Grand Terrace High School

WASC

 (This information was excerpted from the official WASC website. Please visit https://www.acswasc.org/about/acs-wasc-overview/ for more information about the accreditation process.)

What is WASC? 

• The Western Association of Schools and Colleges (WASC) is one of six regional accrediting associations in the United States.

What is the mission of WASC?

• To foster excellence in elementary, secondary, adult and postsecondary education by encouraging school improvement through a process of continuing evaluation and to recognize, by accreditation, schools that meet an acceptable level of quality, in accordance with established criteria.

How does WASC evaluate a school? 

•   By using the basis of the WASC criteria and the appropriateness of the school's stated purpose, school-wide student achievement goals, and the degree to which it accomplishes these.

• Schools submit a written report providing evidence and analysis of how the evaluation criteria have been met, followed by a visit to the school by a WASC committee.

Why does accreditation matter for students?

• Their credits will be accepted by other accredited schools, whether it is another high school that they transfer to or by colleges during the admissions process.

Why does accreditation matter for GTHS, the district, and the community?

• Proves that we are providing a standard level of quality education to all students.
• Demonstrates that the GTHS staff is committed to analyzing data and implementing changes in order to continue to improve the quality of education provided.

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Findings from the 2023 WASC Visit

Visiting Committee Report 

Schoolwide Strengths

• There is a strong pride in the community of Grand Terrace with a staff (certificated and classified) that truly cares about the students.
• There is a strong sense of pride among the students regarding the Activities program including memorable events for all students.
• The staff have established a clear vision of what they hope students will be in the Graduate profile and with their G.R.E.A.T habits.
• The career pathways (Arts, CARE, Engineering) offer students hands-on, relevant career experiences.
• The Wellness Center offers students a place to get social emotional supports.
• Programs such as the Senior Legacy, SAIL, AVID, SPED programs, the Library, and tutoring offer supports to students in need.
• The new principal, Charlie, has brought a sense of stability and pride to GTHS where he
  offers passion for students and strong leadership skills. He is working to create a sense of
  community and empowerment to staff and families.

Schoolwide Growth Areas for Continuous Improvement

• GTHS staff will benefit from more structured use of PLC time, incorporating the PLC guiding questions of what do you want all students to know and be able to do, how do you know, and what do you do when they can or cannot to ensure all PLCs are focused on the achievement of all students. Priorities should be on developing and creating common assessments that are aligned to established essential/power standards.
• GTHS students will maximize their learning with systematic classroom engagement strategies where teachers hold high expectations of their students to participate in their learning in all classrooms. This area will be strengthened if there can be common agreement on schoolwide practices.
• The Black/African American subgroup data shows a need to better support this population.
• GTHS students will benefit from tailored, personal 4 year plans that support their completion of A-G requirements or college and career indicators such as pathway completion. This will support parent participation in students’ education in an authenti 
  way, increase a college going culture, as well as create a clear system for students to know what is expected of them.
• Over the pandemic and changes in leadership, GTHS has lost some of the routines and procedures throughout the school. GTHS needs to establish and review clear structures and protocols for students and staff to understand expectations, how to access support when they need it, and how they will be held accountable. There should be school-wide policies for attendance, social emotional behavior and clear processes for data analysis.