WASCWords2011

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“If we really want 21st Century learning,then we need 21st Century assessment.”

~ Douglas B. Reeves, Ph.D.

Volume 23, issue 1 | September 2011

Inside this Issue: Thoughts from the Chair 3 ExecutiveDirector’sUpdate 4 ContinuingtheImprovementJourneyAftertheWASCVisit:The“NowWhat?” 5 AccreditationActions,2010–2011 7 CommitteeStatistics,2010–2011 7 Accreditation—A“ChangeManagement”System 8 WASCWordsofWisdom 10 CommissionUpdate 14 InternationalUpdate 15 ACSWASCMembership 15 OfficeUpdate:BurlingameandTemecula 16 FocusonTechnology 16 CharterSchools:OpportunitiestoParticipate intheWASCAccreditationProcess 17 WASCAccreditation-Plus 17 Volunteering:ServingonaWASCVisitingCommittee 18

WASC Words 2011W

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WASC Mission

WASCadvancesandvalidatesqualityongoingschool improvementby supporting its private and public elementary, secondary, andpostsecondary member institutions to engage in a rigorous andrelevant self-evaluation and peer review process that focuses onstudentlearning.

WASC Philosophy

TheCommissionbelieves that thegoalof any school shouldbe toprovide for successful student learning. Programs encompassingboththecognitiveandaffectivecomponentsoflearningshouldfosterhuman growth and development and enable students to becomeresponsible,productivemembersoftheschoolcommunityandourdemocraticsociety.Eachschoolshoulddevelopaschoolpurposetoreflect its beliefs. For ongoing program improvement, each schoolshould engage in objective and subjective internal and externalevaluationstoassessprogressinachievingitspurpose.

WASC Territory

The Commission extends its services to public and privateschools located in California, Hawaii, Guam, American Samoa,Commonwealth of the Northern Marianas, the Republic of theMarshallIslands,theFederatedStatesofMicronesia,andtoAmericanandinternationalschoolsinEastAsiaandthePacificIslands.

WASC Words 2011

Were one to ask educatorsto identify terms or phrasesthat effectively summarizethe role that schoolsought tobe fulfilling, almost assuredly“Focus on Learning” and“21st century skills” wouldappear near the top of thelist. For almost twenty years,long before we entered the

21st century and before many other accrediting agenciesfollowed suit, these two phrases have been at the heart oftheAccreditingCommission forSchools,WesternAssociationofSchoolsandColleges(ACSWASC)accreditationprocess,andrightfullyso.OurschoolsMUSTbeaboutstudentlearningwhileensuringthattheskillsourstudentslearnpreparethemtobesuccessfulintheworld.

UnderpinningallthatwehopetoaccomplishinschoolsarewhatWASC refers to as our expected schoolwide learning results(ESLRs).WhilespecificESLRsvaryamongschools,21stcenturyskills like effective communication, technological competence,criticalthinking,andlife-longlearningareattheheartofsuccessfulschool plans. Admittedly, these skills are harder to assess anddocumentthanarethestandardsandbenchmarksofa typicalcurriculum. Despite the challenges encountered and creativityrequiredinattemptingtoassesstheseskills,schoolsthatattempttodosocanonlyaddvaluetotheirprograms.Wesimplymustensurethatstudentswholeaveourschoolsarepreparedtobesuccessful.Thisnecessarilyinvolvesnotonlycontentknowledgebutalsothedevelopmentof21stcenturyskills.

The WASC accreditation process was never intended tobe an activity conducted every few years to meet someexternalexpectation.Rather, itprovidesacontinuousschoolimprovement process that enables the broader schoolcommunity to focus on mutually developed goals that willenhance student learning and ensure that students arepreparedtocontributemeaningfullytoourglobalcommunitywhentheyleaveschool.

Thoughts from the ChairHarlan E. Lyso, Ph.D. | Chairperson, Accrediting Commission for Schools, WASC

Oneschoolsuperintendentconcluded:“WASChasprovideduswithaneffectiveschoolimprovementstructure,andasaresultwehaveaccomplishedthefollowing:1)identifiedtheessentialareasneeded in an effective school; 2) formed ongoing committeesto nurture those essential areas; 3) provided the direction forcommittees to formulate action plans to strengthen thoseessential school components; and 4) increased the confidencethatwe are fulfilling ourmission as a school in preparing ourstudents for the future.” Such a process, when undertakenintentionallyand followedupconsistently,has thepotential tobenefiteverysinglestudentinourschools.Isthatnotwhatwealldesireforourownschools?

InadditiontothededicatedeffortsoftheWASCstaff,theWASCaccreditation process necessarily relies heavily on volunteersservingonVisitingCommittees.IbelievethereisnobetterormoreeconomicalprofessionaldevelopmentopportunityavailablethanservingonaVisitingCommittee.Our schoolsbenefit from thevolunteereffortsofVisitingCommitteememberswhentheycometoourschools.WASCvisitsprovideprofessionaldevelopmenttoourvolunteereducatorsANDservicetoourschools,atrue“win-win”scenario.IwouldinviteschoolleaderstoactivelyencouragetheirprofessionalstaffmemberstoserveonVisitingCommitteesandtoreceiveWASCtraining.

AsIbeginmyfirstyearaschairoftheAccreditingCommissionforSchools,WASC,Iamhonoredtoserveanorganizationwhoseprimarypurposeistosupportschoolsintheireffortstobecomeevenmoreeffective.WehaveanoutstandingstaffinourWASCoffices both in Burlingame and Temecula. I would encourageyoutocontacttheWASCofficeanddrawuponthetalentsandresources that exist there.Working together as we “Focus on Learning”anddevelop“21st century skills”withinourstudents,wecanmakerealprogressintheyearahead.

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WASC Words 2011

Executive Director’s UpdateDavid E. Brown, Ph.D. | Executive Director, Accrediting Commission for Schools, WASC

Agood friendand colleague,Dr.HankCram, servesas theExecutive Director of theMiddle States Elementaryand Secondary Commissions.In a recent newsletter heattempted to “demystifyaccreditation,” and althoughhesuggestedhisanswermaybe best suited as a cure forinsomnia, I fully subscribe to

hisconclusionsaboutthevalueofaccreditation.

For WASC, active participation in the ongoing nature ofaccreditationmakes good schoolsbetter andgreat schoolseven greater. And, perhaps equally important is the factthat serious adherence to the accreditation protocolassists schools that are not performing well to embarkon a continuous improvement path that is “manageable,attainable,andsustainable”overtime.

Schoolsthattakefulladvantageoftheaccreditationprocesshave a clear sense of purpose and direction. They havedevelopedanactionplanthatwillhelpthembridgethegapbetween the ideals they seek for the students they serveand the reality of student performance. These schools arefocused on priorities that ensure that improvement canbemade and at the same timebuild a solid foundationofstudentacademicperformancedatathatenablestheschooltocelebrateandsharetheirsuccesseswithstudents,parents,andstaff,aswellaswiththebroadercommunity.

