Chapter 1: Student/Community Profile and Supporting Data...

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Cover Art by Maria Gasque, Graphic Design Student

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TABLE OF CONTENTS

Chapter 1: Student/Community Profile and Supporting Data and Findings ........... 8

Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data ......................................................................................... 28

Chapter III: Progress Report.................................................................................. 34

Chapter IV: Self-Study Findings ............................................................................ 40

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources....................................................................................... 42

B: Standards-based Student Learning: Curriculum..................................... 66

C: Standards-based Student Learning: Instruction ..................................... 80

D: Standards-based Student Learning: Assessment and Accountability .... 89

E: School Culture and Support for Student Personal and Academic Growth .................................................................................. 99

Prioritized Areas of Growth Needs from Categories A through E ................ 111

Chapter V: Schoolwide Action Plan ....................................................................... 114

Appendices............................................................................................................. 133

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Marysville Charter Academy for the Arts Staff

Leadership Team

Tim Malone – Principal

John Pimentel – Academic Advisor, Self-Study Coordinator

Ruth Atkins – English, Foreign Language

Keith Buck – Social Science, Performing Arts

Wendie Marks – English, Performing Arts, Arts Director

Doreen McDowell – Science, Visual Arts

Thomas McLennan – Mathematics

Daniel Tejada – Physical Education, Activities Director

Kelsey Cena – ASB President

Anna Gragg - School Site Council President

English and Foreign Language

Ruth Atkins – Chair, English 12, AP English, French, Latin

Wendie Marks – English 7, English 8

Andrea Mejia – English 9, English 11, Creative Writing

Asa Robinson – English 7, English 10

Christine Duckels - Spanish

Fine Arts, Graphic Arts, Digital Media

Doreen McDowell –Chair, Graphic Arts, Yearbook, Newspaper

Raul Gonzalez – Photography, Video Editing

John Skeffington – Painting/Drawing

Dylan Wright – Video Animation

Mathematics

Thomas McLennan – Chair, Pre-Algebra, Algebra 1 and 2

Todd De Vlaming – Algebra Readiness

John Fourcroy – Algebra Support

George Land –

Algebra 1, Alg. Support, Geometry, Adv. Math

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Performing Arts and Physical Education

Wendie Marks – Chair, Intermediate and Advanced Drama

Zenobia Brown – Beg. & Concert Choir, Vocal Ensemble, Piano

Keith Buck – Beginning Drama

Kelly Cunningham – Vocal Technique

Marshall Park – Beg. Instruments, Concert & Jazz Bands, Guitar

Candee Parker – Jazz Dance, Tap Dance, Musical Theater

Shalisa Peck – Ballet, Jazz, Dance, Yoga/Pilates

Daniel Tejada – Martial Arts (Kuk Sool Won)

Science

John Fourcroy – Chair, Biology, Physics, Health

Emily Ellsmore – Science 7, Science 8, Chemistry

Doreen McDowell – Earth Science, AP Environmental Science

Social Science

Larry Yocum – Chair, World & U.S. History, Civics, Economics

Keith Buck – History 7, History 8

Asa Robinson – History 7

Classified Staff

Bonny Vipperman – Chair, School Secretary

Brenda Brown – Attendance and Counseling Secretary

Gabriel Coomes – Campus Security Officer

Paul Vang - Custodian

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Focus Group Participants

Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Tim Malone – Chair

Bonny Vipperman

John Pimentel

Daniel Tejada

Anna Gragg - Parent

Kelsey Cena - Student

Standards-based Student Learning: Curriculum

Ruth Atkins – Chair

Wendie Marks

John Fourcroy

Marshall Park

Pam Kenney - Parent

Kenzie Kelly - Student

Standards-based Student Learning: Instruction

Doreen McDowell – Chair

Emily Ellsmore

Keith Buck

George Land

Andrea Mejia

Jennifer Kellogg - Parent

Anastacia Makris - Student

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Standards-based Student Learning: Assessment and Accountability

Thomas McLennan – Chair

Larry Yocum

John Skeffington

Asa Robinson

Todd De Vlaming

Leslie Cena - Parent

Christine Kenney - Student

School Culture and Support for Student Personal and Academic Growth

John Pimentel – Chair

Gabriel Coomes

Daniel Tejada

Zenobia Brown

Betsy Brown - Parent

Arely Mendoza - Student

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Chapter I

Student/Community Profile and Supporting Data and Findings

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Chapter I: Student/Community Profile and Supporting Data and Findings

I. Marysville Charter Academy for the Arts: An Introduction

The Marysville Charter Academy for the Arts (MCAA) is located in downtown Marysville, a rural, northern California borough with a population of just over 10,000 inhabitants. The Academy’s classrooms are located primarily in a landscaped campus built in 2008 as a temporary facility for MCAA near Marysville High School and the central offices for the Marysville Joint Unified School District. MCAA also uses a classroom on the Marysville High campus for many of its music classes and the nearby Marysville Youth and Community Center for its dance, martial arts, and physical education classes. Its primary performance venue is the venerable Marysville Community Auditorium, built in 1927, with a seating capacity of nearly 1000. The Academy serves students living in Marysville, Yuba City, and throughout Yuba, Sutter, and Colusa counties. In its first eleven years of existence the Academy has established a strong record of high academic standards, distinction in college preparatory education, and excellence in artistic performance. MCAA has been recognized as a California Distinguished School (2006-2011), nominated as a National Blue Ribbon School of Excellence (2007), and acknowledged as a best high school in the nation (bronze level) (2008, 2009, 2010) by the U.S. News and World Report. The school’s fine and performing arts programs have achieved regional, national, and even international recognition. Academy graduates have begun to make significant contributions in their artistic and professional careers.

What the Marysville Charter Academy for the Arts is:

The Marysville Charter Academy for the Arts is a seventh through twelfth grade site-based school whose primary mission is to integrate the creative arts throughout the curriculum. The Academy accomplishes this mission by providing students with a college preparatory curriculum that is infused with artistic themes and activities. In addition, students are offered specialized performing and fine arts classes in music, dance, drama, painting, drawing, writing, and multi-media. The school’s charter is sanctioned and regulated by the Marysville Joint Unified School District (MJUSD). The Academy enjoys a close relationship with MJUSD functioning for all intents and purposes as a school within the district. The Trustees for the MJUSD act as the governing board for the Academy.

The Academy is a school of choice and is open to all students who go through the application and interview process. The students, parents, and staff form a community of individuals identified primarily by their common goals of intellectual advancement and development of artistic and creative talents. It is the belief of the school that small class size and an overall small school size allow students greater opportunities to achieve their academic and artistic goals within a supportive community. Therefore, we strive to maintain an average class size of no more than twenty-five students to one teacher. The Marysville Charter Academy for the Arts intends to remain a small school in total enrollment with an intended capacity of 400 students. As MCAA enters its eleventh year (2010-2011), about 36% of our students are enrolled in grades seven and eight, and the remaining 64% are enrolled in grades nine through twelve.

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What We Do:

The Marysville Charter Academy for the Arts is a college preparatory, secondary level school whose curriculum emphasizes instruction in the literary, visual, and performing arts. Students receive instruction in the core subject areas as well as specialized instruction in a wide variety of the arts. Instruction in the core subject areas is primarily interdisciplinary, thematic, and integrates the arts whenever feasible.

Instruction in all subject areas occurs primarily through Project-based Learning (PBL). Project-based Learning is an innovative model for teaching and learning that focuses on the central concepts and principles of a discipline, involves students in problem-solving investigations and other meaningful tasks, allows students to work autonomously and collaboratively to construct their own knowledge, and culminates in realistic products, demonstrations and presentations. The Buck Institute of Education (BIE) describes Project Based Learning this way: “Students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations.”

Assessment of students in all subject areas focuses on the products, portfolios, and presentations created by students while also including traditional evaluation methods where appropriate. Students are held accountable for the same standards of achievement and course completion as all students in the Marysville Joint Unified School District.

As a public charter school, we continue to strive toward the goal clearly defined by our vision:

The Marysville Charter Academy for the Arts will provide an environment for students to be able to become autonomous, cooperative, and creative life long learners who are productive contributors to the global community.

The Academy has grown nearly every year, and new interest is constantly generated as our reputation finds its way to the ears of students from all educational backgrounds: other local public schools, private schools, and home schools. We encourage prospective students to visit the school and attend classes for a day before making the commitment to MCAA. We are a school of choice with a specific focus and mission. We are not a comprehensive or traditional small public high school and we encourage all prospective students to consider all their needs and wants in making the decision to study at MCAA. The students, parents, administration, and faculty remain committed to the vision of the school and the challenges it represents. The elements of the charter that give the best sense of our vision, mission, and the stakeholder commitment are:

Students receive instruction in the core subject areas of English, math, science and social science as well as specialized instruction in a wide variety of the arts.

Instruction in the core subject areas is interdisciplinary, thematic and integrates the arts whenever feasible.

Instruction in the majority of subject areas emphasizes Project Based Learning.

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Assessment of students in all subject areas focuses on the products, portfolios and presentations created by students while including traditional evaluation methods when appropriate.

Students learn to use and apply appropriate technology throughout the academic and creative arts curriculum.

High school students are encouraged to identify and develop a specific area of study within the field of creative arts.

Student academic plans include activities that extend learning beyond the walls of the classroom and into the community.

The Charter School serves as a vehicle for school and community connection. Charter school students will be expected to participate in school and local artistic endeavors such as music, dance and dramatic presentations.

Parents of all students are expected to contribute a minimum number of hours of service to the school each academic year and/or take an active role in supporting the instructional process.

In our eleventh year we’re still working hard to meet and maintain the goals of our charter and vision. We still consider ourselves very much a “work in progress.” This report should provide a good sense of how we are accomplishing our goals since our first full WASC accreditation visit in April of 2005 when we received a maximum six year term.

The principal with the support of a full time administrative secretary, counseling and attendance secretary, and campus supervisor, and a three quarter time guidance counselor directs the daily operations of the school. A full time faculty of fourteen and a part-time faculty of seven facilitate student growth and development. The Trustees of the Marysville Joint Unified School District and the Superintendent and Assistant Superintendents of MJUSD oversee MCAA. MCAA relies heavily on parent involvement; indeed, parents are asked to contribute twenty hours of volunteer service each year, and they fulfill this request in various capacities from committee involvement, to building production sets, to selling refreshments at our performances.

MCAA has the good fortune to be located in close proximity to the current Marysville High School campus. This proximity allows our students to take classes, including Agricultural Science and Regional Occupational Program (ROP) classes, which the Academy is not currently able to offer. It also provides our students the opportunity to participate in California Interscholastic Federation (CIF) team sport activities. The relationship is reciprocal as Marysville High students also have the opportunity to take performing arts classes at the Academy. In addition to the thirteen classrooms on our temporary campus, we make use of the music room at Marysville High School for band, choir, and guitar classes and the Community Auditorium for performances. We also use the ballroom at the Marysville Youth and Civic Center across the street for our dance and martial arts classes.

Given the small size of the school and the degree of involvement on the part of all stakeholders, the Marysville Charter Academy for the Arts is growing not only as a school, but also as a community of individuals committed to a common vision.

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II. Demographic Data: Who We Are

The Students:

The student body of the Marysville Charter Academy for the Arts, while culturally and intellectually diverse, is ethnically fairly homogeneous, especially in comparison to other schools in the Marysville Joint Unified School District. In the 2009-2010 school year, with an enrollment of 324 students, approximately 63% of the students were white (non-Hispanic), 2% were Asian/American, 19% were Hispanic/Latino students, 5% were Native American students, 5% were African/American, and 6% reported multiple ethnicities. Compared with other local schools that the Marysville Joint Unified School District serves the numbers show some disparity, white students form 44% of the student bodies, with much higher Hispanic (35%) and Asian (11%) student populations. In addition, all but five of the students at MCAA are fully English proficient. Students are encouraged to bring their citizenship in the larger community into focus through community service and outreach programs in local schools to encourage interest in the arts and positive life styles.

Socio-economically, the students of MCAA are somewhat better off in comparison to the rest of the Marysville Joint Unified School District. Approximately 41% of our students qualify for free and reduced lunch. In most of the nation this would easily qualify MCAA to receive Title I federal funds for disadvantaged students. However, in the Marysville Joint Unified School District the cut off point for any band of Title I funding is 50%. The District average for free and reduced lunch qualification for all students is 75%. On the whole, our parents are generally better educated and more financially secure than their counterparts at other district schools.

The school’s location makes it accessible to students from Sutter and Colusa counties as well as Yuba. Approximately 33% of our students come from outside of the Marysville school district, some from as far away as Maxwell (a 100 mile, two hour round trip each day).

III. Status of School

Marysville Charter Academy for the Arts has met schoolwide Adequate Yearly Progress (AYP) targets for both English/language Arts and mathematics every year since our last WASC accreditation (2005). Our only significant subgroup until 2009 was white (not of Hispanic origin), which also met AYP targets each year 2005-2010. Beginning in 2009 our socio-economically disadvantaged students became a significant subgroup. This group did meet English/language Arts targets in 2009 and 2010 but did not meet its AYP target in mathematics in 2009. Our socio-economically disadvantaged students group did meet its mathematics target in 2010 (safe harbor) due to significant efforts on the part of our mathematics teachers. Thus MCAA is not identified as a Program Improvement School and has no corrective plan nor state or federal imposed deadlines for improvement.

Enrollment: Since our last full WASC visit during the 2004-2005 academic year our student population has risen gradually from 269 at the 2006 CBEDS to 363 at the 2010 CBEDS. The largest increases were between the 2006-07 and 2007-08 and 2009-10 and 2010-11 academic years.

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2006 – 2007 2007 – 2008 2008 – 2009 2009 - 2010 2010-2011

Total students

269 301 306 329 363

Each year the school accepts a new class of seventh grade students and tries to fill the enrollment in the upper grades to a maximum of between fifty and seventy-five (comprised of both entering and continuing students). The highest enrollments are generally represented in the eighth, ninth, and tenth grades that are at or near capacity. This year the Academy will graduate forty-seven students, nearly double the number of students (22) that graduated in 2003-04.

2006 – 2007 2007 – 2008 2008 – 2009 2009 - 2010 2010-2011

7th Grade 43 51 49 55 67

8th Grade 46 49 56 60 68

9th Grade 53 58 60 62 72

10th Grade 45 50 50 57 58

11th Grade 39 48 46 50 51

12th Grade 43 45 45 45 47

There is some gender disparity in most of the grade levels, with a tendency of females to outnumber males by an overall ratio of 1.75 to 1. Gender distribution is an issue that the administration and faculty have studied and addressed through our school outreach programs. The last two years our entering seventh grade classes have been nearly equal boys and girls, although the data indicates that we have more success retaining females than males in the high school grades. Considering our focus on the fine and performing arts and our lack of MCAA sponsored competitive sports teams it is likely though we will always have a higher percentage of female students. A lottery system is used when applications exceed the number of spaces available in any given grade level. The current target maximum enrollment for the Academy is 400 students. Given that our original identified target maximum was 300 students, staff and parents are closely watching our growth to ensure that continued enrollment will prove academically and artistically beneficial while not undermining our emphasis on the importance of a personalized, small school culture.

Attendance Attendance rates for the Academy have remained relatively constant at nearly 97% in its last five years of operation. MCAA consistently has the highest actual attendance rate of any site-based

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secondary school in the Marysville Joint Unified School District.

Average

Daily

Attendance Rates

By Year

2005 – 2006 2006 – 2007 2007 – 2008 2008 - 2009 2009-2010

96.5% 96.8% 96.8% 97.1% 96.9%

Retention rates from 2009-10 to 2010-2011:

Grade Level

2010 - 2011

Continuing Students (out of)

New Students

Retention Rate

Total

7th - 67 - 67

8th 47(54) 20 87% 67

9th 43(55) 29 78% 72

10th 45(54) 13 83% 58

11th 41(50) 10 82% 51

12th 39(45) 8 87% 47

Total 189(258) 86 83%(average) 363

Ninth grade is definitely a transition year for many MCAA students. Often students that elected to enroll as middle grade students choose to attend their school of residence for their high school years. Likewise, students that chose to stay at their middle school of residence for seventh and eighth grade elect to come to MCAA for high school. The staff of MCAA recognizes that an average 83% retention rate is not particularly high. Exit information gathered from students leaving MCAA indicate that the most common factors that contribute to this rate are difficulty in adjusting to and keeping up with the college preparatory curriculum, lack of sustained interest in the arts elective classes, and desire to participate in sports or extra-curricular activities not offered at MCAA.

Special Needs Students and English Language Learners While MCAA does not manage a large special needs population, it is committed to serving any student who requires additional assistance. The Academy works closely with the Pupil Services of the Marysville Joint Unified School District to develop and deliver the services and academic accommodations required by its special needs population. MCAA students in grades 9-12 can take special education classes and/or appropriate level classes at Marysville High School.

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Grade Level 2010 – 2011 # of Students with IEP or

504 plans Total # of students in

grade

7th 4 67

8th 4 68

9th 4 72

10th 8 46

11th 0 58

12th 2 51

Total 22 363

The Marysville Charter Academy for the Arts also effectively manages a small population of English Language Learners (EL) each year. Identified students are tested each year using the California English Language Development Test (CEDLT) by district staff. Students are served appropriately in classes that combine English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) by properly certificated staff. The MCAA counseling staff works closely with Marysville High School to offer EL students additional support and/or academic classes as needed. The redesignation of EL students to fully English proficient (R-FEP) follows district guidelines and generally occurs within the first two to three years of enrollment at MCAA.

English Language Learners at MCAA 2006-2011

2006-2007 2007-2008 2008-2009 2009-2010 2010-1011

3 11 5 5 11

Suspension and Truancy In the 2009-2010 school year, there was total of five suspensions and no expulsions over the course of the year. In general, this reflects the overall pattern during the last five years except for a spike in the suspensions and truancy rate in the 2007-2008 school year. One of the clear benefits of a small community is the reinforcement of good citizenship among the students. This is fostered also by the relatively small class sizes and the ability of each teacher to connect with students in a close environment. As a school of choice MCAA utilizes a student contract system that encourages and supports both good behavior and academic proficiency. (see appendix for academic and behavior contract examples). MCAA strives to be proactive in minimizing the potential for any student to be suspended through the use of a highly effective Peer Counseling program.

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Year Suspensions Expulsions Truancy Rate

2009 – 2010 5 0 10.19%

2008 – 2009 1 1 (48900c) .33%

2007 – 2008 22 2 (48915(a)(2,3) 28.57%

2006 - 2007 11 6 (48900) (a,b,c,k) 7.81%

2005 - 2006 7 0 .37%

Over the five-year period, students expelled violated education code sections a (willfully used force on another person), b (possessed a dangerous object), c (possession or sale of controlled substances), and k (disruption of school activities).

Dropout and Graduation Rates During the 2005-06 school year, three twelfth grade students were classified as dropouts and our graduation rate was 93.5%. Since then zero (0) dropouts at any grade level have been recorded and our graduation rate has been 100% every year, 2007-2010.

Staffing Since school year 2004-05, the faculty of MCAA has grown from eighteen to twenty-two. Of the twenty-two people on the teaching staff during the current academic year (2010-11), 76% are continuing faculty/staff members. Of those twenty-two faculty members six hold Master’s degrees. Currently, all fourteen full time teachers and two part time teachers are fully credentialed and classified as “highly qualified” according to federal No Child Left Behind guidelines in their core areas. Six part-time teachers are waived from the credential requirement due to non-core teaching assignments. The average number of years of teaching experience was approximately 12.4, and five of the sixteen teachers are first or second year teachers. All new teachers participate in the Beginning Teacher Support Association (BTSA) program of the Marysville Joint Unified School District.

Teaching Staff (Certificated and Non-certificated) Ethnicity and Gender

White Hispanic African American

Male Female Total

19 2 1 13 9 22

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Staff Development At the Marysville Charter Academy for the Arts and in the Marysville Joint Unified School District there are three ways staff development occurs. At the district level, the Director of Curriculum and Instruction coordinates district wide and departmental professional development. The district provides four days of professional development in a variety of curriculum and instructional methodology each August for all teachers. The days are voluntary and staff members are paid a stipend for participating. The Curriculum and Instruction Department also provides curriculum specialists to meet with school departments to improve and refine instructional practices. Over the past several years, the district has contracted with the Sacramento Office of Education (SCOE) and California State University at Chico to provide on going training in the areas of standards, instructional strategies, assessment, data study, and the creation of instructional pacing guides.

Up until the 2010-2011 school year, three days each year have been dedicated to staff in-service. These days are planned at the site level based on staff needs. During the 2009-2010 school year instructional staff at MCAA worked on WASC, teaching strategies, assessments, collaboration, mentoring, and improving performance of socio-economically disadvantaged and at risk students. Due to budget cuts, all staff in-service days were eliminated from the district calendar in 2010-2011. These important opportunities for professional development will be reinstated as soon as budget conditions improve. MCAA was able to budget enough substitute teacher funding to allow release time for staff members to complete the WASC process and continue professional development in 2010-2011.

