2023 Oakwood School WASC Self-Study Report (Community)

Oakwood School ACS WASC FOL Self-Study Report 2023

Table of Contents Introduction Background, Programs, and Dignity Background Programs Dignity Chapter I: Progress Report Significant Developments Process & Progress on the Implementation & Monitoring of the Schoolwide Action Plan Goal #1: Improve existing and implement new support systems that will enhance the student learning environment and school culture.

Goal #2: Improve collaboration and communication to ensure excellent and consistent student learning.

Goal #3: Increase enrollment to broaden the reach of the school’s mission and fund increases in staff resources and compensation.

Goal #4: Expand the school’s physical facilities to provide for increased enrollment and program enhancements.

Prior Accreditation Findings Progress on Growth Area Not in Current Schoolwide Action Plan Chapter 2: School Profile and Supporting Data & Findings The Greater Community Oakwood Community and Students Oakwood School Preschool and Junior Kindergarten Elementary Middle School High School Oakwood Faculty Student Data Report Card Grades Standardized Testing Implications of the data, noting trends and patterns Preliminary Student Learner Needs Important questions to consider Chapter 3: WASC Criteria and Indicators Category A: Organization for Student Learning: Vision and Purpose, Governance, Leadership, School Continuous Improvement Process, Staff, and Resources Criterion A1: Vision and Purpose Criterion A2: Governance Criterion A3: Leadership for Learning Criterion A4: Qualified Staff and Professional Development Criterion A5: School Continuous Improvement Process Criterion A6: Resources ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, Resources Summary 2

Oakwood School ACS WASC FOL Self-Study Report 2023

Category B: Curriculum Criterion B1. Rigorous and Relevant Standards-Based Curriculum Criterion B2. Equity and Access to Curriculum ACS WASC Category B. Curriculum Summary Category C: Learning and Teaching Criterion C1: Student Engagement in Challenging and Relevant Learning Experiences Criterion C2: Student-Centered Instruction through a Variety of Strategies and Resources Links to Student Work: Evidence and Samples ACS WASC Category C. Learning and Teaching Summary Category D: Assessment and Accountability Criterion D1: Reporting and Accountability Process Criterion D2: Using Student Assessment Strategies to Monitor and Modify Learning Progress ACS WASC Category D. Assessment and Accountability Summary Category E: School Culture and Support for Student Personal, Social-Emotional, and Academic Growth Criterion E1: Family/Guardian and Community Involvement Criterion E2: School Culture and Environment Criterion E3: Personal, Social-Emotional, and Academic Support ACS WASC Category E. School Culture and Support for Student Personal, Social-Emotional, and Academic Growth Summary Chapter 4: Summary from Analysis of Identified Major Student Learner Needs Areas of Strength Prioritized Areas of Growth Student Learner Needs Major Student Learner Need #1: Social-emotional support and tools Major Student Learner Need #2: Clearly documented curriculum Major Student Learner Need #3: Faculty and staff professional development opportunities Chapter 5: Schoolwide Action Plan Goal #1: Expand student learning experiences to increase social-emotional well-being and improve conversation and communication skills.

Goal #2: Revise curriculum development and documentation process to improve schoolwide continuity.

Goal #3: Expand professional development opportunities to improve student learning.

Appendices

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Oakwood School ACS WASC FOL Self-Study Report 2023

Introduction Background, Programs, and Dignity Background The school first opened its doors to students in the fall of 1998 and consisted of preschool through 8th grade students. By 2005, high school grades were added each year until 2009, when Oakwood graduated its first senior class. Strong enrollment, a well-planned 30-acre campus, and dedicated faculty and staff have enabled the school to thrive. The school’s Mission and Schoolwide Learner Outcomes (SLOs) all work together to develop the whole child. Oakwood School celebrates its 25th anniversary this school year.

Programs Oakwood School has four distinct divisions: (1) Preschool and Junior Kindergarten: ●

We focus on each child as an individual who is accepted and valued, while encouraging the child’s development in small and large groups.

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The early childhood curriculum is a developmental program based on a sequence of skills. It is concerned with the development of the whole child, emphasizing social, intellectual, emotional, and physical growth.

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Learning takes place through a hands-on, multi-sensory approach at each level.

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Children learn to work, play, and share with others and develop self-esteem through meaningful experiences.

(2) Elementary School (Kindergarten - 5th Grade) ●

The elementary years are designed to develop the whole child and provide a strong foundation for future academic and social growth. We focus on each child as an individual who is accepted and valued.

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Our educators employ a multi-sensory approach to accommodate varying types of learners, along with curricula that provide continuity and consistency through each grade.

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Faculty help students explore and research ideas, develop higher-level thinking skills, and become independent, self-directed, joyful learners.

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Curiosity, mastery, and independence are strong themes.

(3) Middle School (6th Grade - 8th Grade) ●

The middle school years are focused on developing the full potential of each student in preparation for high school, with emphasis on academics, social-emotional development, arts, and athletics.

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Middle school students are recognized for their unique gifts and talents in an atmosphere of mutual respect.

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A dynamic curriculum, the support of nurturing faculty, and a warm spirit of friendship result in happy, self-confident, well-prepared students.

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Middle school students learn to communicate clearly and listen carefully.

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Oakwood School ACS WASC FOL Self-Study Report 2023

(4) High School (9th Grade - 12th Grade) ●

Oakwood’s high academic expectations and culture of kindness enable students to develop into their best, most authentic selves while sustaining strong moral examples and embodying our core values of dignity, respect, service, honesty, kindness, and citizenship.

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High school students grow as expressive, thoughtful, high-achieving, self-aware, considerate people prepared for their top-choice colleges and meaningful lives as contributing, conscientious community members.

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Students discover their creativity and develop confident self-expression through a dynamic arts program, robust athletics, and vibrant campus life.

Dignity At Oakwood School, we are committed to creating a culture of dignity that respects and authentically celebrates different backgrounds and viewpoints. We aspire to honor the dignity of each individual through cultural awareness, confident curiosity, and Crucial Conversations. We are dedicated to devoting intentional resources toward positive change and momentum in our pursuit of dignity in order to truly be an inclusive community in which everyone feels they belong.

Oakwood’s Inclusion and Belonging Purpose and Focus Areas Purpose To engage students, faculty, staff, and parents in a shared mission to create an environment in which differences are explored respectfully with curiosity, kindness, and dignity, and where every student has the opportunity to reach their full potential.

Focus Areas ●

Professional Development – Train faculty and staff to increase their understanding of diversity, equity, and inclusion concepts so they effectively recognize and address these topics across our school community.

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Staffing – Increase the racial diversity of our faculty and staff so that our students see themselves reflected in the faculty and staff.

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Student and Family Outreach/Onboarding/Retention – Design and implement outreach, onboarding, and retention practices so that annually we increase student racial and economic diversity at Oakwood and ensure diverse families have the same or longer tenure at Oakwood compared to the average so that Oakwood is perceived as the school of choice for all families regardless of background.

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Conversations and Communication – Standardize and train students, staff, and families in advanced communication skills that encourage respectful discourse with active listening, curious questions, and empathetic conflict so that the community supports each individual's journey towards becoming their best self.

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Events – Plan and execute events that showcase Oakwood's values to deliver shared positive experiences that strengthen our community.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Chapter I: Progress Report Significant Developments Two significant developments have impacted the school since the last WASC Visiting Committee visited Oakwood School in November 2017: larger enrollment and the addition of two buildings on the campus.

Enrollment for the 2017-2018 school year was 494 students. Over the last four years, enrollment has steadily increased, with 648 students enrolled for the 2023-2024 school year. School leadership attributes this growth to four key factors: 1. New Buildings: The addition of two substantial buildings completed during the 2019-2020 school year, the Liberal Arts Center and the Athletic Center, provided more space for additional students and showed the school’s commitment to the arts and athletics. The arts and athletics are a significant part of a student’s experience at Oakwood, and with these additional state-of-the-art facilities, these aspects of a student’s education became more apparent to prospective families and students. (Additional details about the school’s expansion of its physical facilities are included in Goal #4.)

2. Pandemic Response: Oakwood School leadership committed to continuing to provide the very best education possible during the pandemic. Oakwood School reopened its doors at the first opportunity to bring students who wanted in-person learning back onto campus while at the same time providing remote learning to those students who did not want to return to campus during the 2020-2021 school year. Providing this hybrid educational experience was extremely challenging, but in the end, it showed the larger community that a committed group of educators, staff, and parents could provide outstanding opportunities to the students during an unprecedented time.

3. Admissions Team: School leadership has been committed to growing and supporting an exceptional admissions team. The admissions team has been dedicated not only to increasing enrollment but to bringing in new students who are successful in Oakwood’s environment. Student retention is also a major focus for the admissions team and school leadership.

4. Mission: Oakwood School’s mission brings together the values of confident self-expression, high academic expectations, strong moral examples, unbridled exploration, and passionate expertise. The school’s mission is compelling to current and prospective families and students, as well as to the faculty and staff who support them.

Process & Progress on the Implementation & Monitoring of the Schoolwide Action Plan School leadership has been diligent in making sure that the Schoolwide Action Plan is continually reviewed and that progress is being made in each area. The leadership team has been conscious of documenting and recognizing progress through regular review at leadership meetings. Below, each goal on the Schoolwide Action Plan is listed, along with the progress that has been made toward fulfilling that goal. Additionally, there is an explanation of how each of these items has impacted student learning.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Goal #1: Improve existing and implement new support systems that will enhance the student learning environment and school culture.

Peer tutoring High school students are able to earn service learning hours (required for graduation) for tutoring other high school or middle school students. Many of these peer tutors focus on providing support for math and writing.

Impact: Peer tutoring allows struggling students the opportunity to work alongside a fellow student who has better mastery of the curriculum. This is beneficial for struggling students who may be reluctant to ask their teachers for help. Peer tutoring is built into the school day, which also benefits students who play sports or have other obligations outside of school hours. Also, it allows the tutor to earn service learning hours right here on campus.

Strategic Planning Oakwood introduced Strategic Planning in the spring semester of the 2022-23 school year. During Strategic Planning periods, a member of the faculty works closely with students needing extra support building essential skills that assist in the undertaking of Oakwood’s rigorous curriculum: organization, time management, timely and appropriate communication with faculty, study habits, and planning ahead.

Impact: The first cohort of students to go through Strategic Planning made significant improvements in their academic maturity and confidence, allowing them to successfully progress through their coursework the following year with much more independence. Oakwood looks forward to continuing Strategic Planning as an essential support system going forward.

Professional development Oakwood faculty and staff are empowered to pursue professional development opportunities that are of interest to them.

Impact: Funds are set aside for this purpose, and faculty and staff members are encouraged to apply.

Professional development benefits students in many ways, as teachers and staff learn how to use new technology and learn new teaching methods and skills. (Team Handbook) New employee training and check-ins School leaders regularly check in with new employees to ensure they have the resources and information they need to be successful at Oakwood. Monthly Oakwood Culture Meetings during the months of September through December provide specific training on Oakwood culture for new employees.

Impact: These check-ins directly benefit students by ensuring that all Oakwood teachers are comfortable in their classroom roles, supporting Oakwood’s culture, and knowing what is expected of them as members of Oakwood’s teaching faculty.

Expand programs to emphasize student study, organizational, and technology skills Middle and high school Advisors and teachers support students who need help with student study, organizational, and technology skills. Oakwood offers a middle school elective course that focuses on organization (Study Smart 2.0). Technology classes were added for all kindergarten through 5th grade students during the 2021-2022 school year to increase students’ understanding of technology, computer programming, and the engineering design process.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Impact: Students benefit from strong organizational and study skills; they will need these skills throughout their academic careers, and Oakwood is helping them build a strong foundation. Students also benefit from being comfortable with the use of technology, as many assignments are tech-based or require students to be technologically savvy.

Goal #2: Improve collaboration and communication to ensure excellent and consistent student learning.

Oakwood School website: oakwoodway.org Oakwood’s website is a beautifully designed and welcoming source of information for current families, staff, faculty members, and prospective families.

Impact: The Oakwood School website impacts student learning as it helps keep all members of the community informed about what is happening on campus and provides information relevant to students in all divisions.

The Inside Scoop The Inside Scoop, Oakwood School’s weekly schoolwide newsletter, is sent out to all families via email each Wednesday and contains a wealth of information on upcoming events at Oakwood.

Impact: The Inside Scoop positively impacts student learning by helping students (especially those in upper school) manage their own activity schedules.

Pass-off meetings Pass-off meetings occur across grade levels and divisions. In the lower school, teachers hold pass-off meetings, which allow them to discuss individual students’ strengths and areas of concern. Lower school math assessments are given as soon as students return to school in the fall, and teachers meet to discuss the results; 5th grade teachers meet with the 6th grade team to discuss student issues; 8th grade teachers meet with their departmental colleagues in the high school to discuss incoming students.

Impact: These pass-off meetings impact learning as they help teachers determine appropriate class placement for individual students. They also help teachers ascertain which students might need a bit more challenge and which students would benefit from extra academic, social, or emotional assistance.

Goal #3: Increase enrollment to broaden the reach of the school’s mission and fund increases in staff resources and compensation.

Increasing enrollment: Oakwood’s student population has seen steady growth in recent years (Significant Developments).

Impact: Higher enrollment results in more funds by means of tuition dollars that can be spent on the physical campus and on equipment, books, supplies, and technology. Higher enrollment has also allowed the school to increase compensation for faculty and staff, and attract outstanding teaching candidates for open positions.

Goal #4: Expand the school’s physical facilities to provide for increased enrollment and program enhancements.

New school facilities Since the last WASC visit in 2017, Oakwood School celebrated the opening of its Liberal Arts Center and Athletics Center in 2019. The Gwendolyn Riches Liberal Arts Center opened its doors to students on the first day

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Oakwood School ACS WASC FOL Self-Study Report 2023

of school, August 19, 2019, with a Ribbon Cutting Ceremony that the whole Oakwood Community was invited to attend. The Athletics Center opened on November 18, 2019, with its Grand Opening Ceremony for students, faculty, and staff. Facilities operations have increased to meet the demands of the additional spaces on campus.

The Gwendolyn Riches Liberal Arts Building contains classrooms, a theater and adjoining green and dressing rooms, art studios, and office space for administration and staff. The Athletics Center has a gym, a cardio room, a weight training room, locker rooms, and team rooms for sports teams to meet.

Oakwood School is actively exploring opportunities to build the planned playfields for athletics. The timing for this project is currently uncertain as we prioritize the improvement of faculty and staff compensation. In the meantime, Oakwood is fortunate to contract with the Morgan Hill Outdoor Sports Center for its field sports needs. This collaboration allows the school to offer its students an outstanding athletic experience as it works toward its long-term goals.

Impact: Both of these new buildings have had a positive impact on student learning by providing more space for activities in the arts and athletics. New classrooms have allowed a variety of enrichment and elective classes to be offered and for students to use state-of-the-art facilities. The construction of a second gym (in addition to the one located in The Barn) has allowed more space for lower school physical education classes and upper school athletic practices.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Prior Accreditation Findings The November 2017 WASC Visiting Committee Report identified several Schoolwide Areas for Growth as a result of the Self-Study. The following list includes their recommendations and references progress made: 1. Enhance school website to make available information more accessible to parents, including: student progress, upcoming class events and curriculum, links to resources, advisory, etc. ➔ Addressed above, Goal #2.