ThenumberofWASCschoolscontinuestoexpandbothinourU.S.region(CaliforniaandHawaii)andinthePacificIslandsandcountriesofEastAsia.WehaveexpandedthesizeofourCommissionandourprofessionalstafftoensurethatschoolsarebeingwellservedandthatindividualacknowledgementsandguidanceplayasignificantroleintheworkwedo.Effectiveaccreditationworkisjustthat—work.Nonetheless,schools

consistently tell us howmuch they appreciate the benefitsofbeingdirectedwellandthattheyareconfidentthattheireffortstoimprovearetrulybenefittingstudents.And,thosewhoserveonteamscontinuetoreceive“theleastexpensiveand most productive source of professional developmentavailableanywhere.”

Iamproudtobeassociatedwithanorganizationandasystemthat is genuinely interested in helping schools strengthenthe education provided our students. Being accrediteddoes communicate toa school’s community that theymeetessentialcriteriafoundinhigh-qualityschools,buttrulythevalue of being focused on school improvement gives ourprocess itsgreatestbenefit,andasHankCramsummarized,thegreatestvalueinaccreditationcomesfromsimplydoingwhat“everyschoolshouldbedoingtohelpensurethateverychildgetsthequalityeducationtheydeserve.”

We welcome your continued participation on VisitingCommitteesandasactivemembersofschoolFocusandHomeGroups.Yourworkestablishesthefoundationforasuccessfuland productive self-study. In these challenging financialtimes,itiseasytobecomedistractedfromourtask.Thankstoallofyouwhocontinuetoforgepartnershipsandcollaboratewith colleagues to ensure that this work goes forward. Onbehalf of all the students and families in theWASC region,thankyouforyourgreatwork.

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Continuing the Improvement Journey After the WASC Visit: The “Now What?”Marilyn S. George, Ed.D. | Associate Executive Director, Accrediting Commission for Schools, WASC

The WASC visit is over. Theself-study involved teachers,administrators, support staff,students and parents, andthe governing authority andprovided great insight into theidentified current and futurelearningneedsofthestudents.The strength of the self-studytasks was in the analysis ofstudent achievement databased on academic standards

andschoolwidelearneroutcomes(expectedschoolwidelearningresults)andtheanalysisofthequalityoftheschoolprogramsandprocessesbasedontheWASCresearch-basedschoolwidecriteria;essentially,theschoolansweredthe“SoWhat”question.

Thevisitwasanopportunitytoconversewithothereducatorsas they provided feedback and insight on the school’s nextstepsbasedontheWASCcriteria.Thepurposeofthevisitwastoanswerthefollowingquestions:Arestudentsachievingandprepared for the 21st century (e.g., global citizens)? Whereis the school now?Where is it going?Does it have a qualityroadmap? The relief of the completion of the visit and theensuingcelebrationshouldnowpropeltheschoolforwardintorefiningitsschoolwideactionplan(thesingleplanforstudentachievementforCaliforniapublicschoolsandtheacademicandfinancial plan forHawaii public schools).Now the school canmaximize the synergy of the visit and beginmoving forwardatasteady,well-plannedpacetosupporttheimplementationoftheschoolwideactionplan.Thus,aquestionthatonemayask is the following: How can the WASC Focus on Learning accreditation process empower a school to have a single, clear, and meaningful roadmap?

TheanswerliesintheuniquenessoftheWASCFocus on Learning accreditation process — a dynamic results-based approach.Focus on Learning accreditation is integral to a school’sperpetual cycle of assessment, planning, implementation, and reassessmentbaseduponstudentachievement.

The Expectations After the Visit

Modifying the Schoolwide Action Plan

Allschoolsstrugglewiththerealitiesofdevelopingandusinga clear, concise schoolwide action plan. The challenge foreducators is tocreateauser-friendlyactionplanthat focusesallstakeholdersonimprovedstudentachievement.Theschoolinitially is expected to modify the schoolwide action planusingthefeedbackintheVisitingCommitteeReport.Throughstudyingthecriticalareasforfollow-upandthesupportingkeyissues in theVisitingCommitteeReport, theLeadershipTeamfacilitates themodifications and additions to the schoolwideactionplanthatwereincludedintheschool’sSelf-StudyReport.It isessentialthattheLeadershipTeamhasdialoguewiththeteachersandtheSchoolSiteCouncil(ifappropriate)toobtaintheir input and to ensure their understanding and consensusof theupdated roadmap thatwill guide theongoingworkofthe school. The revised schoolwide action plan should besent toWASCas soonaspossible; thefinaldeadline is June1or December 15 (for fall visits). The schoolmust answer thefollowingquestionaffirmatively:Has the school integrated all the critical areas for follow-up (major recommendations) from the Visiting Committee Report?

The Ongoing Review and Refinement

Once the schoolwide action plan has been modified, theLeadershipTeamthenguidestheschoolinitsimplementation.Annually,itiscriticaltoreviewthestudent/communityprofile,formativeandothersummativedata,andtherelationofthatinformationtowhathasbeenaccomplishedorplannedwithintheschoolwideactionplan.Inaddition,thefollowingquestionsshouldbeasked:

Foreachsectionoftheschoolwideactionplan,arethestepsbeingtakenappropriate?

Arethestepsmakingadifference?

Theongoingmonitoringandcriticalanalysisoftheschoolwideactionplanprogressisparamounttoschoolimprovement.TheWASCsix-yearaccreditationcyclerequiresschoolstoannuallyupdate their profiles, review and revise their schoolwide

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actionplanasneeded,andsummarizetheprogressmade.Thisprogressshouldbesharedwith theLeadershipTeamandthegoverningauthority,andthereshouldanannualcelebrationofprogress.

Making It Happen — Translating the Plan into Purposeful Action — Ensuring the School is a Learning Community

Althoughtheaccreditationprocessenablesaschooltocreatea schoolwide action plan, it is not a “magic answer,” just asanyonespecificprogramordesignisnotnecessarilya“magicsolution.”Indeed,theschoolwideactionplanisaroadmapfor:

ashared,collaborativefocusandcommitmenttostudentlearning

regularreflectionandanalysisofdata-basedprogress

thecontinuedbuildingoftheteachingandleadershipcapacity.

Thechallengeforaschoolisinvolvingallstaffinthisimprovementprocess,i.e.,beingactiveintheimplementationstrategiesandtheevaluationoftheprogressmadeintermsofstudentlearning.Theschoolleadershipandstaffmustunderstandthefocalpointsoftheplan,andwhatisneededtobeaccomplishedbasedonstudent critical learning needs, e.g., global competencies or

21stcenturyskills,nowandinthefuture.Thequestionsschoolsmustaskthemselvesare:

Whatwillbedifferentforstudents: • Oneyearfromnow? • Twoyearsfromnow? • Threeyearsfromnow?

How will we measure the assessment ofstudentprogress?

How do we modify the schoolwide actionplan if there is no impact on improved studentlearning?

