Antioch Charter Academy II

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1 Antioch Charter Academy II WASC Self-Study Focus on Learning Spring 2012

2 TABLE OF CONTENTS Chapter 1: School and Community Profile Part I: Demographic Data... Part II: Student Performance Data.. Part III: Process and Perception Data. Chapter 2: Analysis of Data. Chapter 3: Progress Report. Chapter 4: Self-Study Findings... Section A: Organization.. Section B: Curriculum Section C: Instruction.. Section D: Assessment and Accountability Section E: School Culture... Chapter 5: Action Plan

3 Chapter 1 Student and Community Profile 2

4 CHAPTER 1 Student and Community Profile Part I: Demographic Data Antioch Charter Academy II Community School Community Antioch Charter Academy II (ACA II) is one of two Antioch Charter Academies located within the boundaries of the Antioch Unified School District in Antioch, California. ACA II and its sister school, Antioch Charter Academy, are operated by The Learner-Centered, Inc. Currently, ACA II is sited on the Contra Costa County Fairgrounds. ACA II opened in August of 2007, after its charter was granted by the Antioch Unified School District in July of Planning for ACA II, a replicated site of the Antioch Charter Academy (ACA), began in the spring of In our first year, we educated 73 students in grades Kindergarten through Third. Our population is now at 189 students in grades Kindergarten through Seventh. The city of Antioch, located in the East San Francisco Bay Area on the San Joaquin River Delta, has a population of approximately 102,000 and an increasingly diverse racial demographic. The median household income for Antioch in 2009 was $57,747. ACA II serves 1% of the Antioch Unified School District s 19,000 students. In addition to children from Antioch, ACA II also educates students from neighboring communities including Oakley, Brentwood, Pittsburg, and Concord. Parent Involvement Parent involvement is an integral part of the mission of ACA II. From the inception of our school, parents at ACA II have given countless hours to ensure the continued success of our program. The Family Network was created at the school s opening as a vehicle for parent involvement in our school. The Network includes a board of parent leaders providing mentoring opportunities, volunteer opportunities, and fundraising efforts to assist in the day to day operations of ACA II. Fundraising efforts of the Family Network brought in $21,500 last school year. These fundraisers were led by the 1 st Annual ACA II Walk-a-thon and Silent Auction, which brought in close to $15,000 based on community involvement and donations. 3 ACA II also relies on parent volunteers to assist in the development of our program, families are encouraged to donate 40 hours of volunteer time to our school. Volunteer opportunities include campus beautification, field trip chaperoning, elective teaching, party planning, fundraising efforts, student birthday celebrations, and classroom support.

5 Community Involvement One of ACA II s initial goals was to become more involved with the Antioch community. Over the last five years, we have made it a point to use our resources in the community, as well as seek out new opportunities within the city of Antioch and surrounding area. Our students experience what the community has to offer through field trips to Antioch s historical El Campanil Theatre, the local fire stations, the San Joaquin River Delta Marina, the Dow Wetlands, city parks, and a variety of local businesses. ACA II also sponsors community events through the Family Network, which include the Back to School Bash, the End of the Year party, and the annual Silent Auction. This fall, ACA II students participated in Coastal Cleanup Day with the city of Antioch. ACA II students, families, and staff worked alongside city of Antioch employees and community members to clean the area around the West Antioch Creek, which runs alongside the Contra Costa County Fairgrounds and feeds directly into the San Joaquin River Delta. ACA II participants picked up garbage in the creek and from the surrounding area in attempts to prevent flooding to the ACA II campus and Contra Costa County Fairgrounds this year. Students learned about the creek s ecosystem, as well as the effects of garbage on the creek and the river. The ACA II Family Network has made it a priority to include local businesses and community members in need as a part of whole school fundraisers. For example, during the annual Christmas Tree Fundraiser, ACA II gathers donations to provide families in need within Contra Costa County with a Christmas celebration. Christmas trees, decorations, presents, and Christmas dinner are donated to families in the community who may never have experienced a Christmas celebration or are financially unable to do so this year. ACA II families deliver the Christmas packages personally to the recipients and students take pride in their donations. New to ACA II was the Walk-a-thon and Silent Auction. The ACA II Family Network raised over $15,000 in donations and pledges from local businesses and community members to benefit students at ACA II. Over 100 local and state-wide businesses donated prizes and services for the Silent Auction. Businesses also donated supplies for the Walk-a-Thon, as well as prizes for the students participating. Community members and ACA II families also volunteered at the Walk-a-thon and were a great support to our students. WASC Accreditation History ACA II participated in a WASC Focus on Learning visit during the school year. Following the initial self-study, ACA II was awarded WASC accreditation. The visiting team identified the following areas of improvement: expansion and renovation of facilities, develop spiraling science curriculum, upgrade technology, enhance school library, further develop the SMILE program, expand funding for additional staff members, and include more community outreach programs. ACA II has addressed these areas, as well as additional observations made by the WASC visiting team. Detailed information regarding these areas of improvement is contained in Chapter 3. 4