2. In order for teachers to fully support grade-level curriculum, more regularly scheduled collaboration time is needed. ➔ Lower school partner teachers now have specific time built into their schedules to plan and implement a coordinated curriculum and experience for their students ➔ Upper school faculty have scheduled meetings several times a year by subject departments (led by subject department chairs). ➔ Upper school follows a revised First Friday Late Start schedule on the first Friday of each month to facilitate extra teacher collaboration. ➔ Also addressed above, Goal #2.

3. Provide more instructional tech training to better support teachers in the classroom. ➔ To better support teachers, especially in preparation for and during hybrid learning during the pandemic, technical training became essential. The faculty as a whole became more comfortable using their existing resources, as well as newly introduced technology, thoughtfully integrated by the school to cater to the diverse needs of all learners. Training on specific technology platforms (Zoom, Slack, Veracross, Finalsite, etc.) has become part of regular staff meetings, in-service days, and professional development days.

4. Expand specialized support on campus for pull-out and in-house services, such as speech therapy and emotional counseling. ➔ The school has made a concerted effort to enhance on-campus specialized support. In 2022, a Student Support Counselor was hired as a full-time employee. Their background as a Licensed Marriage and Family Therapist includes serving in a similar role at another independent school. The difference that this role has made to the school cannot be understated, as they have added a level of expertise that was desperately needed to better support students, lighten faculty loads, and support the school’s administration. ➔ The school has had a strong emphasis on wellness, and this has included designating a part-time staff member as Wellness Coordinator. This role has expanded to include work in Dignity, Inclusion and Belonging, and Crucial Conversations (Progress on Growth Area Not in Current Schoolwide Action Plan). ➔ Students with significant issues are referred out for educational testing and different kinds of therapy, including speech, language, occupational, and social/emotional/mental health. ➔ Space and time for specialized on-campus support are provided for students in lower school, including a learning difference trainer from Learnfully for identified students.

5. Standardize the process for documenting the circumstances regarding students subject to OSSP and Academic Probation.

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Oakwood School ACS WASC FOL Self-Study Report 2023

➔ The school’s Family Handbook and Team Handbook have been continually updated to include these processes and many others that have helped to make processes systematic to implement and enforce as well as fair to all.

6. Increase the emphasis on study and organization skills in middle and high school, and increase technology skills in middle school, to create successful and passionate learners (e.g. academic support elective or struggling students, using weekly BOOST time productively). ➔ Addressed above, Goal #1.

7. Increase enrollment which will provide additional resources. ➔ Addressed above, Goal #3.

8. Increase faculty compensation to attract the most qualified instructors. ➔ Addressed above, Goal #3. ➔ Higher demand for the school has resulted in significantly higher enrollment and larger tuition increases, which has led to purposeful increased faculty compensation. Faculty saw an average increase of 8.1% from 2021-2022 to the 2022-2023 school years and 8.2% from 2022-2023 to the 2023-24 school years.

In addition, the Visiting Committee identified areas that they recommend be strengthened: 1. Continue to expand the Buddy Program to include interaction between middle school students and high school students specifically to facilitate the transition from middle school to high school. ➔ School leadership has addressed the transition from middle to high school in different ways and has chosen to keep the already established Buddy Programs in lower and middle school the same. ➔ Middle school students now have many opportunities throughout the school year to participate in combined middle and high school assemblies and spirit rallies. Middle school students also have exposure to the high school experience because of shared spaces that now exist (Athletics Center and Liberal Arts Center – see above, Goal #4). Middle School Orientation has been added to the back-to-school events to help the transition to Oakwood Middle School, and High School Orientation includes all new to Oakwood High School students. ➔ Oakwood School holds an annual HAWKS Day for 5th grade students entering middle school and for 8th grade students entering high school. These special preview days include short demo lessons and a student panel for Q&A and provide a unique opportunity for students to interact with students, teachers, and principals in their rising division, offering them a glimpse into the following school year.

2. Increase the frequency of keyboarding/coding classes in the elementary school. ➔ Addressed above, Goal #1. In addition, Oakwood School now provides 3rd through 5th grade classes laptops for each student in their core classrooms. These valuable resources are used throughout the day, as needed, for additional curriculum support.

3. Provide professional growth time to allow for vertical collaboration. ➔ Allocated time during in-service, professional development days, Tuesday meetings, and First Friday Late Start has allowed faculty to meet and collaborate regularly. Lower school math and language arts meetings, led by curriculum leads, happen several times each school year; collaboration also occurs at division meetings. Upper school faculty, led by subject department chairs, have regularly scheduled meetings several times a year, where student learner needs are discussed.

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Oakwood School ACS WASC FOL Self-Study Report 2023

➔ Faculty are better able to address student learner needs on a schoolwide scale, paying attention to scope and sequence, as well as depth and breadth of curriculum and student experience. ➔ Faculty are given many opportunities built into the work schedule to plan and prepare meaningful instruction for the students' best learning. Meetings (All Staff, Division, Professional Development, etc.) provide the time for teachers to collaborate with colleagues. Faculty can more effectively attend to the educational needs of their students by applying best practices, taking into consideration the structure and progression of the curriculum, as well as the thoroughness and diversity of the student learning experience. Working towards documentation is a continued schoolwide effort.

Progress on Growth Area Not in Current Schoolwide Action Plan An area not previously identified in the Schoolwide Action Plan that has become increasingly important is Diversity, Equity, and Inclusion. While a culture of kindness has always been promoted and encouraged among all Oakwood community members, an Inclusion & Belonging committee and corresponding action plan were implemented and defined in 2021 to expand on this commitment. As a result, in part, school leadership is focusing on the importance of positive, proactive communication skills with an aim to ensure that all members of the school community are treated with dignity and feel a true sense of belonging at Oakwood. The school has trained its faculty and staff in Crucial Conversations and has an initiative to implement these concepts with its students.

See the following for specific details on this important work: ● ●

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Oakwood School Dignity Statement Professional Development Day March 2022 ○ Dignity Training Slides ○ Dignity Training Presentation Inclusion and Belonging Action Plan Purpose and Focus Areas ○ 2021-2022 Inclusion and Belonging Action Plan ○ 2022-2023 Inclusion and Belonging Action Plan Crucial Conversations - Tips and Summaries Crucial Conversations - Conversation Planner

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Oakwood School ACS WASC FOL Self-Study Report 2023

Chapter 2: School Profile and Supporting Data & Findings The Greater Community Oakwood School is located in the city of Morgan Hill, California, situated in the southern Santa Clara Valley, approximately 12 miles south of San Jose, 10 miles north of Gilroy, and 15 miles inland from the Pacific coast.

Parks and open spaces abound in Morgan Hill, making it one of the last communities in the region with a charming, small-town atmosphere. Morgan Hill has a population of approximately 46,000. The estimated population of White/non-Hispanic is 48.5%, and the estimated Hispanic population is 35.1%. A small percentage of Blacks, Asians, American Indians, and Hawaiians are also represented in the community. Families comprise almost 80% of the households, with the average household size being four to six people. The estimated average household income is $152,248. The estimated educational attainment of the general population is 81% with a high school diploma or higher, and 38.7 % with a bachelor’s degree or higher. Many adults commute north to Silicon Valley for work.

Oakwood Community and Students Oakwood School is an independent, non-sectarian, college-preparatory school for students in preschool through grade 12, on one 30-acre campus.

Students attending Oakwood School are largely from middle, upper-middle, and high-income families. Financial aid and merit-based scholarships are available to qualifying students and families, and often serve as a bridge for some families who are not otherwise able to afford an Oakwood education.

Oakwood School enjoys a diverse population and also has a small international student population in the high school, with students predominantly coming from China and Europe.

Oakwood’s student population is made up of students from Morgan Hill and Gilroy, as well as other surrounding cities. The maximum capacity of the school, according to our use permit, is 776 students. Oakwood School currently has 648 students enrolled.

Enrollment has been increasing since 2019, except for the 2020-2021 school year, when many preschool and junior kindergarten students withdrew as a result of COVID-19. A rise in preschool and junior kindergarten enrollment has positively affected elementary school enrollment. Middle and high school enrollment has continued to increase, with middle school being full.

Many Oakwood parents and guardians volunteer in a variety of ways at school to support student learning. All parents and guardians have the opportunity to participate in the Parent Service Auxiliary (PSA). The mission of the PSA is to strengthen and foster the school community and to contribute meaningful service to Oakwood School. The PSA Board serves as a liaison between school leadership, faculty, staff, and parents, encouraging parental involvement, hosting social and fundraising events, assisting with community outreach, and enhancing educational opportunities now and in the future. The PSA endeavors to make each family feel welcome and connected to the Oakwood community.

The school is financed by tuition with additional funds coming from fundraising and investments. Oakwood School is governed by the Creative Center of Los Altos (which also operates Pinewood School). The schools are part of a single non-profit entity, but they operate separately.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Oakwood School Oakwood School offers strong academics, continuity and integration of curriculum, and broad enrichment programs. Along with high academic expectations, the school strives to develop inherent values in each student.

Students learn and develop in an atmosphere of dignity and respect that is fostered through courtesy, honesty, good citizenship, and an appreciation of diversity. Oakwood School’s Mission and Schoolwide Learner Outcomes (SLOs) are embedded throughout all aspects of the school’s culture.

Oakwood’s academic atmosphere is both rigorous and age-appropriate. Small class sizes provide maximum opportunity for individual attention and help uncover and develop individual strengths. Oakwood School also takes great care to create a wholesome environment in which dignity, character, kindness, respect, and compassion are priorities. Subjects are presented in a developmentally appropriate sequence based on what students are able to understand at their particular level of maturity. The school is divided into four divisions: (1) (2) (3) (4)

Preschool and Junior Kindergarten Elementary (kindergarten - 5th grade) Middle School (6th grade - 8th grade) High School (9th grade - 12th grade)

Preschool and Junior Kindergarten The preschool and junior kindergarten curriculum is an age-appropriate program based on a sequence of skills emphasizing academic, social, intellectual, emotional, and physical growth. Learning takes place through a hands-on, multi-sensory approach at each level--we hear, we see, we say, we do. Children learn to work, play, and share with others and develop self-confidence and academic readiness through many meaningful experiences. These programs provide a strong foundation for future academic and social growth. Oakwood is dedicated to providing a child-centered environment where children learn with joy.

Elementary The elementary school includes kindergarten through 5th grade. Grade-level teachers provide instruction for the primary subjects of language arts, mathematics, and history. Language arts classes are taught using Spalding and Shurley Grammar. Core Knowledge is used for history. Mathematics is taught using Math in Focus while following the Singapore Math pathway. These programs are designed to offer students a multi-sensory approach to learning that is developmentally sequenced, which supports the school’s educational philosophy. Students hear, see, say, write, and do during the learning process, which helps to accommodate all types of learners.

In addition, all elementary students are enrolled in art, science, technology, library, music, and physical education enrichment classes. First through 5th grade students also participate in drama. Teachers specially trained in these subject areas teach enrichment classes.

Middle School Middle school is comprised of 6th grade through 8th grade. All students are enrolled in mathematics, history, science, and physical education, as well as two periods of language arts, which are divided into literature and writing. Students choose two additional classes as electives each trimester. It is mandatory that all students, at some time during their middle school years, enroll in at least one trimester of a public speaking elective.

Middle school students enjoy diverse extracurricular enrichment activities. School sports such as volleyball, basketball, flag football, and soccer are offered, and the school has a no-cut policy so that all students may participate. After school athletics promote the values of sportsmanship and camaraderie.

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Oakwood School ACS WASC FOL Self-Study Report 2023

Leadership and school spirit are encouraged through the Middle School Council and the “Big Buddy” programs.

The students’ individual talents are developed through participation in performing arts. Friendship and social interaction are encouraged through many activities, such as dances and socials, and teacher-chaperoned overnight field trips (Yosemite, Catalina Island, and the East Coast) that are offered each year.

High School High school includes 9th grade through 12th grade. Admission is competitive for students not matriculating from Oakwood’s middle school. Admission is based on performance in middle school, standardized test results, faculty recommendations, and a comprehensive application. Graduation requirements are strenuous, and high school students are college bound.

Expectations for behavior are high, and teachers work diligently to deliver high-caliber coursework and develop individual relationships with students. The high school's rigorous academics are balanced with a rich experience in the arts, athletics, and community involvement.

High school students have a variety of enrichment opportunities, and many students are involved in multiple activities, such as yearbook, drama, art, athletics, and clubs. Service learning, too, is a focus, and all students are required to serve a minimum of 20 hours per year. Leadership opportunities are plentiful, and the High School Student Council represents the student body in moving student ideas forward, as well as providing multiple social activities that benefit the whole student body and promote school spirit.

All middle school and high school students participate in a specially designed Advisory class. Once a week in small grade-level group settings, meaningful lessons addressing relevant social and emotional learning subject matter, health and wellness topics, and grade-level camaraderie are taught and led by trained Oakwood faculty.

Oakwood Faculty The faculty of Oakwood School is highly qualified. Many teachers have years of experience in teaching their subject areas and hold advanced degrees. School leadership also encourages teachers to participate in continuing education and professional development workshops, seminars, and classes. The faculty and staff belong to a wide variety of professional organizations such as the National Association of Independent Schools (NAIS), National Association of Elementary School Principals (NAESP), California Association of Teachers of English (CATE), California Writing Project, Modern Language Association, National Council of Social Studies, Mathematics Association of America, American Association of Teachers of Spanish and Portuguese (AATSP), American Council on the Teaching of Foreign Languages (ACTFL), American Association of Teachers of German (AATG), American Alliance for Theatre and Education, National Federation of State High School Associations (NFHS), Eta Sigma Phi, and Phi Delta Kappa. Oakwood teachers work diligently to design and deliver well-planned lessons and experiences that inspire students to learn and grow.

Faculty/Staff Population 2020-2021 Faculty/Staff Population 2021-2022 Faculty/Staff Population 2022-2023 Faculty/Staff Population 2023-2024 Attrition Rates

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Oakwood School ACS WASC FOL Self-Study Report 2023

Student Data Report Card Grades Oakwood uses formal grading reports as a general indication of the growth each student is making. The focus is on the progress a student is experiencing along grade-level academic standards, as well as gaining insight into each student’s own strengths and areas for improvement.

Preschool and Junior Kindergarten Students in preschool and junior kindergarten are assessed continually for a variety of academic and developmentally appropriate skills. Written progress reports are available at the end of each trimester.

Elementary Elementary students receive report cards three times a year beginning in kindergarten and are given number grades. Number grades do not correlate to letter grades. Rather, they are an indication of how a child is progressing in each area. Beginning in 4th grade, letter grades are also introduced in certain subjects to ease students into the middle school grading system.

Middle School Students in middle school receive report cards three times a year. Middle school students receive letter grades for each class. The student’s trimester Grade Point Average (GPA) is printed on the report card. The four-point grading scale and course weighting are used, and students have the opportunity to earn recognition on the honor roll.

High School Students in the high school receive report cards twice per year and also have the opportunity to earn an honor roll.