The third ways staff development occurs at MCAA is through our monthly Staff Planning Days and Project Days. At least once a month, students are released early on a minimum day schedule and teachers are able to use the afternoon to meet as departments or as a school to review data, plan school events, and coordinate interdisciplinary activities. Project Days which allow performing arts classes to prepare for productions and students to work on school projects, also afford some release time for teachers to work on professional development activities.

School Safety, Cleanliness, and Facilities The Marysville Charter Academy for the Arts is committed to maintain a safe and orderly environment for all students and staff. Our school has a comprehensive Safe School Plan that is evaluated and updated on an annual basis by the School Site Council. All staff members at MCAA are provided with emergency procedures and information. Disaster drills (lockdown, fire, bomb threat) are practiced annually to better prepare staff and students in the event of an emergency. Bi-annual Safety Inspections by the principal and the district Maintenance Department insure a compliant facility.

MCAA employs a full time Campus Security Officer who’s duties include: patrolling and monitoring the campus, monitoring students who are assigned to on campus detention or suspension, assisting the principal investigating student discipline incidents, counseling and mentoring students, and maintaining a positive relationship with students, staff, parents, and the community at large. Our Campus Security Officer also works closely with the security staff at Marysville High School.

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Our Associated Student Body (ASB) and Activities Director provide regular school spirit activities that encourage students to take pride in a clean and litter free campus. In addition, the ASB has secured funding in collaboration with our PTSA to install two student-produced murals on campus this year.

MCAA administration has worked closely with the MJUSD Business Services and Facilities Departments to develop plans for new and improved classroom facilities in the near future. Single classrooms were added in each of the last two school years to accommodate increased enrollment. Current plans include building a new performing arts multi-use facility, renovating the Community Auditorium, and adding more classrooms.

Co-Curricular Activities Marysville Charter Academy for the Arts offers a wide variety of co-curricular and extra curricular fine and performing arts, sports, and club activities for its students. Almost all of our performing arts classes include public recitals and productions as part of the curriculum. Fine and digital art programs exhibit their work and participate in local, regional, and state contests. Our creative writers submit their work to a variety of publications and periodicals. Between ten and fifteen MCAA high school students participate each season (fall, winter, spring) in California Interscholastic Federation (CIF) sanctioned sports programs at Marysville High School. MCAA hosts a dozen active student organizations including Anime, Multicultural, Peer Counselors Chess, Environmental History and Gay Straight Alliance clubs. The Associated Student Body (ASB) and leadership class organizes numerous dances, spirit, and fund raising activities during the school year.

Technology Student and staff access to technology has been a critical component of success at MCAA since its formation eleven years ago. Even during times of budget constraints school and district administration with the assistance of parent and community fundraisers has been able to maintain an excellent student to computer ratio and access to the digital media tools our students need to be ready for careers in the 21st century. Our student to computer ratio and student to Internet connected computer has remained at about 2.5 students/computer over the last five years even with an expanding enrollment. We currently have two Mac wireless labs primarily for digital media classes, one PC wireless lab and networked desktop PC’s or Macs in every classroom. The Marysville Joint Unified School District provides and maintains our student data system (Aeries), our student assessment data system (Edusoft), school and teacher web sites, and the district wide network (e-mail, Internet access and filtering, etc.). Aeries Browser Interface (ABI) offers parents and students (2010-11) the ability to view teacher grade books, student attendance, grade records, and transcripts.

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Financial Data MCAA is a direct funded charter school and as such receives 100% of its ADA, Charter Block Grant, and Lottery funding directly from the state. Working closely with the MJUSD Business Services Department, each year the MCAA principal develops a working budget based on anticipated enrollment, attendance, and revenues. By MOU, MCAA pays MJUSD 20% of its total revenues each for all school services including transportation, special education, personnel, payroll, etc., that other schools in the district receive. Revenues and expenses are updated each year after P-2 and P-3 attendance reports are filed with the state. MCAA is audited annually and is in good financial status. MCAA currently receives no additional direct grant funds although it is the beneficiary of several district technology, curriculum, and professional development grants. MCAA spends on average about $4688 per student in 2010-11. (see Appendix for budget detail)

Student Performance Data

Academic Performance Index

The Academic Performance Index (API) at the Marysville Charter Academy for the Arts has remained in the state target zone of 800 for the past five years. Staff credits the improved use of data, interventions, and student support in the most current year (2010) growth in API. In 2010-2011, MCAA staff will utilize four primary strategies to maintain or improve on the school’s API: 1) continued emphasis on the study and use of assessment data particularly in mathematics and English to improve instruction; 2) more collaboration time for teachers; 3) a refined master schedule that reduces the number of different subjects taught for math and English teachers; and 4) a revised STAR testing schedule that allows students to be tested with their subject area teacher. (See the appendix for complete API data)

API Score (Growth)

780

790

800

810

820

830

840

850

2006 2007 2008 2009 2010

API Score (Growth)

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Comparison of CST Scores in English/Language Arts

2008-2010 for All Students

Scores by grade level in the California Standards Tests for English/Language Arts show, in general, growth or maintenance to approximately 75% of students in all grade levels scoring in the advanced or proficient range during the past five years. (see appendix for complete data)

% Advanced % Proficient % Not Proficient (Basic, Below Basic, Far Below Basic)

2008 2009

2010 2008 2009 2010 2008 2009 2010

Grade 7

School 20

26 33 46 36 54 34 38 13

State 20

22 23 29 32 32 52 45 45

Grade 8

School 22

39 49 41 39 25 37 22 26

State 18

22 29 27 26 25 54 52 46

Grade 9

School 45

38 39 38 35 37 17 28 24

State 23

23 24 26 27 30 52 50 46

Grade 10

School 27

33 27 46 49 45 27 18 23

State 19

19 22 22 25 23 59 56 55

Grade 11

School 45

28 33 28 33 42 28 41 25

State 16

18 21 21 22 22 63 60 57

Comparison of CST Scores in Algebra 1 2006-2010 for All Students

CST scores for all students in Algebra 1 show significant growth in students scoring in advanced and proficient from 2006 to 2010 in grades 8 and 9 and holding steady in grade 10. Mathematics teachers understand that there is still much work to do to improve scores in all mathematic subjects and grade levels. A new emphasis on data review and use, collaboration, additional training, additional interventions, a reduction in courses taught, and an additional half-time teacher have shown positive results and promise additional progress. (see appendix for all mathematics data)

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% in Advanced % in Proficient

2006 2007 2008

2009 2010 2006 2007 2008 2009 2010

Grade 8

School 0 6 0

9 10 11 18 31 22 23

State 12 9 13

15 16 28 29 29 29 30

Grade 9

School 0 0 0

3 3 5 14 30 23 14

State 2 1 2

3 3 17 16 16 18 19

Grade 10

School 0 0 NA

0 0 20 31 NA 18 20

State 1 0 1

1 1 9 8 8 10 11

Grade 11

School NA NA NA

0 NA NA NA NA 18 NA

State 0 0 0

1 1 6 5 5 7 8

Comparison of California High School Exit Exam (CAHSEE) Results 2006-2010 for All Students, by Gender, and by Socio-Economic Status

MCAA students demonstrated a high level of proficiency in passing the California High School Exit Exam on their first attempt during the last five years with a passing rate of 98-100% on the English/Language Arts section and 93-95% on the mathematics section. In the last five years only one MCAA student (excluding special education students who qualified for an exemption) did not pass both sections of the CAHSEE upon completing twelfth grade. This one student, who completed all other requirements for graduation, would have qualified to continue receiving instructional services to pass the exam but moved out of state after twelfth grade.

Percent of Students in Tenth Grade Class Who Passed for the California High School Exit Examination in English/Language Arts on First Attempt

2006 2007 2008 2009 2010

(All administrations) (All administrations) (All administrations) (All administrations) (All administrations)

% Passed % Passed % Passed % Passed % Passed

School – All Students 100 100 100 98 98

State- All Students 77 77 79 61 81

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Gender

School Male 100 100 100 100 100

School Female 100 100 100 97 97

Socio-Economic Status

School Disadvantaged 100 100 100 100 93

State Disadvantaged 65 65 69 51 72

School Not Disadvantage 100 100 100 97 100

State Not Disadvantaged 88 88 90 80 91

Percent of Students in Tenth Grade Class Who Passed for the California High School Exit Examination in Mathematics on First Attempt

2006 2007 2008 2009 2010

(All administrations) (All administrations) (All administrations) (All administrations) (All administrations)

% Passed % Passed % Passed % Passed % Passed

School – All Students 93 95 95 89 94

State –All Students 76 76 78 61 81

Gender

School Male 93 96 100 86 100

School Female 93 94 93 90 94


School Disadvantaged 90 93 98 94 93

State Disadvantaged 64 65 69 53 73

School Not Disadvantage 97 96 94 88 94

State Not Disadvantaged 86 86 88 77 90

Scholastic Aptitude Test (SAT) Results

Results from MCAA students taking the SAT indicate a fairly constant percentage of students taking the college admission examination (40-50%) each year and a steady increase in the scores in each area tested. Particularly significant is the increase in the mathematics area. In 2006-07 our average scores were below the district and state averages. Beginning in 2007-08 and continuing through 2009-10, our mathematics average was above both the district and state averages.

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SAT Scores 2006-07

Grade 12 Number Percent Verbal Math Writing

Enrollment Tested Tested Average Average Average

School

43

21

49

510

480

492

District

662

150

23

451

484

438

State 441,198

162,786

37

493

513

491

SAT Scores 2007-2008

Grade 12 Number Percent Critical Reading

Math Writing


School

45

17

38

536

515

525

District

708

154

22

451

478

445

State 465,901

167,035

36

494

513

493



Math Writing


School

45

19

42

548

534

546

District

698

127

18

470

498

469

State 473,671

164,275

35

495

513

494

25



Math Writing


School

45 24 53 580 525 533

District

Not Yet Reported

State Not Yet Reported

Process and Perception Data In order to provide the most complete picture of our stakeholders perception of the Marysville Charter Academy for the Arts survey information is regularly collected from three primary groups: students, parents, and teachers. This data provides essential insight about the school’s operations and has contributed to the identification of MCAA’s critical academic needs. MCAA has active and vocal student and parent groups whose input is always sought in making important decisions about the school. In addition, a distinct effort is made to collect, as scientific as possible, information about stakeholder perception through regular surveys of broad and accurate cross-sections of all three populations.

Student Survey

MCAA began contracting with LifeTrack Services in 2005 to annually survey our seniors on their educational experience at MCAA. LifeTrack also follows our graduates and surveys them again eighteen months after graduation and then again five years after graduation. Thus far, the annual senior surveys and the initial follow up (18 months) surveys provide the best longitudinal data about our students’ educational experience. In summary, MCAA consistently scores very strong (75-95%) positive on the following questions:

1) Did school make learning exiting and encourage you to continue your education?

2) Were enough elective classes offered for you to explore different career opportunities?

3) Did you ever experience significant harassment from other students? (students answering no)

4) Did you have a positive learning experience at MCAA?

5) MCAA provided a safe learning environment? (students answering excellent and good)

6) MCAA maintained a drug-free environment? (students answering excellent and good)

7) MCAA provided a strong foundation in the use of technology? (students answering excellent and good)

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8) Teachers generally held high standards and demanded quality work? (students answering

excellent and good)

9) My teachers were knowledgeable about the curriculum being taught? (students answering excellent and good)

10) Students and parents were regularly notified concerning academic progress? (students answering excellent and good)

11) I was challenged to experience academic growth each year? (students answering excellent and good)

12) Rules were enforced consistently and fairly? (students answering excellent and good)

13) Overall, how would you rate MCAA as a learning environment? (students answering excellent and good)

14) Do you feel you were offered a quality education at MCAA? (follow-up survey)

15) Did your teachers generally hold high standards and demand quality work? (follow-up survey)

16) Were the academic standards high enough at MCAA? (follow-up survey)

17) Was your participation in co-curricular activities an important part of your high school experience? (follow-up survey)

18) School prepared me to continue my education? (follow-up survey, students answering excellent and good)

The only question that scored below 75% positive was: Were school counselors helpful in the selection of a path to follow after graduation? Yes responses ranged from a low of 56% in 2006 to 64% in 2007 and 59% in 2008 and 2009. Encouraging was the positive response to this question in 2010 of 84% yes. 20 10 was the first year MCAA had a counselor who did not have additional teaching or administrative duties. In follow-up surveys, all departments were rated as excellent, good, or average at least 75% of the time with English and History rated the strongest and Math the weakest. (Complete survey results will be available to the Visiting Committee)

Parent Survey

The Marysville Joint Unified School District previously conducted an annual survey for parents to evaluate their child’s school that provided the most complete and specific data. Budget restrictions have prevented the district from administering the survey in recent years. MCAA has conducted smaller surveys more recently with good overall results and the summary data from the most recent district survey available (2007-08) indicates a strong satisfaction with the curriculum, instruction, and extra-curricular programs at MCAA. MCAA was viewed very positively (80% agree or strongly agree) as a safe environment. Parents generally felt (75% agree or strongly agree) that school administration and teachers were accessible. Two areas of growth noted were adequate opportunities to interact with

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other MCAA families and whether the quantity of homework is overly demanding. (Complete survey results will be available to the Visiting Committee)

If MJUSD is unable to conduct the survey this year, MCAA will directly administer it’s own survey with parents. Parents have been actively involved in this self-study both in 2009-10 and 2010-11 school years.

Staff Survey

MCAA conducted a staff survey in October 2010. All MCAA teaching staff members responded to a great variety of questions about their educational beliefs, practices, and abilities as well as their perceptions about the school culture, the administration, and their colleagues. MCAA teachers responded in the agree to strongly agree area on the majority of questions including being supported as a teacher, being clear about their job at the school, being treated with respect by colleagues and administration, and that administration supports shared decision making. In addition, teachers felt strongly (agree to strongly agree) that the instructional program is challenging and that the school provides an atmosphere where every student can succeed. Responses in the neutral to agree area included: Teachers in this school communicate with each other to make student learning consistent across grades; My school is effective in the implementation of professional learning communities; school and university partnerships; RTI; and the collaboration of special education and general education teachers. (Complete survey results will be available to the Visiting Committee)

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Chapter II

Student/Community Profile — Overall Summary from Analysis of Profile Data

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Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data

A comprehensive analysis of all pertinent Marysville Charter Academy for the Arts data is summarized below in terms of strengths and areas of need.

Areas of Strength

Enrollment has grown steadily since 2006 to 2010, from 269 students to 363. Teaching staff has grown from eighteen to twenty-two and our pupil to full time teacher ratio has remained constant at 25-1.

Attendance rates have remained relatively constant at nearly 97%

Discipline incidents have averaged only around 3% of the school enrollment number over the past five years. Truancy rates have averaged 9.45% over the past five years, far lower than the district’s average of 28%.

Drop out rates have been close to 0% over the last five years and our graduation rate has been 100% most years with 93.5% being our lowest.

Our API has remained in the state target zone of 800 during the past five years. We met or exceeded our growth target in three of the last five years with a high of 843 in 2009-2010. We also exceeded our 2009-10 growth targets for our numerically significant sub group of socio-economic disadvantaged students.

Scores by grade level in the California Standards Test (CST) for English/Language Arts show, in general, growth or maintenance to approximately 75% of students in all grade levels scoring in the advanced or proficient range during the past five years.

CST scores for all students in Algebra 1 show significant growth in students scoring in advanced and proficient from 2006 to 2010 in grades 8 and 9 and holding steady in grade 10.

CST scores in all the sciences and history/social sciences have shown steady overall growth in students scoring in the advanced and proficient ranges from 2006 to 2010.

MCAA students demonstrated a high level of proficiency in passing the California High School Exit Exam on their first attempt during the last five years with a passing rate of 98-100% on the English/Language Arts section and 93-95% on the mathematics section.

MCAA has met all of its AYP goals including percent participating, percent proficient, and graduation rate in each of the last five years with the exception of 2009 where we met all fourteen criteria except for perfect proficient in math with our socio-economically disadvantaged subgroup.

AP English Language and Composition, AP Environmental Science, Chemistry, additional sections of Painting/Drawing, Dance, Drama, Musical Theater, Careers, Digital Media, Graphic Arts, Vocal and Instrumental Music, Algebra Readiness, Algebra Support, and Study Skills have been added to the master schedule in the last five years.

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Ninety to ninety-five percent of our students on average continue on to two year or four colleges, universities, art, or technology schools after graduation. The percentage of seniors being accepted to four-year colleges upon graduation has been at 40 to 50% for the last three years.

The quality of artistic performances and productions has continued to improve during the last five years with numerous awards garnered by the drama, dance, music, creative writing, graphic arts, and digital media programs.

Areas of Need

Additional strategies need to be researched, developed, and implemented to improve our rates of student achievement in mathematics on the CAHSEE and CST’s. Need to continue to devote professional development resources to improving student success in mathematics.

We need to develop strategies to move more students from the basic range to proficient and above in all subject areas: English/Language Arts, Science, Social Science, as well as Mathematics.

We need additional time and resources to support professional development, interdisciplinary initiatives, and collegial sharing. More professional development in the area of arts education is needed in order to raise the overall quality of instruction and improve the integration among disciplines. We need to create additional opportunities for collaboration among staff members to discuss assessment data and develop intervention plans, new curriculum, and targeted instruction. We need to refine assessments and assessment methods for fine and performing arts classes.

We need to improve our ability to serve our socio-economically disadvantaged students, English Learners, and students with learning disabilities or handicapping conditions. We need to increase the number and variety of support services for students not meeting the academic and artistic standards and improve early identification of at-risk students.

We need to develop additional opportunities for students to explore post-secondary options including more exposure to college opportunities, summer training programs and internships. Articulation with feeder schools and colleges needs to be improved and expanded.

Critical Academic Needs (based on analyzed and disaggregated data, review of MCAA student/community profile, and stakeholder discussions)

1. We need to find the balance between offering a rigorous academic program to give students the best opportunity for post-secondary opportunities and maintaining and expanding the creative environment and artistic options for students

A. We need to develop rubrics and methodology to guide evaluation of artistic efforts in order to promote a higher quality of work

B. We need to reduce the number of different subjects each instructor teaches

2. We need to improve the number of students scoring at or above proficient on CST

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mathematics assessments

A. We need to move more students from the basic range to proficient and above in all subject areas: English/Language Arts, Science, Social Science, and Mathematics

3. We need to create a way for more collaboration time for teachers as a way to promote interdisciplinary and/or thematic assignments, common data study, common project days, and artistic endeavors

4. We need to facilitate the involvement of more MCAA students in artistic activities, pursuits, and post-secondary opportunities

A. We need to create opportunities for students within their schedules to have time to complete school work to allow for increased involvement in school activities

B. We need to develop ways to attract more artistically oriented students to the Academy and facilitate their development

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Chapter III

Progress Report

35

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Chapter III: Progress Report

A summary of progress on the action items from our self-study in 2005 and the mid-term review in 2008:

Action Item #1: The addition of an academic and college counselor who can guide students in making decisions about core and elective classes and the integration of off-campus course work and activities.

A full time student services position including academic counseling responsibilities was added in the 2006-2007 school year. John Skeffington, co-founder of MCAA, originally filled this position. As a result of statewide budget cuts we had to reduce this position to part-time during the 2008-09 school year. Currently retired principal John Pimentel acts as the Academic Advisor/Guidance Counselor on a three-quarter time basis. We expect that increased enrollment and improved school funding will once again allow a full time position in 2012-2013. Even with a reduced position, four-year college admission rates have grown steadily since 2005 from 25% to 35% in 2007 to a high of 51% in 2009. The rate dropped slightly in 2010 to 40% but we expect the class of 2011 to again be at 50% or better. College going rates (all students attending 2 and 4 year colleges) have remained steady at right around 95%. Our UC A-G course list is reviewed annually and revisions and additions are submitted including two Advanced Placement classes in 2010-11. Institution and expansion of AVID classes initially increased the number of students submitting applications to four-year colleges. Even though we have dropped our AVID affiliation, we continue to offer Study Skills classes in which college planning is part of the curriculum. Yuba Community College has partnered with us to assist students in enrolling in concurrent classes or as full time students, and as well as in helping senior submit financial aid applications for all institutions. A Career Pathways Program in the Arts, Media, and Entertainment Sector has been developed with three Professional Pathways: 1) Media and Design Arts; 2) Performing Arts; and 3) Production and Managerial Arts. Each Pathway leads to a specialized certificate awarded at graduation indicating a superior level of ability in the identified career. The first specialized certificates were awarded at the 2010 graduation ceremony. Classes and activities needed to fulfill the requirements for the specialized certificates span our entire seventh-twelfth grade program. Additional student personal support is being provided through our Peer Counselor/Peer Ambassador Program. Our Campus Security Officer has received training in Student Assistance Programs and currently coordinates the Peer Counseling Program.

Action Item #2: Additional and improved facilities are needed to meet the academic and extra-curricular needs of a growing student body.

