Please see also the WASC 2008 Accreditation letter.

School for Independent Learners (SIL)

WASC Committee Report, 2008

Visit Dates: March 3-5, 2008

Visiting Committee: Dorothy A. Mansfield, Chair; William C. Mansfield, Member

Chapter 1: Introduction

The School for Independent Learners (SIL) is a small for-profit high school that started as a tutorial center in 2001. It is located on San Antonio Rd. near El Camino Real in Los Altos. The school offers a one-to-one teaching situation for nearly all of its courses. Science labs such as biology, chemistry, and physics may have two or three students, but each student advances at his or her individual pace. Each student has and individually designed learning program similar to an IEP.

A student recieving a low or failing grade in one or more classes at a local high school might prompt the parents to enroll their child at SIL. If that is the case, the student will often take classes at both the high school and SIL. Students lacking sufficient credits to graduate can catch up by taking classes at SIL, during the summer break or after the regular school day. The difference between SIL and other small high schools is that individual students progress at a pace dictated by how quickly the student learns the subject matter.

The courses offered by the schoool are based upon the California Standards and UC requirements. Students may take Honors and AP classes. All programs utilize the Mastery Learning method, with students repeating course work until they meet the required (80%) standard of achievement.

Fifteen full-time students take all their classes at SIL. Ninety-two students are part-time — that is they are at their regular school for most of the day and then take one or more classes at SIL.

Los Altos is located adjacent to Palo Alto in the heart of Silicon Valley. As such, many of the parents of SIL students have sufficient resources to enroll their children in private schools. Having said that, according to Dr. Ohme the founder of SIL along with his wife Jean, a small percentage of applicants cannot afford the cost of the school. It is for that reason that SIL is looking at teaming up with College Track or another such organization in order to diversify its clientele.

The three-year term of accreditation that SIL received in 2005 had a dramatic impact on the school. The WASC accreditation enabled local high schools to refer struggling students to SIL. The accreditation provided a professional stamp of approval that cannot be underestimated. Enrollment at SIL increased dramatically, especially for part-time students. Three years ago there were 30 part-time students, now there are 92. The number of full-time students has dropped from 18 to 15.

In order to meet the influx of students, the physical facilities have been significantly enlarged and improved. Space has been doubled through the occupation of an adjacent building which now provides office space, a teacher's lounge/meeting area and a good sized classroom. Seven one-on-one teaching cubicles have been created that significantly reduce noise and distractions. Eleven new study stations are available for student use. Seven new Apple computer stations are available for student and teacher use.

Twenty-eight teachers are listed on the school's roster: one has a Ph.D., five have Master's degrees, all but two of the remainder have BS or BA degrees. The two who are without a degree are undergrad students. Only one of the 28 teachers has a teaching credential. In a school such as SIL that provides nearly all one-to-one instruction, it is not only important that teachers know the subject matter, which they do, it is also crucial that they relate well with each of their students, which they do.

Chapter II: Follow-up Process

The school suffered a severe blow when the leadership team of two administrators and the board of directors that was in place when WASC visited three years ago left the school shortly after the beginning of the follow-up process. Little if any follow-up progress was made until this past year. Fortunately, the school currently has two administrators and a functioning board of directors who, according to both students and parents, are doing an excellent job in running the school. The two administrators were teachers at SIL prior to becomming the school's administrators, so they were already familiar with its culture, mission and vision.

III. School's Progress on Critical Areas for Follow-up

A. For each of the schoolwide critical areas for follow-up, provide a succinct summary of the school's progress since the full visit and any observable impact on student learning.

Note: Even though changes in leadership and a hiatus in Board activity created a delay in acting on the recommendations of the previous committee, the staff of SIL has made significant progress and many improvements in a short period of time in addressing the recommendations.

Curriculum guidelines have been completed for all courses offered at SIL, listing objectives and state standards covered by each section of the course. Rubrics for each subject area and level have been established and are distributed to all instructors during orientation. Work is in progress to develop systems to help ESLRs become part of SIL's culture. All curriculum guides will include ESLRs focused on in certain assignments. Modified programs for students who have learning differences have been developed.