6 Vision & Mission As a replicated charter school, ACA II shares its vision and mission with ACA. Our vision and mission are as follows: ACA II s vision is to provide a learning environment where students embrace education, exhibit compassion, and accept personal responsibility. ACA II s mission is to facilitate educational and personal growth by: Nurturing and supporting a partnership of students, teachers, families, and the community, based upon mutual respect and appreciation Building upon the philosophies of multi-age grouping, Montessori, multiple intelligences, and brain compatibility, and Encouraging critical thinking, individual strengths, and diverse learning styles. Philosophy ACA II s philosophy begins with the learner in the center. As one of the Learner- Centered schools, ACA II strives to meet the unique needs of each individual student. Individual instruction, multi-age groupings, and continuous, standards-based assessment are key components to reaching the goal of teaching to the child. A small school environment, team teaching, parent involvement, and community partnerships help foster a sense of community and belonging throughout our school. In order to cultivate growth in the whole child, we offer elective courses designed by the students and an enrichment program for all students which includes P.E., personal safety, art, pottery, and music. ACA II s learning philosophies were chosen to meet the academic, social, and emotional needs of our students. The philosophies of Positive Discipline, Multiple Intelligences, and Lifeskills provide a foundation of trust and understanding between students, teachers, and families. The Montessori philosophy is used in the Primary and Elementary classrooms to encourage learning through discovery and development at an appropriate pace for each child. Highly Effective Teaching (HET) is used in the Intermediate classroom to support Lifeskills and lifelong learning through real-life experiences. Brain Compatible Learning (or Brain-Based Learning) is used in middle school to foster mastery and deep understanding of concepts through meaningful experiences. Although each level utilizes a distinct philosophy, there are components of each found throughout every classroom that provide for a cohesive program. Montessori, HET, and Brain Compatible Learning all foster independence, responsibility, respect, and a love of learning in students. 5 School Philosophies Montessori: The Montessori philosophy has an unwavering belief in the individual an individual who through time, experience, and support becomes a self-disciplined, independent, and self-confident learner. Students at all levels are given long, uninterrupted work periods. As a Montessori concept, students learn to be independent lifelong learners by managing their time. At the Primary and Elementary levels, students

7 manage one day s work at a time as evidenced in their daily Goal Books. At the Intermediate level, students manage one week s work at a time, through the use of Learning Goals Folders. At the Middle School level, students manage multi-week projects and use academic planners to help them manage their time and meet deadlines. Highly Effective Teaching (HET): HET is standards-based curriculum which has been planned to dovetail language arts, math, social studies and science components with an overall theme. Our goal is to tie these components closely to the theme(s) so that instruction will make more sense to students and give more opportunity for concepts to be presented to the individual s learning strength. Livelong Guidelines and Lifeskills, which are components of HET, include trustworthiness, truthfulness, active listening, no put-downs and personal best. Lifeskills (e.g. cooperation, courage, initiative, perseverance and resourcefulness) define the lifelong guideline of personal best. Our goal is to help children build character traits that will serve them throughout life, enabling them to be good citizens. Brain Compatible Learning: The research of Leslie Hart shows that students learn best in an environment that is absent of threat, where students can collaborate, are given meaningful content, can make choices, get immediate feedback, have adequate time in which to learn in an enriched environment, and are allowed to reach a level of mastery. Our goal is to ensure that all levels be provided an environment that incorporates these principles into our daily program. Mastery is indicated when the student can explain the problem or lesson in a peer teaching setting. Collaboration reflects cooperative learning and partner based assignments. Meaningful content is fact driven with daily life connections. Immediate feedback is teacher/student interaction during and upon completion of the assignment. Adequate time reflects the student determining the completion of an assignment and taking initiative for the next assignment. An enriched environment allows many topics of study, none of which are textbook or teacher driven. Multiple Intelligences: Dr. Howard Gardner of Harvard University believes we all have developed and undeveloped intelligences which are divided into eight categories (linguistic, logical mathematical, musical, visual/spatial, bodily kinesthetic, interpersonal, intrapersonal and naturalist). Our guiding objective is to nurture all intelligences equally. All levels will have opportunities to develop some or all of their intelligences. Curriculum is carefully designed by the teacher to provide opportunities for growth and development through research, enrichment programs, and daily curriculum. Positive Discipline: Jane Nelsen s philosophy of Positive Discipline will be utilized in each classroom. All levels will hold classroom meetings based upon the Positive Discipline classroom meeting structure where students solve problems and plan activities utilizing an agenda. Students, led by teachers, give compliments to build community within the student body. Additionally, students are taught to discuss and solve problems peacefully following the guidelines of logical consequences which must be reasonable, respectful, related to the offense and reflect responsibility on behalf of the student who is being helped rather than punished. 6

8 Expected Schoolwide Learning Results (ESLRs) ACA and ACA II created nine areas of student performance that are important to 21 st Century Lifelong Learners. These nine Schoolwide Performance Goals guide curriculum planning and instruction, as well as behavior expectations and community participation at ACA II. These Performance Goals will serve as ACA II s ESLRs during this WASC Self-Study. 7 ACA & ACA II Schoolwide Performance Goals By 8th grade, Students at ACA II will be able to: 1. Communicate effectively with others orally and in writing, work collaboratively, cooperate with others, and contribute to society. 2. Be able to organize materials and self. 3. Be able to manage time effectively. 4. Be able to set and accomplish goals. 5. Be able to work independently. 6. Identify themselves as lifelong learners. 7. Demonstrate use of Lifeskills and Lifelong guidelines in daily life. 8. Have and show respect to others and self, including respect to diversity. 9. Feel empowered to make change.

