Mira Costa High School

Skip to main content

Meetings Schedule

21 January 2020: Faculty Meeting
During: Introduction to the WASC process, overview of schedule, evidence-collecting activities (gallery walks, student snap-shots), focus groups and leadership
8:00 AM: Small Theater
After: leadership team meeting--orientation, meeting schedule, first week focus/prompts
9:00 AM: Small Theater
 
29 January 2020: Office Hours WASC Meetings
Prompt: An email will go out too All-Staff in order to prepare for the following information/prompts. In WASC focus groups, select a member to take complete/accurate meeting minutes--remind staff to complete their first observation by 2/28; review previous CANs from mid-cycle report, remind individuals they may still fill out the reflections for these (to be used in completing chapter 1); review the shared templates for each focus group, go over prompts designated below for each group (solicit from staff and students, lesson plans, assignment handouts, and students' graded work that relates to these specific prompts)--folders shared with focus leaders on Google Drive:
AM: Focus Group A (CCC): review the school mission statement--we will be revising this over the course of the semester as part of this endeavor (see focus leader orientation packet); address A1.1-3.
Focus Group B (ROOM 223): review school ESLRs--use to identify student learner outcomes (which will also become the goal of each department during Home Group meetings this semester); address B1.1-2.
PM: Focus Group C (ROOM 54): we will start with later sections and work backwards in the template--this section is all about collecting specific lessons, assignments, and student work so getting individuals in the group to go seek out their departments and colleagues for this is huge (this is all about collection); begin assigning individuals in focus group to collect certain things from departments--start with C2.1-2.
Focus Group D (ROOM 352):go over the current 2019-2020 school profile, include testing results and data (also included: overall Stanford school health survey)--we will work from this information, along with information from district, school site counsel meetings, LCAP, and other campus-wide committees (e.g., SEW) reports regarding policy changes; address D1.1. (for access to all relevant information, go to the Documents Page here on the WASC website, or find prints in the leadership packet for this group.)
Focus Group E (ROOM 342): We will work backwards through this template as well, in order to address common themes across the various focus groups (for the sake of leadership communication and cohesiveness); address E3.1-3 (collect examples from various support programs across campus--solicit sample plans, lessons, support processes, etc.--select individuals within the focus group to get these samples and discuss with support staff and report back).
 
26 February 2020: Office Hours WASC Meetings
Prompt: An email will go out to all-staff regarding any meeting place changes, as well as meeting time reminders, as this month flips from the previous. Most groups will be focusing on identifying SLOs (Student-Learner Outcomes) with particular attention to three identified patterns in early reflections: writing across subject matter, inter-disciplinary collaboration, and diversity/inclusion. This will drive the focus of all conversations for the next few months as we look to build consistency across expectations intra- and inter-departmentally (as per previous CANs), so as to track our assessment of those goals moving forward. This theoretical framework should align to the mission statement being worked on by Focus Group A, which will be shared with all groups for feedback soon.
AM: Focus Group C (ROOM 45): Focus group C will be working collaboratively identifying school-wide learning outcomes, in continuing with C2.1-2 (Focus Groups B and E will also be looking at this); have a scribe take notes--come up with some common thoughts on what student should be able to do, or how they should be (as students, people, etc.) by the time they graduate from Costa at the end of their four years here (this should not be isolated subject-specific; may want to align this in some way to Common Core language, but not necessary). In subsequent months, we'll also start looking at how that breaks down year to year. Please address some of the common themes emerging from our early research in teacher, student, and parent feedback, which includes writing across subject matter, inter-disciplinary collaboration, and diversity/inclusion.
Focus Group D (ROOM 352): D1.2. Discuss how departments are agreeing upon students' grades, growth, and performance levels to ensure consistency, and how we then translate that to a school-wide process for ensuring consistency in student outcomes (groups B and C are currently working to identify these outcomes, and we will revisit this idea again towards the end of the school year, as we go to evaluate and do the write-ups).
Focus Group E (ROOM 342): Focus group E will be working collaboratively identifying school-wide learning outcomes, in continuing with E3.4 (Focus Groups B and C will also be looking at this); have a scribe take notes--come up with some common thoughts on what student should be able to do, or how they should be (as students, people, etc.) by the time they graduate from Costa at the end of their four years here (this should not be isolated subject-specific; may want to align this in some way to Common Core language, but not necessary). In subsequent months, we'll also start looking at how that breaks down year to year. Please address some of the common themes emerging from our early research in teacher, student, and parent feedback, which includes writing across subject matter, inter-disciplinary collaboration, and diversity/inclusion. Group E also focuses on not just alignment within the core curriculum, but also with co-curricular activities.
PM:  Focus Group A (ROOM CCC): Continue working on the school mission, while assessing A2.1-3, which focuses on the governance and relationship between district and school. Focus particularly on current LCAP goals (the ones for next year are currently in process--meetings are happening all Spring, same with School Site Council; we will need to revisit this again in Fall).
Focus Group B (ROOM 223): Focus this week will be on collaboratively identifying school-wide learning outcomes, as part of B1.3 (Focus Groups C and E will also be looking at this); have a scribe take notes--come up with some common thoughts on what student should be able to do, or how they should be (as students, people, etc.) by the time they graduate from Costa at the end of their four years here (this should not be isolated subject-specific; may want to align this in some way to Common Core language, but not necessary). In subsequent months, we'll also start looking at how that breaks down year to year. Please address some of the common themes emerging from our early research in teacher, student, and parent feedback, which includes writing across subject matter, inter-disciplinary collaboration, and diversity/inclusion.
 
28 February 2020: Student Snap-shot #1 Due
Faculty and Staff snap-shot observation forms due (classroom observations, visiting observations, or outside-of-classroom observations). Submit form to: mchswasc@gmail.com.
 
 
Coronavirus Disruption: Revision In Process
At this time, leadership is in the process of making revisions to the process and seeking guidance. As a result of the complications with moving an entire school online, Costa's WASC process will require time to restart. For the time being, teachers should continue to think--when time allows--about saving lessons, assessments, and other materials that WASC Focus Groups have asked for prior to the start of the distance learning process.
 
As we become more comfortable in the online routine, WASC may ask for additional information about how teachers are accessing, using, and designing curriculum with this new technological model in mind. This will serve as evidence of the Chapter 1 Reflection, and various sections of Chapter 3, on this current process. This will likely take the form of an online 'snapshot'--completed in the same form as student snapshots done previously.
 
Volunteer students are also in the current process of logging their time commitments in order to supplement the vision of the process from varying perspectives. This information will also supplement the reflection in Chapter 1 and beyond.
 
More information will be to come; staff, parent volunteers, and student volunteers should expect an informational email after Spring Break, April 6-13.