WASC
The Western Association of Schools and Colleges (WASC) is the agency which accredits Grossmont Adult School.

ACCREDITATION
Accreditation is the process by which our school is evaluated on the quality of our educational programs, the achievement of our students, and our plan for continuous school improvement. There are three parts of the accreditation cycle - self study, visit, and follow-up.

SELF-STUDY

The most effective and meaningful evaluation of a total school program can be conducted by the staff and students of that school. The entire staff and representatives of the student body and community are involved in the preparation of the self-study. During this phase, all staff members candidly assess the school's strengths and areas needing improvement. Then, we write a comprehensive report of our findings, including an action plan to address areas of growth.

The Visiting Committee will arrive sometime in the spring of 2008. This team, composed of six to eight people, spends three and one-half days at the school to assess the quality of the educational program provided for students. The Visiting Committee prepares a report for the school which commends the school for its strengths and recommends areas which should receive attention prior to the next visit. The Visiting Committee also recommends a term of accreditation, based on their findings.

After the Visiting Committee leaves, we develop and refine a school plan, composed of long-term and short-range goals and correlated action steps, which corresponds to the Visiting Committee's recommendations.

ESLRs
The Expected School-wide Learning Results (ESLRs) are what we expect ALL students to know, understand, and/or be able to do upon completing their program at Grossmont Adult School. These ESLRs, collaboratively developed, provide focus for our entire school.

WASC FOCUS
Accreditation focusses attention on four factors that differentiate between effective and ineffective schools: School Organization; Curriculum and Instruction; Student Support; and Resources Management and Development.

EVIDENCE
In the self-study process, collecting information is critical to learning about the actual instruction experienced by students. Collecting evidence includes observing the lessons teachers are delivering, interviewing students about their studies, examining instructional materials and lesson plans, and reviewing samples of student work. Working through committees, staff members meet and discuss collected evidence. These discussions are the foundation for the written part of the self-study, which contains a summary of findings, major strengths, and areas for growth. It also contains a step-by-step action plan for school improvement.