9 Student Performance ACA II met Adequate Yearly Progress (AYP) in the and school years, but did not during the and school years due to Proficient Percentage rates of a significant subgroup being below the goal. ACA II has not failed to meet AYP for two consecutive years and has not been classified as a Program Improvement school at any time in our history. Important to note is that ACA II s testing results prior to the school year must be interpreted with caution due to a small population size. In 2010, ACA II s Academic Performance Index (API) increased by 45 points and by another 14 points in ACA s API is currently 735, which is four points higher than the Antioch Unified School District overall API score. More information regarding ACA II s API growth and AYP are contained within the Student Performance Data section of this chapter. Student Enrollment ACA II s overall student enrollment has steadily increased since the school opened in 2007, a result of the school growing to a Kindergarten through Eighth grade institution. We have added one grade level each year, which has helped our population increase by approximately 30 students each year. During our first year, ACA II enrolled 73 students in grades K-3. We began the school year with 187 K-7 graders. 200 Student Population Over Time Total

10 Student Population by Grade Level Important to the school philosophy of ACA and ACA II is small school size. Our goal is to keep our school as close to 200 students as possible once our school becomes K-8 th grade. In order to maintain this goal over time, ACA II has one class per grade. Each grade has between 20 and 30 students enrolled each year Student Population by Grade 0 Kinder 1st 2nd 3rd 4th 5th 6th 7th Student Population by Gender ACA II s student population has been distributed relatively evenly over time. We have been trending slightly higher for female students in the last three years. Most grade levels are also evenly comprised of female and male students, although certain grade levels currently favor either males or females. Student Population by Gender Male Female

11 Student Population by Ethnicity During the planning process for the opening of ACA II, a goal for our school was to more accurately reflect the student diversity within the Antioch Unified School District. In order to achieve this, ACA II staff and families have worked diligently to spread the word about the educational benefits of our program to all members of the community. As a result of this campaign, ACA II s student population is more closely related to Antioch Unified s than our sister school, ACA s. Especially encouraging is our percentage of Hispanic and Latino students, which has risen from 4% to 20% of our overall student population. In addition, our student population of African American and Asian students has stayed relatively steady. Our school community continues to implement new ways of building a diverse population reflective of the greater Antioch community. Student Population by Ethnicity African Amer Amer Indian/ Alaska Native Asian Filipino Hispanic Other Pacific Islander Caucasian

12 Enrollment of Special Education Students The education of students with special needs has always been important at ACA II. Our philosophy of teaching to each individual child allows our population of special education students to receive accommodations and modifications, as well as small group and individual instruction, within their classroom setting. We are currently partnered with the Antioch Unified School District to identify and provide services to our special education student population Special Education Students Kindergarten st nd rd th th th th Total English Language Proficiency At ACA II this year, approximately 4% of the students are English Learners. This is well below the Antioch Unified School District average of 18%. More students are entering ACA II with diverse language backgrounds, but many are deemed English Proficient after taking the California English Language Development Test (CELDT) in Kindergarten English Learners English Learners Reclassified EL English Proficient 11

13 Kinder 1st 2nd 3rd 4th 5th 6th 7th Attendance ACA II s Average Daily Attendance (ADA) rate has been 99% since the school year. This rate includes apportionment attendance from independent study. The actual attendance rate at ACA II was 94% in and Last year s actual attendance rate was 95%. ACA II has a strict attendance policy which mirrors the Antioch Unified School District policy of ten days of unexcused absences per child each year. If a child exceeds ten unexcused absences, the family meets with the child s teacher and other school staff to devise a plan for better attendance. Continued absences may result in an attendance contract between the family and the school. Tardiness rates are kept by the individual teachers and have not been tracked as a school prior to the school year. Tardiness rates are relatively low at ACA II and families meet with the teacher much like they do with excessive absences, if tardiness is a problem. ACA II Student Attendance 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% 45% 40% 35% 30% 25% 20% 15% 10% Actual 94% 94% 95% Apportionment 99% 99% 99% 12

14 Discipline ACA II follows the discipline philosophy of Positive Discipline. As stated before, all classrooms hold classroom meetings, based upon the Positive Discipline classroom meeting structure, where students solve problems and plan activities utilizing an agenda. Students are taught to discuss and solve problems peacefully following the guidelines of logical consequences, which must be reasonable, respectful, related to the offense, and reflect responsibility of the student who is being helped rather than punished. Behavior issues and classroom disruptions are also resolved through discussion between the teacher and student using Positive Discipline methods. Suspensions and expulsions are reserved for serious behavior incidents such as physical violence, endangering others, destruction of property, and severe behavior outbursts. In our history, we have not expelled a student from ACA II. Suspensions occur mostly in our Intermediate and Middle School classrooms. More suspensions have occurred in the last few years due to the inclusion of Middle School. In , two students were suspended for a total of eight days over the course of the year. In , twelve students were suspended for a total of seventeen days. As of the first half of the school year, seven students were suspended for a total of twenty-seven days. ACA II has not expelled a student in our school s history. 30 Suspensions Number of Days Socioeconomic Status 13 Free and Reduced Lunch Over the last four years, ACA II has seen a 22% increase in the amount of students served free and reduced lunch. This school year, the number of students eligible for free and reduced lunch jumped from 37 in 2010 to 67 in A portion of this increase may be due in part to ACA II s increased responsibility in the area of food service, as per our agreement with the Antioch Unified School District. Our school has more access to information regarding food

