On March 3, 2022, Menlo-Atherton was visited by a representative of the WASC committee for a mid-term evaluation to assess how Menlo-Atherton has been progressing on these areas of strength and areas of follow-up from the report in 2019.
Before the WASC review, Menlo-Atherton staff members met three separate times in preparation.
Staff members met in Focus Groups to discuss collective strengths and weaknesses as defined by the WASC team in 2019. Individual teachers also completed a survey on progress toward instruction-specific action items.
In September 2021, staff members reviewed action plan items in departments and made notes on progress. Staff also looked at the WASC team's recommended school-wide areas of follow-up and made notes on departmental progress.
In November, staff met again in focus groups to review school data. Staff also looked at the compiled responses from the May and September meetings and pulled specific school-wide updates to areas of strength and follow-up to be included in the final WASC document.
The visit comprised of a tour of classrooms and meetings with individuals about the WASC process, the school’s key data, and the school’s critical academic needs. The visit also included a debrief with key leadership team members regarding the school’s progress in our Action Plan.
1. The campus provides an environment conducive to learning, where administration, teachers, and staff have made efforts to recognize and celebrate student diversity.
2. The dedicated classified and support staff ensure that the school operates as efficiently and smoothly as possible.
3. The commitment of the teachers to the students and the willingness of teachers to engage in reflective practices promote a culture of continuous improvement.
4. The administrative team is committed to the success of the school and its students.
5. All students have access to a wide range of course offerings that have the potential to prepare them for both college and career.
6. The community recognizes the value of extracurricular activities including sports, visual and performing arts, and student organizations, and continues to support students in those endeavors.
7. The student support systems for incoming and struggling students provide students of all abilities with tools for success.
Growth Areas for Continuous Improvement: The visiting committee concurs with the school’s identified areas for growth:
1. Teachers and administration should continue to refine their data review practices to support increased classroom rigor, strengthen school-community connections, and evaluate newly implemented course changes.
2. The school, with support from the district, should continue to investigate opportunities for new courses and pathways, through professional development and other collaborative efforts, to continue to provide students with a high-quality, rigorous, and relevant curriculum.
3. Teachers and administration should continue to develop equity-centered strategies for student engagement in order to support its students and others within the M-A community.
In 2019, Menlo-Atherton High School completed its full accreditation review from the Western Association of Schools and Colleges (WASC). The WASC committee was on campus from Sunday, March 3-Wednesday, March 6.
The accreditation team met with all staff and observed classes. The team will also spoke with groups of students and community members.
M-A staff prepared for this visit since August of 2017.
The previous cycle WASC goals were reintroduced to staff in August 2017 and in January of 2018 the goals were updated based on data from the 2016-2017 Dashboard report.
Between January 2018-February 2018, Focus Groups and Home Groups met multiple times to update action plan items with specific evidence and data from the subject areas.
Between March 2018 and May 2018, staff met twice in Focus Groups and twice in Home Groups to answer questions for Chapter 3 of the WASC report in the areas of Organization, Curriculum, Instruction, Data and Assessment, and Culture at M-A.
In June 2018, based on data from multiple staff meetings parent engagement nights, student panels, and survey results, the M-A Leadership Team identified specific Critical Student Learning Needs for targeted support. These Critical Student Learning Needs were developed into the Action Plan during the summer of 2018.
At the beginning of the 2018-2019 school year, all staff members received highlights of the Action Plan and drafted their own goals to support this Action Plan process.
In September of 2018, all staff members reviewed the areas of strength and areas of improvement for each section of Chapter 3 of the WASC report and in November, staff members reread their own sections.
In January of 2019, the WASC report chapters 4, the Critical Areas of Student Need and chapter 5, the Action Plan, was submitted and approved by SDMSC.
In February of 2019 the WASC report was approved by the SUHSD board.