Mira Costa Self-Study Preface: Event Details and Process Information
Preface
This preface will be continually edited throughout the process, so as to reflect the movement from theoretical design to actual practice upon completion of each phase of the process.
This self-study seeks to take an evidence-based, data-driven approach to the reflection of our school, with specific and focused guidance of discussion based on current identified areas of need. These areas have been previously identified both by the prior self-study published in March of 2015, as well as the visiting committee's revisions and recommendations during the three-year mid-cycle visit in March of 2017. Presentation of data and feedback as provided by the school-wide community will then culminate in revisions to prior goals for continuation of sustained practice, or the creation of new areas of focus for the next several years, with the intent of aligning a unified, theoretical vision, to actual environmental and pedagogical practice through measurable, actionable goals.
COVID-19: A New Frontier
The pandemic has thrown educational practice and philosophy for a major loop--as a result of the emergency actions around the country and in our particular district, Mira Costa was granted an extension (along with most other schools) for the WASC self-study and accreditation visitation through Spring of 2022. As a result, Mira Costa's report will now have to reflect not only progress on the original action-items of the previous study of 2015 and the midterm study of 2017, but also the extensive changes and adaptations of the move to distance learning. This self study will now seek to address the broad concerns as voiced in previous studies, and progress made to address them, but also the major concerns of engagement, Common Core standards, faculty and staff support and professional development, and more that have arisen as a result of the new format.
As a result of the extension, Mira Costa will hit somewhat of a reset-button to the process; this does not mean that work done previously in the interest of the self study will disappear--much of the feedback, focus group work, and reflection has already been added to the document for discussion of our previous visits and reports. However, this means additional collection will occur with regard to recent issues as a result of distance learning. Because of this, December of the Fall semester through the Spring semester of 2021 will now re-engage the chapter 3 focus questions in light of current events. Unlike previous studies, Mira Costa will focus on chapter 3 questions A-E in departmental groups--to avoid reconvening focus group committees (engaging meeting infrastructures that already exist). Progress will be shared and discussed during full faculty meetings monthly as already scheduled. Additional progress will occur in department groups, as well as stakeholder groups of administrative teams, classified staff, student teams, and parent networks such as PTSA and the community educational foundation.
A new timeline will be drafted for such an endeavor. Stakeholders should expect consistent communication from our new administrative team leader, Mr. Daniel Pestle, in regards to our monthly tasks as we tackle parts A-E of chapter 3 in collaborative fashion. Upon completion, compilation, and revision, Mira Costa will begin to engage chapter 4--areas of need as identified throughout chapter 3--and chapter 5--the action plan which will address those areas of need through the creation of SMART goals, by Fall of 2021, for draft-submission to the visiting team in November. Mira Costa's self-study visitation is scheduled for Spring of 2022. More information forthcoming.
18 November 2020: Faculty Meeting
Today's faculty meeting will introduce the new WASC process, including our newly assigned administrator, Daniel Pestle. The roll-out process for Chapter 3 completion will begin; teachers, administrators, classified staff, etc. will begin by accessing a personal copy of the template for Section D, Assessment and Data. All stakeholders should refer to discussions with their department heads regarding the questions of the template over the next two months, and then submit personal responses. Please also upload direct evidence to support comments submitted on the template. Documents, and submissions, will be handled via the Staff Support Google Classroom. Section D responses and evidence are due January 31.