15 services programs, such as free and reduced lunch, than in our earlier years. Other reasons for this increase may include continued economic downturn, the recent decline in median income within the Antioch community, and continued diversity within our steadily increasing student population. 80 Free/Reduced Lunch % Free/ Reduced Lunch 29% Free/ Reduced Lunch 86% Non Free/ Reduced Lunch 71% Non Free/ Reduced Lunch % Free/ Reduced Lunch 36% Free/ Reduced Lunch 76% Non Free/ Reduced Lunch 64% Non Free/ Reduced Lunch 14

16 Parent Education Levels Through the participation of our families at ACA II, it is apparent that education is extremely important to the parents of our ACA II students. Our average parent education level rating is a 3.34, which is above the average for the Antioch Unified School District, as well as above the average rating of nearby elementary schools (Fremont Elementary: 2.07 and Marsh Elementary 2.36). The percentage of parents with bachelor s or graduate degrees has increased to 37% over time, while the amount of parents with some college experience has increased to 51%. Parent Education Levels Graduate Degree College Graduate Some College High School Graduate Not High School Graduate Declined to State Parent Volunteering Parent participation is an integral part of the ACA II program. Parents volunteer their time and expertise toward the betterment of our school in a variety of ways, including campus beautification, fundraising, teaching elective classes, assisting in the classroom, planning events, and chaperoning field trips. Each of our families is encouraged to volunteer 40 hours each year. As our population has increased, the number of hours recorded have also increased. Although 4,287 volunteer hours were recorded last year, many families do not record all of their volunteer hours in our volunteer log. The staff and the Family Network have been encouraging parents to record all of their volunteer hours in the volunteer log so that an accurate understanding of parent participation can be documented. 15

17 Volunteer Hours 5,000 4,000 3,000 2,000 1, Volunteer Hours 1,318 3,398 4,198 4,287 School Safety and Facility ACA II is located on the Contra Costa County Fairgrounds, from which our school site s space is rented. Our school grounds contain one Fairgrounds building and eight portable classrooms. Over the last five years, we have made numerous improvements to our facilities, with the permission of the Fairgrounds, including paving walkways, drainage for flood prevention, overhangs for doorways, security lights attached to buildings, security alarms for all buildings, a fire alarm system update, and general building façade updates. The Contra Costa County Fairgrounds provides a secure area within which our students can experience a wide range outdoor education. Our students also have access to events happening on the Fairgrounds, which include the annual Contra Costa County Fair. ACA II has made continuous improvements to our facility and program to ensure the safety of our students and staff members. We are currently updating our school safety manual in order to reflect updates to our facility and new school policies. Fire drills occur monthly for the entire school, shelter-in-place drills occur once per trimester, and earthquake drills are practiced each trimester by each classroom. Last school year, ACA II received a grant to supply all classrooms with a two-way radio system for emergencies and everyday communication. The radios are used daily for communication between the classrooms and the office staff. School Staff Teacher Credentials ACA II s charter states that all teachers employed at ACA II will be fully qualified. Throughout the history of ACA II, all teachers have been fully qualified to teach at their respective levels. All substitute teachers come from the Learner-Centered Schools substitute pool. Substitutes are interviewed by human resource personnel to ensure they are fully qualified to substitute in our classrooms. 16

18 Teachers w/ Full Credential Teachers w/o Full Credential Teachers Teaching Outside Subject Area of Competence Misassignments of Teachers of English Learners Total Teacher Misassignments Teacher Education and Experience Half of the teachers at ACA II have degrees beyond a bachelor s degree. Masters degree subjects of these teachers include special education, administration, and general education. One teacher has a specialist degree in school psychology and is certified as a school psychologist. Another teacher is working on her doctoral dissertation in educational leadership. Many of the staff members at ACA II have backgrounds in a variety of both educational and non-educational related expertise. Many of the classroom teachers at ACA II began their career at one of the Learner-Centered Schools and one of the teachers is a founder of the original Learner-Centered School. Three teachers have less than five years of teaching experience, four teachers have between five and ten years of experience, two teachers have more than ten years of experience, and one teacher has more than thirty years of teaching experience. Teacher Education Levels % 0% 10% Doctorate Degree Specialist Degree 50% 40% Masters Degree Bachelor's Degree 17