Middle School Grade Point Average Distribution (School Year 2020-2021, 2021-2022, 2022-23) Grades for Middle School Students by Subject (School Year 2020-2021, 2021-2022, 2022-23) High School Grade Point Average Distribution—Weighted (School Year 2020-2021, 2021-2022, 2022-23) Grades for High School Students by Subject (School Year 2020-2021, 2021-2022, 2022-23) Standardized Testing ERB Results Prior to the 2019-2020 school year, Oakwood’s 3rd through 8th grade students would take the spring full battery ERB testing. Oakwood elected not to take the ERB during the 2019-2020 and the 2020-2021 school years due to COVID-19. As students were returning to on-campus instruction for the 2021-2022 school year, Oakwood implemented a full battery ERB test for students 3rd through 8th grade in the fall, with a winter and spring milestone test. This data is shared with teachers and parents after each test administration.

Fall 2021 ERB Results Fall 2022 ERB Results

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PSAT Results Sophomores and juniors take the PSAT each October, administered by Oakwood. Testing during the fall of 2020 did not occur due to the pandemic.

SAT and ACT Results Some students take the ACT and/or SAT in the spring of their junior year, depending on what their potential colleges recommend or require. Oakwood offers the SAT exam on its campus each March.

Advanced Placement (College Board) Many high school students participate in Advanced Placement courses and exams. Approximately 85% of eligible students (10th, 11th, and 12th grade students) take AP classes and the corresponding tests. Freshman students are traditionally not eligible to take Advanced Placement classes.

Implications of the data, noting trends and patterns Fallout from the pandemic can make it difficult to draw accurate conclusions from recent academic achievement data because there are fewer data points. For example, only one-sixth of the class of 2021 took the SAT. On average, that group scored 130 points higher than both the class of 2022 and the class of 2023. While one might infer that the data suggests a decline, it is unlikely that the small group of 2021 testers was truly representative of their class as a whole.

In fact, this issue of small data sets makes interpreting Oakwood’s data challenging in general: since the enrollment at each grade level is relatively small, even a handful of very strong or very weak performers in a given cohort can influence the average fairly dramatically, which can compromise year-over-year comparisons.

However, the recent data does reveal some interesting outcomes. For instance, both PSAT and AP results have remained fairly consistent over the past couple of years, which seems to reflect Oakwood’s successful implementation of remote and hybrid learning during the worst of the pandemic. Another striking observation from the 2021-2022 school year is that high school students earned many fewer solid As in math courses compared to other subjects, while middle school students earned many more solid As in Social Studies (and Literature, to a lesser extent) compared to other subjects.

Preliminary Student Learner Needs Students return to their pre-pandemic standard of excellence (i.e. educational and behavioral attitudes and expectations) that meets the Schoolwide Learner Outcomes (SLOs), mission, and vision.

Students achieve an optimal balance between academic load, co-curricular involvement (athletics, arts, clubs, service learning, etc.), and mental/social/emotional health to enjoy overall wellness.

Students have the communication tools to maturely engage in honest discussions that allow for dignified interchange, particularly when differing perspectives or conflicts arise.

Important questions to consider Should the school consider standardizing expectations by subject matter/grade level (i.e. portrait of a 7th grader, portrait of a graduate)?

Should the school consider standardizing grading so that courses/departments/grade levels have a consistent measure across all courses/departments/grade levels?

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By scrutinizing grade distributions across grade levels and subjects, is there evidence that Oakwood can do more to support students academically, both as new incoming students and throughout their Oakwood careers?

How can the school better engage students, faculty, staff, and parents in a shared mission to create an environment in which differences are explored respectfully with curiosity, kindness, and dignity, and where every student has the opportunity to reach their full potential?

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Chapter 3: WASC Criteria and Indicators Category A: Organization for Student Learning: Vision and Purpose, Governance, Leadership, School Continuous Improvement Process, Staff, and Resources Criterion A1: Vision and Purpose A1.1 Vision and Schoolwide Learner Goals/Graduate Profile: Oakwood has established a clear and coherent vision and purpose, which is defined and articulated through its Mission Statement, Educational Philosophy (Five Tenets), and Schoolwide Learner Outcomes (SLOs).

1. Confident Self-Expression: Confident self-expression and effective communication are developed and encouraged through performing arts, visual arts, writing, and communication classes.

2. High Academic Expectations: Students are held to a high academic standard and must think critically to meet the demands of challenging courses and electives.

3. Community Contributors: Oakwood’s annual Thanks & Giving is one example of an event that brings the Oakwood community together to be community contributors in service of others. Families donate specific food items that are organized into food bins for a complete Thanksgiving meal which are given to families in need.

4. Unbridled Exploration: Oakwood’s numerous electives, student-led clubs, athletic teams, and international travel opportunities are a few offerings that inspire unbridled exploration helping to build authentic and resilient individuals.

5. Passionate Expertise: Students learn every subject from faculty and staff who are passionate experts in their fields.

This vision and purpose are congruent with school practices and are evidenced through the various course offerings, school events, and other opportunities available to Oakwood students.

A1.2 Equity and Inclusion: The school’s vision and purpose lends itself to the belief that all students can learn and achieve through the guidance of passionate experts (teachers) who encourage confident self-expression and high academic standards. With this support, students become critical thinkers, authentic and resilient learners, effective communicators, and community contributors.

This belief is evidenced by: ●

Providing support for individual needs through differentiated instruction.

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Ensuring every student has equal access to learning opportunities, is treated equitably by the learning community, and feels valued and supported by their instructor and peers.

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Creating learning environments that emphasize the importance of cultural awareness and value all social identities.

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Valuing diversity and the unique contributions each student brings to the classroom.

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Striving for every child to feel safe and have a sense of belonging.

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Creating the 2021-2022 Inclusion and Belonging Action Plan and continuing with the 2022-2023 Inclusion and Belonging Action Plan, with the purpose of ensuring that all members of the school community are treated with dignity and feel a true sense of belonging at Oakwood.

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Focusing on the importance of positive, proactive communication skills. The school has trained its faculty and staff in Crucial Conversations and is actively implementing these concepts with students through a strategically curated curriculum. The school expects to further work in these areas in the upcoming schoolwide action plan that will result from the 2023 Self-Study.

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Introducing the Hawks Scholarship program in November 2022. This enables the school to attract and enroll high-performing students from diverse socioeconomic backgrounds. The Hawks Scholarship led to 14 inquiries, 9 applications, and 3 enrollments from families in its first year.

A1.3 Development/Refinement of Vision and Purpose: Oakwood’s Mission Statement was originally written in 2012 by the Board of Directors and members of the school leadership at that time. Most recently, there was a small group of faculty and staff who reviewed the mission statement during the summer of 2021 as part of a website refresh. The team was made up of administration, Communications, Development, and Admissions Team members. After reviewing the current mission statement at length, the team determined it was not necessary to update or rewrite it as it still captures exactly what Oakwood wants its community to know about what the school represents.

Oakwood’s Schoolwide Learner Outcomes (SLOs) are periodically reviewed by school leadership or selected focus groups. Earlier in the 2022-2023 school year, the Head of School, High School Head and Principal, and Lower and Middle School Head and Principal discussed the Schoolwide Learner Outcomes (SLOs) and decided that the thorough process followed in preparation for the 2017 WASC Self-Study did not need to be repeated for this self-study.

A1.4 Communicating and Understanding Vision and Purpose and Schoolwide Learner Goals: Oakwood School’s Mission Statement, Educational Philosophy (Five Tenets), and Schoolwide Learner Outcomes (SLOs) are shared and available to all stakeholders through the school’s public-facing website.

Both the Family Handbook and Team Handbook are thoroughly reviewed and updated periodically by the administrative team and Oakwood’s attorneys. Oakwood families are granted access to the updated Oakwood Family Handbook located inside the Family Portal of Oakwood’s website, and the Handbook must be read and acknowledged by families before the new school year begins. Similarly, faculty and staff are provided the Team Handbook, which also must be read and acknowledged annually prior to the start of the new school year.

Oakwood’s Mission Statement, Educational Philosophy (Five Tenets), and Schoolwide Learner Outcomes (SLOs) are regularly discussed and reviewed with faculty and staff and are also readily available on the Faculty Portal of Oakwood’s website. These ideals are addressed throughout the year during meetings, presentations, and schoolwide communications, and visual representations are posted in classrooms and common areas around campus. The embodiment and understanding of Oakwood’s vision and purpose is evident when speaking and interacting with students, faculty and staff, and the greater community.

Criterion A2: Governance A2.1 Relationship Between the Governing Board and the School: The school community has limited visibility into what the board does because the board plays a very minimal role in the day-to-day operations. The Board of Directors, initially established by the school’s founders, is mentioned and accessible in the Oakwood School Family Handbook. The Board has the responsibility to ensure the school 20

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operates within its mission and complies with all required regulations. The Head of School is responsible for all school operations and reports directly to the Board.

Criterion A3: Leadership for Learning A3.1 Broad-based and Collaborative: Oakwood School leadership, advisors, department chairs, and individual faculty members determine student needs by evaluating grades, individual assessments, and standardized test scores. In the upper school, the Student Support Counselor generates a deficiency report once a week for all upper school students regarding grade deficiencies and other areas of academic, social, or emotional concern. The Student Support Counselor requests the grade level Advisor to check in with their student(s) of concern and also meets every week with the high school and middle school principals to discuss those students. Advisors can request teacher feedback for students, and teachers can submit feedback for a student as well. Students of concern are also discussed at monthly high school and middle school staff meetings to brainstorm support plans to get those students back on track.

In lower school, the teacher first works with a struggling student to create a plan for success and work toward related and attainable goals. If that proves unsuccessful, the teacher meets with the Lower School Principal to discuss the student and create a supportive strategy/action plan. If necessary, the Student Support Counselor may be involved, and further evaluation and testing can be recommended and/or completed. A meeting between the parent, teacher, and principal is scheduled as necessary. If a lower school student requires additional support, they can be referred to Oakwood’s on-site service, Learnfully, or referred to an outside licensed psychologist.

In some cases, specific strategies are implemented to help individual students. Examples of these strategies include Academic Probation in the high school, Oakwood Student Success Program for middle school, and Lower School Progress Reports for elementary, junior kindergarten, and preschool.

A3.2 Leadership Role in Accountability: School leadership works with teaching teams for curriculum development and curriculum adoption to ensure schoolwide representation of all subject matter across the grade levels. Faculty are provided with resources (textbooks, novels, technology, professional development, AP workshops) to teach most effectively and efficiently, and all-school professional development sessions are held to improve student learning and well-being (Chapter 1).

Upper school leadership supports student learning by providing opportunities to enroll in classes that are most interesting and relevant, and also challenging. The Student Support Counselor supports student learning and well-being through accommodation plans for students with learning differences, and by providing support to students experiencing mental or emotional challenges. Academic coaches are available on campus for lower school students (paid for by families). In addition, leadership works closely with families, teachers, and outside services to create student success plans for all grade levels and to monitor the implementation and progress of support strategies (A3.1).

A3.3 School Action Plan Correlated to Student Learning: The existing schoolwide action plan provided four goals and was based on the analysis of student achievement, along with Oakwood’s previous WASC Accreditation findings from November 2017. Each goal aligned with the school’s mission.

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The first goal was to improve existing and implement new support systems that will enhance student learning. By providing upper school peer tutoring, all student academic support, faculty professional development, and new employee training, this goal was in direct alignment with student support and overall school goals. Oakwood closely monitors and analyzes student achievement data in many ways, including weekly student grade deficiency lists, standardized testing, individualized assessments, and AP scores.

The second goal was to improve collaboration and communication to the school community, ensuring excellent and consistent student learning. By providing information for students, parents, and faculty/staff in easily accessible formats (email, public-facing website, private website portals, Inside Scoop, Oakwood App), all stakeholders can plan and prepare for upcoming events and assignments, supporting overall student success in both academics and extracurricular activities. As students progress to the next grade level, pass-off meetings from preschool through 9th grade allow teachers to communicate important information and discuss individual students’ needs and strengths.

The third goal was to increase enrollment to broaden the reach of the school’s mission and fund increases in staff resources and compensation. Significant enrollment growth in recent years has supported increased funding for staff resources and compensation, allowing Oakwood to retain and attract high-caliber faculty. These passionate experts join the current staff in the shared commitment to collective student growth and achievement.

The final goal was to expand the school’s physical facilities to provide for increased enrollment and program enhancements. New building projects included the Liberal Arts Center and Athletic Center. The Liberal Arts Center provides high school humanities classrooms, art, music, and dance studios, a 200-seat theater used by all students, with adjoining green and dressing rooms, costume and prop storage areas, as well as office space for administration and staff. The Athletic Center provides state-of-the-art facilities for students to practice, learn, and improve their skills. In the Athletic Center, cardio and weight rooms provide spaces for cross-training, and team rooms support collaboration and team-building. New building projects have increased the enrollment capacity to 776 students and allowed the school to grow into optimal numbers at each grade level to provide robust learning and extracurricular opportunities.

Oakwood will develop a new schoolwide action plan that is directly correlated to the research and analysis of student achievement brought forth by the 2023 WASC Accreditation findings.

Criterion A4: Qualified Staff and Professional Development A4.1 Qualifications, Preparation, and Supervision of Staff: Oakwood School follows a hiring process to help ensure it hires qualified faculty and staff based on a candidate's background, which can include education, experience, skills, special training, certifications, degrees, and credentials. All new personnel go through new employee orientation during in-service week and are invited to attend new employee culture meetings during the first few months of the school year. New faculty are provided specific curriculum training if appropriate, and Beginning Teacher Support and Assessment Programs (BTSA) and AP workshops are encouraged. Office support staff are also provided specific training through webinars and other resources for the various tools and applications they will use, as appropriate.

Oakwood School provides both on-campus and off-campus professional development opportunities throughout the school year, promoting the professional growth of leadership and staff. Recent professional development sessions have provided faculty and staff with the information and tools to promote school safety, communicate more effectively (Crucial Conversations), and focus on self-care and wellness. Leadership often sends out a staff survey following professional development training to determine the perceived value of the training and to help give insight into other sessions that could be of interest in the future. The school also creates opportunities for 22

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faculty and staff to attend off-site seminars, conferences, and training courses, and works with employees to adjust work schedules to accommodate outside classes for credential(s)/higher degrees.

Along with professional development opportunities, faculty and staff participate in department, division, and all-staff meetings to prepare for the upcoming school year and to reinforce information and tools covered during professional development sessions. In addition, supervisors go through training and preparation two to three times a year to focus on different subjects, such as equitable hiring and harassment, in order to support them to be more effective managers.

Oakwood does not utilize a formal process for evaluations of faculty or support staff. Instead, school leadership works closely with teachers on curriculum and expectations on an ongoing basis, and principals may informally visit classrooms ad hoc. Support staff supervisors can choose to have regular meetings with their team either collectively or individually. In addition, the upper school has a "consultancy" system where Department Chairs observe their colleagues to offer constructive feedback through a Consultancy Writeup (Example).