Two additional classrooms were added to MCAA in the fall of 2006 to accommodate additional growth in the student body. In the spring of 2006 we learned we would no longer be able to utilize the two story brick building that we had occupied since we opened in 2000 because of new legislation affecting charter school facilities. The Marysville Joint Unified School District (MJUSD) worked with us and built a 1.2 million dollar temporary campus for us. We moved in January of 2007 into our new facility consisting of twelve classrooms and an administrative and counseling office. Additional classrooms were added in 2009-10 and 2010-11.We continue to

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use the music room at Marysville High School for many of our choir and instrumental music classes and the Allyn Scott Youth and Community Center for our dance and martial arts classes. We are no longer uable to hold classes in the Auditorium but we are able to use it for after school rehearsals and performances. MJUSD passed a local bond measure in 2007 and set aside 3 million dollars for Auditorium improvements with a goal of full compliance with state school building requirements. MJUSD and MCAA have also submitted an application for 9.2 million dollars in state bond Career Technical Education School Facilities funds to build a new performing arts center with drama, music, and digital media classrooms. That application is currently under review pending state budget determination. MCAA’s new classrooms are fully ADA compliant, have emergency warning systems, wet and dry science labs, and two classrooms are specifically wired as computer labs. Categorical and general funds were used to purchase a 20-station mobile, wireless laptop computer carts in 2007,2009, and 2010. Depending on the outcome of the CTE facilities application we will work with MJUSD to insure that an additional space is added for our dance, martial arts, and fine arts programs in the near future.

Action Item #3: Additional academic support for all students.

MCAA instituted an AVID program in the spring of 2006, expanding it in the 2006-07 and 2007-08 school years. 80% of the full time staff has been trained in AVID techniques to support a school wide adoption of the strategies. In addition Math Support classes were added in 2006 for students in Pre-Algebra and Algebra needing additional review and intervention. After school tutoring is available Monday-Thursday from multiple teachers and lunchtime tutoring is regularly available as well. Overall the rates of D’s and F’s on semester report cards have dropped from 2005 to 2010. The percentage of students on academic contracts has remained relatively constant but the fulfillment rates have improved. Attrition rates have remained relatively high especially in grade seven and nine as new students adjust to the academic expectations of MCAA. The AVID program has not developed a unique identity at MCAA and we have struggled to comply with the requirements to become AVID certified. In 2009 we dropped our affiliation with AVID but continue to use the AVID strategies in our study skills and English classes for all students. All seventh graders were required to be enrolled in a study skills class beginning in 2009-10.

Action Item #4: Expansion of course offerings to meet the demands of matriculating students.

Additional sections of Honors English were added at the ninth and tenth grade levels in 2006-07 to supplement the existing eleventh and twelfth grade Honors English classes. Adding Honors eleventh and twelfth grade History/Social Science classes have been discussed as well as Honors Biology and Physics classes but none have been instituted as yet. Two Advanced Placement classes, English Language and Composition and Environmental Science, were instituted beginning in 2010-11. Depending on interest and success of the current classes, we anticipate adding two more next year, English Language and Composition and Studio Art. About 5% of our students take concurrent classes at Yuba Community College each semester and during the summer program. We counsel and encourage our students to take these classes as they receive college and high school credit for them just as they would AP classes.

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Action Item #5: Additional time and resources for collaboration and professional development.

A plan was developed in 2005-06 to utilize surplus annual instructional minutes to provide early student release staff planning days during the school year. Since 2005 at least twelve staff planning days have been provided each year for collaborative activities. In addition, even with declining state funds, MJUSD provides four fully paid volunteer days and one mandatory professional development day each year for all full time staff. MJUSD also coordinates quarterly district wide collaborative meetings for math and language arts teachers and training for other core curriculum teachers in newly adopted instructional materials. MCAA categorical and general funds are designated each year for conferences and professional development activities for all MCAA staff. Project Days at MCAA were re-instituted in 2010-11 as a way for students to work on upcoming artistic productions and academic projects. Project Days also offer staff an opportunity to collaborate on a rotating basis. New documents aligned with the California Standards for the Teaching Profession were contractually adopted in 2006 and are utilized for the goal setting, observation, and evaluation process of certificated staff. MCAA’s English department developed an assessment tool for student achievement of the ESLR’s that is administered annually in English classes.

Action Item #6: Additional community service and outreach activities.

MCAA has increased its recruitment and outreach activities significantly since 2005. Primarily our outreach takes the form of programs, performances, and assemblies provided to local schools both at area schools and our own auditorium. Outreach programs include our Musical Theater and Beginning Drama productions each fall and spring, Red Ribbon Week assemblies at local schools, vocal and instrumental programs at schools and community events, and dance and martial arts demonstrations at local schools. In addition, our students are highly sought after counselors for the district’s Outdoor Education Program for sixth graders, the local hospital foundation’s Teen Leadership Council, and regularly participate in local community theater productions and community events. Students receive points for their community service activities that are used to earn a Service Seal Award for their diploma and are an integral part of the Professional Pathway Certificate Programs discussed in Action Item #1.

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Chapter IV

Self Study Findings

41

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Chapter IV: Self Study Findings Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. Organization Criterion

The school has a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by expected schoolwide learning results and the academic standards.

Guiding Questions:

To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards?

Findings Evidence

The Marysville Charter Academy for the Arts has a clearly stated vision and purpose originally developed as part of the formation and chartering of the school. The vision and expected schoolwide learning results are reviewed, as least annually to insure alignment with current student needs, contemporary educational research, and shareholder perspectives.

MCAA Charter

Minutes, agendas, sign in sheets of school professional development days, School Site Council, PTSA, and governing board meetings.

Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results.

Findings Evidence

Representatives of the entire school community supported the original vision and mission creation and continue to participate and collaborate in its refinement. Because of its collaborative development and refinement, MCAA’s vision and mission are consistent with and supported by governing board and district policies.

The vision statement was recently refined based on parent, staff, and student suggestions.

School district consistent renewal of charter. Most recently, MCAA was given a five-year renewal in January 2009.

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Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the purpose and expected schoolwide learning results.

Findings Evidence

MCAA has used shareholder input from student, parent, staff, and community meetings to insure that its curricular and instructional goals and desired student learning results drive its resource allocation and program development.

The expected schoolwide learning results were recently refined based on parent, staff, and student suggestions.

Examine the effectiveness of the process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions.

Findings Evidence

MCAA uses its parent newsletter, school web site, school performances and productions, SARC, and regular parent and student meetings to communicate its mission and purpose to the school community. MCAA enjoys strong support from the governing board, the local business community, service clubs and organizations because of its commitment to the arts, rigorous academic standards, and continued success with students.

Parent newsletter, school web pages, SARC, governing board reports.

California Distinguished School, U.S. News and World Report recognition, API and enrollment growth.

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A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan.

Guiding Questions:

To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan?

Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Findings Evidence

By definition in its charter, the governing board for the Marysville Charter Academy for the Arts is the Board of Trustees for the Marysville Joint Unified School District. The selection, composition, and specific duties of the governing board are clearly defined in its public policies and administrative regulations. The MJUSD Board of Trustees is a seven member, publicly elected body with specific terms of office. The Board meets the second and fourth Tuesdays of every month with publicized agendas and public comment opportunities.

MCAA Charter.

MJUSD Board Policies and Administrative Regulations.

Annual School Report.

To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance?

Findings Evidence

There is clear understanding of the governing board’s role by the school community. In addition to the governing board, parents are actively encouraged to participate in other aspects of the school’s governance. MCAA has a dedicated and committed School Site Council, Parent Teacher Student Association (PTSA), and music and drama booster clubs. Parents regularly participate in new staff interview panels and in schoolwide review of data and program planning.

School Site Council, PTSA, Booster club membership.

WASC Focus Group and interview panel membership.

Sign ins at schoolwide planning meetings.

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How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results?

Findings Evidence

MCAA makes an annual report to the board to review student and school progress, school goals, and fiscal health of the school. MCAA also presents its Single Plan for Student Achievement to the board for annual review and approval.

School Report.

Single Plan and board minutes.

To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff?

Findings Evidence

The district, board, and school leaders work cooperatively in a culture that ensures student achievement of the expected schoolwide learning results. The governing board does not micromanage the school administration. Authority and responsibility are allocated within a culture that promotes effective functioning of the staff at all levels. The collective bargaining agreements between employee groups and the district clearly guide the responsibilities of the staff.

School budgeting documents.

MOU between school and district.

Governing board administrative regulations.

Collective bargaining agreements.

Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school.

Findings Evidence

The principal communicates with the district and board to facilitate mutual support of district and site expectation of student learning results and the academic standards. The governing board and district administration carefully review student performance, overall school operations, and the school’s fiscal health on a continual basis.

Quarterly reviews of Student achievement data.

Biannual facilities reports.

Business office on going facilitation and review of all fiscal and accounting requirements.

Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders.

Findings Evidence

The MJUSD has very clear complaint and conflict resolution Copies of complaint procedures

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procedures as they apply to all school shareholders. The procedures and policies are distributed to parents and staff annually. District administration regularly and effectively facilitates the complaint and conflict resolution process with the school. The Charter for MCAA clearly outlines the conflict resolution process for disputes between the district and the school

distributed annually to parents and staff.

Board policies.

MCAA charter.

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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.

Guiding Questions:

To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?

Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents.

Findings Evidence

The leadership team at MCAA consisting of staff and administrative members works closely with other key shareholder groups to shape and promote the school’s culture and vision. Other key shareholder groups include student leadership (Associated Student Body, Peer Counselors, Leadership Class representatives), School Site Council, and Parent Teacher Student Association (PTSA). The principal serves as the leader and facilitator of this broad learning community.

Staff planning and buy-back day agendas and sign in sheets.

ASB, SSC, and PTSA minutes and agendas.

What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards?

Findings Evidence

The strongest evidence supporting the correlation between the Single Plan for Student Achievement and analysis of student achievement of the academic standards and expected schoolwide learning results are the goals of the action plan. The goals of the action plan of the Single Plan clearly identify the academic need (s) and expected schoolwide learning results that are targeted and the resources needed to accomplish the goals. Ideas, innovation, and input from all members of the school community are actively sought and highly valued, and both administrative and educational policies and procedures are systematically reviewed and

Single Plan for Student Achievement.

Agendas and minutes for SSC, PTSA, ASB, and Staff Planning Day meetings.

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revised.

What evidence supports the correlation between allocation of time/fiscal/personnel/material resources, expected schoolwide learning results, and the improvement schoolwide action plan?

Findings Evidence

Once again, the strongest evidence for the correlation between the allocation of time/fiscal/personnel/material resources and the expected schoolwide learning results lies in the goals of the schoolwide action plan in the Single Plan for Student Achievement. The action plan goals clearly identify the resources that need to be allocated to achieve each of the goals. Previous progress on schoolwide action plan goals noted in our mid-term WASC visits and in Chapter Three of this document again supports the correlation of resources, goals, and results. At MCAA, administrators, faculty, students, and parents work together to: shape and promote the culture of the school; celebrate excellence, improvement, and learning; and make sound decisions and resource allocations to ensure that the expected schoolwide learning results and academic standards are achieved.


Mid-term WASC review.

Chapter 3 of current Self-Study.

AP and Algebra Support classes added.

Additional staff hired: math, English, and fully credentialed foreign language teachers.

Additional fine and performing arts sections added: Adv. Photography, Adv. Painting/Drawing, and Adv. Piano.

Accelerated Math purchased.

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The school leadership and staff are qualified for their assigned responsibilities, are committed to the school’s purpose and engage in ongoing professional development that promotes student learning.

Guiding Questions:

To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs??

Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff.

Findings Evidence

Teachers at MCAA are fully qualified for assigned areas based on district and specific charter school certification requirements. All full and part time teaching staff instructing in core academic areas are fully credentialed. Some of MCAA’s part time fine and performing arts and physical education teachers do not hold California teaching credentials but have appropriate educational degrees and significant experience in their specific field of instruction.

MJUSD Personnel policies and practices.

California Charter School laws and regulations.

Evaluate the procedures to ensure that staff are qualified based on staff background, training and preparation.

Findings Evidence

MCAA administration works closely with the MJUSD Personnel and Curriculum and Instruction Departments to insure that all staff have the appropriate background and receive current preparation and ongoing training for their teaching assignments. MCAA administration makes a conscious effort to include staff, parents, and even students on interviewing committees for new employees. The district and school professional development design is developed based upon identified needs, school-based data, and current research. Staff members at MCAA engage in both short-term and long-term planning related to professional development. The school fosters a culture for collegial sharing and mentoring by providing adequate time and resources, given recent year’s budgeting limitations, for professional development.

MJUSD Personnel policies and practices including “Ventures” strategies.

MJUSD Curriculum and Instruction professional development opportunities.

High Quality First Instruction professional development participation.

Cooperative professional development mathematics instruction and monitoring with CSU Chico.

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BTSA program involvement.

College Board AP professional development participation.

Project-based Instruction on going professional development.

How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning?

Findings Evidence

MCAA actively seeks staff members who have a background and experience in the fine and performing arts in addition to their primary area of academic specialization. As a small school but one that offers a rich curriculum, most full time teachers at MCAA and several part time teachers instruct in more than one subject area. Regular review of student academic outcome data supports changes in teaching assignments.

Master schedule.

Teaching assignments.

Staff credentialing data.

Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty.

Findings Evidence

While there is no formal staff handbook at MCAA, all new full time teachers receive a full orientation to district policies and procedures at time of hire. Annually, all staff review specific district and school policies such as mandated reporting, attendance accounting, and emergency procedures. School policies at MCAA are reviewed on an ongoing basis at staff meetings. Collective bargaining agreements guide staff members’ roles, responsibilities, and practices. Governing Board policies and administrative regulations further guide school staff practice. While there is general clarity and understanding of responsibilities, practices, and procedures by administration and staff, there are always gray areas that need to be addressed in particular situations. The culture at MCAA supports the open discussion of these areas and the ongoing clarification of policies and procedures.

Staff meeting agendas.

Collective Bargaining agreements.

MJUSD Board of Trustees Policies and Administrative Regulations.

Student Handbook.

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How effective are the existing structures for internal communication, planning, and resolving differences?

Findings Evidence

Adequate structures exist at MCAA for internal communication. Staff receives and distributes information via direct communication at staff meetings, electronic communication via e-mail, and through the daily bulletin and other printed communication. As a small school, all staff members are involved in regular planning though the leadership team, staff meetings, department meetings, and School Site Council. Resolution of differences occurs informally in direct communication among staff members and formally with administration facilitating discussion and agreement.

Daily bulletin.

Staff and leadership team meeting agendas.

School Site Council meeting agendas and minutes.

How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations?

Findings Evidence

Teacher monitoring includes formal evaluation as well as routine ongoing informal observation. The staff at MCAA generally considers the monitoring supportive and a vehicle for further professional development. The administration supports and facilitates coaching and mentoring among staff members and includes peer support systems to identify needs for ongoing professional development. Current educational theory is integrated into professional development and interdisciplinary discussions. Staff members regularly present useful information and practices at staff meetings and district professional development days. MCAA teachers work with other district teachers to refine benchmark tests and pacing guides and participate in specific discipline coaching and planning. Considering the fiscal limitations of the last few years, the processes and procedures for involving staff in shared responsibility, actions, and accountability to support learning are adequately effective.

Teacher annual goal setting and formal evaluation procedures.

Staff meeting and professional development day agendas.

CSU Chico Mathematics Consortium activities.

BTSA program procedures and practices.

Training in Professional Learning Communities.

To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?

Findings Evidence

At least annually, school leadership and all stakeholders Staff and leadership team

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review the existing processes to determine the degree to which actions of leadership and staff focus on successful student learning. In addition, quarterly benchmark data, student progress reports (every four and half weeks) and quarterly report cards, and annual student self evaluation of the expected schoolwide learning results is reviewed and analyzed to determine the effectiveness of professional development and staff practices on successful student learning. In general, professional development at MCAA fosters a community of learners, building knowledge, skills, processes, attitudes, and leadership that facilitates student learning.

meeting agendas.

Quarterly benchmark data comparisons.

ESLR student self-evaluations.

D and F lists.

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Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.

Guiding Questions:

To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs?

How effective is the support of professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results?

Findings Evidence

Considering the fiscal limitations of the last couple of years, support of professional development has been effective with time, personnel, material, and fiscal resources. Staff members have participated in English and mathematics standards-based curriculum and instruction training, administrative training, instructional and administrative technology training, high quality instruction training, and sheltered and project-based instructional training. Funding for this training has come from district, school, federal, and state sources.

District professional development plan.


Continued overall growth in Academic Performance for the last six years.

All AYP targets met for all significant groups in 2009-10.

How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff?

Findings Evidence

MCAA’s supervision and evaluation procedures are guided by district policy and procedures and the collective bargaining agreements with employee groups. Tenured teachers are formally evaluated every other year. Non-tenured teachers are formally evaluated twice a year for two years before they are offered tenure or non re-elected. All teachers participate in the annual goal setting process that promotes professional development tied specifically to student growth and achievement goals. Continued student academic growth as measured by standardized assessments and personal growth as measured by improved performances, productions, and school and community awards and recognitions indicate an effective professional growth process at MCAA.

MJUSD supervision and evaluation documents.

Collective bargaining agreements.

Stull Bill goal setting documents.

Continued overall growth in Academic Performance for the last six years.

School awards and recognitions.

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Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance.

Findings Evidence

English/language arts, science, and history/social science have all shown continued growth and improvement in standardized assessment student performance results in the last six years. While there has been significant growth and achievement in mathematics as well, this subject area remains a primary focus for improvement and progress. More resources and energy devoted to academic growth in mathematics in 2009-10 resulted in gains in most tested subjects and in our socio- economically disadvantaged students overall growth.

CST data and reports.

CAHSEE data and reports.

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A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results. Guiding Questions:

To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?

Evaluate the relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions.

Findings Evidence

Strategies, structures, actions, and the allocation of resources grow out of a systematic focus at MCAA on learning and continuing assessment of results. There are strong links between ongoing data analysis and the achievement of academic standards and the expected schoolwide learning results. The school’s vision and mission statements, which have an equal focus on high academic standards and opportunities and instruction in the fine and performing arts, consistently drive decisions about resource allocations at MCAA. MCAA administration working in collaboration with MJUSD Business Services department has broad control over its resource allocations. Staff members are regularly involved in resource allocation decisions through the leadership team and School Site Council.

Budget documents.

MCAA MJUSD financial MOU.

MCAA Charter.

Evaluate the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Findings Evidence

MCAA administration is responsible to develop an annual budget working closely with the MJUSD Business Services office. As part of its financial MOU with MJUSD, an annual audit is contracted for and facilitated by the district. MCAA works closely with MJUSD Business Services to follow all legal and quality business and accounting practices. The handling of all institutional funds is closely monitored by MJUSD Business Services and follows the practices of all

Audit documents.


MCAA Charter.

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district schools.

Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained.

Findings Evidence

The school’s physical plant, although designed as a temporary facility, supports and enhances the learning environment. It is well maintained, functional and attractive, free of graffiti, clean, and supports the safety of all students. However, MCAA uses every available space for instruction and student support. Space for staff to meet, collaborate, and do research is very limited. Additional classrooms have been added to allow for increased student enrollment but new and/or improved facilities especially for dance, drama, martial arts, fine, digital, and graphic arts are specifically needed.


MJUSD Facilities Plan.

CTE grant application for new performing arts building including classrooms for music and digital media.

Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials.

Findings Evidence

Considering the fiscal challenges of the last few years, there are adequate instructional materials and equipment including textbooks, printed materials, audio-visual, support technology, manipulatives, and laboratory materials. Staff members have had to be very frugal in their selection of instructional materials and some of our technology has been stretched beyond its effective life. Maintaining computers and related equipment is further complicated because the district technology department is understaffed. MCAA students have access to the library and its services at Marysville High School.

Budget documents.


Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development.

Findings Evidence

The analysis of assessment data and the clear vision and mission of MCAA determine the allocation of resources that guide the hiring, placement, and nurturing of a well-qualified staff as well as all decisions regarding professional development. MCAA is fortunate to be able to hire and staff

Budget documents.

Enrollment and attendance data.


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at a ratio of 25 students to 1 full time teacher. With the addition of part time teachers, the actual ratio is approximately 20 students to 1 teacher. In addition, in an era of decreasing enrollment and budget scarcity, MCAA has been able to grow in enrollment the last two years and add two and half new teachers. This is due in large part to the ability of MCAA to attract new students, usually about 35% of the total enrollment, from outside the school district attendance area.

District Professional Development Plan.

Evaluate the district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results.

Findings Evidence

Each year the school assisted by the district compiles data on its assessment of standards and learning results, as well as other established indicators (e.g., CAHSEE, CST, API, CELDT, SAT reports), and analyzes these data in relation to the school’s vision. These analyses form the basis of school discussions and planning to improve processes and programs to benefit all students and guide future resource allocations.

The district is viewed as an essential partner in accomplishing the school’s goals. Use of district resources is planned through a cooperative effort to enhance the school’s program. Both the district and school staffs collaboratively manage resources to enhance student learning.

Annual Board review and approval of the Single Plan for Student Achievement.

Staff, leadership, and School Site Council meeting agendas and minutes.