TheWASCFocus on Learningprocessisavehiclethatsupportsthe essential ideas of a school being a learning communitythrough the schoolwide action plan. These ideas are thefollowing:The school’spurpose is toensureall students learnatdefinedhighlevelsofachievement;ifthisistooccur,schoolstaffandotherstakeholdersmustcollaborateondefinedgoalstoimprovethelearning;andfinally,allstakeholdersmustfocusonresultsandgatherandanalyzeevidenceofstudentlearning.Therefore,schoolleadersmaywanttomaintaintheschoolwideFocusGroupsasanorganizationalstructureorusetheirexistingprofessional learning communitygroups toempower teachersandothers toengagecollaboratively in training,dialogue,andcoaching that focuseson learningand thenecessary changes.

WASC SIX-YEAR ACCREDITATION CYCLE

Focus on

Student Learning

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Accreditation Actions, 2010–11 WASCaccreditationisbasedonasix-yearcycle,withafullself-studyoccurringeverysixyears.PleasevisittheWASCwebsiteforadditionaldetails.

Full Self-Study VisitsAwardedfullterms.................................................. 476 6year........................................................ 122 6yearwithamidtermreview...................347 5year............................................................ 7Awardedotherterms.............................................. 160 3year........................................................ 126 2year.......................................................... 32 1year............................................................ 2 Notermgiven............................................... 1Three-Year Term and Limited-Term RevisitsAwardedtermsonrevisits....................................... 211 3year........................................................ 140 2year.......................................................... 27 1year.......................................................... 44 Denialsofaccreditation................................ 1Initial Visits............................................................. 161 Awardedinitialtermofaccreditation.........92 Awardedcandidacystatus..........................65 Deniedcandidacystatus...............................3 Notermgiven............................................... 1

Committee Statistics, 2010–11The 2010–2011 school year was another active yearforVisitingCommittees.Nearly 2,940 volunteers,manyserving onmultiple visits, served on teams during thispastschoolyear.Aspecialthankstothecommitteechairsandmemberswhoservedonthe1,427teamsduringtheprevious school year! See page 18 for information onvolunteeringtoserveonaVisitingCommittee.

FullSelf-StudyVisits............................................ 637InitialVisits......................................................... 161Three-YearTermRevisits..................................... 158MidtermReviewVisits........................................ 276MidtermReturnReviewVisits.............................. 12Limited-TermRevisits............................................ 68SpecialVisits......................................................... 10EastAsiaMidtermVisits....................................... 13CISPreparatoryVisits.............................................. 3CISFive-YearRenewalVisits...................................—ExpandedSubstantiveChangeVisits...................... 8SubstantiveChangeVisits..................................... 77Validation/AppealsVisits........................................ 4

Total Committees ............................................ 1,427

One resource that elaborates on the power of schools beingprofessional learning communities is a recent publication:Leaders of Learning(DufourandMarzano2011).

Learning Forward’s revised professional learning standards areanother helpful resource. These seven standards are powerfulguides designed to help schools engage educators in schoolimprovementthatfocusesonhigh-qualitystudentlearning.Thestandardsaddress theareasof learning communities, leadership,resources,data, learningdesigns, implementation,andoutcomes.Asschools implement their schoolwideactionplansandmoveforward,usingthesestandardstoguidetheirworkcanbeverypowerful. If schools embrace a standards-based professionallearningprogramthatwillimproveeducators’knowledge,skills,andattitudes,studentlearningresultsshouldalsoimprove.

“The body of research about effective schools identifies collaboration among educators and professional learning as two characteristics that consistently appear in schools that substantially increase student learning” (Hayesetal.2011).

In summary, school leadership teams will want to reflectand plan on the most-effective approach to sustain ongoingimprovementusingthebestpracticesforprofessionallearning.TheWASCFocus on Learning accreditationprocessprovidestheoverallfoundationthatempowersaschoolto:

Changetheschoolculture―modifyingsystems

Connect stakeholders with a coherent vision,mission,andschoolwidelearneroutcomes

Investinstaffthroughtraining,dialogue,coaching,andsupport

Involve staff in action focusing on learning andteaching

Sustain change through showing results andcommitment

Buildcapacityfortheworkoflearning.

ReferencesDuFour, R.&Marzano, R. (2011). Leaders of Learning. Bloomington, IN:SolutionTreePress.

Fullan,M. (2008).The Six Secrets of Change. San Francisco, CA: Jossey-Bass.

Hayes,M.,etal.(2011).“NewStandardsPuttheSpotlightonProfessionalLearning,”JSD,Vol.32,No.4.LearningForward.

Reeves, D. (2010). Transforming Professional Development into Student Results.Alexandria,VA:ASCD.

WASC Words 2011

“It must be considered that there is nothing more difficult to carry out nor more doubtful of success nor more dangerous to handle than to initiate a new order of things.”

“Things alter for the worse spontaneously, if they be not altered for the better designedly.”Francis Bacon (1561–1626)

Accreditation — A “Change Management” SystemLee Duncan, Ed.D. | Associate Executive Director, Accrediting Commission for Schools, WASC

Dr.Reeves’bookisjustoneofmanythatrevealthatchangeisandalwayswillbeapartofeducation.Schoolchangeisdebatedinlocaldistricts,stateassemblies,andinournationalCongress.Inthenextyear,everypresidentialcandidatewillhaveaplantoreformeducation.Youcanfindchangemanagementworkshopstoattend—oneinparticularIfoundpromisedgreatthingsfor$2,100perpersonforthreedaysoftraining!Therearechangeconsultingfirms,changeprograms,changeworkshops,models,and presentations, and if Google is correct, you havemillionsofoptions!WhatisinterestingtomeisthatininvestigatingtheworldofchangemanagementandlookingatDr.Reeves’conceptsofschoolchange,Ifindthatnothingfitstheeducationalmodelbetter than the WASC accreditation process. It is a dynamicchangemanagementsystemforschools.

Although national and regional debate on school reform isuseful,themostappropriateandeffectiveplaceformeaningfuldiscussion on school change to occur is on the campus ofeach school. As stakeholders meet and evaluate their ownsetting, culture, student population, and learning needs, theycan best identify what needs to be changed and how it canbe accomplished in a timely and cost-effective manner. Thechallenge,however,isthatmanyschoolsdon’tquiteknowwheretostartorhowtoproceed.ThisiswhenWASCaccreditationisespecially meaningful and provides the structure needed tomanagechangeonthesiteofeach individualschool.Theendresultisnotonlythenationalaccreditationstatusandrewardingself-fulfillmentforeachschoolbutisalsotheestablishmentofanongoingsystemthatwillmanagechangeintothefuture.

TheWASCaccreditationprocessstartswiththeimportanttaskofidentifying theschool’smission/purposeandthenestablishingthe schoolwide learner outcomes that will guide the school’sacademicprogram.FocusGroupsarecreatedtoworkwiththeschool’sLeadershipTeamsothatallstakeholdershaveameansbywhichtoprovideinputintotheschoolself-studyandschoolimprovementprocesses.

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*Reeves,DouglasB.(2009).Leading Change in Your School. Alexandria,VA:ACSD.

