CHAPTER 4: SUMMARY
CHAPTER IV: SUMMARY FROM ANALYSIS OF IDENTIFIED MAJOR STUDENT LEARNER NEEDS
CHAPTER IV: SUMMARY FROM ANALYSIS OF IDENTIFIED MAJOR STUDENT LEARNER NEEDS
Summarize the identified major student learner needs based on profile and Focus Group findings and California School Dashboard Results for student groups.
Summarize the identified major student learner needs based on profile and Focus Group findings and California School Dashboard Results for student groups.
Throughout the last year the faculty and staff at Santa Ana High School have analyzed and reflected on the overall health of our school resulting from the contributions of all stakeholders and their combined impact on the success of our students. With the help and guidance of the ACS WASC Self-Study process we were able to interpret data, review work samples, and record observations in an attempt to identify areas of strength and growth.
Throughout the last year the faculty and staff at Santa Ana High School have analyzed and reflected on the overall health of our school resulting from the contributions of all stakeholders and their combined impact on the success of our students. With the help and guidance of the ACS WASC Self-Study process we were able to interpret data, review work samples, and record observations in an attempt to identify areas of strength and growth.
The initial process began with the entire staff reflecting on the progress made since the last self study cycle, including whether or not our previous goals had been met or revised over time. From these discussions initial Critical Student Learner needs and Student Learner Outcomes were crafted. Over the course of the year we have continued to discuss and refine our Critical Student Learner Needs across all levels of the stakeholder community, from administration to students and parents.
The initial process began with the entire staff reflecting on the progress made since the last self study cycle, including whether or not our previous goals had been met or revised over time. From these discussions initial Critical Student Learner needs and Student Learner Outcomes were crafted. Over the course of the year we have continued to discuss and refine our Critical Student Learner Needs across all levels of the stakeholder community, from administration to students and parents.
Our final Critical Student Learner Needs are the product of these reflections and conversations regarding data, experiences, and observations, from focus groups and community members. With the support of the ILT and Administration, the SAHS WASC Team has been able to craft Critical Student Learner Needs that closely align with both the District LCAP and our own SPSA. For each Critical Student Learner Need, we have included the LCAP goal, the Student Learner Outcomes (SLO), and data that lead to the inclusion of the CSLN.
Our final Critical Student Learner Needs are the product of these reflections and conversations regarding data, experiences, and observations, from focus groups and community members. With the support of the ILT and Administration, the SAHS WASC Team has been able to craft Critical Student Learner Needs that closely align with both the District LCAP and our own SPSA. For each Critical Student Learner Need, we have included the LCAP goal, the Student Learner Outcomes (SLO), and data that lead to the inclusion of the CSLN.
After Several meetings, focus groups were tasked with identifying and listing strengths and areas of growth for their designated category (A-E). Using the list of suggested growth areas the WASC team identified which items were areas where growth could be ongoing and other areas that were more task oriented. For the task oriented items, we forwarded the action item to the appropriate person so that the concern could be resolved expeditiously. On May 17th, the remaining growth areas (roughly twenty) were provided to stakeholders in a survey where they were asked to prioritize their top four areas of growth.
After Several meetings, focus groups were tasked with identifying and listing strengths and areas of growth for their designated category (A-E). Using the list of suggested growth areas the WASC team identified which items were areas where growth could be ongoing and other areas that were more task oriented. For the task oriented items, we forwarded the action item to the appropriate person so that the concern could be resolved expeditiously. On May 17th, the remaining growth areas (roughly twenty) were provided to stakeholders in a survey where they were asked to prioritize their top four areas of growth.
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Questions or concerns?
Questions or concerns?
Please contact Nu Phan, Kamdon Bailey, Terry Schwinge, Meredith Wardy