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A7. Resources Criterion [Charter Schools only]

The governing authority and the school leadership execute responsible resource planning for the future. The school is fiscally solvent and uses sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting).

Guiding Questions:

To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future? Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting)?

To what extent the school regularly reviews its long-range (and other resources) plan in relation to the school’s purpose and expected schoolwide learning results. Are the decisions made about resource allocation directly related to the school’s purpose and schoolwide learning results?

Findings Evidence

Strategies, structures, actions, and the allocation of resources grow out of a systematic focus at MCAA on learning and continuing assessment of results. There are strong links between ongoing data analysis and the achievement of academic standards and the expected schoolwide learning results. The school’s vision and mission statements, which have an equal focus on high academic standards and opportunities and instruction in the fine and performing arts, consistently drive decisions about resource allocations at MCAA.


Budget documents.


MCAA Charter.



To what extent the school has defined regular accounting and external audit procedures?

Findings Evidence

As part of its financial MOU with MJUSD, an annual audit is contracted for and facilitated by the district. MCAA works closely with MJUSD Business Services to follow all legal and quality business and accounting practices. The handling of all institutional funds is closely monitored by MJUSD Business Services and follows the practices of all district schools. MCAA has never received any audit exceptions in its ten years of existence.

Audit documents.


MCAA Charter.

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Comment on how the school has developed and monitors its annual budgeting process to ensure “transparency.”

Findings Evidence

MCAA administration is responsible to develop an annual budget working closely with the MJUSD Business Services office. MCAA administration has broad control over its resource allocations and by current MOU pays 20% of its total allocations to MJUSD for all district services including special education support. Staff members are regularly involved in resource allocation and budget decisions through the leadership team and School Site Council. School and district budget information is public information and is available in the annual School Report Card (SARC) and through the California Department of Education data services.

Budget documents.


MCAA Charter.

SARC

CDE

To what extent does the school provide adequate compensation to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of reserves?

Findings Evidence

Compensation for faculty, administration, and staff is determined through collective bargaining agreements by employee groups with the governing board. MCAA staff members are on the same schedule as other like employees in the MJUSD. Part time staff members are employed as independent contractors and receive an hourly wage based on their years of service and the hourly rate of beginning MJUSD teachers. While not able to amass significant reserves the last couple of years because of particularly lean state budgets, MCAA has operated in the black. The MJUSD Business Services office closely monitors enrollment, attendance, and state payment cycles to ensure MCAA solvency. MCAA received a five-year renewal of its Charter in January 2009 in large part due to its current and expected future fiscal solvency.

District salary schedules.

Budget documents.

Charter renewal documents.

Evaluate the school’s marketing strategies to support the implementation of the developmental program, including research and information to help develop future planning.

Findings Evidence

While MCAA continually markets itself through its productions, recitals, outreach assemblies, and community performances to maintain and expand its enrollment, the

District Technology Plan.

District Professional

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district is viewed as an essential partner in accomplishing the school’s long -term planning and developmental goals. Use of district resources is planned through a cooperative effort to enhance the school’s program including research and information to help develop future initiatives. Both the district and school staffs collaboratively manage resources to enhance student learning and accomplishment of the expected schoolwide learning results. District departments regularly provide a variety of resources and planning tools to assist MCAA. For instance, the Attendance and Discipline Office has provided funding for school assemblies and safe school initiatives. The Technology Department consistently writes grant applications to acquire federal, state, and private funding for technology hardware and services. The Curriculum and Instruction Department writes grant applications to acquire federal and state funding for professional development. The facilities department writes grants and does research and planning for building acquisition and construction.

Development Plan.

District Facilities Plan.

MCAA Single Plan for Student Achievement.

MCAA Safe School Plan.

To what extent are all stakeholders involved in future planning, including addressing long-range capital needs?

Findings Evidence

School staff members, parents, and students have a good general understanding of the internal and external resources which are available and are involved through the leadership team, School Site Council, and ASB in continuing decisions on how to use those resources to improve student learning and address long-range capital needs. Staff and parent groups continue to take an active role in advocating and planning for improved facilities for MCAA.


Annual school reports to the Governing Board.

Evaluate the processes for the governing authorities and school leaders informing the public and appropriate governmental authorities about the financial needs of the organization.

Findings Evidence

MCAA and MJUSD leaders use every available resource to inform the public and appropriate governmental authorities about the financial needs of the school and the district including annual School Report Cards (SARC), news media, district and school websites, school newsletter, district phone notification system, and printed materials in English, Spanish, and Hmong. MJUSD has been successful in passing two bond

SARC

News articles.

District and school websites.

MCAA parent newsletter.

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measures in the last five years to secure public funding for new and renovated school facilities.

How does the school ensure the adequacy of reserve funds to ensure the financial stability of the school?

Findings Evidence

The MJUSD Business Services office closely monitors enrollment, attendance, and state payment cycles to ensure MCAA solvency. MCAA received a five-year renewal of its Charter in January 2009 in large part due to its current and expected future fiscal solvency.

Budget documents.

Charter renewal documents.

To what extent does the school base its resource allocation decisions in relationship to the expected schoolwide learning results and the critical academic needs of the students.

Findings Evidence

Strategies, structures, actions, and the allocation of resources grow out of a systematic focus at MCAA on learning and continuing assessment of results. There are strong links between ongoing data analysis and the achievement of academic standards and the expected schoolwide learning results. The school’s vision and mission statements, which have an equal focus on high academic standards and opportunities and instruction in the fine and performing arts, consistently drive decisions about resource allocations at MCAA.


Budget documents.


MCAA Charter.



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A8. Resources Criterion [Charter Schools only]

The school has developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards.

Guiding Questions:

To what extent has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards?

Evaluate the fiscal policies and procedures for internal controls.

Findings

Evidence

The fiscal policies and procedures for internal controls at MCAA are established and monitored by the Marysville Joint Unified School District Business Services department in accordance with the guidelines of the California Department of Education. MCAA administration and staff work closely with the Business Services department, Purchasing, Payroll, Warehouse, and other offices to follow established legal procedures.

MCAA Charter and MOU.

Explain how the school addresses the following: The school has an annual independent financial audit that employs generally accepted accounting principles, including a listing of audit exceptions and deficiencies which the school has resolved to the satisfaction of the charter-granting agency. There are written policies on the scope and responsibilities related to an independent financial audit. The school sends the audit reports to the authorizing agency and other government entities as required by law.

Findings Evidence

The annual independent financial audit of MCAA is carried out in accordance with our MOU with the MJUSD. MJUSD contracts for the annual audit for each of the schools in the district including MCAA. The contracted auditing agency follows all state required guidelines and accounting principles. MCAA has never received any audit exceptions or deficiencies to correct and/or address. As both our authorizing agency and our governing board, MJUSD receives and reviews the audit reports as they do all schools within the district and forwards the audit reports to the County Education office and other government agencies as required by law.


Annual audit reports.

MJUSD Business Services policies and procedures.

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Evaluate the degree to which personnel follow the fiscal policies and procedures.

Findings Evidence

Administration and all staff follow the required fiscal policies and procedures without exception. The appropriate office and supervisor is always contacted whenever a situation arises that is not clearly defined by the existing fiscals policies or there is question over the correct procedure to follow.


Explain the effectiveness of the following: The school has processes and protections for the following: 1) who is authorized to sign contracts, write checks, and release institutional funds; the monitoring of payroll information; the review of bank reconciliations and deposits/withdrawals of all school financial accounts; the policies and procedures for the use of credit cards and other lines of credit.

Findings Evidence

In general, no one, including the principal is allowed to sign contracts without the review and approval of the MJUSD Business Services department. The purchasing, payroll and other appropriate MJUSD offices release checks and school funds in accordance with accepted financial procedures. All school financial accounts are monitored by the Business Services office in compliance with legal requirements. Credit cards are not currently issued to any MCAA school employee.



Explain the effectiveness of the following: The school has a contracting process for services, equipment, and materials and accounts for all contracts of $75,000 or more and their purposes.

Findings Evidence

Currently MCAA does not have any contract for services, equipment, or materials of $75,000 or more. MJUSD does have such contracts for services and equipment that benefit all schools within the district including MCAA. MJUSD’s process for contracting for services and equipment at this level is reviewed and monitored by independent and state audit agencies.


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WASC Category A. Organization: Vision and Purpose, Governance,

Leadership and Staff, and Resources: Supporting Evidence, Strengths, and Growth Needs

Include the supporting evidence for findings, if not included with the sample prompts. Determine and prioritize the strengths and areas of growth needs for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength

The Marysville Charter Academy for the Arts has a clearly stated vision and purpose originally developed as part of the formation and chartering of the school. The vision and expected schoolwide learning results are reviewed, as least annually to insure alignment with current student needs, contemporary educational research, and shareholder perspectives.

MCAA enjoys strong support from the governing board, the local business community, service clubs and organizations because of its commitment to the arts, rigorous academic standards, and continued success with students.

There is clear understanding of the governing board’s role by the school community. In addition to the governing board, parents are actively encouraged to participate in other aspects of the school’s governance. MCAA has a dedicated and committed School Site Council, Parent Teacher Student Association (PTSA), and music and drama booster clubs.

At MCAA, administrators, faculty, students, and parents work together to shape and promote the culture of the school; celebrate excellence, improvement, and learning; and make sound decisions and resource allocations to ensure that the expected schoolwide learning results and academic standards are achieved.

MCAA administration works closely with the MJUSD Personnel and Curriculum and Instruction Departments to insure that all staff have the appropriate background and receive current preparation and ongoing training for their teaching assignments.

The school’s vision and mission statements, which have an equal focus on high academic standards and opportunities and instruction in the fine and performing arts, consistently drive decisions about resource allocations at MCAA.

Strategies, structures, actions, and the allocation of resources grow out of a systematic focus at MCAA on learning and continuing assessment of results. The district is viewed as an essential partner in accomplishing the school’s goals. Use of district resources is planned through a cooperative effort to enhance the school’s program. Both the district and school staffs collaboratively manage resources to enhance student learning.

MCAA received a five-year renewal of its Charter in January 2009 in large part due to its current and expected future fiscal solvency.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:

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Areas of Growth Needs

Need more resources devoted to fine and performing arts, i.e. additional advanced piano section, marching band, and AP Studio Art.

Need to develop staff handbook with school policies, procedures, and practices.

Need additional time and resources to support professional development, interdisciplinary initiatives, and collegial sharing.

Need to continue to devote professional development resources to improving student success in mathematics.

New and/or improved facilities especially for dance, drama, martial arts, fine, digital, and graphic arts are specifically needed.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Supporting Evidence

MCAA Charter

Minutes, agendas, sign in sheets of school professional development days, School Site Council, PTSA, and governing board meetings.

Parent newsletter, school web pages, SARC, governing board reports.

Performance videos, photographs, and posters.

California Distinguished School, U.S. News and World Report recognition, API and enrollment growth.

CST and CAHSEE data and reports.

MJUSD Board Policies and Administrative Regulations.

Master schedule.

Staff credentialing data.


District Technology Plan.

District Professional Development Plan.

District Facilities Plan.

MCAA Single Plan for Student Achievement.

MCAA Safe School Plan.

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Category B: Standards-Based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results. Through standards-based learning (what is taught and how it is taught), these are accomplished.

Guiding Questions:

To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.].

Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.

Findings Evidence

Coursework at MCAA is aligned with the California State Standards, the California Subject Area Frameworks, and with nationally recognized research-based documentation regarding integrating the arts into the curriculum. Using project-based learning as a primary instructional methodology, students participate in a rigorous curriculum that prepares them to think conceptually, solve problems, and communicate ideas effectively. In the project-based approach, students engage in learning tasks that utilize prior information while constructing new knowledge and applying their learning in real-world contexts.

MCAA Course Catalog.

UC a-g course descriptions.

Samples of project-based lessons and units.

To what extent are there defined academic standards for each subject area, course, and/or program?

Findings Evidence

All classes in English, the sciences, mathematics, the history/social sciences, foreign languages, and the visual and performing arts are fully aligned with the appropriate California State Standards. Courses for which there are no state standards, i.e. careers, and some vocational educational education classes, are aligned with district or national standards. In addition, in accordance with MCAA’s role as a college preparatory school, high school coursework is approved through the University of California a-g requirements process.


California State Standards.


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To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results?

Findings Evidence

As a result of the emphasis at MCAA on project-based learning and by integrating the arts into instruction whenever possible, there is a strong congruence between the concepts and skills taught, the academic standards, and the expected schoolwide learning results. Students are regularly involved in performing in the community, creating yearbooks, posters, newspapers, magazines, and designing artwork that publicly displays student products.


Student work samples.

ESLR’s

ESLR student self-evaluations.

How does the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs)?

Findings Evidence

Student work samples, whether products and presentations from academic classes, or performances, creations, or work samples from visual and performing arts courses, clearly demonstrate the accomplishment of a standards-based curriculum and the ESLR’s. In addition, current research firmly establishes that students involved in the arts consistently are more engaged in their academic subjects and regularly perform better on standardized tests. Students involved in the arts also demonstrate improved overall brain functioning and significant long-term enhancement in comprehensive human development and in capability of meeting new challenges.

Student work samples.

DVD’s of MCAA performances.

Posters and programs for MCAA recitals, programs, and exhibits.

Multiple Intelligences research and published reports.

What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students?

Findings Evidence

All students at MCAA have access to a great variety of curricular choices that enable them to meet the graduation requirements. In addition to the course offerings at MCAA, high school students can take up to two classes at Marysville High School each semester. As a small school with a specific focus, college preparatory classes and courses in the fine and

MCAA Professional Pathways recognition program.

MCAA Course Catalog and master schedule.

MHS Course Catalog.

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performing arts, MCAA has a very rigorous and coherent curriculum with an emphasis on the Arts and Media career technical pathway. Students are encouraged beginning in the seventh grade to choose a particular emphasis in the arts that will result in a high level of proficiency and accomplishment. The student makeup of courses throughout the curriculum in general match overall school demographics. Some new courses specifically designed for 11th and 12th graders do not as yet match the increased growth of Hispanic/Latino students in grades 7-9. Special needs students are enrolled in RSP classes and non-college prep classes at Marysville High as appropriate and needed for graduation. Teachers at MCAA make accommodations and modifications for special needs students’ curriculum as called for in their individual education plans. Classes and activities in the fine and performing arts allow for a high level of engagement ensuring success for special needs students at MCAA.

Student IEPs and 504 plans.

To what extent is there integration among disciplines?

Findings

Integration among disciplines at MCAA is a work in progress. Currently the most regular and consistent integration occurs between the history and English departments particularly at the high school level. There is an effort made to link the literature being read in tenth and eleventh English courses with the themes and topics being studied in World and United States History courses. Projects in the two subjects often overlap and provide students with the opportunity to make connections between the disciplines. Similar types of integration occur between the sciences and English when the literature being studied connects with scientific theory such as the study of infectious diseases in Biology and reading of The Hot Zone. More traditional integration occurs between mathematics and the sciences, particularly in Chemistry and Physics where skills taught in math are applied in science labs. The strongest elements of integration at MCAA exist between the arts and the academic subjects in general. Almost every project assigned in English, history, science, and mathematics has an artistic component or opportunity in it. Students are often given the opportunity to respond to or explain a topic through drawing, dancing, acting, or creative writing. In addition, our career technical education (CTE) classes such as photography, graphic design, video editing, yearbook, and video animation all have artistic components

Teacher project assignments and student project samples.

MCAA course catalog and master schedule.

UC a-g course descriptions for MCAA CTE classes.

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built into the assignments, products, and presentations. These integrated programs are designed to meet college entrance requirements while also providing students with career-related technical and practical skills.

The performing arts classes offer regular collaboration as well. The Musical Theater class works closely with the Advanced Drama class to create special performances for community productions such as Way, Way, Way Off Broadway and the Advanced Drama class will collaborate with the Beginning Dramas classes on the technical aspects of performance. Many of our major dramatic productions are chosen based on their historical, social, and cultural significance and lead to meaningful discussions and related assignments in history and English classes, i.e. Fiddler on the Roof, Ragtime, and Pygmalion.

Comment on the curriculum review, evaluation, and review processes for your program area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students.

Findings Evidence

Curriculum for all subject areas at MCAA is regularly reviewed and evaluated for effectiveness. This review is most intense in the mathematics and English/language arts areas as quarterly benchmark and annual district writing assessments provide ongoing data as to students’ achievement. Teachers review the results of the benchmark and other assessments, reteach, make changes in instruction, design interventions, and adjust curriculum. Graduation requirements and credits are established by the governing board while grading and homework policies are adopted by each department or in some cases schoolwide. All of these processes are carried out with the intent of providing a challenging, coherent, and relevant curriculum for all students.

Quarterly benchmark assessment summaries.

Teacher intervention plans based on benchmark assessment results.

What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings, e.g., master class schedule and class enrollments?

Findings Evidence

Instructional practices at MCAA facilitate the access and Teacher project assignments.

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success for all students to a challenging, relevant, and coherent curriculum. All teachers at MCAA strive to teach to a variety of learning modalities through varied instructional techniques and projects that appeal to students of differing learning abilities. Small class sizes at MCAA also facilitate access for all students to a challenging curriculum. Teachers at MCAA regularly make adjustments, accommodations, and modifications to curriculum and instruction based on IEP or 504 Accommodation Plan goals or simply to help students find success in college preparatory classes. The distribution of students in the course offerings indicate that the only significant sub group at MCAA, socio economically disadvantaged, is well represented throughout the most challenging classes.

CLAD certifications of teachers.

Master schedule.

IEP and 504 Plans.

Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?

Findings Evidence

Our most direct articulation with feeder schools comes through our performances by music, drama, dance, and musical theater classes at the local elementary and middle schools. Through these performances, students and teachers are able to better understand the purpose, design, and organization of MCAA and the opportunities provided to young people. Curriculum and instruction articulation with district feeder schools is facilitated through district training. MCAA has a strong working relationship with the local community college. Our students continuing on to Yuba College are directly assisted in enrollment, testing, and counseling by college staff on site. The MCAA counseling office also facilitates numerous visits to area universities by students and has college representatives make presentations at MCAA on a frequent basis. MCAA contracts with LifeTrack to do exit and follow surveys with our seniors and graduates. The data from these surveys strongly suggests that the curriculum at MCAA is excellent at preparing students for their post-graduate studies and careers.

Yuba College Orientation and Enrollment information.

Records of college visits and college representative presentations.

LifeTrack Survey Data.

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All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals. Guiding Questions:

Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

What have you learned regarding the extent to which all students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options? How does the school provide for career exploration, preparation for postsecondary education and pre-technical training for all students?

Findings Evidence

All students at MCAA have extensive opportunities to make appropriate choices in classes and pursue a full range of realistic career and educational options. The opportunities begin during the application process when a student and parents learn about the purpose and mission of MCAA and make initial choices about course offerings. The course selection process continues during the student interview when the student learns about course content and requirements, graduation and college admission requirements, and career opportunities. Students continue to review their course selections and career and educational options with the counseling staff at least twice a year. Frequent presentations are made in Careers and seventh grade Study Skills classes to make and review their personal learning plans and educational options. Teachers frequently reinforce course selection and its relationship to career and educational options as part of their daily lessons. MCAA has developed a Professional Pathways recognition program to assist students in developing a plan to gain a high level of proficiency in an Arts and Media career field. As a charter school with a college preparatory focus, MCAA teachers take very seriously their responsibility to prepare students for post secondary education.

MCAA enrollment application.


MCAA Student Handbook.

Professional Pathways program description.

Student six year plans.

To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals?

Findings Evidence

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All MCAA students have a personal learning plan that is viewed as a flexible blueprint that allows them to meet or exceed academic standards and the expected schoolwide learning results. The personal learning plan assists students and their parents in exploring, analyzing, and evaluating educational and career goals, and helps to suggest a wide range of options for achieving those goals. Beginning with the initial interview, the school’s counseling staff consults regularly with students in order to help them develop, review, and revise their personal learning plans. The consultations continue at least annually as students make course selections and counseling staff discusses connections between course selections and future educational and career options. Subjects discussed during this process include academic performance, progress towards graduation, and college entrance requirements. Students consult with parents and the counseling staff to choose both their academic core courses and their electives based on post-secondary plans, performance levels, interests, and Professional Pathway recognition goals. Students’ plans and programs are revisited at least annually and changes are made to reflect a student’s current interests, goals, and needs.

Students and parents have had significant influence in the development of new classes at MCAA over the past ten years. In response to student interest and demand, additional dance, martial arts, digital media, vocal and instrumental music classes have been added to the curriculum. Similar requests have resulted in the addition to the academic curriculum of Chemistry, Latin, and AP classes in English and Environmental Science.

MCAA enrollment application.


MCAA Student Handbook.

Professional Pathways program description.

Student six year plans.

What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these?

Findings Evidence

MCAA has several formal and informal processes for students to monitor and make appropriate changes in their learning plans. The first of these two processes occurs in the seventh grade Study Skills classes where students create a six-year learning plan based on their interests and goals. Eighth grade students take the Explore test, which gives them valuable feedback on college majors tied to career interests and academic readiness for college preparatory classes. Ninth grade students in their Careers class do in depth studies on

Four and six-year learning plan examples.

