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2018 - 2019 Wasc Visit Report

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2018 - 2019 Wasc Visit Report 2018 - 2019 WASC VISIT REPORT Taft Charter High School 5461 Winnetka Avenue Woodland Hills, California 91364 Los Angeles Unified School District Daniel Steiner, Principal Visit: February 24-27, 2019 Western Association of Schools and Colleges Accrediting Commission for Schools Taft Charter High School - ACS WASC Self-Study Report Los Angeles Unified School District Austin Beutner – Superintendent Monica Garcia-Board President Nick Melvoin – School Board Member District 4 Joseph Nacorda – Local District Northwest Superintendent L. Remon Corley – Instructional Director Taft Charter High School Daniel Steiner – Principal WASC Team: Jose Loza – Assistant Principal Nicole Bradford – World Languages Teacher Katie Coe – Teacher Librarian Amy Herman – Social Studies Teacher Aaron Hasson – Technology Coordinator Yun Yu – Magnet Coordinator Page 2 Taft Charter High School - ACS WASC Self-Study Report WASC Visiting Committee Chair Mr. Timothy J. Liggett, Principal Whittier High School, Whittier Members Ms. Bhavini Bhakta, Assistant Principal Arcadia High School, Arcadia Ms. Terri Brown, Instructional Coach Granite Hills High School, Apple Valley Mr. Anthony Chan, Math Teacher South Pasadena High School, South Pasadena Mr. Reuben Jones, Principal Diamond Bar High School, Diamond Bar Ms. Barbara Kelley, Assistant Principal A.B. Miller High School, Fontana Page 3 Taft Charter High School - ACS WASC Self-Study Report CONTENTS I: Progress Report II: Student/Community Profile and Supporting Data and Findings III: Organization IV: Standards-Based Student Learning: Curriculum, Instruction, Assessment and Accountability, Assessment and School Culture V: Summary from Analysis of Profile Data VI: School-wide Action Plan Page 4 Taft Charter High School - ACS WASC Self-Study Report PREFACE Explain the school self-study process used to accomplish the expectations of the self-study. By addressing the expectations of the self-study, the school will have addressed the following items: ● The involvement and collaboration of all staff and other shareholders to support student achievement. ● The clarification and measurement of what all students should know, understand, and be able to do through school-wide learner outcomes and academic standards (note the selected school-wide learner outcomes examined by the school). ● The gathering and analyzing of data about students and student achievement. ● The assessment of the entire school’s program and its impact on student learning in relation to school-wide learner outcomes, academic standards, and ACS WASC/CDE criteria. ● The alignment of a long-range action plan to the school’s areas of need; the development and implementation of an accountability system for monitoring the accomplishment of the plan. The WASC self-study process has been designed and enhanced through collaboration between faculty, staff, students, and parents. All stakeholders have been an integral part of this process and have become the support system for accomplishing the outcomes outlined in our self-study. In the fall of 2017, the Taft Charter High School WASC committee, consisting of administrators, teachers, coordinators, and our teacher librarian, began the process of updating our self-study report. The WASC committee team attended the Los Angeles Unified School District (LAUSD) WASC Self-Study Support for High Schools in the fall of 2017 to be trained in the new self- study manual and to prepare to begin the self-study process by leading their respective groups through various areas of study. Taft Charter High School(TCHS) used different forums to collect input from a variety of stakeholders. Input was gathered at the School Site Council (SSC) meetings, Local Control Accountability Plan (LCAP) meetings, Coffee with the Principal parent meetings, Lunch with the Principal student meetings, Instructional Leadership Team (ILT) meetings, faculty meetings, and department meetings. Parents, students, and community representatives were present and provided input regarding the needs of the students. In the fall of 2017, the WASC committee reviewed the school’s mission and vision statements and the student learning outcomes (SLOs) based on the mid-cycle visit report in 2016. The direct Page 5 Taft Charter High School - ACS WASC Self-Study Report and online feedback survey on these statements and outcomes were available to faculty, staff, parents, and students. After receiving input from all stakeholders, the WASC committee revised and approved the final version of the mission statement, vision statement and SLOs in the spring of 2018. Our self-study journey continued in the fall of 2017 with a faculty and staff online survey to select the top three choices for a focus group. Based