19 Teacher Ethnicity and Gender ACA II has worked diligently to diversify our student population and we are looking to do the same with our staff members as currently the majority of our teachers are of Caucasian descent. During the first year of ACA II, all classroom teachers were female. As we have expanded, we have hired more male teachers. Currently one-fourth of our teaching staff is male % % Male Female 75% 25% Male Female Teacher Attendance Rates Teacher attendance rates at ACA II are high. Many teachers do not use all of their yearly sick days and team teaching allows for flexibility during the school-day. ACA II also has policies for staff members on maternity and leave. Professional Development Professional development is an important part of the continued evolution of ACA II. Teachers are encouraged to attend conferences and seminars on the school s main philosophies including Montessori, HET, and Positive Discipline. Teachers also attend the California Charter Schools Association (CCSA) conference each year, as well as seminars offered by the CCSA. In addition to conferences and seminars, the Learner-Centered Schools work together to provide trainings at the monthly combined ACA and ACA II staff meetings. Last year, training topics included Montessori, HET, Project Zero, and Positive Discipline. This year, the training topics will include special education, school safety, Positive Discipline, HET, new laws regarding young kindergarteners, new technology/learner-centered School WIKI usage, and getting to know our charter. These training topics are created and presented by the staff to meet the training needs of all staff members. Teachers at ACA II also collaborate with same level teachers at ACA in order to train new staff members, discuss philosophies, and create new curriculum. 18

20 Student Participation in Co-curricular Activities Important components to the ACA II program are our Fantastic Friday enrichment program, SMILE program, and elective program. Each Friday, all students participate in the Fantastic Friday enrichment program, which includes a rotation of art, pottery, music, P.E., and personal safety (Shaolin Kenpo karate). The SMILE (Sensory Motor Integration Learning Experiences) program is a daily physical education program for the Primary and Elementary classrooms which includes Brain Gym, Yoga, and various sensory motor activities (scooter boards, obstacle course, running, scoopers, and Dance, Dance Revolution). The Intermediate and Middle School students participate in a Monday through Wednesday elective program which is based on the students interests. Examples of electives this year include band, strings, gardening, scrapbooking, dance, woodworking, computer building, publications, baseball, and power walking. All co-curricular programs provide students with new experiences and help cultivate student interests in the arts. 19

21 CHAPTER 1 Student and Community Profile Part II: Student Performance Data Academic Performance Index ACA II has met API growth criteria for the last two years. In , our overall API score increased by 14 points and surpassed the Antioch Unified School District s average API. In our students scored 742, in our students scored 676, in our students scored 721, and in our students scored 735. Important to note is that ACA II s testing results prior to the school year must be interpreted with caution due to a small population size Academic Performance Index (API) ACA II District ACA II District API Growth Goals ACA II has met our API growth goals in two of the three years we were assigned growth targets. In , ACA II tested students in second and third grade and scored 742. In , ACA II tested students in second, third, and fourth grade and our score dropped to a 676. In , we administered STAR tests to second, third, fourth, and fifth grade students and our score increased by 45 points to a 721. In , ACA II tested students in second, third, fourth, fifth, and sixth grade and increased our score by 14 points to a was the first year that ACA II was statistically significant due to finally testing more than 100 students. So, results prior to last year should be interpreted with caution. 20

22 API Growth Target Growth Met N/A N/A No Yes Yes School Ranking and Similar Schools When comparing ACA II s API score to other schools in the area, our API was higher than two of the three comparison schools last year. In comparison to our sister school, ACA, our score has traditionally been lower than ACA s. However, our steady increase in API over the last two years is similar to the trajectory of ACA s API score in their first four years of operation. When comparing API scores with the two geographically closest elementary schools, ACA II has scored higher than both schools for the last two years. Prior to the school year ACA II tested less than 100 students; therefore, a Similar School Ranking could not be calculated. ACA II received a Statewide Ranking from based on our performance compared with schools of the same type with one being the lowest rank and ten being the highest rank. ACA II scored a 4 our first year of testing, but received a low ranking the following year due to a dip in API score. Our Statewide Ranking improved in because our API score increased by 45 points. As stated before, all STAR testing statistics should be interpreted with caution due to a small number of students participating in testing. Similar Schools by Geographic Area ACA II ACA Fremont Marsh ACA II ACA Fremont Marsh 21

23 Statewide Ranking Similar School Ranking N/A* N/A* N/A* Not Yet Reported Not Yet Reported *This API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools. (Source: California Department of Education, DataQuest California Standardized Tests (CSTs) Grade Level Performance on CSTs b y Year Over the last three years, the average percent of students scoring proficient or above on the CSTs in each grade level has steadily improved. In Language Arts, the average percent of students scoring proficient or above improved from 40% in to 42% in In math, the average percent of students scoring proficient or above improved from 29% in to 38% in