A4.2 Professional Learning and Impact on Student Learning: Professional development and continued learning are highly supported and benefit students in many ways, as teachers and staff learn how to utilize new technology and acquire new teaching methods and skills. Upper school faculty are encouraged to participate in webinars that align with their subject, such as math, history, and language arts, as well as AP workshops. Lower school teachers are specially certified in the language arts curriculum (Spalding) and math curriculum (Math in Focus). Upper and lower school principals consistently provide information on upcoming classes, seminars, webinars, etc., to their faculty. In addition, department chairs and curriculum leads have extensive experience or advanced degrees, making them passionate experts in their subject matter and qualifying them to mentor and help develop fellow faculty. While Oakwood offers many opportunities for professional development, there is still more to do as the school invests in the growth and professional development of the faculty.

A4.3 Communication and Understanding of School Policies and Procedures: The Family Handbook, Team Handbook, and various procedures are accessible at any time through Oakwood School's website. Continuous review, improvement, and maintenance of the website actively occurs in an effort to make it a comprehensive resource for policies and procedures.

Oakwood School’s policies and procedures for families are included in the Family Handbook, which is provided to families at the beginning of each school year. All parents/guardians must read and understand these policies and sign an acknowledgment as one of the requirements to start the school year.

Likewise, all Oakwood School employees are provided a copy of the Team Handbook at the start of each school year. All employees must submit an acknowledgment that they have read and understand the Team Handbook as part of the start of the school year requirements.

Additional policies and procedures are provided to families electronically through new enrollment and annual re-enrollment processes. Additional waivers via electronic signature platforms are used for other activities, including athletics, after school care and activities, overnight field trips, and summer programs, and must be signed before students are allowed to participate.

Oakwood School provides a valuable resource for the school community with its weekly digital newsletter, the Inside Scoop. The newsletter highlights and reinforces policies and procedures from the Family Handbook and also includes timely and essential information such as announcements, activities, events, reminders, and news posts to keep readers informed. Current students, parents, and staff members access the Inside Scoop to stay connected and engaged with the Oakwood community. The Inside Scoop is available via the website or the Oakwood App. 23

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Criterion A5: School Continuous Improvement Process A5.1 Schoolwide Action Plan Correlated to Student Learning: The schoolwide action plan found in the first two chapters of this report strongly supports and correlates to student learning and academic needs. The school has outlined four major goals with a pathway to meet these goals and the needs of the students, staff, and faculty. New support systems have been put in place for student academic success and school culture, as outlined in Chapter 1.

In addition to the schoolwide action plan, Oakwood upholds high academic standards, even starting at admissions, and maintains this standard throughout a student's academic career. Dedicated teacher support and established systems, including on-campus tutoring, upper school weekly deficiency reports, and lower school progress reports, help students meet or exceed these high academic standards (A3.1).

Students are evaluated by individual teacher assessments to gather data about students' growth and progress.

Students also participate in standardized testing to help benchmark progress on a wider scale. Individual and standardized test results are valuable diagnostic tools for identifying learning strengths and areas where students may be better supported. Student support programs, such as high school peer tutoring, have been implemented to help meet the needs of high school and middle school students needing additional support. If an elementary student is in need of additional support, the teacher works individually with a student or small group of students in the classroom. Preschool and junior kindergarten teachers focus on the varied levels of progress to ensure equity in learning and growth for Oakwood’s youngest students.

A5.2 Broad-Based and Collaborative: Oakwood School plans and continuously improves to positively impact student learning and well-being on a collaborative and intentional basis as the school identifies student needs. The process begins with the recognition of new or changing needs, or defining areas that can be improved or updated to take advantage of innovative technology, customs, or practices. The school receives feedback from parents through a variety of methods, including school community surveys, Community Involvement Meetings (formerly called PSA Meetings) meetings, parent socials, and various focus groups that have been created, such as the Inclusion and Belonging Parent Advisory Team. Student interests and issues are both seen and heard through daily interaction, discussions, and surveying.

Areas that illustrate the outcome of the school’s planning and collaboration include recognizing developing student needs, the addition of new programs, technology and materials, curriculum/course offerings, and other areas.

A5.3 Systems Alignment: Oakwood School aligns areas of growth for continued and ongoing improvement. Faculty observations with feedback are given by division principals, curriculum, and department chairs. These observations and feedback loops help identify professional goals and opportunities. In addition, a yearly faculty and staff planning survey is conducted, and feedback is given on individual plans for the upcoming year in terms of program or curriculum, work hours, coaching, advising a grade level or club, and each employee may request the opportunity to meet with their principal or supervisor prior to any planning for the following school year.

Curriculum evaluation occurs on a regular basis to ensure effectiveness and relevance, making the adoption and implementation of instruction materials a collective decision and collaborative effort between school leadership, curriculum or department leads, and faculty.

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A5.4 Correlation between All Resources, Schoolwide Learner Goals, and Plan: Resources have been directed to the implementation, monitoring, and accomplishment of the schoolwide action plan as outlined in Chapter 1.

With specific allocation of time and fiscal, personnel, and material resources, Oakwood has been able to: 1. Improve existing and implement new support systems that enhance the student learning environment and school culture 2. Improve collaboration and communication to ensure excellent and consistent student learning 3. Increase enrollment to broaden the reach of the school’s mission and fund increases in staff resources and compensation 4. Expand the school’s physical facilities to provide for increased enrollment and program enhancements.

Results of allocation of resources to the schoolwide action plan include: ●

Offering service learning hours to high school students for tutoring upper school students needing support.

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Appointed school leaders to schedule routine check-ins with new employees to ensure resources and information are available to be successful.

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Faculty and staff being empowered to pursue professional development opportunities with funds set aside for this purpose.

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New resources such as the school website, the Inside Scoop, and pass-off meetings are in place to improve collaboration and communication for consistent student learning.

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Increased funding through growth in enrollment is allocated towards the campus, equipment, books, supplies, and technology to support and enhance student learning.

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The expansion of school facilities provides more space for activities and a variety of enrichment, elective, and physical education classes.

Criterion A6: Resources A6.1 Resource Allocation Decisions: School leadership, faculty, and staff are all involved in various aspects of resource planning and allocation decisions, and they continually assess what is needed to support student and personnel needs. This process includes the planning and allocation of resources of physical classroom supplies and materials, field trips, events like Oakwood’s Thanks & Giving assembly, guest speakers such as the special upper school presentation on Safer Choices, and special history days in lower school (Pioneer, Renaissance, Immigration) are also included during resource planning. The school also allocates resources to continuously improve or add to its elective and enrichment offerings, which further broadens students’ educational experience at Oakwood. Upper school electives such as Robotics, Spacecraft Systems Engineering, Drones, and Jazz/Vocal Ensemble are some of the newer options now available to upper school students. Elementary students participate in a technology enrichment class that introduces students to basic computing and engineering skills.

Oakwood’s school leadership and staff are also involved in resource planning and allocation decisions for meeting the needs of personnel. Individual professional development is encouraged and all staff are included in various professional development sessions as outlined in Chapter 1 and Criterion A4. Leadership, faculty, and staff are involved in increasing enrollment to broaden the reach of the school's mission, which in turn increases funding for staff resources and compensation.

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Student and personnel well-being has also been greatly impacted by the planning and allocation of resources.

Over the past few years, the school has made a concerted effort to increase needed support services available to students on campus by hiring an upper school Student Support Counselor, an International Student Support Coordinator, providing lower school students with an on-site tutoring service (Learnfully), and introducing a Wellness Coordinator for students, faculty, and staff. These roles have added a level of expertise necessary to better support students, faculty, and school leadership. In addition, there has been continuous improvement and growth for extracurricular student activities, including student socials (first and second ever high school mixers with Oakwood’s sister school in the 2022-2023 school year), sporting events, and performing arts shows, supported by the opening of the Athletic Center and Liberal Arts Center.

A6.2 Practices and Procedures: Oakwood’s practice has included very minimal development of annual budgets except on an overall school basis for presentation to the School Board and Financing Institutions. A few larger operational areas within the school do prepare annual budgets, including high school and middle school athletics, the 1st through 12th grade drama programs, PSA events, graduation/promotion events, textbooks, marketing, and various field trips. Each year, the Business Director broadens this list of budget areas to make the spending approval process more efficient and informed. Areas for which this has been done include annualized utilities, general office and classroom supplies, toner/printer ink supplies, library supplies, and fuel gift cards used for school vehicles. The intent is to continue monitoring this area and establish an annual budget for items that can be proactively reviewed and prepared.

Teachers are asked at the close of the school year to request necessary supplies for the upcoming start of the school year so requests can be approved by school leadership and procured over the summer in preparation for the next school year. Throughout the school year, teachers and staff follow the newly documented Expenditure Authorization and Payment Procedures to request anything needed.

Financial records are audited each year to ensure school compliance with debt covenants. From this audit, a report is issued that compares Oakwood with other peer schools and recommendations for improvements are made. This report is presented to the school board. Items noted for improvement are reviewed internally to determine how they can best be implemented. Over the last few years, more accounting procedures have been developed and distributed internally and posted on Oakwood’s internal website in order to clarify procedures.

The primary procedure documented covers spending approvals which includes annual budgets.

Annual retirement and benefit plan audits are conducted, and results are made available to all participants in the plan and the public.

A6.3 Instructional Materials: Instructional materials such as textbooks, other printed materials, instructional technology, manipulatives, and laboratory materials are inventoried and maintained on a regular basis and audited against enrollment to assess demand. Upon determination of what is needed, the acquisition process to procure necessary materials begins with a purchase request (Green Sheet). Purchase requests for instructional materials and equipment are reviewed by both the division principal and the Head of School. Once reviewed and approved, the purchase is made by either the requestor or the school secretary. When the materials arrive they are inventoried against the purchase receipt to ensure everything is received. Purchased items are then property stamped, if appropriate, and delivered to the requestor. The majority of instructional materials are purchased during early summer so they can be received, processed, and distributed to classrooms before the start of the next school year, ensuring students and teachers have the proper materials to support learning on the first day of school.

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School supplies lists are also reviewed and updated annually and sent to families at the beginning of the summer. Starting in the 2019-2020 school year, the lower school began using Yubbler, an online school supply vendor that gives families a single place where they can purchase all of their child’s school supplies. All other necessary classroom supplies are purchased and provided by the school.

Curricula are also reviewed and updated on a regular basis. Faculty, administration, department chairs, and curriculum leads, along with the division principal, research, review, and select appropriate course materials.

Sample curriculum is requested from various publishers and reviewed by all parties. Once a new curriculum is approved, the same requisition procedure for materials and equipment is followed and used to purchase the curriculum materials. The opportunity for faculty training is provided when adopting a new curriculum.

A6.4 Facilities Conducive to Learning: Oakwood School has systems and processes in place to ensure the school’s facilities are functional, safe, and well-maintained. All faculty and staff play an important role in this effort by reporting any facility needs or requests through an online ticketing system, which is tracked and addressed by Oakwood’s Facilities Team. This team follows a yearly maintenance schedule to ensure the buildings and grounds are maintained on a regular basis. At the end of each school year, faculty and staff complete a facilities survey to report any needed repairs to their classrooms or work areas. Summer facilities projects are planned each year to address larger scale projects or improvements. In addition, Oakwood contracts with various third-party vendors to ensure our buildings and grounds are properly maintained.

A similar system for our school’s technology needs exists with an onsite Technology Help Team, reachable through an online ticketing system, as well as a direct helpline for immediate technological support. Yearly inventory of school-owned laptops and iPads for student learning, along with faculty and staff technology, is surveyed at the end of each school year and replenished as needed based on enrollment and the condition of the devices. Students in grades 3-12 participate in a 1-to-1 laptop program, and grades 6+ are required to supply their own. There are two shared iPad carts on campus to support learning.

Oakwood has two high-speed internet access lines for redundancy and wireless coverage inside all campus buildings and in shared outdoor areas. Classrooms are equipped with a large screen display or projector, printer, document camera, and other specialized equipment as needed to support instruction.

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ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, Resources Summary Areas of Strength 1. The Oakwood School campus is extraordinarily beautiful and well-maintained.

2. Oakwood has an abundance of passionate experts on our faculty/staff who welcome questions from our entire Oakwood community.

3. Oakwood has clear inclusion and belonging plans, vision, and purpose.

Areas of Growth 1. Implement a more structured approach to faculty and staff evaluations to ensure quality instruction for students.

2. Streamline the spending approval process and implement more annualized budgets to ensure adequate funding and timely delivery of supplies to teachers and students.

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Category B: Curriculum Criterion B1. Rigorous and Relevant Standards-Based Curriculum B1.1 Current Educational Research and Thinking: An Oakwood education is a comprehensive, collaborative, intentional journey that prepares students fully for their next stage in academia. Teachers have the autonomy to use their passionate expertise with the partnership of school leadership to review and select materials that meet Oakwood’s high academic expectations and support student goals. Departments often use an aligned adoption of text across grade levels or divisions to ensure consistency and progression in student learning. Division heads, upper school department chairs, and lower school math and language arts curriculum leads, monitor implementation, pacing, and progress to ensure the adopted curriculum is delivered to meet Oakwood’s high academic standards. As the school continues to grow in population, relevant and specialized training to allow for confident school leadership for the benefit of the student body.

Curriculum maps in preschool through middle school are reviewed annually for content and alignment with student goals and readiness expectations. Weekly lesson plans and assignments are prepared and reviewed for content delivery, alignment to student goals, readiness expectations, and cross-curricular opportunities that allow for unbridled exploration and confident self-expression. Curriculum maps provide a detailed outline of what was covered in the course, the pace of instruction, academic and cognitive skills developed through assignments, and how different assessment and learning formats were used. The curriculum maps provide detailed, efficient, and thorough communication between faculty horizontally at the same grade level, vertically through different grade levels, and temporally for the same course from year to year. High school and middle school teachers submit syllabi with course materials to be compiled for the same purpose.

B1.2 Congruence with Schoolwide Student Goals: The educational process at Oakwood School develops the whole child. Oakwood teachers work together to ensure there is compatibility and congruence between the subjects taught. Oakwood commonly utilizes a spiral curriculum, which reinforces previously learned concepts. Oakwood teachers meet regularly to ensure that the concepts taught align with the grade levels above and below, and they seek additional resources to support the selected curricula as needed. Individual teachers are given autonomy to adjust the pacing and components of the curriculum to ensure that it meets Oakwood’s Schoolwide Learner Outcomes (SLOs) and the needs of the individual student.

In the Upper School Mathematics Department, curriculum is based on selected textbooks by Ron Larson, ensuring consistency and continuity throughout the core math courses offered in 6th through 12th grade.

Likewise, Lower School teachers meet together to review and adopt a new curriculum, which will support and strengthen students’ academic growth and development. Oakwood’s results on the SAT, APs exams and college admissions reflect a robust, effective curriculum. Oakwood also uses other methods to determine student academic success. Teachers use both formative and summative assessments to gain a full understanding of students’ understanding of concepts and academic potential.

Oakwood connects the schoolwide learner goals and graduate profile to curriculum and schoolwide activities.

Students engage in various learning activities, including class discussions, debates, cooperative projects, role-playing, and research papers. Students learn skills to effectively locate, evaluate, and analyze evidence and data to make well-supported verbal and written interpretations. As a result, students meet the Schoolwide Learner Outcomes (SLOs).

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B1.3 Academic Standards and College and Career Readiness Indicators: Oakwood’s graduation requirements surpass the entrance qualifications for the most selective universities in the United States. Students are prepared with critical thinking and writing skills, advanced knowledge of core academic subjects, and poised to become confident, self-expressive leaders on their college campuses.

