thereby providing the underpinning for the effective functioning of a school.

• WASC Accreditation Principles: Supporting and Sustaining All School Improvement Initiatives,
  Marilyn S. George, Associate Executive Director, Accrediting Commission for Schools, WASC, WASC Words 2009.

Schoolwide Action Plan

The accreditation process is a perpetual cycle of assessment, planning, implementing, monitoring, and reassessment (self-study, visit, and follow-up). During the year prior to the visit, a school clarifies or redefines its expected student learner outcomes (expected schoolwide learning results) and begins the formal self-study process that assesses the actual student program with respect to the criteria. The self-study process culminates in the development of a three- to five-year schoolwide action plan.

Sample Action Plan

WASC Six-Year Cycle for Schools

• Past Cycle — Year Six:  Completion of Self-Study, Visit, Refinement of the Schoolwide Action Plan after the visit
• New Cycle:
  • Year One:  Profile Update, Progress Report, Refinement of the Schoolwide Action Plan
  • Year Two:  Profile Update, Progress Report, Refinement of the Schoolwide Action Plan
  • Year Three:  Profile Update, Midterm Progress Report and One-Day Review), Refinement of the Schoolwide Action Plan
  • Year Four:  Profile Update, Progress Report, Refinement of the Schoolwide Action Plan
  • Year Five:   Review of all Profile Data, Progress Report, Progress and Program Analysis (beginning of next Self-Study), revision of the Schoolwide Action Plan
  • Year Six:  Completion of Self-Study, including refinement of Schoolwide Action Plan, visit by WASC Team, revision of the Schoolwide Action Plan after the visit

Subsequent to the visit, the school refines and implements the action plan. The Leadership Team coordinates this implementation, annual review of progress, and the refinement of the "next steps" of the action plan in meeting the goals. All the follow-up is done with respect to evidence that students are accomplishing the established schoolwide learner outcomes.

	WASC Focus on Learning Action Plans (Private Schools)
	WASC Action Plan Layout WASC/FOL Suggested Action Plan Components Include the following components in each section of the Action Plan: Statement of area for improvement (goal) Rationale for area based on self-study findings One or more schoolwide learner outcomes addressed Ways of assessing progress, including student achievement of the learning results (and curricular standards) Specific steps, including professional development Timeline (month, year) Responsible (designate by asterisk) and involved person(s) Resources Means to monitor and report progress to all members
	WASC/CDE Focus on Learning Action Plan Format   (California Public Schools)
	WASC Action Plan Layout The components of the Single Plan for Student Achievement and the components of the Focus on Learning action plan are in harmony. The components are identical in concept; the specific actions of the Single Plan for Student Achievement are expressed in more detail. The incorporation of the WASC critical areas for follow-up into the Single Plan for Student Achievement fulfills the requirements of the school improvement process — one plan will satisfy both entities. Single Plan for Student Achievement Components (SPSA) School goal Link to LEA goals Data used-who was involved Growth targets Ways of measuring student achievement Evaluation of implementation Monitoring progress Strategies/actions Personnel Start/completion date Funding source/amount WASC Suggested Action Plan Components Area of improvement Link to schoolwide learner outcomes Rationale Growth targets Ways of assessing student achievement Means of monitoring Specific tasks/actions Who is responsible /involved Timeline Resources  WASC SUGGESTED COMPONENTS  SINGLE PLAN FOR STUDENT  ACHIEVEMENT COMPONENTS   Area of improvement   School goal   Link to schoolwide learner outcomes   Link to LEA goals   Rationale   Data used—who was involved   Growth targets   Growth targets for focus students   Ways of assessing student achievement   Ways of measuring student achievement   Means of monitoring and evaluating   Process for monitoring and evaluating   Specific tasks/actions   Strategies/actions   Who is responsible/involved   Personnel involved   Timeline   Start/completion date   Resources   Proposed expenditures
	Updating the Action Plan
	Following the full self-study visit and annually on an ongoing basis: Review the current schoolwide action plan sections and the critical areas for follow-up in the Visiting Committee Report. Identify the concepts or suggested ideas stated in the critical areas for follow-up. Integrate all appropriate concepts and suggested ideas from the Visiting Committee Report's critical areas for follow-up into the action plan: Update the current goals or areas for improvement. Update the appropriate tasks and activities. Update other appropriate components, e.g., who is involved, who is responsible, the timeline, the ways of assessing progress, and the fiscal and personnel) Add a new section to the action plan, if necessary