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25 Adequate Yearly Progress ACA II met Adequate Yearly Progress (AYP) in the and school years, but did not during the and school years due to Proficient Percentage rates of a significant subgroup. ACA II has not failed to meet AYP for two consecutive years and has not been classified as a Program Improvement school at any time in our history. Last year, ACA II met criteria for participation rates in Language Arts and Math with the entire school and the only significant subgroup on record, the White subgroup, as well as in API growth. We also met criteria for percentage of students proficient or above schoolwide in Language Arts and Math, but did not meet criteria for our only significant subgroup, the White subgroup, in either Language Arts or Math AYP Criteria (7 out of 9 met): No Criteria Met Participation English Language Arts: School-wide Yes Participation English Language Arts: White Subgroup Yes Participation Math : School-wide Yes Participation Math : White Subgroup Yes Percent Proficient English Language Arts: School-wide Yes Percent Proficient English Language Arts: White Subgroup No Percent Proficient Math: School-wide Yes Percent Proficient Math: White Subgroup No API Growth Yes AYP Criteria (5 out of 5 met): Yes Criteria Met Participation English Language Arts: School-wide Yes Participation Math : School-wide Yes Percent Proficient English Language Arts: School-wide Yes Percent Proficient Math: School-wide Yes API Growth Yes AYP Criteria (4 out of 5 met): No Criteria Met Participation English Language Arts: School-wide Yes Participation Math : School-wide Yes Percent Proficient English Language Arts: School-wide Yes Percent Proficient Math: School-wide No API Growth Yes 24

26 AYP Criteria (5 out of 5 met): Yes Criteria Met Participation English Language Arts: School-wide Yes Participation Math : School-wide Yes Percent Proficient English Language Arts: School-wide Yes Percent Proficient Math: School-wide Yes API Growth Yes California English Language Development Test (CELDT) ACA II s population of English learners is growing. During the school year, we administered CELDT tests to nine students, in , we CELDT tested six students, and in , we administered the CELDT test to ten students. Last year, 2% of our student population was classified as English learners. Initial Assessments Annual Assessments classified English Proficient 2 reclassified English Proficient 1 classified Intermediate 2 classified Early Intermediate classified English Proficient 1 classified Beginning 1 classified Early Advanced 2 classified Intermediate classified English Proficient 1 classified Intermediate 1 classified Advanced 4 classified Intermediate 2 classified Early Intermediate Local Assessments In addition to STAR testing, each teaching team employs a number of professionally accepted, as well as program specific assessments. Program specific assessments are modified often to meet the needs of the specific student population being assessed, as well as stay relevant to the material covered. Program specific assessments aim to assess the level of mastery the students are at, while professionally accepted assessments provide a baseline or amount of growth for a specific skill. The assessments currently used at ACA II include: 25

27 Primary Elementary Intermediate Middle School Professionally Accepted Formal Assessments Teele Inventory for Multiple Intelligences (TIMI) by Sue Teele, Ph.D ABC Readiness Test Norman Adair & George Blesch Kindergarten Assessment (AUSD) Handwriting Without Tears Evaluation Jan Olsen Test of Visual Motor Integration 6th ed Keith E. Beery, PhD, Norman A. Buktenica, and Natasha A. Beery Teele Inventory for Multiple Intelligences (TIMI) Sue Teele ABC Readiness Test, Extended Norman Adair & George Blesch Basic Reading Inventory Jerry L. Johns Trimesterly Assessments (AUSD) STAR Testing Multiple Intelligence Test Birmingham Grid for Learning End of the Unit Assessments (Math and Science) STAR Testing Multiple Intelligence Test Birmingham Grid for Learning Beginning of the Year Math Assessment Making Connections (CPM Educational Program) Weekly Pre/Post Tests (Houghton Program Specific Informal Assessments Response Journals: Literature Journals Conferences Demonstrations: Daily work Goal Setting: Daily I Learned Reflections KWLs (Know, Want to know, Learned) Self-Evaluations I am proud of my work because Teacher Made Assessment Open Ended and Guided Response Response Journals Comparison Charts Cooperative Learning Groups Demonstrations- daily work Review of Daily Work Small Group Discussions Goal Setting I Learned Reflections KWLs (Know, Want to know, Learned) Peer Evaluation Self-Evaluation Oral Presentations Teacher Made Assessments Observation Check List Language Arts: STAR reading test (computer) Projects ( Multiple Intelligence research project) Portfolio Math: Weekly Math Assessments Math Fact Testing Science: Tests and quizzes Lab Observations Student Evaluations of Units STAR reading test (computer) Quizzes Teacher Made Assessments Projects and Research Reports Observations Student Self-assessment 26

28 ils Program (Integrated Listening Systems) Mifflin) Leslie Dietiker, Evra Baldinger, Barbara Shreve STAR Testing Test of Auditory Processing Skills, 3 rd Edition Nancy A. Martin and Rick Brownell Test of Word Reading Efficiency Richard Wagner, Joseph K Torgesen, Carl Rashotte ils Survey of Sensory Motor/Auditory Processing Skills Homework Evaluation Observations 27

29 CHAPTER 1 Student and Community Profile Part III: Process and Perception Data Parent Survey In July of 2011, ACA II sent out a WASC Focus on Learning survey to all parents via Survey Monkey ( based on parent input from WASC Self-Study meetings conducted during the school year. At the time of data collection, 53 families had responded to the survey. Parents gave favorable feedback regarding curriculum, teaching practices, and community involvement. Parents also provided feedback about improving assessments and better understanding our administrative structure. The results are as follows: 1. How well do you feel ACA II adjusts curriculum to meet your student's individual learning needs in each academic area? Adjustments to Curriculum 70% 60% 50% 40% 30% 20% 10% 0% Language Arts Math Science Social Studies Not at all 4% 4% 2% 2% Not very well 14% 16% 12% 8% Well 54% 52% 60% 64% Very well 28% 28% 26% 26% Overall Adjustments to Curriculum 2% 4% 24% 70% Not at all Not very well Well Very well 28