I dare you to google “changemanagement programs” — Idid and found 58,000,000 sitesto visit!My curiosity ledme tothistopicbecauseofatruththathas impactedme this past year —

that the WASC accreditation process is a powerful changemanagement system for schools. This process is changingeducationinourregiononeschoolatatimeandisrecognizedworldwideasaprocessthatworks.

Dr.DouglasB.Reeves(2009)startshisbookonleadingchangeinschoolswithatongue-in-cheekprescription:

Here is a simple recipe for leading change. First, pour a truckload of evidence into an ungreased container. Stir in a crock full of inspirational rhetoric. Add two heaping portions of administrative imperatives. Finally, dump into the mix precisely one ton of fear. Bring to a boil.*

Inhisbook,Dr.Reevesidentifieskeyconceptsinvolvedinschoolchange:

Changingtheschool’scultureiswherechangebegins

Changeproducesresistanceandfrustration

Changeoccursthroughactions,notwords

Change requires professional development, collaboration,time,andmeetings

Buildingcapacityforchangerequirescoaching

Implementing changehingeson leadership,time,andfeedback

Sustainingchangerequiresacultureof commitment.

Machiavelli (1446–1507)

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Theaccreditationprocessisbuiltonthreemajorcomponents:

1. Schoolself-evaluation,resultinginawrittenSelf-StudyReport

2. Peer review, resulting in a written VisitingCommitteeReport

3. A schoolwide action plan, resulting in ongoingschoolimprovement.

These three components build a change managementprocess that is structured, organized, and comprehensivein addressing the needs of the entire school operation. Theprocessevaluatestheschool’sgovernancestructure,leadershipand staff effectiveness, learning environment, curricularplan, instructional program, assessment processes, studentservices, parent involvement, resource development, andfacility management. The WASC process manages change ineveryaspectoftheschool’soperationwithafocusonstudentlearning. Since 1962, this WASC process has helped schoolsimprove—changingeducationoneschoolatatime!

Everyschoolisauniquelearningcommunitycompletewithitsown learning culture, leadership style, funding mechanisms,andeducationalexpectations.TheWASCprocessallowseachschooltochartitsowncourseandcelebrateitsuniqueheritageandmission.WASCbelievesindebate,discussion, innovation,andmeaningfulchangetobring21stcenturylearningskillsintoeach school. It recognizes, however, that each school shouldhavethefreedomtocreateitsownuniquepathwaytochangethatbestmeetstheneedsofitsstudentsandcommunity.

So you ask, “What makes the WASC process so effective?”I believe there are core principles embedded into theWASCprocessthatmakeitachangemanagementsystemthatworks.

1. TheWASCaccreditationprocessisledbyschoolstakeholders, those who are most connected,mostconcerned,andwhostandtogainthemostwhenchangeforthebetteroccurs.

2. WASCaccreditationisanongoingprocess,notaone-timeevent.WASCschoolsareonasix-yearcyclewithspecificresponsibilitiestoensurethatmeaningfulchangeoccursyearbyyear.

3. The WASC accreditation process focuseson student learning and bases “change-decisions” on what is actually occurringin the classrooms. Assessment data drivesschoolimprovement.

4. The WASC accreditation process allows eachschooltoretainitsownuniqueidentity,culture,andmission.Itallowseachschooltoidentifyitsimportantkeyissuesthatcanbeaddressedinitsschoolwideactionplan.

5. TheWASCaccreditationprocessisconnectedtothe latest research-basededucational concepts,successful practices, and activities. These areapplieduniquelytoeachschool inthewaythatismosteffectiveforeachindividualsetting.Theprocessdoesnottrytoimposeanationalreformagendaoneveryschool; it isnotsurgerywithasword,butwithascalpel.

6. The WASC accreditation process allows forcontinuity over the years even if the schoolchanges leadership, students, and facultymembers—themanagementsystemallowsforthenormalchangesthatoccurinschools.

Yes, education in America today has issues and is in needof change! Funding shortfalls, budget cuts, program cuts,arguments over teaching strategies, changing governancemodels,newfocuson21stcenturyskills,andtheroleofunionsin education will permeate the media and national debate.Nationaldebate,however,willnotsolvetheuniqueissuesoncampusesacrossAmerica.Whatisneededmorethandebateisafocusoneachschoolasanindividuallearningcommunitythathasitsownsysteminplacetoimprovestudentlearning.

TheWASCprocess issucha“changemanagementsystem.” Itprovidesexactlywhateachschoolneedstomakemeaningfulchangeareality.Theaccreditationprocessisnotanantiquatednotion— it is not an event— it is an ongoing process thatproducesmeaningfulchange.Itisneededtodaymorethanever—WASCworks!

Inclosing,mayIoffermyownrecipeforschoolchange:

First, pour a truckload of school self-evaluation into an ungreased container. Stir in a crock full of inspirational peer review from a WASC Visiting Committee. Add four heaping portions of improvement goals in the schoolwide action plan. Finally, dump into the mix precisely one ton of support. Allow to simmer ... and watch the school improve!

WASC Words 2011

WASC Words of Wisdom — ExcerptsThisyearweaskedourWASCvolunteersfortheircommentsregardinghowtheWASCprocesshelpstofosterschoolimprovement.Wealsoaskedthemtosharewaysschoolsaredeterminingifstudentsareachievingtheschoolwidelearneroutcomes.Wehopethatyouwillfindtheirresponsestobeascompellingaswedid.Theresponsesintheirentiretycanbefoundonourwebsite.Enjoy!

The WASC criteria are goals used by educators to challenge all students to reach high achievement using soundeducationalpractices.Astudentprofiledevelopedbythestaff inpreparationof theschool’sselfstudyprovidestheteachersandadministratorswitharoadmapofwhotheirstudentsareandwhatisnecessarytochallengeeachstudenttowardacademicachievement.

KAREN ANDERSON — WASC member since 1981 — Served on over 50 WASC teams

Thefirstthingschoolsneedtodoismakesurethatstudentsknowandunderstandtheschoolwidestudentgoals.Teacherscanalsoaskthestudentstolistindividuallyhowtheyhaveachievedorareworkingtowardsthevariousgoals.Anotherwayisforteacherstoexaminevarioussamplesofstudentworktoseewhichgoalsarebeingaddressed.

JACQUELINE ANDERSON — WASC member since 1994 — Served on over 10 WASC teams

TheWASCself-studyprocessoffersthemosteffectivewayforaschooltoaddressthe21stcenturyskillsneededbystudentsastheyfaceglobalchallengesofthefuture.ThemostvaluablewayforaschooltoassessstudentoutcomesthatIhaveobservedisthroughthoughtfulorientation,bothattheprogramandclasslevels.

JANET ARNEY — WASC member since 1988 — Served on over 20 WASC teams

WASCisanextremelyeffectiveprocessforcontinuingschoolimprovement.Theactionplansprovidetheschoolwithaprocesstogaugetheirongoingeffortsto impactstudentachievement inapositivedirection.“Schoolsareeitherimprovingordeclining,thereisnoplateauonwhichtorest,”thisisabasictenetoftheWASCprocess.

