• Schoolwide Action Plans

    Woodcreek High School has utilized the WASC self-study process to identify critical areas for follow-up to improve student achievement. The areas for follow-up were derived from a process where we examined our Single School Plan for Student Achievement (SSPSA) and the findings from our self-study with various stakeholder groups. Our school administration team, our Site Council, and our school leadership each took part in an exercise where a list was generated by each group with the self-study process fresh in their minds. Each list is shown here:

    School Administration Areas for Growth

    · Formative assessment practices
    · Intervention randomness
    · Vertical alignment
    · Sub-group performance
    · Trust/cohesion of staff
    · Leadership/decision making structure and process
    · Coordinated school-wide instructional focus for improvement
    · Math Performance

    Site Council Areas for Growth

    · Parent Participation
    · Consistency with curriculum alignment
    · School wide focus on instructional practice(s)

    School Leadership Team Areas for Growth

    · School wide system of intervention for ALL students
    · Alignment of Curriculum – with assessments, vertical alignment within departments
    · Sub-group achievement
    · Math CST scores….(and other content areas not meeting similar schools rates of proficiency)
    · Losing sight/perspective for the KIDS – they need a well-rounded experience, not just great test scores
    · School-wide focus on proficiency skills across the curriculum (reading for example), this could then turn into focused school wide instructional practices
    · UC/CSU 'a-g'/”college readiness”
    · Examination of time structures/schedules (is the 4x4 really the right schedule, if not what is?)

    In addition to the lists created by the stakeholder groups the current SSPSA has the following areas identified as goals:

    · Improve Special Education performance on CaHSEE
    · Maintain testing rate in Advanced Placement courses at 75% and improve test pass rate by 5%
    · Provide targeted support for sub-groups on CST’s and CaHSEE

    The actions plans will come about through continued dialogue and identification of smart goals that show results along the way towards genuine and long term school improvement. When examining the three independently created lists and our current SSPSA one begins to see some correlation in the following areas:

    · School wide intervention that addresses all students
    · Curriculum alignment – horizontal, vertical, and assessment
    · Math performance
    · Sub-group performance
    · School-wide focus on instructional practices tied to student achievement

    Further discussion with stakeholder groups will generate more concrete plans for the Visiting Committee’s review upon their arrival for the visit with the goal of completing actions plans by the end of this school year.