30 2. How well do you feel ACA II's curriculum meets the California State Standards? 80% 70% 60% 50% 40% 30% 20% 10% Curriculum aligns w/ CA Standards 0% Language Arts Math Science Social Studies Not at all 0% 0% 0% 0% Not very well 7.10% 14.60% 19.50% 9.50% Well 69% 63.40% 61% 69% Very well 23.80% 22% 19.50% 21% Overall Curriculum aligns w/ CA Standards 0% 20% 8% 73% Not at all Not very well Well Very well 29

31 3. How well do you feel you know what your student(s) is expected to learn and able to perform academically? Learning Expecations and Academic Performance 20% 4% 25% Not at all Not very well Well Very well 51% 4. How well do you feel ACA II differentiates or individualizes instruction for your student(s)? Differentiation of Instruction 6% 27% 18% Not at all Not very well Well Very well 50% 30

32 5. How well do you feel teachers at ACA II work as coaches to facilitate learning for all students? Teachers Facilitate Learning for All Students 0% 9% 36% Not at all Not very well Well Very well 55% 6. Do you know how your student is assessed academically at ACA II? 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% Assessments 0.00% Daily Weekly Monthly Trimesterly Yes 70.70% 50% 39% 81.40% No 29.30% 50% 61% 18.60% 31

33 7. In addition to your student's STAR testing results and Report Cards, what kind of assessment results would you like sent home? See Daily Journal more often More comments in Goal Book Share observations made in the classroom that can help with early intervention Feedback if the child is struggling in a certain area Social/Emotional assessment Feedback about what work is not being completed Work samples showing strengths and weaknesses Math Facts progress More Math assessments More Reading/Language Arts assessments Additional standardized assessments for grade level Monthly assessments Weekly assessments Progress Reports Quizzes and Tests 8. How effective is ACA II's use of community resources to support students (professional services, business partnerships, informational speakers, etc)? Use of Community Resources 0% 5% 65% 30% Not effective Not very effective Effective Very effective 32

34 9. How well do you feel you know the duties and roles of the Charter Council? Understanding of Charter Council Duties 5% 18% 20% Not at all Not very well Well Very well 57% 10. How well do you feel the culture of ACA II is characteriz ed by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Culture of Trust, Professionalism, High Expectations, and School Improvement 0% 7% 29% 64% Not at all Not very well Well Very well 33

35 Student Survey During the school year, all students participated in a WASC Focus on Learning survey based on questions created by families and staff. The Primary, Elementary, and Intermediate classroom surveys differed based on the needs of each classroom. Students gave mostly positive feedback regarding the school climate, culture, community, teachers, and programs. The results are as followed: Primary Classroom Survey When I am at school, I feel: Not at all Nah Yeah Yeah, Totally 1. I belong. 13% 7% 13% 67% 2. I am safe. 3% 7% 17% 72% 3. I have fun learning. 7% 17% 17% 60% 4. I like this school. 3% 23% 10% 63% 5. I have choices in what I learn. 10% 7% 20% 63% 6. My teacher cares about me. 3% 10% 13% 73% 7. My teacher thinks I will be successful. 0% 10% 23% 67% 8. My teacher listens to my ideas. 17% 17% 20% 47% 9. My teacher is a good teacher. 0% 7% 10% 83% 10. I am recognized for good work. 0% 7% 23% 70% 11. The work I do in class makes me think. 7% 27% 13% 53% 12. I am a good student. 0% 7% 3% 90% 13. I can be a better student. 0% 17% 10% 73% 14. I can solve problems using the Agenda. N/A N/A N/A N/A 15. I can approach my teacher with questions and suggestions. 3% 13% 7% 77% 16. I know what I am supposed to be learning. 0% 7% 13% 80% 17. Very good work is expected at this school. 3% 7% 10% 80% 18. My teacher helps me solve problems. 0% 10% 17% 73% 19. I behave well in school. 7% 7% 13% 73% 20. Students are treated fairly by teachers. 0% 10% 10% 80% 21. Students at my school treat me with respect. 7% 13& 23% 57% 22. Students at my school are friendly. 7% 10% 17% 67% 23. I treat students at my school with respect. 0% 10% 17% 73% 24. I have good friends here. 7% 3% 23% 67% 25. Classroom meetings help solve problems. N/A N/A N/A N/A 26. I have support for learning at home. 0% 3% 7% 90% 27. My family wants me to do well in school. 0% 0% 13% 87% 28. My family believes I can do well in school. 3% 3% 7% 87% 29. I know how to organize my work. 7% 3% 17% 72% 34