ERNEST BOONE — WASC member since 1991 — Served on over 12 WASC teams

TheWASCaccreditationprocessfocusesattentionondiscoveringandsuccessfullyimplementingwaystoachievecoregoalsrelatedtostudentlearning.Byemphasizingschoolwidegoalsandteachingstudentcontentstandards,byclearlydescribing characteristics of proficient levels ofwork and performance expectations, and by evaluating the depthof studentunderstandingonspecificcourseexpectations, school teamscreatean intense focusonclarifyingwhatstudentsneedtolearn,andmonitorprogressovertime.

NANCY BROWNELL — WASC member since 1999 — Served on over 18 WASC teams

TheWASCprocessdemandsthatschoolsask—“Iswhatwearedoingrightforallchildren?”TheamazingpoweroftheESLRsisthatschoolsareforcedtoaskthemselves,“Dotheselearninggoalsreflectourvision,mission,andgoalsforeverystudent,andaretheymeasurable?”“Howdoweknowthatwearedoingwhatwesayorpurporttobedoingforeverychild?”

SUSAN CHARLES — WASC member since 1988 — Served on over 18 WASC teams

InmyexperienceofchairingWASCvisits,IhavecometobelievethattheconceptsprofessedinFocus on Learning can beappliedtoallinstructionalsettings.Standards-basedinstructionthatincludesevaluationofstudentlearninginatimelymannerisagreatwayforschools,parents,andadministrationstoevaluatetheeffectivenessoftheirinstructionprogram.

HENRY COWLES — WASC member since 2001 — Served on over 12 WASC teams

TheWASCaccreditationprocessleadstheentireschoolcommunitythroughanhonestandproductiveanalysisofaschool’s strengthsand limitations. This leads toa continuous school improvementprocessasparticipating schoolsstrivetomeetrigorous,research-basedstandardsand21stcenturyskills.

STEVE COOVER — WASC member since 2000 — Served on over 15 WASC teams

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WASC Words 2011

Thedegreetowhichschoolsachievesuccessshouldbebasedontheschoolwidelearningexpectations.Thestudents’successisn’tnecessarilybasedonhowmanystudentstookAPclassesoraregoingtoattendfouryearuniversities,butaretheygoingtobesuccessfulcitizensinademocracywiththeabilitytousetechnologyandthinkclearlyandrationally.

JOAN DELZANGLE — WASC member since 1980 — Served on over 43 WASC teams

Schoolsthatdothebestjobofprovidingtheirstudentswithskillsnecessarytomeetthechallengesofthe21stcenturyarethosethathavecomprehensive,clearlydefined,understandable,andmeasurablestudentoutcomes.ThereisnobettermethodthantheWASCself-studyprocessforbringingtogetheralloftheschool’sstakeholderstoreflectandagreeonwhateverystudentneedstoknowuponcompletingtheschool’sprogram.Themosteffectiveschoolsreviewregularlytheirstudentoutcomesandconsistentlymeasuretheirstudents’progressinachievingthem.ANN DESMOND — WASC member since 2002 — Served on over 33 WASC teams

ThereisnothingbetterthanaschoolpreparingfortheWASCaccreditationprocess.EverycompanyinAmericahasan“endoftheyear”report.ThisisOURreport.Schoolshavetheopportunitytohaveanongoing,objectivelookatthemselvesanda“commonassessment”baseduponthesamecriteriaanddataasallotherschools.NADINE ELWOOD — WASC member since 1998 — Served on over 24 WASC teams

Theschoolwidedevelopmentandassessmentofexpectedschoolwidelearningresultscontinuestoevolveinschoolsastheyconsiderthenecessaryfutureskillsoftheirstudentsthatwillbepartofaglobalsociety.Schoolsareutilizingmultiple indicators suchas ESLRs toensure that all students are collegeand career ready inorder to reach theirpostsecondarygoals.Utilizingtheself-studyformat,schoolshavebecomeadeptatemployingdatainformedmeanstoassessthemeetingofschoolwidestudentgoals.SHEILA FOLAN — WASC member since 1992 — Served on over 32 WASC teams

Theaccreditationprocessservesasacatalystoftheongoingschoolimprovementprocess.WASCalsoservesasanaccountabilityprocesstoensurethatallschoolsprovidetheacademicandpersonalsupportofall learners.WASCassistedourschooltorefineourGoalsforGrads(ESLRs)toensurethatwedesign,institute,andmeasurethe21stcenturyskillsthroughoutthecurriculum.STEVE GRAYBEHL — WASC member since 1999 — Served on over 15 WASC teams

TheWASCaccreditationprocesshelpsschoolstoself-reflect,analyzedataanddevelopplansofactionthatcontinuouslyleadtoincreasedachievementforallstudents.Theprocesshelpsschoolscontinuouslyimplementinstructionalchangethatpreparesstudentsfortheirfuturesastheleadersanddevelopersofourever-changingglobalsociety.Withaclearvisionofthegoalsforstudentachievement,Ihaveseenschoolsbackwardsplanprogramsofstudiesandsupportforstudents.MARTIN GRIFFIN — WASC member since 2001 — Served on over 18 WASC teams

Schoolwidelearninggoalsassessmenthasbeenan“aha”momentformanyschools.WASCsupportsthemintakingthetimeto“drilldown”whetherthegoalsarerelevant,currentorneedtobechanged.Purposefulwalkthroughswithprobestounderstandtheirgoalshaveprovenhelpful.Surveys,peerreviews,andcross-curriculardiscussionshavehelpedinknowingwhathappensforthestudents.Asoneschooltoldme,“WhatadifferenceWASChasmadeforus!Wenowknowwhoweareandwherewewanttogotoincreaseourstudents’learning.”KATHLEEN GRUBB — WASC member since 1998 — Served on over 14 WASC teams

TheWASCaccreditationprocessismosteffectiveinthissituationasitfosterscollectiveimprovement.Iftheschoolhasstructured(WASCformat)andcollaborativefocusgroupsthatareongoing,thereisanopportunityforcontinuoussharingbasedonrecentdatacollection.Schoolsthathaveaclearvisionforwhatsuccessfor“allstudents”meansandareabletoshowbyvariousmeansthatstudentsareachievingareabletoachievetheirgoals.Oneeffectivewaythatmanyschoolshavefoundtodemonstratesuccessisthroughproject-basedlearning.

