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Sequoia Union High School District campuses of East Palo Alto Academy, Menlo-Atherton High School and Woodside High School were visited by the Western Association of Schools and Colleges over the past months. As a result, each school has come to recognize its areas of strength and mapped out plans for improvement.
WASC is an organization that provides accreditation of public and private schools in the western region of the United States with the purpose of encouraging quality education and improvement. A visit from WASC occurs every six years and involves a rigorous self-evaluation and peer review process that focuses on inclusion, equity and access to high level learning opportunities for all students.
During a Sequoia Union High School District board meeting, school administrators presented the reports from its campus’s self study and WASC committee report. While all three schools reported strength in school culture and spirit they also saw areas of growth opportunities in supporting English language learners, providing more professional development, maintaining transparency on funds with stakeholders and more.
East Palo Alto Academy
Principal Veronica Miranda-Pinkney presented the self-study report for East Palo Alto Academy highlighting strengths in staff autonomy with curriculum and strong relationships between students and teachers.
Students shared that they would like to see more of their peers participate in school events while staff asked for more consistent opportunities for analysis of data, collaboration and more clarity of resource allocation decisions.
The WASC visiting committee’s report rated the different categories of curriculum, teaching and accountability as effective or somewhat effective. When it came to leadership for learning and family and community involvement the school was rated highly effective.
Specific areas of growth that were identified included the implementation of support and resources targeted for diverse learners to achieve more equitable outcomes to close the gap between English language learners and English only peers. Pinkney stated that since the WASC visit, the school has started looking into how to use the current class schedules to offer support during the school day.
EPPA will also work toward increasing collaboration between teachers and staff through professional development opportunities to address the diverse needs of students. Administrators are planning on partnering with the Peninsula Conflict Resolution Center.
WASC is also encouraging the school to promote more transparency in budgeting and auditing practices and to include all stakeholders input into allocating resources and to develop an approach to retaining highly qualified teachers
Woodside High School
During the WASC visit to Woodside High School, Principal Karen Van Putten said she encouraged teachers and students to “just do your thing.” Van Putten expressed that this was an opportunity for the school to showcase all of the good things going on, but also a chance to reflect and find ways to improve.
Woodside High School’s WASC visiting committee rated the school as highly effective in curriculum, qualified staff and professional development, family and community involvement, student engagement, and academic and social emotional support.
The report recognized Woodside’s overall strengths in providing an inclusive and supportive school culture, commitment to equity and access, and robust college and career readiness programs. It also found that the school offered rigorous curriculum that aligns with college and career readiness, equitable access to advanced coursework and opportunity to learn real-world skills
The self-study also reported that Woodside High School students and administration are engaging in meaningful student leadership opportunities, data driven teaching practices and a strong support system for academic and social emotional growth.
In areas of growth, the visiting committee found that improvements can be made to provide English language development teachers with more opportunities to collaborate and refine their curriculum.
With the growth of artificial intelligence, the self study identified that there is a need for more professional development focused on optimizing the technological and digital tools in the classroom, said Van Putten.
She is hoping for teachers “to embrace (AI) instead of fighting it. Learn how to use it as a teaching tool and then in the same way teach the students how to use it as opposed to being in constant opposition with the burgeoning technology.”
Trustee Mary Beth Thompson acknowledged that Woodside has successfully spearheaded schoolwide cellphone policies, which many schools have struggled with implementing. The WASC report wrote that this requirement for students to store their phones away during class has positively improved focus, productivity and engagement in classrooms.
Menlo-Atherton High School
Menlo-Atherton High School principal Karl Losekoot was proud to report significant growth in student accomplishments across subjects in the last school year, emphasizing that this was a great year for a WASC visit.
In 2024, suspension rates were declining and there was a 5% growth in standardized test scores for English and math, meaning that more than 70% of students are meeting or exceeding state standards. The school year also saw the most students enrolled in AP classes with 40% of all test results being a score of 5, the highest score possible.
Test scores showed however that the improvement of English language learners was declining and a decrease in students who show they are college and career ready. In order to address these issues, Losekoot explained that the school is looking to improve efforts to support English learning students, develop more career and technical education pathways and dual enrolled courses.
Overall, the WASC visit found that the school was offering an environment where students felt connected to the campus and teachers, which promotes academic success and positive mental health. The report also recognized that M-A offers diverse opportunities for students, resources and course offerings that increase student access to state standards.
In order to inform students and staff about the WASC visit and to keep the week fun, the school created an informative music video and a bingo sheet to keep the spirits up among students and teachers.
The report concludes with goals for M-A to follow which include increasing academic success by providing access to equitable curriculum and learning experiences; increasing student preparedness for college and career readiness; and continuing to grow a positive school culture where students carry a sense of belonging by increasing engagement.
