Introduction SAS is proud of the results that it achieves in academic terms but recognizes that high achievement is not sufficient to classify oneself as a great school. In the interest of preparing students for academic, professional, and interpersonal success, a great school needs go beyond traditional academics to expand its understanding of what is required of a “21st century� Education and monitor the growth and achievement in these areas. Through the process of developing the vision and desired student learning outcomes (DSLOs), SAS has identified seven critical 21st century outcomes: character, collaboration, communication, core knowledge, creativity and innovation, critical thinking, and cultural competence. Of these, core knowledge is the only one that SAS currently monitors. SAS received permission from WASC to conduct a non-traditional focus on learning by focusing the self-study on five of the DSLOs: character, communication, collaboration, creativity and innovation, and critical thinking (note: cultural competence was not included in the self-study because it was identified as a DSLO after the process had begun). The purpose of completing the self-study around these five DSLOs was to establish baseline programmatic data to complement the research taking place on reinventing SAS. The gap analysis between these two sets of information will inform the next strategic plan, helping SAS to move to the next level of excellence. Professional learning communities (PLCs) acted as home groups, completing a deep dive into the DSLOs to identify where each one is currently explicitly taught and assessed. Divisions acted as focus groups and met to analyze the results and identify areas of strength and areas for growth. The one exception to this was Chapter IV, Category C. Because the support services renewal was also taking place, support service PLCs acted as home groups to answer the prompts for support for student personal and academic growth and the support services renewal team acted as the focus group to analyze the results and identify areas of strength and areas for growth. To facilitate the 2014 self-study, SAS convened a WASC leadership team that was representative of faculty, classified staff, parents, administration, and board members.
Name
Role
Name
Role
Jay Atwood
HS Technology Coordinator
Anita Langlois
Board Member, Parent
Erin Barker
Academic Data Coordinator
Doug Neihart
HS Deputy Principal
Treena Casey
Director of Curriculum, Parent
Robin Pearson
PS Counselor
Jason Cone
Executive Director of Information Technology, Parent
Devin Pratt
MS Principal
Chris Raymaakers
Grade 7 Math Teacher, Parent
Laurynn Evans
Executive Director of Talent Management
William Scarborough
Assistant Superintendent for Finance and Business Operations
Darin Fahrney
HS Deputy Principal, Support Services Coordinator, Parent
Jennifer Sparrow
Executive Director of Teaching & Learning, parent
Marian Graham
IS Principal
Vanessa Spier
Director of Communication, Parent
Crystal Hayling
Board Member, Parent
Dennis Steigerwald
HS Science Teacher, Parent
Jemma Hooykaas
Grade 5 teacher
Selvie Sundari
Grade 4 Instructional Assistant
David Hoss
PS Principal
Kerri Izzo
Parent
Chip Kimball
Superintendent
Ylva Kovacs
Admissions Specialist
Robert Landau
Deputy Superintendent
Josh Symes
Grade 6 PE Teacher
Sue Taylor
IS Counselor, Parent
Lisa Wan
Kindergarten Teacher, Parent
Amanda Wood
Grade 2 Resource Teacher, SelfStudy Coordinator