JANE HAMMAKER — WASC member since 1996 — Served on over 22 WASC teams

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WASC Words 2011

WASC Words of Wisdom — excerpts Continued

WhilemakingWASCvisits,IhaveheardteachersandadministrationcommentonhowtheWASCaccreditationprocesshashelpedfosterschoolimprovementbygettingALLstafftocollaborateaboutwhatittakesforstudentstosucceed.Theschoolwidestudentgoalsfitwellwiththealternativeschools.Mostschoolsstrugglewithwaystoeffectivelyassessthedegreetowhichschoolwidestudentgoalsarebeingachieved,butsomehavefoundsuccessinformallybyincorporatingIndividualLearningPlanswithgrowthareascenteredaroundtheESLRsandprovidingatimeforself-reflection.SHIRLEY HARGIS — WASC member since 2000 — Served on over 16 WASC teams

WASC’sFocus on Learningallowsindividualschoolstocontinuallyfocusandfinetunetheir“binocularsofstudentlearning”throughthelensoftheself-studyprocessaseachschoolfocusesonitsmissionforteaching21stcenturyskillsandglobalcompetencies.OneWASCaccreditedschoolidentifiedrealisticandmeaningful21stcenturyworldwidecoursestandardstomeasureExpectedSchoolwideLearningResultsintheareasofliteracyandmathematics,interpersonalrelationships,andspiritualgrowth.GARY INGRAHAM — WASC member since 1999 — Served on over 30 WASC teams

Asa recently retiredhigh schoolprincipal I always stressed tomy school community the importanceofusing theWASC/CDEaccreditationprocessasawaytoimprovewhatwedotohelpallstudentssucceed.Theyearlyreviewofourschoolwidegoalsandactionplansallowedustobemoreeffectiveandsuccessful.PAT LICKISS — WASC member since 1989 — Served on over 34 WASC teams

Today’sstudentsliveandwillworkinaconstantlychangingworld.GatheringinformationandmakinginformeddecisionsaboutnextstepsistheWASCprocess.Schoolsthatsuccessfullyassessthedegreetowhichstudentgoalsareachievedhavetheregularinvolvementandparticipationofall.Theyevaluateawidevarietyofdisaggregatedstudentachievementdatathatissystematicallyshared,discussedandanalyzedinbothhomeandfocusgroups.Rubricsareusedextensively. SCOTT MANGRUM — WASC member since 1999 — Served on over 17 WASC teams

Foster school improvement: Inourbusy livesaseducators,withdeclining resourcesand increasedaccountability,WASCfosterstheoneopportunitywehavetotalkaboutstrategiesonhowtomakegoodschoolsgreat.Important future challenges: Bringing in experienced colleagues from other regions of California throughWASCprovidesamuchneededobjectivitytochallengesallschoolsshare.Schools Assess:Allschoolsanddistrictshavenowbecomeconversantinthelanguageofassessment.MICHAEL McCOY — WASC member since 1994 — Served on over 19 WASC teams

Inorderforschoolstoassessthedegreetowhichtheschoolwidestudentgoalsarebeingachieved,theymustfirsttakeanin-depthlookatwhataretheirstudentgoals.Oncetheyhaveclearlyidentifiedwhattheywantstudentstolearnandachieve,theycanbetterdetermineiftheyarereachingthosegoals.Thishasbeenobservedinschoolsthroughanhonestlookatdisaggregateddataandbestteachingpractices.SHELLY MOREIRA — WASC member since 1998 — Served on over 16 WASC teams

Manyschoolsuseharddatathattheygatherabouttheirdesiredachievementofstudents.However,itistheschoolthatprovidesopportunities for students topersonallydemonstrate theirachievement throughportfolios,exhibitionsand/orsometypeofpersonalconnectionwiththeschool’s(ESLRs)studentoutcomesthatcansay“ourstudentsleaveuswithwhatwehavedeterminedisimportantforthemtobepreparedforwhatevertheirfuturemaybring.”Oneexampleisagirlwhocorrelatedherpersonalgrowthduringherschoolyearswithoneoftheschool’sESLRsinhercollegeapplicationessay.BARBARA NUNES — WASC member since 1986 — Served on over 50 WASC teams

AsIwatchschoolsaccepttheWASCchallenge,worktogetherandplan,Iamalwaysamazedthatthechallengesof21stcenturyskillsandglobalcompetenciesarebeingmetandexceededsothatthegraduatesareabletomeetthosechallengesandexcelintheworkforce.Whenstudentshavebeeninvolvedinthedecision-makingprocess,insettingtheschoolwidestudentgoals,thedesiretoachievethosegoalsisstronger.Ihaveobservedstudentsworkingwithotherstudentstohelpthemachievehighertestscores,completeprojects,andpracticeforperformances.KAY PALUSH — WASC member since 1999 — Served on over 24 WASC teams

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WASC Words 2011

Focus on Learningprovidesanobviousandlogicalframeworkforongoing,schoolwideimprovement.UtilizingFocusGroupsforregularcurriculumdevelopmentandimprovementofinstructionis,formostschools,anaturalandwisechoice.AllFocusGroupsare“permanent”—notjusta5-or6-yearcycle—andongoingworkgroups.Eachreportstwiceayeartofullfacultymeetings.TheWASCCoordinatorregularlyupdatestheschool’sreportandpublishesitforthestaffandboard.TheycouldbereadyforafullWASCvisitatanytime.JAMES ROULSTEN — WASC member since 1971 — Served on over 50 WASC teams

WeareworkingonasystemofportfoliosforallstudentswheretheESLRsarethebasisforstudentstoprocureandanalyzeevidenceofhavingachievedschoolwidegoals.Studentsinternalizethosegoals,identifyworksamplesthatshow themselves and external constituencies the extent towhich they have individually achieved the goals, andpresentthoseportfoliostopanelsofcommunitymembersandschoolstaff.MARK RYAN — WASC member since 1999 — Served on over 6 WASC teams

InmyexperiencetheWASCaccreditationprocessfostersschoolimprovement.Schoolshavetoaskthemselves,whatarewedoingandisitworking?Ifitisn’tworkingwhatisn’tworking,whyisn’titworking,andhowdowefixit?Withoutthatselfanalysisschoolsaremorelikelytostayinarutofstatusquo.Aschoolshouldask:Areweadequatelypreparingourstudentsfortheirfutures?Whatdatacanwefindandanalyzethatwilltellusifourstudentsareready?Howcanweevaluateouroverallprogramandinstructionalstrategiesintermsofstudentreadinessfortheirpostsecondarygoals?DUSTIN SAXTON — WASC member since 2003 — Served on over 10 WASC teams

WASCFocus on Learningprovidesaframeworkforschoolstoestablishandmonitorholisticstudentgoalsthatinclude21st century skills aswell as core academics. In Vietnam, international school students presented a senior projectdemonstratingmasteryofstudentgoalswithinthecontextofamandatorycommunityservicerequirementtoapanelofUNofficials.InCalifornia,studentscompletingsummerinternshipsinarchitecturepresentedaformalprojectsummarytoapanelofarchitects.Whatgraceunderpressurewhiledemonstratingachievementof21stcenturyskills!VALENE STALEY — WASC member since 1987 — Served on over 44 WASC teams

TheWASCprocessrequiresallstakeholderstoworkwitheachothertodiscussmanyaspectsoftheschool’sprogramthataffectsstudentachievement.WhencompletedcorrectlyallstakeholdersHAVEreallysatdowntogetheranddiscussedtheissuesthatincludebutarenotlimitedtothefivefocusgroupareas.Sitesthathavebeenthemostsuccessfulinestablishingeffectivewaystoassessschoolwidestudentgoalshaveempoweredtheirstafftomakeconnectionswiththeirstudents.SUSAN WEINSHANKER — WASC member since 1992 — Served on over 18 WASC teams