36 Elementary Classroom Survey When I am at school, I feel: Not at all Nah Yeah Yeah, Totally 1. I belong. 4% 0% 50% 46% 2. I am safe. 3% 5% 19% 72% 3. I have fun learning. 4% 20% 38% 39% 4. I like this school. 0% 12% 29% 59% 5. I have choices in what I learn. 7% 11% 52% 30% 6. My teacher cares about me. 2% 4% 14% 80% 7. My teacher thinks I will be successful. 3% 5% 36% 55% 8. My teacher listens to my ideas. 8% 20% 39% 33% 9. My teacher is a good teacher. 0% 2% 13% 85% 10. I am recognized for good work. 9% 11% 37% 43% 11. The work I do in class makes me think. 4% 23% 40% 33% 12. I am a good student. 2% 5% 39% 54% 13. I can be a better student. 2% 13% 25% 60% 14. I can solve problems using the Agenda. 18% 29% 25% 27% 15. I can approach my teacher with questions and suggestions. 0% 13% 32% 55% 16. I know what I am supposed to be learning in class. 5% 9% 38% 48% 17. Very good work is expected at this school. 2% 2% 12% 84% 18. My teacher helps me solve problems. 2% 4% 44% 50% 19. I behave well in school. 5% 5% 43% 46% 20. Students are treated fairly by teachers. 3% 16% 29% 52% 21. Students at my school treat me with respect. 9% 21% 25% 25% 22. Students at my school are friendly. 4% 23% 46% 27% 23. I treat students at my school with respect. 0% 7% 46% 47% 24. I have good friends here. 0% 7% 15% 78% 25. Classroom meetings help solve problems. 11% 21% 30% 38% 26. I have support for learning at home. 4% 5% 32% 59% 27. My family wants me to do well in school. 0% 0% 10% 90% 28. My family believes I can do well in school. 0% 0% 18% 82% 29. I know how to organize my work. 0% 5% 39% 56% 30. Fantastic Friday instruction is good in: Music 18% 18% 35% 29% Art 4% 7% 27% 62% Pottery 0% 5% 7% 87% P.E. 7% 11% 45% 36% Personal Safety 7% 5% 15% 73% 35

37 Intermediate Student Survey Strongly Disagree Disagree Agree Strongly Agree 1. I feel safe at this school. 3% 9% 67% 21% 2. I feel like I belong at this school. 5% 12% 51% 32% 3. I feel challenged to do my personal best. 5% 19% 49% 27% 4. I have opportunities to choose my own 0% 8% 48% 44% projects. 5. Teachers encourage me to evaluate the quality 2% 7% 67% 24% of my own work. 6. I am encouraged to solve my own conflicts. 3% 20% 29% 48% 7. I am treated with respect by my subject 0% 8% 36% 56% teachers. 8. I am treated with respect by my Friday 3% 24% 41% 32% teachers. 9. I am treated with respect by other students at 19% 17% 54% 10% this school. 10. I feel successful at school. 0% 17% 42% 41% 11. I think this is a good school. 0% 8% 36% 56% 12. I like the students at this school. 3% 25% 48% 24% 13. This school is fair. 5% 14% 49% 32% 14. I like to learn. 7% 15% 47% 31% 15. Students at this school like me. 12% 19% 59% 10% 16. Doing well in school makes me feel good 2% 7% 27% 64% about myself. 17. I am doing my best in school. 2% 8% 42% 48% 18. Classroom Meetings help solve conflicts. 3% 32% 48% 17% 19. Students at this school have opportunities to 5% 3% 63% 29% learn from each other. 20. I feel good about putting things on the Agenda. 22% 39% 22% 17% 21. I have fun at school. 0% 14% 36% 50% 22. Students at this school respect students who are 27% 38% 25% 10% different than they are. 23. I treat other students with respect. 0% 10% 61% 29% My teachers: Strongly Disagree Disagree Agree Strongly Agree 24. expect me to do my best. 0% 0% 31% 69% 25. are understanding when students have personal 7% 20% 39% 34% problems. 26. challenge me to do my personal best. 0% 8% 39% 53% 27. care about me 2% 2% 42% 54% 28. know me well. 8% 12% 34% 46% 29. make learning fun. 5% 14% 50% 31% 30. are excited about teaching. 2% 10% 45% 43% 36

38 31. give me individual attention when I need it. 15% 17% 41% 27% 32. help me solve problems with other students. 10% 18% 36% 36% 33. are skilled in their instruction of: Math 5% 3% 26% 66% Science 3% 3% 23% 71% Language Arts 2% 2% 27% 69% Social Studies 3% 2% 35% 60% My teachers: Strongly Disagree Disagree Agree Strongly Agree 34. are skilled in their instruction of: Music 15% 27% 25% 33% Art 2% 8% 31% 59% Pottery 2% 2% 18% 78% PE 2% 2% 29% 67% Personal Safety 2% 7% 25% 66% In group instruction, time is spent: 35. listening to teachers talk. 3% 8% 58% 31% 36. in whole-class discussions. 3% 22% 56% 19% 37. working in small groups. 5% 14% 49% 32% 38. reading. 8% 22% 56% 14% 39. answering questions from a book or worksheet. 3% 21% 49% 27% 40. working on projects or research. 7% 39% 46% 8% 41. doing work that I find meaningful. 10% 12% 54% 24% I work well when: 42. I am working on projects or research. 5% 22% 42% 31% 43. The teacher is leading a discussion with the 12% 27% 46% 15% whole class. 44. I am working in a small group. 10% 14% 25% 51% 45. I am working by myself. 12% 14% 37% 37% 46. The room is silent. 17% 14% 32% 37% 47. The room allows conversation. 15% 19% 37% 29% 37

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