Graduates are admitted to a wide variety of institutions and institutional types: in-state and out-of-state public universities, liberal arts colleges, art and design schools, and international universities. Oakwood graduates are versatile and well-equipped to thrive in diverse college curriculums.

The University of California A-G Subject Requirements constitute the minimum coursework that students must complete in order to gain admission to the system. Oakwood’s high school graduation requirements meet or exceed the A-G requirements and ensure that graduates are poised for success in their future academic careers.

Nineteen courses have earned the UC-honors designation, which means that they meet or exceed the workload and rigor expected in an introductory college course. Seventeen of these UC-honors courses are Advanced Placement (AP) courses, including at least one AP course available in each area of study.

High school students enroll in AP classes and take AP exams after completing their coursework. On average, Oakwood students successfully complete 7.5 AP courses by graduation, with an average score of 3.26 on their AP exams, compared to 2.80 nationally. As evidenced by Oakwood’s AP scores and high course level standards, Oakwood does meet the state's anchor standards for all subject areas.

The lower and middle schools do not set college or career readiness standards, but the curricula in those divisions lay the foundation for eventual success at Oakwood High School.

B1.4 Curricular Integration: Oakwood’s core value of “unbridled exploration” encourages integration between disciplines. High school teachers curate their syllabi to include interdisciplinary, hands-on projects. ● ●

Geometry Students Practice Hand-to-Arm Ratio Estimation AP European and Modern European History: The Reformation Roundtable

Oakwood High School students meaningfully connect with and give back to their communities. Through Oakwood High School’s Service Learning Program, students complete a minimum of 80 hours of service over four years to both the community and school. Students also reflect upon their service learning experiences in written form, describing how they were impacted by their volunteer hours to the student and the community.

A Senior Project option was successfully piloted for the Class of 2023. Interested seniors submitted proposals for off-campus, integrative learning. Students had to identify a mentor and sponsoring organization, spend approximately 10 school days in May at their project site, and present their experiences and findings at a symposium. Twenty percent of the Class of 2023 chose to participate and successfully completed the project requirements. Examples of projects included managing a youth basketball team, conducting cancer research, and studying how artificial intelligence can create art.

As a college preparatory school, Oakwood does not directly emphasize vocational education. However, each year students in 6th-12th grade participate in Student Engagement Surveys, and the survey results have directly impacted how we have put a focus on linking high school experience to career paths. Grade-level advisories have sponsored workshops, led by parents, alumni, and distinguished guests, on business etiquette, financial literacy, and relationship and health education. The senior class participates in an alum guest speaker series as an integral part of their advisory program.

Curriculum maps and grade-level curriculum objectives from preschool through 5th grade ensure vertical alignment. These are submitted and updated on a yearly basis across all subject areas. Beginning in the

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2023-2024 school year, the upper school plans to develop pacing guides to ensure consistent curricular alignment.

B1.5 Community Resources and Articulation and Follow-up Studies: Oakwood students are best served when they are able to meaningfully connect with and give back to their communities. In addition to academic requirements, high school students complete a minimum of 80 hours of community service over four years, including 40 hours for non-profits not associated with the school. Students are especially encouraged to engage in service learning opportunities that are integrated with their current academic activities and career aspirations. Students reflect, in writing, upon their service learning experiences, including how these experiences relate to their current classes and activities, and how they might inspire their plans for the future. In addition to the service learning requirement for high school students, Oakwood participates with local community organizations to support their initiatives. The upper and lower school both participate in the Thanks & Giving Celebration every November, during which all students are assigned to donate food. Concurrently, lower school students run an annual book drive for charity.

As part of Oakwood’s recruitment efforts, Oakwood High School students speak at various local middle schools to highlight the exceptional high school programs available to Oakwood students. Students deliver presentations to 7th/8th grade classes, distribute Oakwood Admissions informational kits, and answer questions from prospective students. Each year Oakwood enrolls students from these feeder school visits.

Oakwood also participates in a high school fair in Saratoga, where over 50 high schools showcase their programs to South Bay families. Each year, Oakwood School students present to roughly 100 families about the various programs and rich learning experiences Oakwood has to offer.

The Admissions Team actively sponsors various events throughout the year to showcase Oakwood. Preschool fairs, on-campus open houses, and Zoom information sessions all engage the community in the offerings that our school can deliver to each and every family.

Oakwood College Counseling hosts approximately 30 college/university admission representatives, in person and virtually, each fall. College representatives meet with Oakwood students interested in their schools and provide helpful information for the college application process. Most Oakwood graduates continue their education at four-year colleges, and some students take dual enrollment (DE) courses at local two-year colleges during high school.

Although Lower School doesn't provide a program for students to follow college or career choices, Oakwood invites community helpers throughout the year to share their expertise and knowledge to lower school students.

Criterion B2. Equity and Access to Curriculum B2.1 Variety of Programs and Full Range of Choices: Oakwood encourages students to push the boundaries of their academic potential and offers a wide variety of courses within a dynamic college-preparatory curriculum. All Oakwood students pursue a full range of educational options.

Throughout high school, students chart their academic journey in selecting courses that fit their individual strengths and ambitions. Additionally, teachers within each subject area, the College Counselor, and the High School Principal are always available to offer guidance when students select classes. With an impressive array of electives, Honors, and Advanced Placement (AP) courses, students have exceptional opportunities to follow their interests, seek new intellectual challenges, and distinguish themselves in the classroom.

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Through a highly individualized process of meetings and consultations, Oakwood College Counseling guides each student and their family through the many post-high school paths, including gap year options, to identify colleges that will support them academically, socioemotionally, and spiritually. Oakwood hosts college admission officers on its campus each year to meet with current students. Admission officers are eager to meet with students and are familiar with Oakwood’s academic offerings, vibrant community, and the preparedness of its students. Beginning in 9th grade, College Counseling conducts grade-specific seminars and timely guidance throughout high school. By the fall of 12th grade, students are fully prepared to submit applications to colleges.

Students are encouraged, guided, and supported every step of the way, helping to make sure that they are aware of what they should be doing to prepare and apply for college.

Middle school students also select two electives each trimester, a total of six per year, and these courses are a highlight of the Oakwood experience. Electives offer students an opportunity to pursue long-held interests, explore new topics, and connect with faculty mentors across campus.

Lower school students participate in enrichment classes that expose them to a variety of subject areas.

Passionate experts in their respective fields from the greater community are regularly showcased to share their expertise, experiences, and knowledge with lower school students.

B2.2 Access to Curriculum, Including Real World Experiences, by All Students: Oakwood High School students have equal opportunities to select various challenging courses to prepare them for future academic and career possibilities. All students are encouraged to challenge themselves and pursue courses that meet the needs of their individual education plan and spur their curiosity and interests. The “open access” policy for AP and Honors courses opens these courses to students who demonstrate the necessary academic preparation. There are no entrance exams or other barriers to AP/Honors enrollment. Every student takes one AP class, AP English Literature and Composition, in 12th grade. Enrollment in AP and Honors courses reflects school diversity. Oakwood was a recipient of the 2021 AP CSP Female Diversity Award.

Oakwood School offers a rigorous, relevant, and coherent curriculum through lower and upper school. Students engage in various learning activities, including class discussions, debates, cooperative projects, role-playing, and research papers. Oakwood classes and courses are often hands-on-based, which helps to accommodate different learning styles. The curriculum at Oakwood creates opportunities for real-world application and ensures that students have applicable and practical skills for their future academic careers. For example, students in science courses identify the relationship between what they have learned and the way it is utilized in the real world. Mathematics courses present students with performance tasks that ask them to apply their knowledge of skills and concepts to “real-world” scenarios. History and social science courses offer students opportunities to connect historical events with current global issues.

Beginning in Spring 2023, Oakwood 12th grade students may take on a Senior Project in which students will be given leave from campus for two weeks to pursue internships, service opportunities, and other professional development. Projects are optional and require an application to gain approval.

B2.3 Student-Parent-Staff Collaboration:.

Oakwood believes that it is a shared mission to provide the best possible education for students. Faculty, staff, and parents work together to educate the whole child with a broad range of quality classes and valuable activities. Oakwood’s mission is to promote students to higher levels of academic, artistic, and athletic excellence, and instill in them a love of learning, respect for others, and a deep understanding of the critical role of character, integrity, and dignity.

The Oakwood family extends far beyond the bounds of the campus. Oakwood invites parents, friends, alumni, and members of the surrounding community to take part in and help shape the vibrant life of the school. At 32

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Oakwood, everyone has something to learn from each other. By fostering curiosity and practicing mutual respect, Oakwood creates a climate of citizenship that allows all to preserve values, address challenges, and explore new opportunities. Oakwood models the type of community students will recreate throughout their lives, through endeavors large and small.

Oakwood strives to make the school a positive place for families. It is essential to the fulfillment of the school’s mission and educational objectives to forge constructive working relationships with students’ parents/guardians.

For this reason, the agreement between Oakwood School and families, which is outlined in the Family Handbook, requires families to support the school’s philosophy of education and its implementation and operation of the day-to-day school and classroom programs.

Oakwood offers many opportunities for students, parents, and staff to collaborate throughout the school year.

Parents are encouraged to participate in various committees, including but not limited to the Parent Service Auxiliary (PSA). Socials, including the Back to School Family Social and Upper/Lower School Parent Socials, are designed to allow new and returning families the opportunity to engage with faculty, parent volunteers, and families to share information and answer questions about the upcoming school year.

Upper school students are encouraged to participate in student councils, with separate councils for middle school and high school. Student council officers take leadership positions in many of Oakwood’s affairs, including collaborating with school leadership, planning event calendars and social activities, working with Oakwood’s Parent Service Auxiliary, and managing a substantial budget. Student participants gain significant leadership experience, providing them with real-world skills and powerful evidence of their abilities for use on college applications. High school students are encouraged to join or form their own student clubs based on their interests and passions. Working collaboratively with classmates toward a common goal is a fulfilling and rewarding student experience that leads to a strong sense of belonging within the Oakwood community.

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ACS WASC Category B. Curriculum Summary Areas of Strength 1. Oakwood offers a challenging and dynamic curriculum with a variety of course offerings. The faculty is student-centered and strives to incorporate real-world applications into relevant and timely lessons.

2. College Counseling sponsors and maintains programs and events that expose students and families to post-secondary options, including a wide variety of four-year colleges and universities, and simplifies the application process for students.

3. Student-parent-staff collaboration is a hallmark of Oakwood’s community. Oakwood promotes and encourages parent/guardian engagement and involvement from the moment the application process begins.

Areas of Growth 1. Solidify and document upper school academic objectives in each subject area to ensure curricular alignment in student learning.

2. Adopt a system to document and organize course syllabi, content, and resources to ensure continuity of curriculum from grade to grade and/or course to course.

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Category C: Learning and Teaching Criterion C1: Student Engagement in Challenging and Relevant Learning Experiences C1.1 Results of Student Observations and Examining Work: Oakwood teachers design curriculum encompassing a diversity of voices and viewpoints while allowing for guided student input and choice. Faculty and staff develop clear learning objectives and formalize guidelines for best practices. High school and middle school faculty remain current with the latest pedagogical methods and research by attending conferences and seminars.

In upper school, yearly consultations, which include classroom observations, are used to assess the effectiveness of instruction in meeting learning and teaching goals. Self-observation and reflection arise out of departmental meetings and the review of lesson plans, curriculum, and classroom resources, facilitating continual adaptation and transformation. Curriculum maps, course binders, and objective matrices are updated annually and kept onsite. While there is an updated documentation system in place in lower school, the upper school will develop a more consistent and organized method for many of its course offerings. Teachers consult with the Student Support Counselor when necessary or appropriate to differentiate lessons for students’ individual needs.

Faculty and staff meetings focus on dignity and derive principles from Crucial Conversations to ensure all students are treated with dignity, and that they are supported and responsible for their own growth as well as the health and well-being of the community. In upper school, teacher-generated class surveys and yearly Student Engagement Surveys are used to measure student engagement, learning, and well-being.

C1.2 Student Understanding of Learning Expectations: Oakwood adheres to policies and practices designed to keep students informed of learning expectations during each phase of their education.

In high school, students are introduced to graduation requirements during New Student Orientation and reminded of these requirements throughout each year of high school in Advisory. Advisors regularly check in with students to ensure they are on track to complete all graduation requirements.

Syllabi for each class provides students with clear learning goals, assignment types, grading criteria, course policies, expectations for classroom conduct, and required materials. In their classes, students receive rubrics that outline assessment criteria for many assignments and materials are posted to Veracross, a learning management system, which is updated daily to keep students apprised of homework and project due dates.

Students are reminded of learning expectations at the start of units. They receive frequent formative assessments to help them keep track of and take responsibility for their learning, enabling them to identify strengths and maximize opportunities for growth before submitting assignments for summative assessment.

Review days are incorporated into classroom and advisory lessons to remind students of upcoming deadlines and criteria and to discuss progress and assessment.

In middle school, many teachers introduce students to a syllabus at the beginning of the year. On a day-to-day basis, teachers utilize Veracross to add another layer of understanding by posting instructions and explanations of expectations for assignments.

In lower school, there are a variety of approaches for students to understand assignment expectations. In preschool and junior kindergarten, learning expectations are communicated to students verbally and visually.

Teachers utilize “Circle Time,” posters, and books to review and discuss expectations. In elementary school, students are introduced to various rubrics and written directions for writing and project-based assignments.

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These assignments are sent home through student folders. All kindergarten through 5th grade teachers share lesson plans, assignments, and expectations with families using Planbook. In addition, 4th and 5th grade families can view letter grades in Veracross.

Criterion C2: Student-Centered Instruction through a Variety of Strategies and Resources C2.1 Teachers Facilitate Learning: In order to provide an equity-centered learning environment, Oakwood teachers use many different evidence-based practices while actively promoting student agency. These approaches ensure that all students have the opportunity to thrive and participate meaningfully in their educational journey.

In upper school, student agency is fostered by allowing students choices in how they engage with the curriculum. Students are encouraged to make selections from a wide spectrum of sensory experiences and evidence types. These options encompass visual aids, interactive games, audio materials, presentations, video content, film analysis, social media exploration, advertising critiques, structured discussions, debates, independent research projects, ethnographic studies, culinary endeavors, and hands-on maker projects.

Through these multifaceted avenues, students are able to personalize their learning experience, aligning it with their interests and strengths.

In lower school, teachers recognize the value of presenting information in a variety of forms and stimulate and support student interest. Teachers use a wide range of modalities of instruction to increase student engagement and engage different learning styles. Instruction often includes hands-on activities, creative writing, project-based learning assignments, art, performances, group work, and presentations. This diverse approach ensures that every student can find a path to engagement and success within the classroom.

C2.2 Student Voice and Agency: At Oakwood, every student is encouraged and empowered to have their voice heard and their agency exercised, ensuring meaningful engagement in decision-making processes related to their learning, strategic thinking, and problem-solving.

Students are encouraged to develop their voice and exercise agency through class selection and assignments that empower them to: ● ● ● ●

Problem-solve in collaborative group projects.

Write for and speak to audiences outside the classroom.

Select their own topics to study and media in which to work.

Make connections between course content, their everyday lives, and the world around them.