TheWASC process is incredibly powerful as it validates student learning. Schools that effectively approach thischallengetranslateeachgoalintotangiblestudentoutcomesthatdemonstratetheskillsrequiredformastery,developcommonrubricsforinstructionandassessment,breaklearningintosequentialpartsamidincreasedrigor,andinfusetheteachingcommitmentacrossgradelevelsandthroughoutthecurriculumensuringallstudentsareinvolvedeachyear;goalattainmentreliesoneffectiveinstruction,studentpractice,andreal-worldapplication.SUZIE WIESE — WASC member since 1990 — Served on over 29 WASC teams

Inmyopinion,theWASCaccreditationprocessmakestheschoolstakeareallyhonestassessmentoftheirworkandmission.Schoolsneed to taketimenotonly toaddressbutexamine in-depthpreparednessof their studentsandteachersalike,tofacechallengesposedbychangesindemographicsandfamilystructures,andsuperficialitybeingsufficientforcompetence,andtheprocessmakestheschoolsspendtimetodoso.Together,theself-studyandtheVisitingCommitteeReportoutlineaclearpathtoimprovementandtheprocessofmonitoringtheprogress.VENDULA VOGEL — WASC member since 1998 — Served on over 20 WASC teams

Theself-studyisanexcellentvehicleforinitiatingschoolimprovement.Itencouragesallschoolstakeholderstoactivelyparticipateinschoolimprovement.TheFocus on Learningeditionoftheself-studyisespeciallyeffectiveinaddressingthefuturechallengesoftoday’sstudents.BRIAN YAICH — WASC member since 1980 — Served on over 57 WASC teams

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WASC Words 2011

Commission UpdateThe Commission is comprised of individuals representingthe various constituencies of the Accrediting Commissionfor Schools,WesternAssociationofSchoolsandColleges (ACSWASC). TheCommissionconvenesthreetimesayear.

ACS WASC Commission MembersMemberswholefttheCommissionthisJuneinclude:KellyBock,SusanDillon,FedericoMilton,DaleMitchell,RobertPeters,LindaReser, Richard Sexton, Nancy Soderberg, and William Wong.We are deeply appreciative of the excellent service providedbytheseCommissionersandwishthemwellintheircontinuedservicetoothers.

ACSWASCwelcomesthefollowingnewCommissionmembers:Grant Bennett, Rodney Chamberlain, Chad Colden, ChaseDavenport, John Kerr, Ann Mahi, Michael McCoy, Berit vonPohle,andDorisYamashiro-Tanaka.

Awards given at the ACS WASC Summer 2011 Commission MeetingL-R: LindaReser,NancySoderberg,GerryMadrazo,RobertPeters

ACS WASC COMMISSIONERS(listed by the organizations they represent)

OfficersHarlanLyso,Chairperson

ValeneStaley,AssistantChairpersonAssociation of California School Administrators

GrantBennettRichardBray

RebeccaBuettnerMartinGriffinMaryLuebbenMichaelMcCoyValeneStaley

Association of Christian Schools InternationalWilliamWalner

California Association of Independent SchoolsDamonKerby

California Association of Private School OrganizationsKathyRalston

California Congress of Parents and Teachers, Inc. (PTA)RosalineTurnbull

California Department of EducationWilliamEllerbee

California Federation of TeachersGeorgeMartinez

California School Boards AssociationJesusHolguin

California Teachers AssociationLorraineRichardsCharter SchoolsChaseDavenport

East Asia Regional Council of SchoolsHarlanLyso

Hawaii Association of Independent SchoolsRodneyChamberlain

Hawaii Government Employees’ AssociationAnnMahi

Hawaii State Department of EducationGerryMadrazo

Hawaii State Teachers AssociationDorisYamashiro-Tanaka

Pacific Union Conference of Seventh-day AdventistsBeritvonPohle

Postsecondary EducationJohnKerr

Public MembersShabakaHeruSteveMalviniCarlTakamura

VacancyWestern Catholic Educational Association

ChadColdenJohnCollins

PatriciaLivingstonVacancy

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2012 Commission MeetingsWinter

January30–31,2012SanDiego,CA

Spring April30–May1,2012

Burlingame,CA

SummerJune25–26,2012Burlingame,CA

WASC Words 2011

ACS WASC Membership, 2010-2011TheschoolmembershipoftheAccreditingCommissionforSchoolscontinuedtogrowduringthe2010–11schoolyear.Currently,approximately200newapplicantschoolsarepreparingfortheirinitialaccreditationvisitwithWASC.

California 3,589 3,630 3,686Hawaii 189 189 194OutofState 9 9 14PacificIslands AmericanSamoa 10 10 10 FederatedStates

EVALUATION AREA# OF SCHOOLS

2008–09# OF SCHOOLS

2009–10# OF SCHOOLS

2010–11

ofMicronesia 2 2 2 Guam 34 34 34 NorthernMarianas 23 23 22 MarshallIslands 3 3 3 Palau 1 1 1Africa 1 1 1Australia 1 1 1EastAsia 163 202 207Mexico 1 1 1

TOTAL 4,026 4,106 4,176

WhiletheAccreditingCommissionforSchools,WASCisbestknownforitsworkwithschoolsinCaliforniaandHawaii,WASChasalsosupportedtheschoolimprovementeffortsofinternationalschoolsthroughitsaccreditationsincethe1960s.Whethertheyservehostcountrynationalsortheinternationalbusinesscommunity,WASC-accreditedinternationalschoolsofferanEnglish-languagecurriculumthatpreparesstudentsforadmissionintoAmericanandworldwideEnglish-speakinguniversities.Someinternationalschoolsare relatively largeand located in suchmajorcitiesasSeoulandSingapore,whileothersaresmallandisolatedinremotelocations.Regardlessoftheirlocale,throughtheirinvolvementintheWASCaccreditationprocess,theseschoolsretaintheirfocusoneducatinginternationallymindedandglobally

competentstudents.Parentsconsideringrelocatinginternationallycanbereassuredbythefactthatourschoolsarefocusedonimprovement,studentlearning,andglobalcitizenship.WASCisareputable,respectedaccreditationagency,andweworkcloselywiththeOfficeofOverseasSchools,U.S.DepartmentofState.

WASC now accreditsmore than two hundred international schools in East Asia, an area inwhich new international schoolsare being established at a record pace. Collaborative in nature,WASC has developed joint accreditation arrangementswiththe International Baccalaureate, theCouncil of International Schools, and theAssociationof Christian Schools International,andjointlyaccredits internationalschools inThailandandChinawiththosecountries’respectiveministriesofeducation.TheWASCFocus on Learning processisanexemplaryaccreditationprocessthatcontinuestodriveschoolimprovementinagrowingnumberofinternationalschools.

International UpdateHarlan E. Lyso, Ph.D. | Chairperson, Accrediting Commission for Schools, WASC

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ACS WASC Commission OfficersAsof July1,ACSWASChasanewchairpersonandassistantchairperson.ChairpersonDr.HarlanLyso served as the superintendent at theShanghai American School. He served ashead of the school at Seoul Foreign Schoolfor16years.Hehasalso servedaspresidentof the East Asia Regional Council of SchoolsandthepresidentoftheAsiaPacificActivitiesConference.