Explore and PSAT student results samples.

SAT and ACT participation rates.

LifeTrack Exit Survey results.

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careers, colleges, college majors, and revise their personal learning plans. Tenth grade students take the PSAT and again receive valuable feedback and tools to further prepare them for college selection and admission. Eleventh grade students receive direct counseling on college preparation, selection, and admission from teachers and counseling staff. In addition to these formal processes, students regularly make appointments with the counseling staff to review their learning plans. The first two weeks of each new semester are open to make adjustments in courses and class schedules; all requests for changes in courses are thoroughly reviewed with students and parents, particularly in instances where the course change will affect the student’s post-secondary options.

Data from senior exit surveys indicate a much-improved view of these counseling processes over the past two years.

How effective are strategies and programs to facilitate transitions to post high school options?

Findings Evidence

The counseling office has a variety of procedures in place to facilitate a smooth transition for each student to his or her choice of post high school options. Representatives of various colleges and technical schools make presentations to classes and the counseling staff hosts college information classes and evenings for parents and students to discuss college selection, admission, scholarships and financial aid is discussed. Students also have an opportunity to go a college fair at the local community college as well as travel to area college and universities with the counseling staff. Information on careers, colleges and college majors, admission tests, and scholarships is readily available and accessible in the counseling office.

In addition, MCAA teachers organize numerous field trips and direct experiences of performing arts and art exhibitions to give students exposure to career expectations and allow students a window into the demands of life in the arts. MCAA students annually have the opportunity to attend the Oregon Shakespeare Festival, art exhibitions and ballet performances in San Francisco, statewide music festivals, and visit visual and performing arts colleges.

MCAA students also take full advantage of ROP classes available to them through Marysville High School in medical and dental, agriculture, and woodworking career areas.

College selection and admission presentation agendas.

Financing college presentation agenda.

Counseling office resources.

Field trip records.

MCAA and MHS master schedules.

MCAA student transcripts.

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Academically, students are prepared for post-secondary education through a college preparatory program that includes honors courses in English in the 9th, 10th, and 11th grades as well as AP Language and Composition, AP Environmental Science, Advanced Math, and AP Calculus (at MHS). Many MCAA students also take advanced and supplemental classes at the local community college both during the school year as well as during the summer session.

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Upon completion of the high school program, students have met all the requirements of graduation. To what extent are students able to meet all the requirements of graduation upon completion of the high school program?

To what extent do all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum?

Findings Evidence

At MCAA, all students have access to a rigorous, standards-based curriculum as well as opportunities to explore real world applications of their educational interests. AP and ROP are two ends of the educational spectrum going from the academic to the practical. Both programs are open to any interested student. College courses through the community college further allow students to experience challenging curriculum and courses specifically geared toward their areas of interest. The project-based approach in academic classes and the many arts performance based classes at MCAA regularly give students experience with real-world applications of their knowledge, skills, and educational and career-based interests.

Project-based assignments and student work samples.

Performance, recital, competition, and exhibition posters, programs, and products.

How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE?

Findings Evidence

The staff at MCAA works regularly with all students to monitor progress and provide support towards meeting all graduation requirements. The Aeries student information system offers live access to parents and students to teachers’ grade books through the Aeries Browser Interface (ABI). Information about upcoming projects and timelines for assignments and tests is available through teacher web pages on the school web site. After school tutoring is formally offered four days a week but most teachers are available every day before school, at lunch time, during prep periods, and after school for assistance and consultation. Students identified at risk of not passing the CAHSEE are given special tutoring assistance both in class and after school. MCAA staff members and leadership students also serve as mentors for individual students identified at being at risk. Students who have a grade point average below 2.0 or with an F grade in class at semester are placed on academic probation and have

ABI system parent and student information.

Tutoring schedules.

Mentoring assignments.

CAHSEE data.

API data.

Student contract data.

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one semester to improve their grades or risk being referred back to their school of residence. Parents are important partners in this process through student study teams, teacher conferences, IEP and 504 accommodation meetings. MCAA’s excellent record of very high percentages of tenth grade students passing both sections of the CAHSEE on their first attempt, near perfect graduation rates, and admirable Academic Performance Index growth reflect our commitment to achieving success with all of our students.

Additional Findings

What have you learned from analysis of additional evidence regarding this criterion?

Findings Evidence

Because of the small size of its student body and staff, MCAA is able to exhibit and maintain a flexible educational program, closely monitor and assist students, and accommodate changes in student interests and areas of career exploration. New courses such as Contemporary Issues, higher levels of Latin and French, AP classes and new electives in dance, digital media, and music are added regularly as interest and demand arises.

MCAA takes seriously its responsibility to gather information on the success of its students after graduation. College reports; informal business community responses; follow-up studies from LifeTrack; and verbal reports from students returning to visit serve as the main sources of information to trigger dialogue about improving processes for student preparation, including the achievement of the academic standards and the expected schoolwide learning results.

Visual and performing arts teachers at MCAA continue to address issues of artistic discipline and how to create more rigorous programs that raise the bar for more talented students.

Master schedule.

PSAT school reports.

Educational Assessment Program (EAP) reports.

LifeTrack survey reports.

Student responses on ESLR self-evaluation assessments.

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WASC Category B. Standards-Based Student Learning: Curriculum:

Supporting Evidence, Strengths, and Growth Needs

Include the supporting evidence for findings, if not included with the sample prompts. Determine and prioritize the strengths and areas of growth needs for Category B.

Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

Using project-based learning as a primary instructional methodology, students participate in a rigorous curriculum that prepares them to think conceptually, solve problems, and communicate ideas effectively. In the project-based approach, students engage in learning tasks that utilize prior information while constructing new knowledge and applying their learning in real-world contexts. Students are regularly involved in performing in the community, creating yearbooks, posters, newspapers, magazines, and artwork that publicly display student products.

As a small school with a specific focus, college preparatory classes and courses in the fine and performing arts, MCAA has a very rigorous and coherent curriculum with an emphasis on the Arts and Media career technical pathway.

The strongest elements of integration at MCAA exist between the arts and the academic subjects in general. Almost every project assigned in English, history, science, and mathematics has an artistic component or opportunity in it. Students are often given the opportunity to respond to or explain a topic through drawing, dancing, acting, or creative writing. In addition, our career technical education (CTE) classes such as photography, graphic design, video editing, yearbook, and video animation all have artistic components built into the assignments, products, and presentations. These integrated programs are designed to meet college entrance requirements while also providing students with career-related technical and practical skills.

Instructional practices at MCAA facilitate the access and success for all students to a challenging, relevant, and coherent curriculum. All teachers at MCAA strive to teach to a variety of learning modalities through varied instructional techniques and projects that appeal to students of differing learning abilities. Small class sizes at MCAA also facilitate access for all students to a challenging curriculum.

All MCAA students have a personal learning plan that is viewed as a flexible blueprint that allows them to meet or exceed academic standards and the expected schoolwide learning results. The counseling office has a variety of procedures in place to facilitate a smooth transition for each student to his or her choice of post high school options. In addition, MCAA teachers organize numerous field trips and direct experiences of performing arts and art exhibitions to give students exposure to career expectations and allow students a window into the demands of life in the arts.

The staff at MCAA works regularly with all students to monitor progress and provide support towards meeting all graduation requirements. MCAA’s excellent record of very high percentages of tenth grade students passing both sections of the CAHSEE on their first attempt, near perfect graduation rates, and admirable Academic Performance Index growth reflect our commitment to achieving success with all of our students.

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Category B: Standards-based-Student Learning: Curriculum: Areas of Growth Needs

Integration among disciplines at MCAA is a work in progress. More time is needed for articulation and collaboration among staff members.

Additional strategies need to be researched, developed, and implemented to improve our rates of student achievement in mathematics on the CAHSEE and CST’s.

Additional elective and academic classes need to be added to the master schedule over time including but not limited to AP Studio Art, calculus, dance, vocal and instrumental music.

Additional and improved classrooms and facilities need to be planned for and added to increase opportunities for curriculum enhancement.

On going training for teachers in project-based and standards-based instruction needs to be provided.

More professional development in the area of arts education is needed in order to raise the overall quality of instruction.

Additional opportunities for students to explore post-secondary options need to be developed including more exposure to college opportunities, summer training programs and internships.

Articulation with feeder schools and colleges needs to be improved and expanded.

Category B: Standards-based-Student Learning: Curriculum: Supporting Evidence




Posters and programs for and videos of MCAA recitals, performances, and exhibits.

MCAA Professional Pathways recognition program.

Quarterly benchmark assessment summaries.

Teacher intervention plans based on benchmark assessment results.

Explore and PSAT student results samples.

SAT and ACT participation rates.

LifeTrack Exit Survey results.

ABI system parent and student information.

Tutoring schedules.

Mentoring assignments.

CAHSEE and API data.

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Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards and the expected schoolwide learning results, all students are involved in challenging learning experiences.

Guiding Questions:

To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results?

Findings Evidence

Students at the Marysville Charter Academy for the Arts are actively involved in a great variety of challenging learning experiences in both academic as well as fine and performing arts classes. Our relatively small yet diverse student population benefits from a low student-teacher ratio, easy access to teachers for help during school as well as during after school tutoring. A variety of information sources including locally developed standards, state curriculum frameworks, and other national references are utilized on a regular basis as resources to define curricular content, instructional activities, and the establishment of a community of learners within the classroom. Innovative project-based methods that are supported by research and professional development activities are frequently used in the classroom and school. The focus is to help all students meet or exceed academic standards and achieve the expected schoolwide learning results.

The school-wide project-based approach provides opportunities for students to choose topics of interest and media in which to present and articulate what they have learned. Students demonstrate their knowledge and skills through projects and performances that result in overall academic achievement across all groups. Access to computers during class and tutoring hours enables all students to research, write reports and create projects.

Daily question/answer sessions, group activities, science experiments and independent practice.

Long term projects in the academics such as presentations, group problem solving, research projects, and debates.

Drama, dance, vocal and instrumental performances and recitals.

Fine art productions including art exhibits, film festivals, and digital media contests and publications.

Our only significant subgroup, socially economically disadvantaged, showed a significant growth in state testing scores in mathematics and English/language arts for the 2009-2010 school year.

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To what extent do students know beforehand the standards/expected performance levels for each area of study?

Findings Evidence

Teachers at MCAA review the standards to be taught before each daily lesson so that all students know the content of instruction. Course syllabi and grading rubrics clearly outline the expected performance levels for students. At MCAA, instructional approaches are regularly used that require active involvement of the learner and help students develop an array of techniques to organize, access, and apply knowledge. The great variety of instructional approaches utilized at MCAA helps students connect to existing knowledge, construct meaning, elaborate beyond content, and monitor their own learning.

In the fine and performing arts students are regularly involved in the critique of their own work and that of other students.

Grading rubrics and ourse syllabi are used to outline course assignments and project expectations.

Examples of previous student work are shared to provide samples of exemplary work.

Teachers in the English department use peer editing based on teacher guidelines of expectations to provide immediate feedback to students.

Daily and unit objectives are clearly communicated in written and oral form.

To what extent is differentiation of instruction occurring and what is the impact on student learning?

Findings Evidence

The Marysville Charter Academy for the Arts clearly identifies itself through its vision and mission statements as a college preparatory school. Within a rigorous college preparatory curriculum, the teachers at MCAA still offer great differentiation of instruction to students with a wide variety of abilities with excellent results.

The project-based approach allows for differentiated instruction by providing choice of topics to investigate within a unit and options to demonstrate learning through a variety of media (presentations, skits, models, posters, performances etc).

The use of technology by students and teachers at MCAA also enhances differentiation of instruction and instructional support. Students use technology to learn through on-line lessons, to complete classroom assignments, and to expand skills and knowledge learned in the regular classroom. In

Student grades, and state testing scores, including the CAHSEE reflect the success of the differentiated instruction provided in the classroom.

Each teacher implements accommodations and specific student goals developed through IEP's and 504 plans.

Student project and portfolio examples. Student power point presentations, photography, digital media, and painting/drawing portfolios.

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addition, students use technology to reflect on, revise, and communicate with other students about their work.

Through interviews and dialogue with students that represent the school population, comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences.

Findings Evidence

Interviews and dialogue with students indicate a generally high level of understanding of the expected level of performance based on the standards and the schoolwide learning results. All students are asked on at least an annual basis to reflect on their learning experiences in relation to the expected schoolwide learning results. Senior exit surveys and follow-up surveys also consistently show a very high level of student satisfaction with the learning experience at the Marysville Charter Academy for the Arts.

Student feedback has also helped identify areas and subjects where classroom communication could be improved.

Expected Schoolwide Learning Results Portfolio Assessment.

LifeTrack Services Senior Exit and Graduate Surveys.

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C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.

Guiding Questions:

To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology.

Findings Evidence

All teachers at the Marysville Charter Academy for the Arts utilize a variety of information sources including state and national standards and curriculum frameworks on a regular basis to define curricular content, instructional activities, and create a community of learners in the classroom. MCAA widely uses a project-based instructional approach that engages students in research and writing activities, involves students in creating a product that demonstrates and supports their thesis, and requires them to orally present their work. Technology is used throughout the project-based approach for research, to author documents, and create digital presentations.

Students at MCAA regularly perform and make presentations to the public as part of their fine and performing arts classes. Creative writing students are expected to submit work for publication and contests. Projects for students in English, history, and science often involve current and controversial topics that require students to think critically about and analyze engaging, meaningful themes and issues.

All full time teachers are NCLB certified, take advantage of professional development offered by the school district and discipline centered professional organizations.

Strong and improving scores on standardized assessments across the curriculum provide evidence of student engagement and success.

Surveys of graduates indicate strong satisfaction with preparation for college and careers provided by the curriculum and instruction at MCAA.

Drama productions, music festivals and recitals, dance performances, art shows, film festivals, and Black History Month presentations.

Tolerance portfolio, Ellis Island simulation, political parties project, air and water quality studies, Save Our Streets activity.

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.

To what extent do teachers work as coaches to facilitate learning for all students?

Findings Evidence

All teachers at MCAA function as coaches and facilitators of learning. Teachers consistently guide students in developing their talents and abilities for public presentations and post secondary opportunities for continued education and training. Teachers in academic classes often tie projects and assignments to real world questions and issues.

Regular collaboration among teachers at MCAA both within their disciplines as well as across disciplines encourages and supports ongoing course redesign and modification to ensure that the instructional program is challenging, satisfying, rigorous, and aligned with academic standards and the expected schoolwide learning results.

Performances, presentations, recitals, and contests as well as final written products, posters, and portfolios.

Agendas for staff planning meetings, project days, department and schoolwide professional development meetings.

Teacher mentoring program for tenth graders needing extra assistance.

To what extent do the representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this?

Findings Evidence

Student work samples at MCAA consistently demonstrate structured learning opportunities where students are asked to organize, access, and apply knowledge they have acquired. Inquiry-based project products and assignment outcomes indicate that students at MCAA have the tools to connect to existing knowledge, construct meaning, elaborate beyond content, monitor their own learning, and communicate their findings with others.

Teachers regularly projects and assignments that require students to apply their knowledge to real world questions and issues.

Science labs, English and history projects and portfolios, open ended math problems.

Student written, directed, and acted one-act plays. Cross-disciplinary activities, i.e. “Twenty Thousand Leagues Under the Sea” (English and Earth Science). Simulations like “Ellis Island immigration experience.”

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To what extent do the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation?

Findings Evidence

Student work samples and classroom observations at MCAA indicate that students are regularly asked to think, reason, and problem solve in both group and individual activities, projects, discussions, debates, and inquires.

Science labs and projects, history and English projects, open ended math problems and proof activities, Economics and Civics problem-based curriculum.

Graphic arts students create posters, programs, and products for school performances.

The Video Animation class was a finalist in a statewide “Milkquarious” competition.

Statewide winner in California Arts Council writing contest.

To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results?

Findings Evidence

Students at MCAA frequently use technology to assist them in achieving the academic standards and the expected schoolwide learning results. Technology use is evident in academic classes, often in support of projects and activities that require research, product creation, and digital presentation. In addition, art classes use advanced software and tools to create products and performances.

Project products and outcomes, classroom and public performances, posters, programs, and digital media presentations.

To what extent do the representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world?

Findings Evidence

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Teachers at MCAA frequently offer students opportunities and materials that take them beyond the classroom and textbook. Real data is gathered and studied in science classes and history/social science students study current issues and original documents to gain insight into historical events. English students regularly read and study novels that provide understanding of cultures and historical periods.

Science lab journals and roller coaster project, student web pages and power point presentations, English and history project products.

Analysis/critiques of journal and newspaper articles in science, social science, and English classes.

To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students?

Findings Evidence

MCAA prides itself on providing opportunities for students to be involved in real world experiences and community projects. In particular, our performing arts classes and productions are designed to encourage community outreach through elementary school programs and special public event performances. In addition, several MCAA high school students are involved in Regional Opportunity Programs through Marysville High School in medical and dental fields and early childhood education.

Posters and programs from MCAA productions, ROP class lists, Teen Leadership Council job shadows, community service and Service Seal records.

Student journalist for local newspaper (Appeal-Democrat).

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WASC Category C. Standards-based Student Learning: Instruction:

Supporting Evidence, Strengths, and Growth Needs

Include the supporting evidence for findings, if not included with the sample prompts. Determine and prioritize the strengths and areas of growth needs for Category C.

Category C. Standards-based Student Learning: Instruction: Areas of Strength

Project-based instruction in English, science, and social science offers multiple ways for students to actively engage in meaningful activities that go beyond the classroom, emphasize higher order thinking skills, and apply their knowledge.

Fine and performing arts classes involve teachers as coaches and require students to create products and performances for the real world.

Strong and improving scores on standardized assessments across the curriculum provide evidence of student engagement and success.

Surveys of graduates indicate strong satisfaction with preparation for college and careers provided by the curriculum and instruction at MCAA.

Student grades, and state testing scores, including the CAHSEE reflect the success of the differentiated instruction provided in the classroom.

Regular collaboration among teachers at MCAA both within their disciplines as well as across disciplines encourages and supports ongoing course redesign and modification to ensure that the instructional program is challenging, satisfying, rigorous, and aligned with academic standards and the expected schoolwide learning results.

MCAA prides itself on providing opportunities for students to be involved in real world experiences and community projects.

Students at MCAA frequently use technology to assist them in achieving the academic standards and the expected schoolwide learning results.

Category C. Standards-based Student Learning: Instruction: Areas of Growth Needs

All departments are working on ways to more clearly communicate student expectations at all grade levels.

Additional opportunities need to be provided for student input on their level of understanding of the expected levels of performance on the standards and the ESLR’s and their overall perception of their learning experiences.

Access to library services and resources need to be improved so that they can be more easily integrated and articulated with the curriculum/instruction, academic standards, and expected schoolwide learning results.

Additional time for collaboration for teachers would provide more opportunities for assessment study, course modification and redesign, and interdisciplinary activities.

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Additional funding is needed to support and enhance the use of technology by students and teachers in both academic and artistic disciplines.

Opportunities for training in classroom management techniques should be made available to both new and continuing teachers.

Category C. Standards-based Student Learning: Instruction: Supporting Evidence

Long term projects in the academics such as presentations, group problem solving, research projects, and debates.

Drama, dance, vocal and instrumental performances and recitals.

Fine art productions including art exhibits, film festivals, and digital media contests and publications.

LifeTrack Services Senior Exit and Graduate Surveys.

Academic Performance Index (API) growth.

Results of standardized assessments, including data on improvement of socio economically disadvantaged students.

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Category D: Standards-based Student Learning: Assessment and Accountability

D1 & D2. Assessment and Accountability Criterion

The school uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.

Teachers employ a variety of assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.

Guiding Questions:

To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?

Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.

Findings Evidence

At MCAA, formal and informal data on student achievement, including assessment of student performance relative to state and district-adopted academic standards are routinely gathered. This data is analyzed to evaluate student performance and to identify appropriate strategies and activities to improve instruction. Teachers and administrators use this information to develop goals for curricular development, professional development, and as the subject for observations, discussions and collegial feedback.

Student performance data from all school, state, and national assessments including STAR, CAHSEE, district English and mathematics quarterly benchmarks and annual writing evaluations, PSAT, Explore, ACT, SAT, EAP, and physical fitness testing is comprehensively reported to parents and other members of the school community. MCAA uses a variety of means to communicate student performance data to the school community including written reports, the Aeries online system (ABI), parent newsletters, progress reports, the annual school report card (SARC), as well as conferencing in person and via telephone and e-mail.

STAR, CAHSEE, physical fitness testing, PSAT, and Explore parent reports.

Parent newsletters, SARC, student progress reports, and Aeries reporting system (ABI).

Rubrics used for grading projects and performances.

ESLR student self-evaluation tool.

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Students are regularly encouraged to review and consider their assessment results in relation to their personal learning plans and progress towards graduation and post-secondary opportunities. Students also annually evaluate their progress on the ESLR’s in their English/language arts classrooms.