Both in the upper and lower school, students are encouraged to actively shape their learning experiences. They have the freedom to design individual and group presentations, formulate quiz and discussion questions, engage in self-assessment, and participate in peer workshops. These opportunities allow them to take ownership of their learning, fostering a deeper understanding of class materials and concepts through collaborative engagement with their peers.

In preschool and junior kindergarten, students are introduced to the concept of agency through activities such as daily choice stations and dedicated discovery time.

C2.3 Digital Learning and Problem Solving: Upper school teachers utilize digital learning tools and technology in the classroom to enhance and support student learning and real-world problem-solving. Laptops are used to complete classwork and homework. Some students are empowered to use FDM 3D printers and explore printed circuit boards. Problem-solving 36

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experiences outside the classroom are facilitated by competing in competitions and sharing work both onsite and offsite. Classes focusing on digital technology allow upper and lower school students to create digital art, experiment with robotics and engineering, study circuits, operate drones, and learn programming. Classroom tools include age and curriculum-appropriate learning equipment, such as DTENs, Smart TVs, ELMO document cameras, projectors, iPads, and Wacom tablets.

C2.4 Career Preparedness and Applied Learning: Oakwood prepares students for college and careers by offering an array of learning opportunities outside the classroom to equip them with the necessary skills and experience for success. In high school, a diverse assortment of projects are incorporated, including student-led assemblies, forums about topical issues, engineering challenges, voter registration drives, and Senior Projects.

Oakwood’s service learning program is another vital platform for real-world engagement, requiring high school students to complete at least 20 hours of service each year, including a minimum of ten hours with community nonprofit organizations. Through hands-on experience, reflection, and Advisor oversight, students deepen their understanding of important issues while developing valuable skills. High school students also benefit from College Counseling (B2.1).

Many students benefit from Oakwood’s summer programs in the arts and sciences, and classes that leverage industry partnerships and collaborations with academic institutions, granting further access to professional opportunities and mentorship from experts.

Project-based learning (PBL), incorporated into many classes, empowers students to solve problems in a creative, multidisciplinary fashion. Some studies, particularly in science, engineering, and technology, are inherently project-based, but many other classes feature a significant project component. Through PBL, students benefit from real-world experiences, opportunities to showcase their work, and mentorship from experts in specific fields. Beginning in lower school, students are introduced to simulations in the physical and social sciences. Music, art, and theater classes promote student creativity and expression of original work through various performances, festivals, installations, and exhibits.

Student assemblies aim to further enrich and support in a meaningful way. By connecting to the students in larger group settings, students are united in their learning and supported with topics and information that aligns with Oakwood’s positive school culture. Assemblies are already an important part of the school culture, and the students will further benefit from continued efforts of offering more strategic student-supported assemblies.

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Links to Student Work: Evidence and Samples ● ● ● ● ● ● ● ● ● ● ● ● ● ●

High School Art High School English High School World Language High School History and Social Sciences High School Math High School and Middle School Robotics and Engineering Middle School English Middle School History Middle School Science Lower School Writing Lower School Science Lower School Math Junior Kindergarten Preschool

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ACS WASC Category C. Learning and Teaching Summary Areas of Strength 1. Digital learning opportunities are established and available.

2. Project-based learning in core, enrichment, and elective classes gives students the opportunity for hands-on learning and discovery in all grade levels, fostering curiosity.

Areas of Growth 1. Expand student assembly offerings to further promote school values, culture, learning, and wellness.

2. Enhance faculty professional development by increasing the frequency of off-site visits, conferences, workshops, and seminars to propel innovative ideas of instruction, curriculum development, and other possibilities to improve student learning.

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Category D: Assessment and Accountability Criterion D1: Reporting and Accountability Process D1.1 Professionally Acceptable Assessment Process: Oakwood School leadership and staff use varied processes in which to collect, analyze, and report student performance data. Report cards are used schoolwide to convey cumulative student progress at regular intervals across all grade levels (Report Card Grades). In grades 4-12, Veracross provides the opportunity and ability to parents, students, and faculty to view and monitor student progress on class assignments.

In the upper school, student grades are monitored weekly by Oakwood School’s Student Support Counselor (D2.1), and marks below 70% are added to an ongoing deficiency report that is made available to teachers, advisors, and administrators. Advisors work with students who appear on deficiency reports in order to understand obstacles to success and to strategize means of improving student performance (D2.1).

In high school, Oakwood school leadership and staff collect and analyze student performance using the PSAT, SAT, and AP exams (Student Data), as well as through various formative and summative assessments in each course. Data is also collected by way of formal testing. Students in 3rd through 8th grade take the Educational Records Bureau (ERB) assessment (ERB Results).

For reporting performance data to all stakeholders/educational partners, see D1.4.

D1.2 Basis for Determination of Performance Level: Oakwood School leadership and faculty determine the basis for grades and areas for assessment in each course depending on the content of the course and the projected achievement milestones of the students. Each student receives report cards throughout the year (Student Data). Elementary students receive report cards three times a year beginning in kindergarten and are given number grades recognizing student academic and social skills.

Number grades do not correlate to letter grades. Rather, they are an indication of how a child is progressing in each area. Beginning in 4th grade, letter grades are also introduced in certain subjects to ease students into the middle school grading system. Lower school enrichment classes have the same topics for assessment on student report cards, in addition to personalized comments and feedback.

Regular department and grade-level meetings allow faculty to collaborate and track student progress, ensuring consistent content across sections and grade levels. Many instructors mirror lesson plans, discussion topics, student assignments, and class activities across the sections of a course. Transition meetings for students entering 6th and 9th grade provide teachers with information related to the academic performance and special needs of individual students who are moving from elementary school to middle school and from middle school to high school. These exchanges provide individualized information to support coordinated learning for all students in a course/grade. (Pass-Off Meetings) D1.3 Assessment of Program Areas: All Oakwood School faculty use student surveys, standardized testing, and objective testing resources (Student Data) such as ERB, Spalding assessments, subject-specific assessments, and many informal student evaluations, to adjust individual student learning. These assessments enable teachers to gauge individual student progress and benchmark their performance against independent, local, and national standards. This data allows faculty to adjust their teaching styles, adapt classroom activities and instructional pacing, and provide tailored support to students, both academically and socially. In regard to professional development, Oakwood School prioritizes a results-oriented approach. There are many recent examples of training that resulted directly in response to an identified need. For example, assessment and feedback from a parent focus 40

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group prompted school leadership to implement schoolwide professional development in Inclusion & Belonging.

This initial training led to more extensive long-term, overall staff instruction such as Dignity Training, LGBTQ+ Foundations Training, Trauma-Informed Teaching, Crucial Conversations Training, and Safety and Emergency Training (Passcode: w%BM5?5X) in order to positively impact the overall well-being and safety of all Oakwood School students.

As another example, after reviewing student scores, resources have also been allocated in the high school for specific types of professional development, such as sending teachers to Advanced Placement (AP) workshops in order to improve their teaching strategies in an effort to increase student learning as well as improve students’ results on exams. After an assessment of the Upper School Advisory Program by the lead Advisors, one middle school teacher was sent to in-person Diving Boards training to learn and then instruct other Oakwood Advisors about this program. In addition, tools and teaching methods for sensitive conversations, social-emotional skills, and mindfulness have been added to the Advisory classes’ curriculum as a result of this assessment.

Finally, after assessing the existing math and language arts program, many elementary teachers were trained professionally in Singapore Math and Spalding in order to more effectively instruct their students. Oakwood School provided certification training to one elementary teacher in order to become a Spalding Certified Teacher Instructor, enabling her to easily train any new employees on site.

D1.4 Schoolwide Modifications Based on Assessment Results: Within each division, principals are primarily responsible for evaluating student academic growth and progress in partnership with department chairs, curriculum leads, and teachers. For example, the principals read every student's report card at the end of each term, which sheds light into both individual achievement and overall subject trends. The High School Head and Principal also evaluates data such as PSAT, SAT, and AP scores, as well as college acceptance results and alumni feedback, to holistically gauge the overall effectiveness of the academic program. The Lower and Middle School Head and Principal reviews ERB test results to measure the performance of students in relation to students at other independent institutions. Lower school reviews subject matrices to identify areas of strength and weakness and to ensure continuity of instruction year-over-year. The Head of School meets with both principals regularly as the school’s leadership works to improve student learning and achievement She also meets with the Board an average of eight times per year to report findings.

Criterion D2: Using Student Assessment Strategies to Monitor and Modify Learning Progress D2.1 Monitoring Student Growth: Oakwood School faculty consistently evaluate student learning and progress on an individual and classwide basis. As identified opportunities for growth present themselves, faculty are empowered to make content and pacing adjustments as needed. In the event that an upper school student is in need of special assistance, the Oakwood Student Support Counselor is engaged to help support student progress. They collaborate with the Head of School, division principal, teachers, parents, and outside providers (i.e. tutors and specialists) to assist with the development and execution of a student’s accommodation plans. The Student Support Counselor also leads professional development sessions and offers instructional strategies to faculty to help support students.

Oakwood’s Director of College Counseling meets regularly with the High School Head and Principal to help guide students to choose classes that enable them to fulfill Oakwood graduation requirements, be eligible for UC Admission, and reach personal goals. The Director of College Counseling uses the college career indicator “checklist” (from CA DOE) to encourage students to exceed minimum college entrance requirements in their coursework, particularly as standardized test scores diminish in significance. College Counseling begins in the 9th grade and continues throughout high school, with programming that includes evening information nights by

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grade level, college application workshops, sessions led by visiting college representatives, and one-on-one meetings to provide students and families the opportunity to ask specific college admission questions.

Lower school faculty monitor students' social, academic, and behavioral progress through formal and informal assessment and daily check-ins. Teachers have the autonomy to assess individual students' progress and the class as a whole, and are empowered to make curriculum adjustments as needed. Academic progress measured by standardized testing (ERBs) begins in 3rd grade (Student Data).

D2.2 Teacher and Student Feedback: Oakwood School faculty provide timely, specific, and descriptive feedback to their students and their students’ families in a variety of ways that help support students in achieving their learning goals. In the upper school, students benefit from immediate verbal feedback from their teachers during class, alongside detailed, personalized written feedback that empowers them to self-assess their learning progress and monitor their achievement relative to their goals. Written feedback includes comments, corrections, suggestions for improvement on student essays, corrections on students’ classwork and homework, and detailed notes on individual and group projects and presentations. Some middle school teachers use Showbie, an app to assign, collect, and review assignments, to leave written and oral feedback for students on their work.

In lower school, students’ classwork and homework are sent home in folders every Friday so that students and their families can track students’ academic progress and mastery of the grade-specific curriculum. Lower school students are given developmentally appropriate verbal and written feedback from their teachers in the classroom so that they are able to gauge their understanding of the content as it is being introduced and practiced. Finally, Oakwood School issues report cards at regular intervals with comprehensive comments or narratives regarding student progress toward meeting their learning goals and overall mastery of curricular content (Report Card Grades).

One method teachers use to gather student feedback is the encouragement of natural classroom discussions in which they pose both pointed and open-ended questions related to the students’ understanding of the material.

In upper school, the Survey of Student Engagement gives teachers anonymous student feedback about the interest and relevance of the curriculum. High school and middle school students also participate in weekly advisory groups where topics related to social and emotional learning are explored. Advisory meetings provide opportunities for students to discuss their learning experience, both as a group and through one-on-one meetings with their Advisor. Oakwood faculty have the ability to consult with the Student Support Counselor regarding best practices for engaging and supporting their students in dialogue related to their learning process.

The Student Support Counselor is also able to monitor student progress through reviewing student grades, meetings with students, and parent feedback. This information is used in creating the support plan the Student Support Counselor recommends for teachers to ensure student engagement and success. Preschool and junior kindergarten faculty utilize assessments and offer teacher feedback on mile markers across all developmental domains. Another effective measure of student progress is observational assessments, which include anecdotal notes, running records, pictures, and work samples that demonstrate student progress toward selected readiness goals throughout the year. The results of these types of assessments are reflected in student report cards. Observational assessment in all grades at Oakwood School presents valuable information that provides teachers with real-time feedback about student learning, student engagement, curriculum, and how the learning environment is positively or negatively contributing to our students’ overall ability to academically thrive.

Finally, Oakwood School’s sustained relationships and dialogue with alumni are especially helpful for understanding how their high school coursework propelled them towards a specific major or career and how prepared they felt for college and beyond after their experience at Oakwood School. Gathering this feedback

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provides Oakwood School with important insight into the student experience, as well as an evaluation of students’ college and career readiness.

D2.3 Demonstration of Student Achievement: Teachers use homework, projects, informal observations, and student participation along with tests, projects, and portfolios to identify the needs and aptitudes of their students. Once student achievement has been determined based on these formative and summative assessments, Oakwood faculty collaboratively analyze performance results to adjust curricular and instructional approaches.

When the findings suggest a student may benefit from more challenging material, teachers may suggest Advanced Placement (AP) or Honor level courses. Students may also be encouraged to select electives that will capitalize on their strengths. These electives also provide students the opportunity to try something new that can stretch their own expectations or perceptions of themselves.

The Oakwood School faculty also use these assessments to identify and support struggling students or pinpoint aspects of the curriculum that need modification. In upper school, teachers first review weekly deficiency reports summarizing students who are struggling academically. Then during staff and department meetings, faculty collaborate to discuss ways to meet the needs of these students of concern. The Student Support Counselor also makes recommendations for academic accommodations (sample Accommodation Plan) and/or instructional adjustments during these discussions; peer tutoring, Advisor meetings, parent meetings, alternative assessments, and other individualized plans are some of the methods used to assist these students. In 3rd-8th Grade, ERB scores provide data to identify curricular weaknesses (Student Data), while classroom teachers work closely with the Lower and Middle School Principal when they identify individual students requiring extra support. Teachers then modify their instruction to address these areas of concern.

The Oakwood Advisory Program is also designed to help monitor individual student progress. For example, High School Advisors monitor their students’ grades regularly and meet individually with students trending in a negative direction. Middle school students who are struggling may be placed into a program called OSSP (Oakwood Student Success Program), which is designed to help students improve their academic performance.

As a first step, students in OSSP meet regularly with their Advisor and teachers, followed perhaps by additional meetings, completing make-up assignments, or getting extra tutoring.

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ACS WASC Category D. Assessment and Accountability Summary Areas of Strength 1. Oakwood focuses on student-centered academic rigor to develop the holistic learner.

2. Student academic and emotional support is strong.

3. Faculty have autonomy to differentiate curricular content.

Areas of Growth 1. Survey faculty and staff to better determine Professional Development needs.

2. Enhance student and parent surveys and data to further implement practical improvement measures.

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Category E: School Culture and Support for Student Personal, Social-Emotional, and Academic Growth Criterion E1: Family/Guardian and Community Involvement E1.1 Strategies and Processes: Oakwood School employs many culturally focused strategies and processes to make every community member feel valued and involved in the learning and teaching processes for all students.

Acknowledging universal dignity is a foremost principle at Oakwood School. Dignity is addressed at each All Staff Meeting and Professional Development Day, and staff members are encouraged to read Dignity and/or Leading with Dignity by Donna Hicks to learn how to better recognize and cultivate the dignity of all people.