SIL employs the mastery-learning system. Students must demonstrate mastery of subject material by scoring 80% or above on chapter tests and essays. A student moves through the material at his or her own pace. All students who complete a course have demonstrated mastery of the material.

Five department heads (English, Social Studies, Foregin Language, Science, and Math) have been appointed and assigned to coordinate curriculum and have become an excellent sounding board for teachers as they improve curriculum guides. Through the departmental organization teachers express their questions, concerns, and ideas. In addition, the department-based sturcture provides sustainability and uniformity of instruction. All deparment heads are directly involved in the recruitment and hiring process of teacher in their departments. Deparment Heads ensure that students progress through the material, that the curriculum is followed, and that parents receive weekly via the online grade-recording sytem.

Leadership had made improvements in teacher compensation and working conditions: (1) hourly teacher rates have been increased to remain competitive, (2) benefits are available for hourly teachers who work more than 30 hours per week, (3) department heads have been placed on salary, receive health benefits and paid time off, (4) quarterly teacher workshops have been incorporated for all staff, (5) performance reviews have been standardized.

Quarterly staff training sessions foster teacher development, focusing on proven teaching methods that benefit students, specifically students with learning differences. Twenty-eight teachers attended a two-hour session with syndicated education columnist Jim Wiltens, discussing the importance of being a "100% Positive Teacher." The school provides training for its instructors as how best to teach students who are dual enrolled, that is, who are taking classes at both their home school and SIL.

SIL is no longer planning to become a non-profit organization. However, SIL's ownership is looking into plans to make ownership available to key teachers and administrators.

B. Identify and note any areas that need to be given priority for the school's ongoing improvement.

That the school, as part of its effort to encourage its teachers to work toward a teaching credential, consider providing a financial reward to those who earn or have earned one.

That the school, when possible, provide partial scholarships to parents of current and future students whose economic circumstances are such that they seriously need such assistance.

That the school consider scheduling lunch time staff meetings at least twice a month, with food and beverages provided by the school, so that school concerns can be discussed and so that academic/professional discussions can take place with an emphasis on enhancing teaching and learning.

That the school continue to provide better, more competitive salaries and benefits to its staff.

That the staff consider requiring full-time students who will be graduating from SIL to develop a portfolio of their work and to complete a senior project in order to enrich their educational experience.

That the school consider hosting the counseling and administrative staffs of local high schools at least once a year so that they can meet and visit with SIL department chairs and administrators and become better informed about the school.

That the school, because of its location in the heart of Silicon Valley and near the San Francisco Bay, consider local field trips to places that would be both educational and of great interest to high school students.

C. Report on the school's success in carrying out its action plan.

Making more technology available for both students and staff by adding seven new Macintosh computers.

Producing a school report that presents the reality of the school and at the same time captures the essence of its purpose.

Completing many of the tasks outlined in its Action Plan despite the loss of the school's leadership shortly after WASC visited three years ago.

Establishing department chair positions (English, Social Studies, Math, Science, Foreign Language) so that colleagues within these subjects may discuss concerns and generate ideas about curricular improvement.

Making adjustments in response to suggestions from parents, students and staff.

Using technology to improve the scheduling of students and teachers.

Keeping parents will informed of their child's progress.

Improving the hourly pay of instructors and providing an annual salary with benefits for nine member of its staff.

Providing a limited number of scholarships at local high schools to be disbursed by counselors for students who they believe would benefit by attending SIL.

Improving the financial standing of the school.

Making major improvements to its physical facilities including the doubling of its size and the construction of study-teaching cubicles that enhance the opportunity for learning.

Keeping the school open and available for students daily from 8 AM to 8 PM and on weekends as needed throughout the twelve months of the year.

IV. Commendations Related to Progress

Note and report on significant progress the school has made in responding to the critical areas for follow-up and in carrying out the related action plan.

SIL leadership and staff have met the growth areas recommended by the previous visiting committee, and in addition, they have gone beyond those recommendations as evidenced in their current self-study.