Upon what basis are students’ grades, their growth and performance levels determined and how is that information used?

Findings Evidence

Teachers use a variety of strategies to evaluate student learning and mastery of academic standards and the ESLR’s. Teachers employ methods that focus on kinesthetic, visual, and auditory learning styles for students that include individual and collaborative projects, performances, written assessments, and essays.

Essentially each teacher is responsible for determining individual student grades. Grading guidelines are provided to students and parents through course syllabi, teacher web pages, and Aeries. Teachers use a great variety of assessments to determine student grades including evaluating work on projects, class and homework assignments, essays, performances, written tests, quizzes, and class participation. Students have multitude of opportunities to earn points. Grades are then generally assigned by percentage according the number of points earned as compared to the number of points possible. Grades generally follow the normal accepted percentages: 90-100 is an A, 80-89 is a B, etc.

Teachers analyze and use the information from the state and district assessments including disaggregation of data by subgroups to determine course content, instruction, and expected student performance levels. Teachers also use information from all the assessments to guide interventions, instruction modifications, and curricular change.

Students in visual and performing arts classes including dance and martial arts are evaluated using the appropriate California State Standards where available and again through a variety of methods including classroom assignments, testing, recitals, competitions, and performances.

Project rubrics, course syllabi, end of course tests, and Aeries teacher grade books.

CST, CAHSEE and district benchmark results.

Teacher intervention plans.

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To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc.

Findings Evidence

Teachers at MCAA use a wide array of appropriate assessment strategies to evaluate student learning. Most often these strategies are curriculum embedded to ensure that they are closely aligned with the content standards. In addition, teachers incorporate assessment tasks into instruction in order to stimulate thinking and learning, including students’ ability to analyze, organize, plan, interpret, explain, synthesize, evaluate, and communicate important experiences or ideas.

Teachers use the most appropriate of a variety of assessments to analyze each student’s learning including differentiating assessments to meet the needs of English Learner (EL) and Special Need (SN) students.

Examples of individual and group assessment strategies include: projects, labs, oral presentations, portfolios, essays, quizzes, notebook reviews, peer critiques, performance evaluations.

Sample project assignments, lab write-ups, portfolios, essays, quizzes, tests, peer critiques, performance rubrics.

Samples of IEP’s and 504 Accommodation Plans.

Provide a range of examples of how student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning results, including those with special needs.

Findings Evidence

The MCAA school community regards assessment as integral to the educational process rather a response to outside demands. Student achievement at MCAA is demonstrated through a wide variety of methods including individual portfolios, tests and quizzes, journals and written reflections, projects, oral presentations, recitals, and performances.

Examples of student portfolios, posters, tests and quizzes, journals, projects, and performance DVD’s.

Provide examples of standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English.

Findings Evidence

Standards-based curriculum embedded assessments are an important part of the regular instructional approach in all classes at MCAA. Most common in English/language arts classes are response to literature exercises, timed writings, and creative assignments in which students write their own

Samples of student classroom assignments and products in English, mathematics, science, and social science.

Samples of visual and

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poems, short stories, and narratives. Most common in mathematics classes are review quizzes, question of the day, simulations, and student concept presentations. Science and history/social science classes utilize labs and numerous projects that include oral presentations. Classes in the visual and performing arts include performance assessment activities based on the VPA standards and frameworks as a regular part of their daily activities. Students at MCAA whose primary language is not English participate fully in the curriculum with appropriate modified assignments and expectations.

performing arts class assignments and activities.

To what extent is student feedback an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results?

Findings Evidence

Students at MCAA have many opportunities to both provide and receive feedback through a variety of methodologies. These techniques include peer performance assessment and critiques, oral presentation assessments, progress reports through ABI, posted grades through ABI, science interactive notebooks (including feedback from both parents and students), IEP and 504 meetings, Student Study Team (SST) meetings, and department wide goal setting based on student performance.

Semester, quarter, and progress report grades posted both in the classroom and on Aeries.

Student-to-student critique samples.

Peer evaluation and grading samples.

Samples of interactive notebooks in science with parent and student feedback.

IEP, 504, SST meeting notes.

Individual and department wide goal setting examples.

Parent/student/teacher conference notes.

Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Findings Evidence

Assessment that involves all staff is a continuing activity at MCAA and is linked to achievement of the academic standards and the expected schoolwide learning results by all students. MCAA staff reviews all forms of assessment data to form strategies for modification of curriculum and instructional delivery. Strategies developed aim at correcting

Edusoft report samples.

Intervention plan samples.

SST, IEP, and 504 meeting samples.

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deficiencies revealed by assessment data. SST’s, IEP’s and informal assessments help staff accommodate the needs of students beyond what the data reveals so that every student has the best opportunity to succeed academically and artistically.

Teachers meet regularly to discuss best practices, areas for concern, and possible modifications (classroom and/or schoolwide) that may be implemented to rectify problems, particularly in the core academic areas.

Mathematics and English/language arts teachers make regular use of report functions of the Edusoft system to analyze quarterly benchmark, chapter and unit test, and quiz results.

Notes and sign in sheets for schoolwide and departmental professional development activities.

Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored.

Findings Evidence

Teachers at MCAA effectively monitor student growth through the use of multiple assessments over time. Modifications to the teaching/learning process are regularly implemented as needed. Some examples are: 1) all tenth grade students take a CAHSEE pre-test in mathematics. Students identified as at risk of not passing are referred to a specialized after school tutoring class that targets specific skills that better prepares them for the exam; 2) students who consistently score low on Algebra 1 assessments or who have a D or F at semester are assigned an Algebra Support class in addition to the regular Algebra 1 class; 3) Peer tutors (advanced mathematics students) are utilized during independent practice time to work directly with students who struggle on assessments in Pre-Algebra and Algebra 1; and 4) all seventh graders take a practice writing assessment prior to the STAR writing assessment and the teacher targets instruction based on the results of the practice assessment.

CST scores.

Edusoft reports.

Benchmark exams.

Cumulative exams.

District writing assessements.

Finals, exams, quizzes.

ABI grade book posting.

Portfolio projects.

Notebooks.

IEP goal setting.

CEDLT scores.

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D3 & D4. Assessment and Accountability Criterion

The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results.

The assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drives the school’s program, its regular evaluation and improvement, and the allocation and usage of resources.

Guiding Questions:

To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school's program, its regular evaluation and improvement and usage of resources?

To what extent are the following shareholders involved in the assessment and monitoring process of student progress: district, board, staff, students and parents?

Findings Evidence

The Marysville Joint Unified School District (MJUSD) has established and maintains a comprehensive assessment system to continually assess student progress that emphasizes student knowledge, performance, and depth of application. The testing and assessment system is linked directly to schoolwide assessment of expected schoolwide learning results and academic standards. The district and school assessment system is designed to insure that all students are tested in a fair and consistent manner and that high standards of security and chain of custody are maintained.

MCAA staff with the support and assistance from the district assesses its progress in meeting the academic standards and the expected schoolwide learning results by analyzing student performance on school internal assessments and on state mandated standardized tests. MCAA also analyzes other indicators of student success such as attendance, graduation and college entrance rates, D and F grade reports, and academic and behavior contract success rates.

Students and parents receive grade progress reports every four and half weeks but have on line access to teacher grade books and current class grades at all times. Results from all standardized (CST, CAHSEE, CEDLT, etc.) and specialized

MJUSD Testing Calendar.

MJUSD Pacing Guides.

Edusoft reports.

Attendance rate reports.

Graduation and college entrance rates.

D and F reports.

Academic and behavior contract records.

Reports to the governing board.


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testing (PSAT, Explore) are mailed home to parents in a timely manner. Specialized testing results are reviewed with students at school to help them make adjustments in their personalized learning plans.

All standardized testing reports and their impact on school plans and goals are reviewed at least annually with governing board members.

How effective are the processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning results?

Findings Evidence

MCAA makes a conscious and distinct effort to provide timely and appropriate reports of its assessment and planning efforts to parents and all of its shareholder groups. All assessment data is shared with the district, board, and parent advisory groups and drive district support and school resource allocation for program development. In addition, at the school level, assessment data drives changes in the system to better serve the learning needs and grade-level performance of all students.

Individual score reports for all assessments are mailed home to parents and opportunities for questions and discussion are provided. In addition, the counseling staff reviews score results with students from the PSAT and Explore tests to assist in planning for course selection and college admission. Overall results are presented and discussed with all shareholder groups and directly used to plan school initiatives.

Individual student progress is communicated to parents on a continual basis through the Aeries Browser Interface that allows live access to teachers’ grade books. In addition, student progress towards specific goals is regularly reviewed in Student Study Team, IEP, and 504 meetings.

Parent newsletter.

SARC

Board Reports.

Minutes from School Site Council and PTSA meetings.

STAR, PSAT, and Explore reports.

Aeries Browser Interface (ABI).

SST, IEP, 504 meeting notes.

Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.

Findings Evidence

A great variety of modifications of the school program have been made in response to assessment results and discussions with shareholder groups. Each year as STAR assessment


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results are analyzed by departments and individual teachers, adjustments are made in instruction and course content to maximize student achievement of the academic standards and expected schoolwide learning results. The mathematics department, under district direction has revised the pacing guides to better align with new textbooks and content and concepts being assessed. School administration has made a distinct effort to provide additional collaboration time for teachers to develop effective strategies for delivering content based on student assessment results.

In addition to quarterly benchmark exams on state standards, CAHSEE pre-assessments are given to help identify students who can benefit by additional tutoring and support. Reviews of key concepts are conducted in core content areas prior to standardized testing to prepare students to do their best on the individual assessments. Students then receive targeted instruction in classrooms and after school tutoring sessions.

Assessment results drive the professional development opportunities provided by the district as well as the school. High quality first instruction, training on differentiated instruction, and targeted interventions have all been offered to staff as professional development. Teachers have also been able to attend Advanced Placement training sessions to develop new classes as result of the recommendations of parent and student groups.

Reporting to district, governing board, and parent shareholder groups has driven facility planning as well, resulting in expanded enrollment, new classrooms, and plans for a new performing arts facility.

WASC Action Plan goals.

Revised pacing guides.

Staff Planning Days schedule.

Edusoft data reports and intervention plans.

CAHSEE pre-assessment and identified student list for tutoring and mentoring.

Professional development participation records.

Facility planning.

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WASC Category D. Standards-based Student Learning: Assessment

and Accountability: Supporting Evidence, Strengths, and Growth Needs

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Assessment that involves all staff is a continuing activity at MCAA and is linked to achievement of the academic standards and the expected schoolwide learning results by all students. Teachers at MCAA effectively monitor student growth through the use of multiple assessments over time. Modifications to the teaching/learning process are regularly implemented as needed.

MCAA uses a variety of means to communicate student performance data to the school community including written reports, the Aeries online system (ABI), parent newsletters, progress reports, the annual school report card (SARC), as well as conferencing in person and via telephone and e-mail.

Teachers use a variety of strategies to evaluate student learning and mastery of academic standards and the ESLR’s. Teachers employ methods that focus on kinesthetic, visual, and auditory learning styles for students that include individual and collaborative projects, performances, written assessments, and essays.

Students in visual and performing arts classes including dance and martial arts are evaluated using the appropriate California State Standards where available and again through a variety of methods including classroom assignments, testing, recitals, competitions, and performances.

Student achievement at MCAA is demonstrated through a wide variety of methods including individual portfolios, tests and quizzes, journals and written reflections, projects, oral presentations, recitals, and performances.

Student performance data from all school, state, and national assessments including STAR, CAHSEE, district English and mathematics quarterly benchmarks and annual writing evaluations, PSAT, Explore, ACT, SAT, EAP, and physical fitness testing is comprehensively reported to parents and other members of the school community.

MCAA makes a conscious and distinct effort to provide timely and appropriate reports of its assessment and planning efforts to parents and all of its shareholder groups. A great variety of modifications of the school program have been made in response to assessment results and discussions with shareholder groups.

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth Needs

Improvement in student use of Aeries and other types of feedback to analyze performance data and effectively utilize the information to improve achievement.

Create additional opportunities for collaboration among staff members to discuss assessment data and develop intervention plans, new curriculum, and targeted instruction.

Provide more opportunities for professional development activities.

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Provide more training for all staff members is the use of Edusoft.

Refine assessments and assessment methods for fine and performing arts classes.

Improve assessment of ESLR’s and the analysis and use of the assessment results.

Improve our ability to serve our socio-economically disadvantaged students, English Learners, and students with learning disabilities or handicapping conditions.

Category D. Standards-based Student Learning: Assessment and Accountability: Supporting Evidence

STAR, CAHSEE, physical fitness testing, PSAT, and Explore parent reports.

Parent newsletters, SARC, student progress reports, and Aeries reporting system (ABI).

Rubrics used for grading projects and performances.

ESLR student self-evaluation tool.

Project rubrics, course syllabi, end of course tests, and Aeries teacher grade books.

CST, CAHSEE and district benchmark results.

Teacher intervention plans.

Examples of student portfolios, posters, tests and quizzes, journals, projects, and performance DVD’s.

Parent newsletter.

SARC

Board Reports.

Minutes from School Site Council and PTSA meetings.


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Category E: School Culture and Support for Student Personal and Academic Growth

E1. School Culture and Student Support Criterion The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.

Guiding Questions:

To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

Findings Evidence

Marysville Charter Academy for the Arts has a comprehensive system to communicate with parents and community members and to encourage them to become involved in school activities and the teaching and learning process. Parents are actively offered a variety of options for contributing to the school’s and students’ academic and artistic successes and are seen as partners in planning, making decisions, and providing opportunities for students to apply learning both at home and in the community.

Parent volunteer expectation of twenty hours per family per year.

Annual volunteer opportunity questionnaire and resulting database used by parent volunteer coordinator.

Active involvement of parents in Site Council, PTSA, music and drama boosters clubs.

Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents.

Findings Evidence

MCAA uses a great variety of strategies and processes to involve parents and community members as active partners in the teaching and learning process. Efforts are made to involve non-English parents but this is definitely a growth area particularly as this population grows at MCAA.

The school administration and staff promptly respond to parent questions and concerns and facilitate the use of school and community resources to assist all students in achieving the academic standards and expected schoolwide learning results.

Communication of important district documents is routinely conducted in Spanish and Hmong as well as English.

Monthly parent newsletter, school and teacher web pages, all call system for important information and event reminders, Aeries Browser Interface (ABI) to allow parent and student access to teacher grade books and attendance information.

Involvement of parents in Student Study Teams, IEP, and 504 Plan meetings.

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Translators are provided at IEP, 504, and Student Study Team Meetings at parent request.

MCAA regularly celebrates the diversity of the community through performances, events, and classroom activities.

Progress reports and grades mailed home every four and half weeks.

Black History Month assemblies and performances, Tolerance Project, school outreach assemblies, senior citizen matinee performances.

How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?

Findings Evidence

The staff at MCAA makes a concerted, on-going effort to utilize and involve community resources to support students in both the academic as well as fine and performing arts classes. Local colleges and schools provide career and college counseling and assistance to both students and parents to assist the post-secondary transition.

Yuba and other area college representatives and speakers in classes.

Utilization of parents as speakers and presenters with professional experience.

Utilization of professional musicians and artists to teach classes and assist instruction.

Utilization of parents as technical experts to assist in productions and performances.

Partnership with local medical foundation to provide opportunities for job shadowing and community service.

How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program?

Findings Evidence

MCAA uses a wide variety of tools and resources to ensure that parents and the school community understand student achievement of the academic standards and expected schoolwide learning results. There is ongoing two-way communication between the home and the school. In addition, the district provides classes for parents in parenting skills and

Parent newsletter, all calls, SARC, frequent grade reporting, on line grade access.

Parent representation on employee interview panels.

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opportunities for parent involvement in the planning and decision making process.

Parent Advisory Committee, parenting skill training, district English Learners Advisory Council.

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E2. School Culture and Student Support Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement. Guiding questions:

a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?

Findings Evidence

The school culture at MCAA actively promotes a learning environment that is safe, secure, clean, orderly and highly conducive to learning. The staff and students expect and generally experience high levels of success in achieving the expected schoolwide learning results and academic standards. Teachers and administration work together to identify and solve problems related to teaching and student learning. Staff expertise and experience is valued and current educational practices are regularly reviewed and discussed. All staff members are encouraged to try new approaches and are supported in their efforts to improve student learning.

Regular site maintenance reviews to ensure a safe, secure, and clean campus.

Staff Planning and Project Days provide opportunities for staff and students to collaborate on curricular and co-curricular activities.

Active student leadership class promotes events and activities that build school spirit and support a positive environment.

To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning?

Findings Evidence

Respect and concern for others can be observed throughout the campus. There is good rapport between academic and arts teachers and strong support for creative and innovative ways to meet academic standards and educate and nurture the development of the whole child. Student body activities and fine and performing arts products and productions foster respect for others and appreciation for creativity and the arts.

Multicultural Union and Gay Straight Alliance clubs promote tolerance and support for diversity.

All teachers are class and/or club advisors.

Fine and performing arts classes and activities have a high degree of student participation.

Active Peer Counseling program.

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Arts Director works to create interdisciplinary activities and performances.

To what degree is there evidence of an atmosphere of trust, respect and professionalism?

Findings Evidence

Accountability for student success is acknowledged and shared by all shareholders. All shareholders work together to identify and plan programs and processes to help students achieve the expected schoolwide learning results and academic standards. The staff shares a common sense of purpose on improving student learning through accomplishing the school’s vision and purpose and Single Plan for Achievement.

Assessment data is shared, celebrated, and analyzed by all stakeholders in staff, parent groups, and governing board meetings.

Leadership Team and School Site Council review and approve goals and activities for the Single Plan for Student Achievement.

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E3 & 4. School Culture and Student Support Criterion

All students receive appropriate support along with an individualized learning plan to help ensure academic success.

Students have access to a system of personal support services, activities and opportunities at the school and within the community.

Guiding questions:

E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success?

E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance?

Findings Evidence

The approach to guidance and counseling at MCAA is schoolwide and begins with the application and interview process that all new students must complete. This process initiates a focus on the student’s personal, career, and academic interests and goals. The counseling staff works with the students to look at prior experiences and personal needs in relation to both academic courses and career interests and their alignment with the vision and mission of MCAA.

Through a combination of on site, district, and referral to community agencies, MCAA has sufficient services to support students in health, career and personal counseling, and academic assistance. All staff work together to create a schoolwide approach to student support. Classroom teachers regularly include career counseling topics as part of their curriculum and the counseling staff utilizes nationally recognized testing tools like the PSAT and Explore to identify and guide students’ career interests. Classroom teachers, office staff, and administration frequently make referrals to school, district, and community resources for students needing support in health, personal, and academic assistance.

Student application.

Peer Counseling program.

School psychologist and RSP staff provided through MJUSD Pupil Services Department.

PSAT and Explore tests counseling reports.

Student Study Team process and results.

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How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

Findings Evidence

Existing resources and support activities are focused on helping all students to achieve the standards-based curriculum and the expected schoolwide learning results. Students who need support in meeting the rigorous demands of the curriculum have a network of student support services, including individual and small group tutoring, sheltered instruction within academic classes, and a project-based instructional approach that engages a wide range of learning styles.

API and CST assessment data.

Project and portfolio samples.

Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Findings Evidence

Teachers and staff know the students as individuals and provide support and guidance on an ongoing basis. A personalized approach to learning and alternative instructional approaches is part of the culture and design of MCAA from initial student interview to graduation day. The support services and programs draw from a strong representation of shareholders in and out of school including parents, business, and community members. All full time and several part time teachers at MCAA are class and/or club advisors providing additional contact with students outside the classroom. Our performing arts classes all have a presentation or recital component that again increases teacher contact with students outside the classroom. All MCAA teachers make a significant effort at curricular inclusion for all student groups including English Learners, socio economically disadvantaged, special education, and all ethnic groups. Schoolwide profile data is reviewed on at least an annual basis and recommendations for interventions are ongoing initiated by classroom teachers, parents, students, and administration.

Class and club advisor list.

School activity calendar.

Curriculum samples and student work samples.

API, AYP, CST and CELDT data indicating academic progress of significant sub groups.

SST process and documents.

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To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs.

Findings Evidence

Support services at MCAA are directly related to student involvement in learning. Accommodations and modifications to the curriculum in the academic classes for English Learners and special education students are developed in Individual Education Plans, 504 Accommodation Plans, and through the Student Study Team process. GATE students are challenged through the college preparatory requirements of all academic classes, the opportunities for personal development in the fine and performing arts classes, and in additional enrichment activities.

IEP, 504, SST documentation.

Course catalog.

GATE enrichment field trip and activity information.

CELDT testing records. EL program designations, EL parent waivers.

What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)?

Findings Evidence

MCAA prides itself on the accessibility of a challenging, relevant, and coherent curriculum to all of its students. Teachers and counseling staff encourage and help students plan for the most rigorous classes beginning in the seventh grade and continuing through high school. Class enrollments in our most demanding classes include adequate representation of our significant sub groups. As our enrollment of Hispanic and African American students grows particularly at the middle school level, we need to assure that these students are strongly represented in the most rigorous classes.