Oakwood School’s Inclusion & Belonging Team meets regularly during the school year to develop and execute an action plan aimed at involving students, faculty, staff, and parents in a shared mission of encouraging the exploration of differences with curiosity, kindness, and dignity, all while providing every student with the opportunity to reach their full potential.

This effort extends to admissions and enrollment. To better recognize and appreciate racial, cultural, and socio-economic diversity within the Oakwood School community, the school expanded the options specified in its admissions surveys and enrollment data.

Oakwood School’s Hawks High School Scholars Program is designed to cover all expenses for schooling and supplies to highly qualified students who would otherwise not be able to afford Oakwood School tuition. This program granted its first Hawks Scholarship for enrollment in 2023-2024 and will continue to extend the opportunity to qualified students in the coming years.

Division and schoolwide events foster a welcoming and inclusive school culture where all students, staff, and families feel valued and respected. Likewise, the school builds partnerships with families and community organizations to promote cultural sensitivity and engagement. Oakwood holds many events for families throughout the school, including the first day of school Kick Off Event, the Back to School Family Social, the Halloween Boo Bash, Senior Nights for all high school athletes, Thanks & Giving, which is a chance for families to donate food and books to local organizations, and Lunar New Year. Parents are involved in the coordination of family and student activities by planning, assisting, and making presentations.

Oakwood utilizes social media channels to showcase the voices and experiences of diverse cultural backgrounds, while promoting greater appreciation for the richness and diversity of the community.

Oakwood School regularly monitors and evaluates progress toward its goals for cultural sensitivity and engagement by collecting data on student outcomes and surveying families and staff about their perceptions of the school's culture. Feedback is used to make informed decisions about how to expand upon the school's approach to cultural sensitivity and engagement.

E1.2 Inclusive Cultural Understanding: At Oakwood School, our anthem, “You belong at Oakwood!” encapsulates our commitment to nurturing an inclusive community where culture is the bedrock. Our goal is to ensure that every member of the Oakwood community feels valued, seen, and heard. Many traditions are shared schoolwide that allow us to embrace diversity, such as the Lunar New Year, Hanami Festival, and Persian New Year.

Oakwood School creates opportunities for cultural exchange and understanding that are specifically student-focused. Examples in the upper school include assemblies showcasing Black History Month and

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Women in History. Programs to help foster respect for and enhance interpersonal communication include Speak Your Peace and Fill Your Bucket in elementary school.

Faculty-focused opportunities for inclusive cultural understanding include meetings for new staff to learn about the Oakwood School culture. Professional development seminars for all staff on topics such as Inclusivity and Diversity and Dignity featured an LGBTQ+ guest speaker.

Opportunities for learning and growth stem from feedback from students and faculty in the following formats: Annual High and Middle School Survey of Student Engagement and Annual Student Engagement Consultancies.

E1.3 Rapport and Trust: Oakwood School leadership values opportunities to develop rapport with the school community. Members of administration attend art, sporting, and student recognition events to support students and connect with families. Through these interactions, students and their families can genuinely feel that the school's leadership team knows and values each of them on a personal level. This fosters a profound sense of school pride and bolsters the confidence of individuals, knowing that they are recognized and appreciated within our close-knit community.

Oakwood leadership meets with parents regularly at Community Involvement Meetings and socials. Principals work closely with PSA Division Coordinators, who help lead volunteer efforts at the school.

Oakwood School holds an annual HAWKS Day for 5th grade students entering middle school and for 8th grade students entering high school. These special preview days include short demo lessons and a student panel for Q&A and provide a unique opportunity for students to interact with students, teachers, and principals in their rising division, offering them a glimpse into the following school year.

Oakwood leadership uses an open-door policy to invite staff into their offices to find solutions to issues and concerns. Students and families are welcome to arrange meetings with administrators by appointment.

The Head of School and division principals send regular written and video communications to families to inform them of past and upcoming activities, important trends, and information connecting them to the school and in support of the students.

Criterion E2: School Culture and Environment E2.1 Policies and Resources: Oakwood provides a clean, orderly, and safe environment in which students, staff, and visitors enjoy pleasant surroundings to function in comfort and security. An onsite Facilities Team addresses urgent needs, repairs, and safety concerns. Third-party cleaning services, suppliers, and landscapers provide maintenance on a daily, weekly, quarterly, and annually. Safety is enhanced by a video surveillance system and an electronic gate.

Identification badges denote all school employees, and visitors check in to receive distinguishing name badges.

Administration provides staff members with whistles and walkie-talkies for emergencies and routine communication and an all-school PA system for routine or emergency announcements. An annually updated Emergency Response Plan and campus map are posted in each room, along with an emergency backpack with a first aid kit. The Oakwood Emergency Manual is updated annually and is available digitally on the Faculty/Staff Portal.. Administration also conducts age-appropriate emergency assemblies with students and conducts monthly emergency drills for fire and earthquake situations.

Oakwood leadership provides up-to-date internet access overseen by a highly trained IT team. This network is protected by a firewall, content filtering, and safety measures, preventing the downloading of malicious and inappropriate content.

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Oakwood defines and distributes its policies, regulations, and activities through a variety of digital means promoting inclusion, belonging, and safety. All families and staff have access to the Oakwood Family Handbook through the various portals of oakwoodway.org.

E2.2 Trust, Respect, and Equity: Oakwood School’s Mission, Five Tenets, and Schoolwide Learner Outcomes (SLOs) define a way of life on campus. Faculty and staff are committed to developing a “culture of kindness.” Adopting a culture of kindness allows everyone involved in the community to view each other as unique individuals deserving of dignity and respect.

Oakwood highlights student achievement in many ways, such as providing schoolwide announcements, creating social media posts (Facebook and Instagram), in upper school morning announcements, and crafting descriptive newsletters in lower school. These avenues serve to inform the community about recent accomplishments.

Lower school uses the curriculum-based “Word of the Month'' program for each grade level. Each chosen word represents an entire month’s focus for the student community, allowing teachers and students to actively shape the classroom’s culture.

Starting in the 2022-2023 school year, Oakwood began voice recording each Kindergarten through 12th grade student saying their name correctly to enable staff and faculty to learn the correct pronunciation. When students have preferred nicknames or pronouns, faculty make their best effort to use them properly.

E2.3 School Culture: Oakwood maintains high academic expectations, while recognizing that students have differentiated learning styles and abilities. Student differences and needs are honored so each individual feels seen, known, and valued.

Oakwood’s core curriculum allows for differentiated instruction, project-based learning, and individualized resources for students.

Oakwood also offers a wide range of electives in high school and middle school that allow students to explore new areas of interest and develop new skills. The breadth and depth of these electives are one feature that sets Oakwood apart. Every student benefits from working with faculty who are passionate experts.

In addition, high school students are encouraged to participate in the wide variety of clubs on campus. The clubs are self-generated and student-run, and they allow students to explore, learn, research, bond, broaden their views, and connect to other cultural experiences.

Oakwood’s practices also promote mindfulness, self-awareness, empathy, and conflict resolution through our advisory and wellness programs. Upper school students meet with an Advisor every Thursday in a small-group setting. Advisors provide academic support and foster a social foundation to help students develop a sense of belonging. The advisory curriculum is grade-level appropriate and includes topics such as social-emotional learning (Diving Board Discussions), character and competence, health, journaling, and College Counseling.

Supporting the school’s culture through the advisory program is paramount. This is an area that will continue to grow and flourish as the advisory program continues to evolve.

Oakwood School provides a broad range of wellness programs for every student. Students and staff participate in weekly meditations each week, led by the school’s Wellness Coordinator. Upper school students have access to the Student Support Center, where they can meet with the school’s Student Support Counselor and access information on understanding emotions and finding help during a crisis.

In lower school, the “Talk It Out” program is implemented to teach students conflict resolution skills to empower themselves to navigate difficult social situations effectively. For younger students, there is a Virtual Calming

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Room that offers fun breathing and meditation videos, relaxing stories, interesting live cameras, and soothing games.

Oakwood implements a curriculum for students based on dignity and Crucial Conversations. This involves teaching and fostering a classroom environment where respect, active listening, curious questioning, and empathetic conflict resolution are paramount. Students learn the importance of treating others with respect and dignity, regardless of differing opinions. They are taught to express their views without resorting to personal attacks or disrespectful language. Students are taught to actively listen to others during conversations by giving their full attention, asking clarifying questions, and demonstrating that they understand the speaker's perspective. Students are encouraged to ask open-ended, non-judgmental questions that promote deeper understanding of others' viewpoints. This helps them explore different perspectives and avoid making assumptions. Students learn how to manage conflicts with empathy and understanding. They are taught techniques for resolving disagreements in a way that preserves relationships and fosters compromise. This curriculum equips students with the skills and attitudes necessary for constructive and respectful dialogue. The school is committed to further building this curriculum for the benefit of the students and their social-emotional well-being.

Criterion E3: Personal, Social-Emotional, and Academic Support E3.1 Support: Oakwood School offers a personalized approach to the education of its students, fostering optimum success in academics and social-emotional learning. From preschool to high school, students experience the opportunity to personally connect with teachers on a daily basis. In turn, teachers make a concerted effort to make personal connections with students and families, building a foundation of trust and support for the benefit of the student.

Many of those intentional efforts are embedded within daily instruction such as small group support and modifications to the curriculum. As identified and needed, the school offers personalized and diversified academic support for students.

Upper school students have a scheduled period 2-3 times per week called the BOnus Opportunity for Students and Teachers (BOOST). Teachers often also make time before or after school to help students or provide time for makeup exams.

The Oakwood School Student Support Counselor is another valuable resource for all upper school students and families. In addition to providing academic support to the students, the Student Support Counselor also assists faculty by suggesting instructional strategies and prescribing accommodation plans, which may include things like preferential seating, assistance in obtaining class notes, extended time for assessments, and alternative assessment options.

Middle School Advisors can place a student on the Oakwood Student Success Program (OSSP), which is initiated in cases of minor infractions (conduct) or academic issues (2 C-s or below, multiple missing homework assignments, etc.). If the Advisor and the student can resolve the issue, the student comes off of OSSP. Math Lab, a new initiative starting in the 2023-24 school year, is also available for upper school students looking for remediation or additional support on their current coursework. Three afternoons per week, two mathematics faculty members staff the Math Lab after school for 45 minutes, offering their help both by appointment and on a drop-in basis.

In lower school teachers work closely with students in a one to one aspect in the classroom to support learning challenges. Classroom teachers may arrange tutoring hours after school for students who require extra support.

Additionally, parents and teachers may seek other tutors within the Oakwood staff/community. Based on the needs of students, teachers may provide accommodations within the classroom to support students with 48

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learning differences. Parents and teachers can coordinate outside resources should a need arise for additional support systems. Parents are encouraged to seek additional services such as speech therapy or occupational therapy from outside agencies when necessary.

E3.2 Support Effectiveness: Oakwood leadership assesses the effectiveness of students’ social-emotional learning (SEL) through behavioral observations, academic performance, teacher and Advisor feedback, counselor support, parent insight, and surveys/questionnaires. The Smart Social Program, introduced to faculty, students, and families during the start of the 2022-2023 school year, instructs users about the pros and cons of social media. Oakwood provides access to this program free of charge.

Behavioral observations of student interactions with peers, faculty, and staff, student self-awareness, and decision-making skills are shared and discussed in monthly faculty meetings and with Advisors and principals within each division. Teachers and the Student Support Counselor provide insights on how to best support students as they observe changes in student behavior, engagement, and academic performance. They share this information with leadership in regular meetings throughout the year.

The New Family Survey provides data on the satisfaction level of classroom and community support, positive student interaction, and as valued contributors. The Inclusion and Belonging Action Plan Team offers insight into specific social, cultural, and emotional areas of concern. Oakwood leadership considers all the observations and input to determine the effectiveness of social-emotional learning and tailors the type and level of support needed for the individual student and the whole student body.

E3.3 Student Involvement: From its inception, Oakwood School has emphasized student involvement and engagement in the development of curricular and co-curricular activities, schedules, and programs. In the upper school, student leadership, citizenship, and responsibility are developed through the High School and Middle School Student Councils.

These groups, elected by student peers, make policy proposals, plan social events, implement spirit activities, and address student concerns. This student leadership begins in elementary school, as students volunteer to be a part of the school’s safety patrol and manage the check-out system for recess equipment.

Students in upper school develop leadership roles as they conceive, organize, and execute campus events, including new student orientations, art shows, high school, middle school, and elementary school plays and musicals, and other events. Bi-monthly assemblies in both high school and middle school feature significant student presentations and planning.

This leadership extends to community engagement through the high school Service Learning Program. This program allows students to network with community organizations and explore career options and social areas of interest. Students take time to reflect on their service learning during Advisory meetings.

Student initiative is also reflected in curricular development and enrichment. In high school and middle school, students are able to select their electives, with offered courses changing regularly to reflect student interests.

Students can participate in competitions and events connected to areas of academic or career interest, such as robotics competitions, Math Counts, CodeWars, and Model United Nations. A learner-centered approach is emphasized within all classes, and students are encouraged to pursue class projects and research topics based on areas of interest.

All lower school students attend Library and Music enrichment classes. Additionally, kindergarten through 5th grade students participate in PE, Science, Technology, and Art, and 1st through 5th grade students participate in Drama.

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E3.4 Student Self Advocacy: Through various student-centered opportunities, Oakwood School provides students with the ability to enhance their personal growth and develop community connections by advocating for themselves and their communities.

In upper school, BOOST periods encourage students to self-advocate by seeking additional support from faculty members. In the same manner, high school clubs and Upper School Student Councils provide students with numerous opportunities to enhance their personal development and cultivate positive community connections.

Oakwood School also takes pride in its local community involvement by participating in schoolwide food drives and book drives to support local organizations. To promote community outreach and support, high school students complete at least 20 hours of community service hours each year in the Service Learning Program.

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Oakwood School ACS WASC FOL Self-Study Report 2023

ACS WASC Category E. School Culture and Support for Student Personal, Social-Emotional, and Academic Growth Summary Areas of Strength 1. The Oakwood School campus and community is inclusive and welcoming; rich personal relationships between faculty and students create a strong sense of belonging.

2. Oakwood integrates social-emotional learning into the curriculum to cater to the “whole child.”

3. Oakwood’s academic enrichment opportunities are robust.

Areas of Growth 1. Continue to grow the upper school advisory program to best meet the needs of individuals and groups of students.

2. Implement Dignity and Crucial Conversations curriculum for students that encourages respectful discourse with active listening, curious questions, and empathetic conflict.

3. Maintain and continue to grow the school's Inclusion and Belonging Action Plan.

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Chapter 4: Summary from Analysis of Identified Major Student Learner Needs Areas of Strength Category A 1. The Oakwood School campus is extraordinarily beautiful and well-maintained.

2. Oakwood has an abundance of passionate experts on our faculty/staff who welcome questions from our entire Oakwood community.

3. Oakwood has clear inclusion and belonging plans, vision, and purpose.

Category B 1. Oakwood offers a challenging and dynamic curriculum with a variety of course offerings. Faculty is student-centered and strives to incorporate real-world applications into relevant and timely lessons.

2. College Counseling sponsors and maintains programs and events that expose students and families to post-secondary options, including a wide variety of four-year colleges and universities, and simplifies the application process for students.