OurnewAssistantChairpersonDr.ValeneStaleyistheassistantsuperintendentofInstructionalServices at the Porterville Unified SchoolDistrict (PUSD). Her job description includesthe oversight and supervision of principals,curriculum, assessments, student servicessuch as special education, and placement ofnontraditionalstudents.ShehasbeenwiththePUSDsince1967.

WASC Words 2011

Office Update

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Focus on TechnologyWASCisembarkingonthePortalProjecttoutilizetechnologyand incorporate online delivery systems in the work ofaccreditingschools.WeplantoinitiatethisprojectbypilotinganonlineprogramfacilitatingtheonlinesubmissionofVisitingCommittee materials to the WASC office. The documentswill then be relayed electronically to the correspondingCommissionReadingGroupsforreview.ThePortalProjectwillbeginin2012,andwillexpandtoincludemoreoftheWASCprocessesgoingforward.

WASC piloted an iPad Reading Group program this yearfortheWASCCommissionandplanstofully implementitthiscomingyearforallWASCCommissionReadingGroups.TheWASC Commission Reading Groups will use iPads toelectronically read and review the hundreds of reportsandVisitingCommitteematerials forschools that receiveCommission actions each year. So far this program hasproventobeveryefficientandeffective.

OnlinewebinarsarebeingusedmoreandmorebyWASCfortrainingsandmeetings.Webinarsmakeitpossibleforanyone,anywhereintheworldwithaninternetconnectiontologonandparticipate in ameetingor training session.Webinarscan be recorded and made available for asynchronoustrainingaswell.

MicrosoftWordtemplatesarealiveandwellonthewebsiteandcaneasilybeputintoatoollikeGoogleDocsfordocumentcollaboration. We continue to add school and VisitingCommittee templates and materials to the WASC website: www.acswasc.org.

Ultimately, the goal is for accreditation activities to be asaccessibleandrelevantaspossible,andWASCwelcomestheincreasinguseoftechnologyinitspursuits.

Temecula Office

Burlingame Office

L-R:GingerHovenic,MichelleAllen,LeeDuncan,AliciaAdauto,EmilyBarton,TiffanyThomas

L-R:CynthiaNewton,AliceHauser,LinoGantan,JudyAbbott,CrisLunny,JessWhipple,LisaBlaylock,

ShelénePeterson,MichelleNunes,SusanLange,CristineToti,MarilynGeorge,FrancesRivette

WASC Words 2011

DidyouknowthatWASCaccreditsover 500 K–12 charter schoolsthroughoutthestatesofCaliforniaandHawaii?

Charter schools, being schoolsof choice, have continuedto grow since the legislationpassed in 1991. They operatein a variety of ways, such asalternative or continuation

schools, online or blended environments, traditionallearning settings, extended day or year calendars andcareer/vocationaleducationopportunities,tonameafew.

Thebasicconceptofcharterschoolsisincreasedautonomyinreturn for accountability. Charter schools are accountable forbothacademicresultsandfiscalpracticestoseveralgroups:thesponsorthatgrantsthecharter,theparentswhochoosetohavetheirchildrenenrolled,andthepublicwhofundsthem.

WASCandcharter schools inCaliforniaandHawaiiaswellasserviceproviderorganizationshaveworkedcloselytogetherto

Charter Schools: Opportunities to Participate in the WASC Accreditation ProcessGinger Hovenic, Ed.D. | Director of School and Member Relations, Southern California, Accrediting Commission for Schools, WASC

focusonthespecificneedsofcharterschools.CharterschoolsareheldtothesamehighWASCstandardsusedforallschoolswhileaddressingtheuniqueissuesfacedbyindividualcharterschools.TofurtherthearticulationbetweenWASCandcharterschools,itiswithgreatpleasurewewelcomeChaseDavenportfrom the California Charter School Association to the WASCCommission,andwelookforwardtohisuniquecharterschoolperspective.

Charter schools have found theWASC process is a powerfultool for school improvement as well as for professionaldevelopment. Thosewho serve asmembers and chairs haveechoed the benefits of learning about innovative strategiesand best practices in education and observing research andexemplaryprogramsinactionwhilevisitingotherschools.

WASC is continually looking for volunteers from charterschoolstoparticpateonWASCvisitsbecause it is invaluabletohavemembersandchairswithlikeexperiences.Formoreinformation about how to volunteer, please visit theWASCwebsiteatwww.acswasc.org.

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WASCAccreditation-Plusisanoptional,fee-basedprogramconsistingofasuiteofonlinetoolswithinadedicatedandhostedwebsiteenvironment.TheAccreditation-Plusprogramwasdesignedtoofferschoolsamodern,technologicalapproachtoorganizingandmanagingtheWASCself-studyandongoingimprovementprocesses.

Visitthe“Accreditation-Plus”pageontheWASCwebsiteatwww.acswasc.orgorcontactCynthiaNewton,Accreditation-PlusSchoolLiaison,at650548-4387orcnewton@acswasc.orgforadditionalinformation.

WASC Words 201118

www.acswasc.org/vc_volunteering.htm

WASC Words 2011

©2010ACSWASC.Production:CynthiaNewton

Editing:CynthiaNewtonandShelénePeterson | DesignandGraphics:SolerGraphics

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

Accrediting Commission for Schools, WASC533AirportBoulevard,Suite200Burlingame,CA94010-2009

650696-1060Fax:650696-1867mail@acswasc.orgwww.acswasc.org

Accrediting Commission for Community and Junior Colleges, WASC10CommercialBoulevard,Suite204

Novato,CA94949415506-0234

Fax:415506-0238accjc@accjc.org

www.accjc.org

Accrediting Commission for Senior Colleges and Universities, WASC985AtlanticAvenue,Suite100

Alameda,CA94501510748-9001

Fax:510748-9797wascsr@wascsenior.orgwww.wascsenior.org

WA

SC W

ord

s 20

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©2011ACSWASC.Production:CynthiaNewton

Editing:CynthiaNewtonandShelénePeterson | DesignandGraphics:SolerGraphics

WASC Words 2011

ACCREDITING COMMISSION FOR SCHOOLS, WASC533AirportBoulevard,Suite200Burlingame,CA94010-2009

Non-ProfitOrg.U.S.Postage

PAIDBurlingame,CAPermit#169

Volume 23, Issue 1 | September 2011

Accrediting Commission for Schools, WASCDavid E. Brown, Ph.D., Executive Director

Marilyn S. George, Ed.D., Associate Executive DirectorLee Duncan, Ed.D., Associate Executive Director

www.acswasc.org | mail@ascswasc.org

Northern California Office533AirportBoulevard,Suite200Burlingame,CA94010-2009650696-1060Fax:650696-1867

Southern California Office43517RidgeParkDrive,Suite100Temecula,CA92590-3615951693-2550Fax:951693-2551

WASCWords2011

WASCWords2011