MCAA counseling staff closely monitors all students’ progress towards graduation and facilitates enrollment in college classes, Marysville High School classes, adult education, summer school, and on line classes for students needing repeat classes or desiring accelerated programs.

Master class schedule, class enrollment data.

Yuba Community College concurrent enrollment data.

Adult Education concurrent enrollment data.

MHS/MCAA ROP class enrollments.

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To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results?

Findings Evidence

As a project-based school, many of our classes in English, history, and science include curricular activities that include creative and innovative presentations, performances, simulations, and demonstrations linked directly to the academic standards and expected schoolwide learning results. Our co-curricular activities, which include fine and performing arts exhibitions, productions, recitals, and festivals, are also directly linked to academic standards and ESLR’s. Our class and club activities including harvest festivals, Black History Month and Red Ribbon week assemblies, and environmental science outdoor adventures also often have a direct connection to academic standards and ESLR’s.

Students are recognized for their involvement in curricular and co-curricular activities through a points system and receive school wide trophies and awards at a year-end ceremony.

Tolerance project, Ellis Island simulation, castle project, roller coaster project, Star Flight, Delices de France, Dickens Day, etc.

Drama productions, dance recitals, art and photography exhibitions, music festivals, etc.

Sutter Buttes hike, anti-bullying and anti-drug and alcohol assemblies, community meetings and multi-cultural celebrations.

Points Awards.

Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Findings Evidence

Evaluation of the level of student involvement in curricular and co-curricular activities is a continual and ongoing process at MCAA. Student engagement has the highest of priority at MCAA whether it is in the classroom or in after school productions and activities. A new zero period leadership class was instituted this year to facilitate student involvement in co-curricular activities and has had excellent results. Student use of support services is active and widespread but again is constantly being monitored by teachers and administration for effectiveness and level of use. Administration found additional funding for CAHSEE targeted tutoring last year.

Annual number of activities and events at MCAA and level of participation.

Peer Counselor records.

After school tutoring sign in logs.

D and F lists.

MCAA student involvement in sports teams at Marysville High School.

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Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.

Findings Evidence

Findings from responses of student representatives and exit surveys taken from seniors over the last five years indicate strong satisfaction with their access to support services at MCAA. Results from the exit survey in the last year’s (2010) and current students opinions also indicate significant improvement in students’ satisfaction (85%) with school counseling being helpful in the selection of a path to follow after graduation.

LifeTrack exit and follow up surveys.

ASB and leadership class meetings.

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WASC Category E. School Culture and Support for Student Personal

and Academic Growth: Supporting Evidence, Strengths, and Growth Needs

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength

Marysville Charter Academy for the Arts has a comprehensive system to communicate with parents and community members and to encourage them to become involved in school activities and the teaching and learning process.

Parents are actively offered a variety of options for contributing to the school’s and students’ academic and artistic successes and are seen as partners in planning, making decisions, and providing opportunities for students to apply learning both at home and in the community.

MCAA regularly celebrates the diversity of the community through performances, events, and classroom activities.

The school culture at MCAA actively promotes a learning environment that is safe, secure, clean, and orderly and is highly conducive to learning.

Respect and concern for others can be observed throughout the campus. There is good rapport between academic and arts teachers and strong support for creative and innovative ways to meet academic standards and educate and nurture the development of the whole child.

Student body activities and fine and performing arts products and productions foster respect for others and appreciation for creativity and the arts.

The staff shares a common sense of purpose on improving student learning through accomplishing the school’s vision and purpose and Single Plan for Achievement.

Students who need support in meeting the rigorous demands of the curriculum have a network of student support services, including individual and small group tutoring, sheltered instruction within academic classes, and a project-based instructional approach that engages a wide range of learning styles.

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth Needs

More time for collaboration among staff members is strongly desired.

Greater effort to involve non-English speaking parents in school activities and improvement in communication of academic standards and important information in all home languages of students.

Increase the number and variety of support services for students not meeting the academic and artistic standards and improve early identification of at-risk students.

The distance from the main campus to the Youth Center where dance, musical theater, and

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martial arts classes are held is acknowledged as the most dangerous aspect of the campus.

Add additional classrooms and staff workroom.

Hire a full time counselor as soon as funds become available.

Research and develop a plan to build in auditions to the application and interview process for prospective high school students including MCAA eighth grade students continuing on into ninth grade.

Explore ways to increase access to district and community health services for all students.

Explore ways to share a nurse with neighboring schools.

Category E. School Culture and Support for Student Personal and Academic Growth: Supporting Evidence

Monthly parent newsletter, school and teacher web pages, all call system for important information and event reminders, Aeries Browser Interface (ABI) to allow parent and student access to teacher grade books and attendance information.

Active involvement of parents in Site Council, PTSA, music and drama boosters clubs.

Staff Planning and Project Days provide opportunities for staff and students to collaborate on curricular and co-curricular activities.

Active student leadership class promotes events and activities that build school spirit and support a positive environment.

API, AYP, and CST data indicating academic progress of significant sub groups. Assessment data is shared, celebrated, and analyzed by all stakeholders in staff, parent groups, and governing board meetings.

LifeTrack student exit and follow up surveys.

Drama productions, dance recitals, art and photography exhibitions, music festivals, anti-bullying and anti-drug and alcohol assemblies, community meetings and multi-cultural celebrations.

Project and portfolio samples and project-based activities such as the Tolerance project, Ellis Island simulation, castle project, roller coaster project, Star Flight, Delices de France, Dickens Day, and many others.

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Prioritized Areas of Growth Needs from

Categories A through E

Additional strategies need to be researched, developed, and implemented to improve our rates of student achievement in mathematics on the CAHSEE and CST’s. Need to continue to devote professional development resources to improving student success in mathematics.

Need additional time and resources to support professional development, interdisciplinary initiatives, and collegial sharing. On going training for teachers in project-based and standards-based instruction needs to be provided. More professional development in the area of arts education is needed in order to raise the overall quality of instruction and improve the integration among disciplines. Provide more training for all staff members is the use of Edusoft. Create additional opportunities for collaboration among staff members to discuss assessment data and develop intervention plans, new curriculum, and targeted instruction. Refine assessments and assessment methods for fine and performing arts classes.

New and/or improved facilities especially for dance, drama, martial arts, fine, digital, and graphic arts are specifically needed. Additional classrooms to allow for enrollment growth and a staff workroom are also needed. Additional elective and academic classes need to be added to the master schedule over time including but not limited to AP Studio Art, calculus, dance, vocal and instrumental music.

Improve our ability to serve our socio-economically disadvantaged students, English Learners, and students with learning disabilities or handicapping conditions. Increase the number and variety of support services for students not meeting the academic and artistic standards and improve early identification of at-risk students. Greater effort to involve non-English speaking parents in school activities and improvement in communication of academic standards and important information in all home languages of students.

Access to library services and resources need to be improved so that they can be more easily integrated and articulated with the curriculum/instruction, academic standards, and expected schoolwide learning results.

Hire a full time counselor as soon as funds become available.

Additional opportunities for students to explore post-secondary options need to be developed including more exposure to college opportunities, summer training programs and internships.

Articulation with feeder schools and colleges needs to be improved and expanded.

Additional opportunities need to be provided for student input on their level of understanding of the expected levels of performance on the standards and the ESLR’s and their overall perception of their learning experiences.

Improvement in student use of Aeries and other types of feedback to analyze

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performance data and effectively utilize the information to improve achievement. Improve assessment of ESLR’s and the analysis and use of the assessment results.

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Chapter V

Schoolwide Action Plan

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Chapter V: Schoolwide Action Plan The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # _1_

Improve our rates of student achievement in mathematics on the CAHSEE and CST’s.

ESLR’s Addressed: Graduates of MCAA will be self-motivated, enthusiastic, lifelong learners; and Graduates of MCAA will be employable individuals, skillful at meeting the demands of life.

Student groups and grade levels to participate in this goal:

All students 7th through 11th grades.

Anticipated annual performance growth for each group:

2011-12:

5% more 10th graders will pass the math CAHSEE at proficient or higher.

Raise the API of socio-economically disadvantaged students in math by 5 points.

Raise overall API by 3 points.

Increase the number of students at proficient or higher in Algebra 1 by 10% and those in Pre-Algebra by 5%.

2012-13:

Same targets as 2011-12

2013-14:

3% more 10th graders will pass the CAHSEE at proficient or higher.

Raise the API of socio-economically disadvantaged students by 5 points.

Raise the overall API by 3 points.

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Increase the number of students at proficient or higher in Algebra 1 by 7% and those in Pre-Algebra by 5%.

Means of Reporting:

Annual school board report, site council meetings, leadership team meetings, August staff meeting

Means of evaluating progress toward this goal:

Administer district benchmarks, CST exams, and CAHSEE.

Group data to be collected to measure academic gains:

Collect data for overall and socio-economic students from the CST, benchmark, and CAHSEE exams.

Actions to be Taken to Reach This Goal Consider all appropriate dimensions (e.g., Teaching and

Learning, Staffing and Professional Development) (Person Responsible in Parentheses)

Start Date

Completion Date Proposed Expenditures

Estimated

Cost

Funding

Source

Reduce preps of math teachers. ( principal, counselor)

Review standards through warm-ups. (math teachers)

Increase collaboration time. ( principal, leadership team, department leaders)

Strategically target students for in class interventions and mentoring. (math teachers, principal)

8-16-10/ongoing

9-24-10/ongoing

8-16-10/ongoing

8-16-10/ongoing

Cost of 0.6 FTE math teacher.

N/A

Subs for days other than monthly staff meetings.

Cost of 15 teachers mentoring 2 students for 15 minutes each per week for 4 months.

$40,000.00

N/A

$2,000.00/year

$43.86/hr. x 15

X .25 x2 x4 x 4 = $5,263.36 each year

General

N/A

General

General Fund

117

Peer tutoring in math classes. (principal, counselor, math teachers)

CAHSEE intervention class after school beginning in January, 2011 for 10th graders. (math CAHSEE teacher, principal)

Ongoing professional development for math teachers. (principal, math teachers)

District and SCOE curriculum expert help in math and English. (Principal, math and English teachers)

Add a 0.4 FTE math teacher.

11- 29-10/ongoing

January through March each year

Ongoing

Ongoing

8-8-13/Ongoing

N/A

Extra duty pay

Cost of subs and training.

$500.00 per day

Teacher salary schedule

N/A

$43.86/hr. x10=

$438.60

$110.00 per day per teacher sub and $100.00 dollars per teacher per training = $3,150.00

$1500.00 per year

$30,000.00

N/A

General Fund

General Fund

General Fund

General Fund

118

SCHOOL GOAL # _2_

Additional collaboration time and professional development provided for teaching staff in order to improve instruction and student performance.

ESLR’s Addressed: Graduates of MCAA will be self-motivated, enthusiastic, lifelong learners; and Graduates of MCAA will be employable individuals, skillful at meeting the demands of life.


All 7th – 12th grade students.


2011-12:

Raise overall API by 3 points.

Raise the API for socio-economically disadvantaged students by 5 points.

5% more 10th graders pass the CAHSEE at proficient or higher.

5% increase in students achieving the math AMO.

2012-13:

Same Targets

2013-14:

Same Targets

119

Means of reporting:

Annual school board report, site council meetings, leadership team meetings, annual August staff meeting


Administer CST, CAHSEE, and benchmark exams.


Annual CST, CAHSEE, and quarterly benchmarks scores.


Learning, Staffing and Professional Development) (Person Responsible in parentheses)

Start Date


Estimated

Cost

Increased collaboration time in order to look at quarterly benchmark data and plan. Collaboration will take place monthly. (principal, department leaders, leadership team)

Additional collaboration time, beyond the monthly meetings. (principal, department leaders)

Project Days several times per year allowing collaboration for one department each time. (principal, counselor, department leaders)

District curriculum specialist help. (principal, department leaders)

SCOE regional curriculum specialist help. (principal, department leaders)

8-17-11/ongoing

8-17-11/ongoing

8-17-11/Ongoing

9-24-10/Ongoing

1-10-11/Ongoing

N/A

Subs for collaboration other than monthly staff meetings and extra duty pay for after school collaboration.

N/A

N/A

$500.00 per day

N/A

$2,500.00 for subs and extra duty pay

N/A

N/A

$1500.00 per year

N/A

General

Fund

N/A

N/A

General Fund and Dist. Funds

120

Training for math teachers through a math grant. (math teachers, principal)

Professional development for teachers(develop and implement a plan to include project based learning, curriculum integration, arts education, AP development, quality instruction, professional communities, technology, and Edusoft) (leadership team, principal, department leaders)

Develop and implement a plan to review, create, and refine assessments and assessment methods for the fine and performing arts. Tie to portfolios, culminating projects, Career (Professional) Pathways program. (arts teachers, principal, leadership team)

9-24-10 for 2yrs.

8-10-11/Ongoig

8-17-11/6-5-12

N/A

Cost of summer PD and additional PD throughout each year.

Cost of subs for the arts department for two full days to meet each year.

N/A

Up to $8,000.00 each year

6 teachers x $110 each x 2 different days = $1,320.00

State Grant

General Fund

General Fund

121

SCHOOL GOAL # _3_

Hire a full time counselor and provide students with additional opportunities to explore post-secondary options.

ESLR’s Addressed: Graduates of MCAA will be creative and expressive individuals; and Graduates of MCAA will be responsible members of the community; and Graduates of MCAA will be responsible members of the community.


All 7th through 12th grade students.


2011-12:

Increase the percentage of seniors completing the UC A-G requirements by 5%.

Increase the percentage of students that are accepted to 4 year colleges by 5%.

A minimum of 3 visits each year by college representatives to MCAA campus.

3 point increase in the overall API.

5% increase in the math AYP.

Raise the API for socio-economically disadvantaged students by 5 points.

A minimum of 5 trips per year to universities or performing arts schools.

2012-13:

Same targets

2013-14:

Same Targets

122

Means of reporting:



Monthly collaboration by the arts department and more frequently when necessary.

Project Days once a month

Administer Senior exit survey.


CST, benchmark, and CAHSEE results

Senior Exit Survey

Rate of college attendance

Senior Exit Survey and student and parent survey results to determine the general feeling about the school’s success at preparing students for college.



Start Date


Estimated

Cost

Funding

Source

Hire a full time counselor by raising enrollment by 25 students. (principal, counselor, leadership team)

More field trips to universities and performing arts schools. (principal, counselor, leadership team)

Articulation meetings with feeder schools each spring for selected academic and elective subjects. (academic and elective teachers, band teachers, counselor, principal)

August 2012

8-25-11/Ongoing

May, 2012

Cost of a full time counselor

Cost of transportation and insurance for 5 trips.

Extra duty pay for each teacher involved.

$80,000.00 per year

$2,500.00 per year

$43.86 per hour for 4 teachers for 3 hours each = $526.32

General fund

General Fund

General Fund

123

More college representative visits to MCAA campus

Develop and implement a plan to improve student self-evaluation of academic and ESLR achievement. ( leadership team, principal, counselor)

8-25-11/Ongoing

8-25-11/

N/A

N/A

N/A

N/A

N/A

N/A

124

SCHOOL GOAL # _4_

Additional and/or improved facilities that will allow for more elective and academic classes to be added to the master schedule.

ESLR’s Addressed: Graduates of MCAA will be critical and independent thinkers; and Graduates of MCAA will be creative and expressive individuals


All 7th – 12th grade students.


2011-12:

Overall API growth of 3 points.

5% increase in the math AYP

Raise the math AYP for socio-economically disadvantaged students by 6%.

2012-13:

Same Targets

2013-14:

Same Targets

Means of reporting:



Visual check of facility.


CST, benchmark, and CAHSEE data.

125

Administer CAHSEE, CST, and benchmarks.

Additional elective and academic classes added to the master schedule.


Learning, Staffing and Professional Development)(Personal Responsible in Parentheses)

Start Date


Estimated

Cost

Funding

Source

Develop and implement a plan to add a classroom. (principal, leadership team, assistant superintendent of business services)

Develop and implement a plan to add a staff workroom or library/media center. (principal, leadership team, assistant superintendent of business services)

Develop and implement a plan to add another classroom. (principal, leadership team, assistant superintendent of business services)

Additional elective and academic classes and class sections added to the master schedule. (AP Art, Calculus, dance, etc.)

Grass and sprinklers in the open field area behind the portables. (principal, head of grounds department)

8-2011/8-2012

8-2013/8-2014

8-2013/8-2014

August, 2011/August, 2013

August, 2011

Cost of transforming an existing district room into a classroom.

Cost of transforming an existing district building into a staff workroom or library/media center.

Cost of adding another portable classroom.

N/A

Cost of hydro seeding and installing a sprinkler system.

Cost of building a theater.

$10,000.00

$10,000.00

$100,000.00

N/A

$3,000.00

District funds

District Funds

District Funds

N/A

District Funds

126

Continue to plan for and pursue funding for a new performing arts theater. (principal, assistant superintendent of business services)

Develop and implement a plan to convert existing building for dance/martial arts/PE classes.

Ongoing

8-2011/6-2014

Cost of converting the building.

12 million dollars

1 million dollars

District Funds, State Bond, State Grant

District and Bond Funds

127

SCHOOL GOAL # _5_

Increase the number and variety of support services for students not meeting the academic and artistic standards and improve early identification of at-risk students.

ESLR’s Addressed: Graduates of MCAA will be self-motivated, enthusiastic, life-long learners; Graduates of MCAA will be employable individuals, skillful at meeting the demands of life; and graduates of MCAA will be critical and independent thinkers.


All 7th-12th grade students.


2011-12:

Overall API increase of 3 points.

5 point API increase for socio-economically disadvantaged students.

6% increase in the math AYP for socio-economically disadvantaged students.

5% increase in the English AYP for English Learners.

5% increase, overall, in the math AYP.

2012-13:

Same Targets

2013-14:

Same Targets

Means of reporting:

Annual board report, site council meetings, leadership team meetings, August staff meeting

128


More of the students with D’s and F’s, after the first progress report, will be assigned to after school tutoring.

Annual EL parent/student meeting sign in sheet.

After school CAHSEE intervention class for students struggling in English.

A pre-algebra support class added to the master schedule.


CST, CAHSEEE, and benchmark data.



Start Date


Estimated

Cost

Funding

Source

Develop and implement a plan to identify at-risk learners earlier, to target interventions for them, and to develop new interventions. For example: Students with a 2.0 and/or an F, after first progress report each semester or with teacher recommendation, will be assigned to after school tutoring. (leadership team, department leaders, principal, counselor)

Students on academic contracts will be assigned to a study skills class. (counselor, principal)

Add an after school CAHSEE intervention class for English as needed. (principal, CAHSEE English teacher)

.

Add a 0.4 FTE math teacher. (principal)

8-17-11/Ongoing

8-17-11/Ongoing

1-10-12/ Ongoing

8-18-13/Ongoing

Cost of adding another after school tutoring teacher to tutor once per week.

N/A

Extra duty cost of one teacher for one hour once a week for 10 weeks.

Teacher salary schedule

Extra duty cost of EL coordinator to

$43.86/hr. once per week x 31 weeks = $1,359.66

N/A

$43.86/hr. once per week x 10 weeks = $438.86

$30,000.00

General Fund, Lottery

N/A

General Fund, Lottery

General Fund

129

Form an ELAC committee in August 2011, if enrollment mandates it. If not, August, 2012 we will add this. (principal, EL coordinator)

Develop a plan to involve more non-English speaking parents in school activities and improve school to home communication with them. (principal, counselor, EL coordinator)

Provide orientation and training for all parents in best uses of ABI and other technology resources. (counselor, principal)

8-2011/8-2012

August,2011/ August, 2012

August, 2011/Ongoing

work one hour 4 times per school year.

N/A

N/A

43.86 x 4 = $175.44

N/A

N/A

General Fund

N/A

N/A

130

SCHOOL GOAL # _6_

Improve library/media resources for students and teachers.

ESLR’s Addressed: Graduates of MCAA will be self-motivated, enthusiastic, life-long learners; Graduates of MCAA will be employable individuals, skillful at meeting the demands of life; and graduates of MCAA will be critical and independent thinkers.


All 7th-12th grade students.


2011-12:

Overall API increase of 3 points.

5 point API increase for socio-economically disadvantaged students.

6% increase in the math AYP for socio-economically disadvantaged students.

5% increase, overall, in the math AYP.

2012-13:

Same Targets

2013-14:

Same Targets

Means of reporting:

Annual board report, site council meetings, leadership team meetings, August staff meeting

131

Means of evaluating progress toward this goal: Group data to be collected to measure academic gains:

CST, CAHSEEE, and benchmark data.

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development) (Person

Responsible in Parentheses)

Start Date


Estimated

Cost

Funding

Source

Develop and implement a plan to add a classroom as a media/library center. (principal, leadership team, assistant superintendent of business services)

Investigate, develop, and implement a plan to purchase digital and hard copy library resources. (principal, leadership team)

Hire a part-time computer technician to help maintain classroom computers, provide technology support for teachers, and maintain school website.