3. Student-parent-staff collaboration is a hallmark of Oakwood’s community. Oakwood promotes and encourages parent/guardian engagement and involvement from the moment the application process begins.

Category C 1. Digital learning opportunities are established and available.

2. Project based learning in core, enrichment, and elective classes gives students the opportunity for hands-on learning and discovery in all grade levels, fostering curiosity.

Category D 1. Oakwood focuses on student-centered academic rigor to develop the holistic learner.

2. Student academic and emotional support is strong.

3. Faculty have autonomy to differentiate curricular content.

Category E 1. The Oakwood School campus and community is inclusive and welcoming; rich personal relationships between faculty and students create a strong sense of belonging.

2. Oakwood integrates social-emotional learning into the curriculum to cater to the “whole child.”

3. Oakwood’s academic enrichment opportunities are robust.

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Prioritized Areas of Growth Category A 1. Implement a more structured approach to faculty and staff evaluations to ensure quality instruction for students.

Category B 1. Solidify and document upper school academic objectives in each subject area to ensure curricular alignment in student learning.

2. Adopt a system to document and organize course syllabi, content, and resources to ensure continuity of curriculum from grade to grade and/or course to course.

Category C 1. Expand student assembly offerings to further promote school values, culture, learning, and wellness.

2. Enhance faculty professional development by increasing the frequency of off-site visits, conferences, workshops, and seminars to propel innovative ideas of instruction, curriculum development, and other possibilities to improve student learning.

Category D 1. Survey faculty and staff to better determine Professional Development needs.

2. Enhance student and parent surveys and data to further implement practical improvement measures.

Category E 1. Continue to grow the upper school advisory program to best meet the needs of individuals and groups of students.

2. Implement Dignity and Crucial Conversations curriculum for students that encourages respectful discourse with active listening, curious questions, and empathetic conflict.

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Student Learner Needs Major Student Learner Need #1: Social-emotional support and tools Students need social and emotional support and tools to successfully navigate and manage their everyday lives to promote self-regulation, minimize negative behaviors, and instill a basic understanding of proven communication skills that foster healthy development and relationships.

Students would benefit from more support for their social and emotional well-being, along with learning and implementing practical tools. This support aims to cultivate self-control, reduce negative behaviors, and nurture fundamental communication skills that promote healthy growth and relationships. Focus Group findings confirmed that the school is currently working on providing meaningful experiences for students that directly engage their social-emotional well-being, but that these efforts and systems can be expanded upon. A thorough curriculum will be implemented and will focus on the learning and practice of Dignity Principles in Lower School and Crucial Conversations in Upper School (A1.2, E2.3). Strategic student assemblies and the upper school advisory program will lend to the discovery of student-supported methodology (C2.4, E2.3). Relevant professional development opportunities will give insight and confidence to the instructors in meeting the needs of students and families (B1.1).

Major Student Learner Need #2: Clearly documented curriculum Students benefit from a well-organized, well-developed curriculum, and clearly documented course plans will facilitate consistent delivery.

Oakwood lacks updated schoolwide, consistent documentation of curriculum for many course offerings, most notably in upper school (C1.1). As the school implements an organized way to document the curriculum, students will benefit from curriculum that is well defined and consistent, even when faculty changes occur.

Having clearly articulated course lesson plans and resources will make instruction and learning data more accessible, and will ensure more subsequent learning (B1.4). According to the School Profile, there are inconsistencies in documenting instruction as a school community across divisions (B1.1). Finding commonalities in the courses taught will also contribute to a more cohesive school.

Major Student Learner Need #3: Faculty and staff professional development opportunities Students and their families rely on Oakwood faculty to provide the best educational experience possible.

Students need quality instruction that is well-defined, research-based, and continually renewed in order to progress and ensure high-level achievement.

Effective student instruction relies on the confidence and expertise of knowledgeable instructors who actively seek the role of learner themselves. Students and their families expect a well-defined, student-centered curriculum that is informed by research and innovation, and it is the school's responsibility to deliver on these expectations. The faculty plays a crucial role in providing the highest quality educational experience to propel student achievement to its highest potential (A3.3). To ensure this, it is imperative to invest in the growth and development of the faculty. This commitment to professional development will serve to enhance the skills and knowledge of the staff. By expanding the opportunities available to them, we can help our dedicated educators realize their aspirations and continue to develop their passionate expertise. Our school's profile data emphasizes the importance of providing specific leadership training, offering more relevant workshops, and enabling staff members to participate in off-site visits and conferences. These measures will empower our faculty to excel in their roles, ultimately benefiting the entire student body (A4.2).

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Chapter 5: Schoolwide Action Plan Goal #1: Expand student learning experiences to increase social-emotional well-being and improve conversation and communication skills.

Rationale: Providing purposeful and meaningful academic experiences is a current strength. As the school works to expand its offering of social-emotional experiences, including how to better engage in positive communication and conversations, students will develop insights, knowledge, and life skills that will prepare them for future endeavors and pursuits. These skills tend to be less developed than core academic skills, and becoming attuned to wellness and comfortably engaging in challenging dialogue is essential.

Student Learner Need(s) addressed: Students need social and emotional support and tools to successfully navigate and manage their everyday lives to promote self-regulation, minimize negative behaviors, and instill a basic understanding of proven communication skills that foster healthy development and relationships.

Tasks

People

Resources

Measurements

Timeline

Implement Dignity and Crucial Conversations curriculum for students that encourages respectful discourse with active listening, curious questions, and empathetic conflict resolution.

Crucial Conversations Committee, US Advisors, LS Faculty

Crucial Conversations book and training materials, original lesson plans and handouts, time at meetings

Number of Crucial Conversations lessons taught in each grade level each year, student survey data

Launch during 2023-2024 school year, revise and improve on an ongoing basis

Expand student assembly offerings to further promote school values, culture, learning, and wellness.

HS Dean of Students, MS Council Advisor, Student Support Counselor, Division Heads, Head of School

Administrative financial support, dedicated time slot in weekly schedule

Yearly assembly frequency, student survey data, post-assembly administrative review

Fall 2022 school year and ongoing

Continue to grow the upper school advisory program to best meet the needs of individual students and student groups.

HS Dean of Students, MS Council Advisor, US Advisors, Student Support Counselor, College Counselor, US Division Heads

Outside professional development conferences, Oakwood in-service days, weekly Advisory periods, Upper School Advisory spreadsheets, time at meetings

Use survey data to refine the methodology regarding the instruction of social-emotional well-being and communication skills to further implement practical improvement measures schoolwide.

Director of Communications, Director of Development, Division Heads, Head of School

NAIS surveys, HSSSE, MSSSE, internal surveys, time in admin and comms meetings

Breadth of documentation and effectiveness regarding Advisory lessons and associated materials

Fall 2022 school year and ongoing

Student surveys

Progress toward 100% follow-up communication rate

Fall 2022 school year and ongoing

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Goal #2: Revise curriculum development and documentation process to improve schoolwide continuity.

Rationale: Lower school began this process several years ago and has seen great success in this area; upper school will now join this effort. As the school works to further document what its passionate experts are teaching, continuity from grade-to-grade and course-to-course will allow the school to maintain its established level of excellence and improve student learning. These protocols will better support the expansion of the faculty and the school’s increased student enrollment.

Student Learner Need(s) addressed: Students benefit from a well-organized, well-developed curriculum, and clearly documented course plans will facilitate consistent delivery.

Tasks Solidify and document upper school academic objectives in each subject area to ensure curricular alignment in student learning.

Adopt a system to document and organize course syllabi, content, and resources to ensure continuity and consistency of curriculum across and within grade levels and content areas.

Provide opportunities for faculty to have an active role in determining division-wide or department-wide policies on assessment options and integrated learning tools for students to demonstrate progress and mastery.

People

Resources

Measurements

Faculty,

Couse plans, time for teachers to plan/document

Monthly check in

Department Chairs, Division Heads

Head of School, Division Heads, Department Chairs, Faculty

Course Plan, Class Syllabi, Digital documentation, support staff assistance

Department chair and principal review

Monthly check in Department Chair, Curriculum Lead, and Division Head review

Timeline Launch during fall 2023-2024 school year, one course will be documented by each US faculty member until complete Beginning Fall 2023, US Course Plans will be updated/submitted by the end of each academic year and stored digitally (faculty update each week/month of school) Ongoing for Lower School

Time in division and department meetings for discussions and planning Faculty, Department Chairs, Curriculum Leads, Division Heads

Faculty feedback on progress and effectiveness with students

Faculty Training Student feedback Leadership assistance in creating a school-wide system to ensure consistency across and within grade levels and content areas

2024-2025 school year and ongoing

Parent feedback Faculty evaluations (by Lead, Chair, or Division Head)

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Goal #3: Expand professional development opportunities to improve student learning.

Rationale: Oakwood’s faculty has a desire to increase their knowledge and skills to best meet the needs of their students. Strategic professional development gives faculty and staff the opportunity to learn about innovations and best practices to increase student learning. Paying closer attention and devoting more resources to faculty development is crucial in order to enhance student achievement.

Student Learner Need(s) addressed: Students and their parents rely on Oakwood faculty to provide the best educational experience possible. Students need quality instruction that is well-defined, research-based, and continually renewed in order to progress and ensure high-level achievement.

Tasks Survey faculty and staff to better determine Professional Development needs.

Enhance faculty professional development by increasing the frequency of off-site visits, conferences, workshops, and seminars to propel innovative ideas for better instruction, curriculum development, and other possibilities to improve student learning.

Provide faculty with the necessary training to incorporate a wider variety of ways for students to engage with the curriculum so that students’ experiences are flexible, adaptable, and address their strengths, challenges, and preferred methods of learning.

Develop a formal feedback system to help all faculty provide consistent, high-quality instruction that results in high levels of student engagement and strong student learning outcomes.

Create a faculty monitoring system that documents how professional development benefits student learning and daily instruction.

People Director of Communications, Division Heads, Head of School,

Resources

Measurements

Timeline

Finalsite survey forms, explore other feedback loops

Increased frequency of surveys, survey data, transparency

Winter 2024 and ongoing

Faculty and Staff

Head of School, Division Heads, USl Dean of Faculty, LS Curriculum Leads, Faculty

Head of School, Division Heads, US Dean of Faculty, LS Curriculum Leads, Faculty

Head of School, Division Heads, LS Curriculum Leads, US Dean of Faculty, US Department Chairs

Allocation of funds to support these increased efforts Training for faculty/staff to pursue appropriate PD opportunities, how to submit ideas for approval

Allocation of funds to support these increased efforts Faculty and leadership working together to ensure training is available and that faculty implementation is effective.

Time allocated for key leadership members, explore additional compensation needs Training

Increased amount and frequency of PD attendance

Winter 2024 and ongoing

Parent and student survey data

Student and parent feedback Classroom observations

2024-2025 school year and ongoing

Faculty Evaluations

Documented classroom visits and evaluations

2024-2025 school year and ongoing

Survey data

Head of School, Division Heads,

Meeting time

LS Curriculum Leads, US Dean of Faculty,

Training

Increased frequency of surveys, survey data

2025-2026 school year and ongoing

US Department Chairs

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Goal #4: Better utilize stakeholder participation in collaborative decision-making processes so that they have a more direct opportunity to provide input and feedback that will impact student success.

Rationale: Fostering student success is a collective responsibility that extends beyond an administrative structure. The multifaceted nature of the educational system benefits from strategically utilizing greater stakeholder participation in collaborative decision-making processes. Providing more direct opportunities for stakeholders to contribute input and feedback will create additional pathways that will continue to positively impact student success.

Student Learner Need(s) addressed: Students thrive in a well-supported educational environment. The decision-making processes will become more inclusive, responsive, and tailored to the diverse needs of students thereby contributing to their overall success and well-being.

Tasks Re-define and re-institute the Oakwood Synergy Team to provide greater transparency into and participation in decision-making processes.

Utilize Upper School Department Chairs, Lower School Curriculum Leads, and Staff Directors in a more forward-facing role.

Provide increased opportunities for parents to provide meaningful and informed feedback.

Establish and use a Survey to Impact Process when surveys are considered/deployed.

People

Resources

Division Heads,

Timeline

Increased number of voices contributing to the decision-making process

Head of School, Representatives from various divisions/departments

Measurements

Time and space allocated for regular meetings

Impact on student experience

Beginning 2024-2025 school year and ongoing

Synergy Team survey data

Head of School, Division Heads,

Time for discussions

US Department Chairs, LS Curriculum Leads,

Division Heads, PSA Board, Parent Reps, Parents

Synergy Team, PSA Board

Winter 2023 and ongoing

Feedback loops Impact on student experience

Staff Directors

Head of School,

Increased input from faculty and staff leadership as decisions are made

Time for discussions and dialogue at the Oakwood Community Involvement Meetings Meaningful parent surveys (NAIS and others as starting points)

Step by step follow-through on the Survey to Impact Process

Increased transparency with and input from parents as events and processes are discussed and associated decisions are made

Winter 2023 and ongoing

Survey data and transparency

Documentation of survey process Winter 2023 and ongoing Survey data and transparency

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Oakwood School ACS WASC FOL Self-Study Report 2023

Appendices A. Local formative and summative assessment data a. ERB (Fall 2021) (Fall 2022) b. ACT Results c. PSAT Results d. SAT Results e. AP Results f.

GPA Distribution (2020-2021, 2021-2022, 2022-2023) i.

Middle School Grade Point Average Distribution

ii.

Grades for Middle School Students by Subject

iii.

High School Grade Point Average Distribution—Weighted

iv.

Grades for High School Students by Subject

B. Results of student questionnaire/interviews a. Student Engagement Survey C. Results of parent/community questionnaire/interviews a. New Family Survey (February 2023) b. NAIS Parent Satisfaction Survey (May 2023) D. Master schedules a. Upper School Master Schedule b. Elementary Class Schedule c. Elementary Enrichment Schedule d. Preschool and Junior Kindergarten Enrichment Schedule E. Approved AP Course List F.

UC A–G Approved Course List

G. Additional school programs a. Summer@Oakwood b. Learnfully c. College Counseling d. Student Support Counseling e. Before and After School Recreation

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Oakwood School ACS WASC FOL Self-Study Report 2023

H. Graduation Requirements I.

Glossary of terms unique to the school a. Community Involvement Meetings b. Crucial Conversations c. Enrichments (Lower School) d. First Friday Late Start schedule e. Green Sheet f.

Hawks Scholarship program

g. Inclusion and Belonging Action Plan h. OSSP (Oakwood Student Support Program, Middle School) i.

Service Learning Program (High School)

j.

The Inside Scoop (weekly schoolwide newsletter)

J. Admissions Data a. Student Enrollment by Year b. Race Breakdown of Students c. Enrolled Student Demographics (by city) K. Oakwood School a. Oakwood School’s Mission and Schoolwide Learner Outcomes (SLOs) b. Oakwood School Dignity Statement c. Educational Philosophy (Five Tenets) d. High School Course Catalog e. Middle School Course Catalog f.

Enrichments (Lower School)

g. Handbooks i.

Oakwood Family Handbook

ii.

Oakwood Team Handbook

iii.

Oakwood Emergency Manual

L. Faculty and Staff a. Faculty/Staff Population (2020-2021) (2021-2022) (2022-2023) b. Attrition Rates

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