on the survey results, five focus groups were then created that reflected a balanced representation from various departments as well as classified, certificated, non-classroom teachers, and assistants. Four focus and home group meetings were held during professional development days in the spring of 2018 in order to examine student achievement in the areas of Organization, Curriculum, Instruction, Assessment, and Culture. The groups began the process of reviewing data, identifying areas of growth and strength, and developing an action plan to meet student learner outcomes. Using the data from the Single Plan for Student Achievement (SPSA), the members examined our progress in the Critical Areas for Follow-Up from the mid-cycle report. The work of the focus groups and home groups were written and shared through Google Drive in order to make the information accessible to faculty and staff members. Over the course of the fall of 2018, focus and home groups continued their analysis of the school-wide program. After the Focus and Home Groups completed their work, the WASC Committee members met bi-weekly in the fall of 2018 to write, revise and finalize the action plan and to complete our self-study report. The Action Plan was developed by using feedback from the stakeholders, data analysis from the California Dashboard, SPSA, LCAP, and student work, as well as our self-study findings. The WASC Committee and the Instructional Leadership Team (ILT) will continue to monitor and adjust the Action Plan as needed. The Action Plan will guide and focus the development, structure, and analysis of the work to focus primarily on the instruction and student support needed to be successful in our learning environment. Page 6 Taft Charter High School - ACS WASC Self-Study Report I: Progress Report Page 7 Taft Charter High School - ACS WASC Self-Study Report Over the past six years, TCHS has seen significant school-wide changes and developments in areas such as new governance, new personnel, new programs, additional courses and curriculum changes, changes in facilities and technology, and a complete revision of our student management system. During the time since our last accreditation process, our school has transitioned into an affiliated charter school. After a school-wide vote in 2013, TCHS wrote and adopted our charter in May of 2013. This gave us the autonomy to create our own local educational agency in which we develop our own LCAP plan in order to receive state funding directly. This process has given TCHS more latitude in the use of LCAP and LCFF funds as well as the ability to receive charter grants. With the increased monetary resources, TCHS has obtained more flexibility at the local site level for spending funds to reduce class sizes, create specific professional development for both teachers and administrators, and increase staffing for supervision, improve attendance, and other pupil services. As an affiliated charter, our school has also increased the involvement of our community partners, students, and our staff through different charter subcommittees, including the Budget Committee, Data Committee, Curriculum/Instructional and Professional Development Committee, Personnel Committee, Community Outreach Committee, and Student Services Committee. In the past six years, significant changes have also taken place in both leadership and staffing. We have an entirely new administrative staff leading our school since our last WASC visit. Our current principal, Mr. Steiner, was hired through the Charter Hiring Process in 2015. This process involved an interview by the hiring committee, made up of community members, parents, students, and staff, followed by a town hall meeting with the three final candidates. After receiving input from all TCHS stakeholders, the final selection was made by the Principal Selection Committee. Since 2013, TCHS has also added a full-time Pupil Services and Attendance counselor, a full- time A-G counselor, and a new teacher librarian specializing in digital literacy to assist in closing the achievement gap and increase student achievement across the curriculum. These leaders are visible and approachable to both students and staff in order to work on our school’s shared vision. Since the last accreditation visit, LAUSD has implemented a new evaluation system for all teachers through an online platform. To ensure all students have access to effective instruction, the District’s teacher evaluation process, Educator Development and Support: Teachers (EDST), supports the development of increasingly high-quality teaching and learning practices. EDST includes observations, conferencing opportunities, professional goal setting activities, and a series of reflective activities throughout the year. This process incorporates effective practices in coaching
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