Training for teachers in the use of educational technology. (principal, counselor)

Develop and implement a plan to purchase additional tools for student access to digital technology textbooks i.e. e-readers, IPads

Develop and implement a plan to purchase additional classroom instructional technology, i.e. smartboards

August, 2011/August, 2014

August, 2013/ June 2014

August 2011

August, 2013/ August, 2014



Cost of transforming an existing district building into a staff workroom or library/media center.

.N/A

10-15 hours/week @ $25/hour

Cost of training and subs.

Cost of purchasing new digital technology for students

Cost of purchasing classroom instructional technology.

$10,000.00

N/A

$10,000

$4,200.00

$15,000.00

$20,000.00

District Funds

N/A

General Fund

General Funds

General Fund

General Fund

WASC/CDE Self-Study Report

132

Appendix I

Core Documents


133


134

Appendix A: Core Documents

(Additional Documents will be available to the Committee in the Evidence Room)

Vision Statement

The vision of the Marysville Charter Academy for the Arts is to provide an environment for students to become autonomous, cooperative, creative life long learners who are productive contributors to the global community.

Mission Statement

The Marysville Charter Academy for the Arts is a college preparatory, secondary level school whose curriculum emphasizes instruction in the literary, visual, and performing arts. Students receive instruction in the core subject areas as well as specialized instruction in a wide variety of the arts. Instruction in the core subject areas is primarily interdisciplinary, thematic, and integrates the arts whenever feasible.

Expected Schoolwide Learning Results

Graduates of MCAA will be critical and independent thinkers who:

Demonstrate proficiency in the academic content standards for English/Language Arts, Mathematics, the Sciences, and the Social Sciences

Read critically and develop well-informed opinions

Gather, analyze, and apply information appropriately

Recognize their strengths and weaknesses and seek to develop them or seek appropriate means for improvement

Graduates of MCAA will be self-motivated, enthusiastic, life-long learners who:

Connect academic study to the world in which they live

Prepare themselves for post secondary education and training

Read and comprehend a wide range of texts, both literary and non-literary

Demonstrate awareness of the different areas of study


135

Graduates of MCAA will be creative and expressive individuals who:

Communicate effectively orally and in writing

Demonstrate creativity in and knowledge of the fine and performing arts

Use technology to improve communication

Demonstrate proficiency in the Visual and Performing Arts content standards

Graduates of MCAA will be employable individuals, skillful at meeting the demands of life, who:

Recognize quality work and are able to evaluate their own skills and those of others

Exhibit initiative, responsibility, and self-discipline

Practice time and stress management skills

Use step-by-step problem solving skills in everyday life

Establish realistic goals and plans to actualize them

Graduates of MCAA will be responsible members of the community who:

Develop awareness, respect and support for individuals and a knowledge of diverse cultures

Demonstrate the ability to work cooperatively and collaboratively with others

Make equitable and substantial contributions to the community

Demonstrate respect for the environment

Exhibit civic responsibility by participating in volunteerism/community service


136

Appendix B

Essential Information


137


138

Appendix B: Essential Information


Marysville Joint Unified School District

Graduation Requirements

English 40 Credits

History/Social Science 30 Credits

Algebra 1 10 Credits

Mathematics 20 Credits

Life Science 10 Credits

Physical Science 10 Credits

Other Science 10 Credits

Physical Education 20 Credits

Health (State Requirements) 5 Credits

Careers 5 Credits

Vocational or Consumer Education 10 Credits

Fine Arts or Foreign Language 10 Credits

Elective Classes 40 Credits

220 Total Credits

Pass both sections of the California High School Exit Exam

Minimum cumulative grade point average of 2.0


139

MARYSVILLE CHARTER ACADEMY FOR THE ARTS

DAILY SCHEDULE 2010-2011

BLOCK 1 OR 2 7:55 9:30

BREAK 9:30 9:40

PASSING 9:40 9:45

BLOCK 3 OR 4 9:45 11:15

LUNCH 11:15 11:50

PASSING 11:50 11:55

BLOCK 5 OR 6 11:55 1:20

PASSING 1:20 1:30

BLOCK 7 OR 8 1:30 2:50

REVISED 7-13-10


141

TEACHER Advisory

7:55-8:00

1st/2nd Block

8:00-9:30

Break

9:30-9:45

3rd/4th Block

9:45-11:15

Lunch

11:15-11:55

5th/6thBlock

11:55-1:20

7th /8th Block

1:30-2:50

ATKINS 7 PREP

ENG 12 HNR-ENG 12

AP ENG LANG

ENG 12 HNR-ENG 12

STUDY SKILLS

LATIN I/II

FRENCH I

FRENCH II/III

BROWN 15/

MHS

CHOIR-MHS

CHOIR MHS

7/8/9 CHOIR

PIANO/MUSICTHEORY

PIANO

VOCAL ENSEM

PIANO

PREP

BUCK 11 HISTORY 7

DRAMA I

HISTORY 8

PREP

DRAMA I/II

HISTORY 8

HISTORY 7

HISTORY 8

CUNNINGHAM 15

VOCAL TECHNIQUES

DE VLAMING MHS STUDY SKILLS

ALG READINESS

STUDY SKILLS

ALG READINESS

DUCKELS E-1,E-2, 8

SPANISH II, III (RM E-2)

SPANISH I (RM 8) SPANISH I (RM E-1)

ELLSMORE 4 SCIENCE 8

CHEMISTRY

SCIENCE 8

SCIENCE 7

PREP

SCIENCE 7

SCIENCE 8

SCIENCE 7

FOURCROY 5 BIOLOGY

PHYSICS

BIOLOGY

HEALTH

BIOLOGY

PREP

ALG SUPPORT

HEALTH

GONZALES, R. E-2

PHOTO ADV VIDEO EDITING PHOTO PHOTO

MCAA 2010/11 MASTER SCHEDULE Highlighted Classes Are EVEN Blocks


142

LAND 12 ALGEBRA I

GEOMETRY

ALGEBRA I

ALG SUPPORT

ALGEBRA I

ADV MATH

PREP

GEOMETRY

MARKS 10 ENGLISH 8

ENG. 7-

PREP

ENGLISH 8

DRAMA II/III

PREP

ENG 7

ENG 8

MCDOWELL 9 EARTH SCIENCE

AP ENVIR SCI

EARTH SCIENCE

DESK. PUB/YRBOOK

EARTH SCIENCE

GRAPHIC ARTS/

NEWSPAPER

GRAPHIC ARTS

PREP

MCLENNAN 13 ALGEBRA II

ALGEBRA I

PRE ALGEBRA

ALGEBRA I

PREP

PRE ALGEBRA

ALGEBRA II

PRE ALGEBRA

MEJIA 8 ENG11 HNR ENG 11

ENG 09

HNR-ENG 09

ENG 11 HNR ENG 11

ENG O9

HNR-ENG 09

PREP

ENG 09

HNR-ENG 09

CREATIVE WRITE

CREATIVE WRITE.

PARK 15/

MHS

INTRO TO INSTRU.

BEG INSTRUMENT

PREP

BEG BAND

GUITAR/

SONGWRITING MHS

GUITAR MHS

CONCERT BAND MHS

JAZZ BAND MHS –

PARKER MYCC BEG DANCE INTER/ADV DANCE MUSIC. THEATER TAP DANCE I/II

PECK MYCC

BEG BALLET DANCE I.5 BALLET II/III YOGA/PILATES

ROBINSON

E-1 ENGL 7 (CORE)

ENG 10

HNR-ENG 10

HISTORY 7 (CORE)

ENG 10

HNR-ENG 10

STUDY SKILLS

ENG 10

HNR-ENG 10

PREP

CAREERS


143

SKEFFINGTON 3 PAINT/DRAW

PAINT/DRAW

PAINT/DRAW

PREP

PAINT/DRAW ADV

STUDY SKILLS

PAINT/DRAW

STUDY SKILLS

TEJADA MYCC

11 CAREERS (RM 11)

INT. MARTIAL ARTS

ADV MARTIAL ARTS

BEG. MARTIAL ARTS

BEG. MARTIAL ARTS

THORP 15

STRINGS (RM 3)

WRIGHT E-2 VIDEO ANIMATION

YOCUM 6 CIVICS /ECON

PREP

CIVICS /ECON

WORLD HISTORY

U.S. HISTORY

WORLD HISTORY

U.S. HISTORY

WORLD HISTORY


144


145


146


147


148

Budget Information for 2010-2011


149

Appendix C

Student Outcome Data


150


151

Appendix C: Student Outcome Data


Marysville Charter Academy for the Arts Academic Performance Index (API) 2005-2010

API Score (Growth)

Statewide Rank Similar Schools Rank

Required API Score for Next

Year (Actual Score)

Met API Target?

(+/- target)

2005 793 9 7 794 -4

2006 818 10 7 818 25

2007 801 9 4 801 -17

2008 812 9 1 812 11

2009 804 804 -8

2010 843 843 38


152

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2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 7 School 26 13 20 26 33 36 39 46 36 54 28 35 26 26 11 8 13 6 6 2 3 0 2 6 0 39 48 34 38 13 State 16 16 20 22 23 27 30 29 32 32 29 28 27 27 27 17 17 15 11 11 11 9 10 7 7 57 54 52 45 45Grade 8 School 32 31 22 39 49 34 33 41 39 25 20 27 30 14 20 12 9 7 6 5 2 0 0 2 0 34 36 37 22 26 State 18 16 18 22 29 23 25 27 26 25 32 31 29 30 27 17 16 15 13 11 9 11 10 9 8 58 58 54 52 46Grade 9 School 45 36 45 38 39 36 34 38 35 37 14 24 11 22 20 5 6 6 4 2 0 0 0 2 2 19 30 17 28 24 State 21 22 23 23 24 23 25 26 27 30 26 26 27 27 25 17 17 17 15 13 9 9 8 8 8 52 52 52 50 46Grade 10 School 37 40 27 33 27 44 38 46 49 45 16 12 16 14 22 2 10 11 4 6 0 0 0 0 0 18 22 27 18 23 State 16 16 19 19 22 21 21 22 25 23 29 29 28 29 29 20 20 18 14 14 14 14 13 13 12 63 63 59 56 55Grade 11 School 30 51 45 28 33 35 28 28 33 42 25 18 20 35 20 10 3 8 3 2 0 0 0 3 2 35 21 28 41 25 State 17 17 16 18 21 20 20 21 22 22 24 24 26 25 27 18 18 19 19 15 21 21 18 16 15 63 63 63 60 57

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 8 School 5 16 13 22 11 20 24 20 27 42 49 27 41 35 38 12 16 24 10 5 15 18 2 6 4 76 61 67 51 47 State 14 14 16 20 25 20 21 20 22 22 30 28 30 29 27 18 20 19 14 11 18 17 15 15 15 66 65 64 58 53Grade 10 School 36 29 19 29 17 38 31 38 43 33 26 36 19 18 40 0 2 16 6 6 0 2 8 4 4 26 40 43 28 50 State 12 11 13 17 20 18 18 20 21 22 28 30 27 25 26 15 19 15 14 10 27 22 24 23 22 70 71 66 62 58Grade 11 School 8 24 30 23 24 40 34 35 50 38 35 34 33 20 29 18 8 3 2 7 0 0 0 5 2 53 42 36 27 38 State 13 13 16 20 20 22 22 22 24 25 28 28 26 23 23 18 21 17 12 13 19 16 19 21 18 65 65 62 56 55

% in % Not

Advanced Proficient Basic Below Basic Far Below Basic Meeting Standards

% in % in % in % in

Far Below Basic Meeting Standards

Comparison of 2006- 2010 CST ScoresAll Students - Social Science (8th), World History (10th), US History (11th)

Advanced Proficient Basic Below Basic

Comparison of 2006- 2010 CST ScoresAll Students - English Language Arts

% in % in % in % in % in % Not



2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 7 School 10 2 9 10 19 44 21 28 24 39 31 33 46 45 31 10 35 15 14 11 5 9 2 7 0 46 77 63 66 42 State 14 13 13 16 18 27 26 28 27 31 26 29 29 31 28 23 23 21 18 17 10 10 9 8 6 59 62 49 57 51Grade 8 School 0 12 4 0 0 25 24 37 14 26 40 44 26 64 53 30 16 30 18 11 5 4 4 5 11 75 64 60 87 74 State 4 3 6 6 6 22 20 25 24 25 32 36 29 31 31 29 28 27 27 24 13 13 14 12 14 74 77 70 70 69

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 8 School 0 6 0 9 10 11 18 31 22 23 47 53 38 30 35 42 24 25 35 35 0 0 6 4 0 89 77 69 69 67 State 12 9 13 15 16 28 29 29 29 30 24 27 27 24 24 25 25 24 23 22 11 9 7 9 7 60 61 58 56 54Grade 9 School 0% 0% 0% 3% 3% 5% 14% 30% 23% 14% 52% 33% 30% 23% 41% 38% 39% 30% 42% 38% 5% 14% 11% 10% 3% 95 86 71 75 83 State 2 1 2 3 3 17 16 16 18 19 27 28 28 25 26 36 37 38 35 36 18 17 15 18 16 81 82 81 78% 78Grade 10 School 0 0 NA 0 0 20 31 NA 18 20 33 44 NA 27 40 47 19 NA 45 25 0 6 NA 9 15 80 69 NA 81 80 State 1 0 1 1 1 9 8 8 10 11 24 25 24 22 23 43 43 45 42 42 24 24 22 25 23 91 92 91 89 88Grade 11 School NA NA NA 0 NA NA NA NA 18 NA NA NA NA 27 NA NA NA NA 45 NA NA NA NA 9 NA NA NA NA 81 NA State 0 0 0 1 1 6 5 5 7 8 19 20 20 18 19 45 45 48 44 45 29 28 26 30 27 93 93 94 92 91

Comparison of 2006- 2010 CST ScoresAll Students - Mathematics and General Mathematics


% in % in


Comparison of 2006- 2010 CST ScoresAll Students Algebra I


% in % Not


% in % in



2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 9 School 0 NA 0 0 NA 17 NA 13 0 NA 58 NA 40 38 NA 25 NA 47 62 NA 0 NA 0 0 NA 83 NA 87 100 NA State 13 10 15 15 13 32 30 28 32 32 30 28 29 26 31 20 21 23 22 19 5 6 6 5 4 55 55 55 53 55Grade 10 School 0 0 0 14 NA 0 9 0 0 NA 38 36 21 57 NA 46 45 57 29 NA 15 9 21 0 NA 99 90 99 86 NA State 2 2 2 2 2 13 11 10 12 12 29 26 25 24 29 40 42 44 45 42 16 18 18 17 15 85 86 87 86 86Grade 11 School NA NA 0 NA 0 NA NA 0 NA 40 NA NA 36 NA 20 NA NA 45 NA 27 NA NA 18 NA 13 NA NA 99 NA 60 State 1 1 1 1 1 6 5 5 6 6 22 19 18 17 22 48 48 50 51 49 24 26 27 26 25 94 93 95 94 93

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 9 School NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA State 27 28 31 31 38 34 37 35 34 31 22 21 21 20 19 11 10 8 10 8 6 4 5 4 4 39 35 34 34 31Grade 10 School 0 0 0 0 0 0 36 0 5 12 33 45 17 40 29 42 18 42 40 53 25 0 41 15 6 100 63 100 95 88 State 9 8 9 10 13 25 27 27 27 27 31 31 32 31 31 23 23 20 22 19 12 11 12 10 9 66 65 64 63 60Grade 11 School 0 0 0 0 0 17 0 7 0 9 22 17 20 0 27 28 58 33 58 36 33 25 40 42 27 83 100 93 100 91 State 1 1 1 1 2 9 11 10 11 12 25 26 28 26 28 35 36 31 35 33 30 26 30 26 25 90 88 89 87 86

Comparison of 2006- 2010 CST ScoresAll Students Geometry


% in % in


Comparison of 2006- 2010 CST ScoresAll Students - Algebra II


% in % Not


% in % in



2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 9 School NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA State 40 43 46 53 58 35 31 33 27 29 14 10 13 11 9 4 5 4 5 3 7 11 5 5 1 25 26 22 21 13Grade 10 School NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA State 25 28 29 32 38 39 37 39 39 38 23 20 21 17 16 10 12 9 9 7 2 3 1 2 1 35 35 31 28 24Grade 11 School NA 8 0 0 6 NA 15 36 0 19 NA 8 36 18 38 NA 46 29 73 31 NA 23 0 9 6 NA 77 65 100 75 State 13 17 14 16 19 30 30 29 31 31 29 24 28 25 24 23 23 23 23 21 5 6 6 5 5 57 53 57 53 46

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 8 School 10 27 30 39 64 28 24 33 24 18 43 29 24 25 13 13 13 13 4 4 8 7 0 8 2 64 49 37 37 18 State 17 20 28 32 38 21 22 24 24 21 28 24 20 17 19 24 21 13 14 11 11 12 15 13 11 63 57 48 44 41Grade 10 School 14 31 22 51 27 58 45 41 31 35 28 17 16 12 35 0 2 14 4 4 0 5 8 2 0 28 24 38 18 38 State 13 13 18 22 23 22 22 22 22 23 29 28 27 27 29 22 19 17 15 13 15 18 16 15 12 66 65 60 57 54

Comparison of 2006- 2010 CST ScoresAll Students - Summative High School Mathematics


% in % in


Comparison of 2006- 2010 CST ScoresAll Students - Science (8th), Life Science (10th)


% in % Not


% in % in



2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 9 School 20 33 19 17 38 34 40 48 17 57 46 20 30 63 5 0 0 4 0 0 0 7 0 4 0 46 27 34 67 5 State 17 19 22 26 28 27 28 30 25 27 32 33 29 29 28 15 12 9 10 9 8 8 9 9 8 55 53 47 48 45Grade 10 School NA NA 21 48 16 NA NA 16 33 42 NA NA 37 14 14 NA NA 16 0 0 NA NA 11 5 11 NA NA 64 19 42 State 8 13 11 13 14 21 26 24 21 24 37 40 36 36 36 22 11 14 15 14 11 10 14 14 13 70 61 64 65 63

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 9 School NA 4 22 14 6 NA 32 43 45 34 NA 43 17 31 44 NA 21 17 7 9 NA 0 0 3 6 NA 64 34 41 60 State 7 6 9 8 10 18 21 22 21 25 41 39 38 40 37 21 18 15 16 14 13 15 16 15 14 75 72 69 71 65Grade 10 School 27 33 9 29 43 37 33 55 33 33 27 22 36 33 24 7 11 0 5 0 3 0 0 0 0 37 33 36 38 24 State 4 4 6 6 8 13 16 17 17 21 37 36 35 37 35 26 21 18 17 16 20 23 25 23 20 83 80 78 77 71

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Grade 11 School NA 5 23 NA 20 NA 11 31 NA 53 NA 74 15 NA 27 NA 11 23 NA 0 NA 0 8 NA 0 NA 85 46 NA 27 State 14 16 18 25 23 27 26 29 25 30 38 38 32 31 31 14 12 12 11 10 7 8 9 6 6 59 58 53 48 47

Comparison of 2006- 2010 CST ScoresAll Students - Biology


% in % in


Comparison of 2006- 2010 CST ScoresAll Students - Earth Science


% in % Not


% in % in

Comparison of 2006- 2010 CST ScoresAll Students - Physics


Far Below Basic Meeting StandardsAdvanced Proficient Basic Below Basic



California High School Exit Exam 2006-2010

2006 2007 2008 2009 2010(All administrations) (All administrations) (All administrations) (All administrations) (All administrations)

% Passed % Passed % Passed % Passed % PassedSchool - All Students 93 95 95 89 94State -All Students 76 76 78 61 81

School Male 93 96 100 86 100School Female 93 94 93 90 94

School Disadvantaged 90 93 98 94 93State Disadvantaged 64 65 69 53 73

School Not Disadvantaged 97 96 94 88 94State Not Disadvantaged 86 86 88 77 90

2006 2007 2008 2009 2010(All administrations) (All administrations) (All administrations) (All administrations) (All administrations)

% Passed % Passed % Passed % Passed % PassedSchool - All Students 100 100 100 98 98State- All Students 77 77 79 61 81

School Male 100 100 100 100 100School Female 100 100 100 97 97

School Disadvantaged 100 100 100 100 93State Disadvantaged 65 65 69 51 72

School Not Disadvantaged 100 100 100 97 100State Not Disadvantaged 88 88 90 80 91

Gender


Percent of Students in Tenth Grade Class Who Passed the California High School Exit Examination in Mathematics on First Attempt

Gender


Percent of Students in Tenth Grade Class Who Passed the California High School Exit Examination in Language Arts on First Attempt



Scholastic Aptitude Test (SAT) Scores 2006-2007

Grade 12 Number Percent Verbal Math Writing Enrollment Tested Tested Average Average Average

School 43 21 49 510 480 492District 662 150 23 451 484 438State 441,198 162,786 37 493 513 491


Grade 12 Number Percent Critical Reading Math Writing Enrollment Tested Tested Average Average Average







School 45 24 53 580 525 533District not availableState not available



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