WESTERN SIERRA
COLLEGIATE ACADEMY
Western Association of Schools and Colleges, California Department of Education
FOCUS ON LEARNING 2014 SELF STUDY REPORT
April 6–9, 2014
Western Sierra Collegiate Academy 660 Menlo Drive
Rocklin CA 95765 (916) 778-4544
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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660 Menlo Drive
Rocklin CA 95765
SUPERINTENDENT Phil Spears
B OARD OF DIRECTORS Doug Johnson, Chair
Margaret Broussard, Voting Member
Pat Teilh, Voting Member
Rick Miller, Voting Member
Adam Schwartz, Voting Member
WASC VISITING COMMITTEE John Pimental, Chair/Guidance Counselor
Nataliya Burko, Member/Principal
Eric Nilsson, Member/Principal, Inspire School of Arts and Sciences
Matt Pressly, Member
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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WESTERN SIERRA STAFF
ADMINISTRATION Gregg Moses, Principal
Chip Kling, Assistant Principal/Counselor
Scott Crosson, Dean of Students
Mike Wells, Athletic Director
CERTIFICATED STAFF
Andrea Adams Science, Assessment & Accountability
Marie-France Alegrett-Galvan World Language, Culture
Ron Anaya ELA, Organization
Martha Avina World Language, Assessment & Accountability
Tim Noha Physical Education, Culture
Brittany Burton Special Education, Curriculum
Angel Call ELA, Organization
Juliana Carlson World Language, Curriculum
Lynette Chappell Sixth Grade, Instruction
Richard Dahl Social Science, ELA, Assessment & Accountability
Lyman Dayton Social Science, ELA, Assessment & Accountability
Miken Dayton VAPA, Instruction Focus Group Lead
Rachel Defer ELA, Curriculum
Robin Dierksen Academic Support, Curriculum
Bethany Dixon Science, Instruction
Amira Elmukhtar Academic Support, Culture
Andrew Grames Social Science, ELA, Assessment & Accountability
Mark Hennager VAPA, Culture
Peggy Kao World Language, Culture
Debra Kopp Social Science, Instruction
Ellen Lehman Social Science, ELA, Curriculum
Carol Leonard Mathematics, Organization
Joan Lutz Mathematics, Organization
Rahni Malik Mathematics, Instruction
Shelli McClain Sixth Grade, Organization
Juliette Monaco VAPA, Assessment & Accountability
April Noke ELA, Culture Focus Group Lead
Deborah Pfeffer Mathematics, Curriculum
Raymond Rice ELA, Organization Focus Group Lead
Robert Romanowski Science, Curriculum
Kate Smith Social Science, ELA, Curriculum
Kenneth Smith VAPA, Mathematics, Curriculum
Keri Lee Smith Science, Mathematics, Curriculum Focus Group Lead
Kathleen-Grace Stout Sixth Grade, Culture
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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CLASSIFIED STAFF
Michelle Allen
Sergio Bowser
Wendy Devore
Brian Dierksen
Terri Gessaro
Becky Kling
Kimberly Madak
Greg Mahaffey
Linda Morales
Teresa O’Hanlon
Leesa O’Neill
Carol Repetti
Kim Reyne
Sunny Roccucci
Cheri Stewart
WASC PARENTS
Connie Arney Amanda Berteig
Cecile Blackmore Randy Blackmore
Greg Buch Edith Chavez
Autumn Davis Cathy Eason
Rich Hale Cris Hoover
Bridget Hopper Sara Houser
Heather Johnson Sheng Wendy Lin
Allisun Martin-Crain Shelli McClain
Betsey Vanderpool Michael Walsh
Michelle Walsh Aileen Yap-Lacap
Phyllis Zerrudo Angela Ziegler
Registrar Custodian Special Education Aide District IT Attendance Clerk Academic Advisor Student Services Aide Building Superintendent School Secretary Special Education Instructional Aide Administrative Assistant Middle School Aide Administrative Assistant Account Clerk Student Proctor/Aide
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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TABLE OF CONTENTS
Preface ........................................................................................................................ 5
Chapter I: Student Community Profile and Supporting Data and Findings ............. 6
Chapter II: Progress Report .................................................................................... 45
Chapter III: Student Community Profile – Overall Summary from Analysis of
Profile Data and Progress ..................................................................................... 50
Chapter IV: Self-Study Findings ............................................................................ 54
A: Organization: Vision and Purpose, Governance, Leadership, Staff and Resources .........55
B: Standards-based Student Learning: Curriculum ..............................................................85
C: Standards-based Student Learning: Instruction ..............................................................102
D: Standards-based Student Learning: Assessment and Accountability .............................111
E: School Culture and Support for Personal and Academic Growth ..................................140
Chapter V: School-wide Action Plan .................................................................... 161
Appendix ................................................................................................................ 167 Copy of Core Values Campus Map Copy of Master Schedule Copy of Parent Survey Tool Copy of Calendar year Copy of Bell Schedule Copy of School Quality Snapshot Copy of Graduation Requirements List of Clubs List of Members of OPS Committee Copy of Mission, Vision Statements Copy of SMART Goals Copy of Student Survey Grading Policy Overview
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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PREFACE
Western Sierra Collegiate Academy first opened its doors to 150 students in September 2009,
and was located in the Sunset Christian Center in Rocklin California. The following year, the
student population grew to 225 students, remaining in the same location. During the spring of
2010, Western Sierra participated in an initial WASC visit and the school was granted a term of
Initial Accreditation for three years. From 2010 until the present day, Western Sierra has seen a
tremendous amount of change. Student population has grown to 723 students and in June of
2013 we graduated our first senior class. During the same time span, the teaching staff has seen
tremendous growth in order to keep up with student growth. During that time span, the school
has had three different principals, two different executive directors, a student population growth
of over 500%, and a complete physical relocation. The entire staff, teachers, as well as
administration, has only now begun to stabilize.
We have welcomed the WASC process as an effort to contribute to that stabilization. Going
through the process has allowed us the time to step back and look at where we began, where we
are going, and how we can best serve our students and stakeholders. We have examined our data
on student achievement, we have surveyed our parents and students, and we have attempted to
include as many stakeholders as possible in the WASC process. We have identified our areas for
growth as well as acknowledging our areas of strength, and we have constructed a school-wide
action plan, based upon our findings, and designed it to become our focus for the next few years.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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CHAPTER I
STUDENT COMMUNITY PROFILE
AND SUPPORTING DATA AND FINDINGS
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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CHAPTER I – STUDENT/COMMUNITY PROFILE
Western Sierra Collegiate Academy (WSCA) is a public charter school located in Rocklin,
California drawing students from a variety of neighboring school districts mainly from Placer
and Sacramento Counties. Rocklin was incorporated in 1893 and encompasses 19.87 square
miles sitting roughly 249 feet above sea level providing for a very temperate climate. Average
rainfall is 21 inches. The city of Rocklin maintains an AA credit rating and is home to more than
58,000 residents with population growing at an average 6% annually. 95% of Rocklin residents
hold a high school diploma or higher and 39% hold a four-year degree. Projected growth by
2030 is to more than 76,000. Unemployment sits at 6.7% with the median household income of
$82,771 and per capita income of $36,589. 19,042 households call Rocklin home, with 2.7
persons making up the average household size. The median home price in May 2012 was
$268,000 with a 2-bedroom apartment renting for $549 to $1,070. (www.rocklin.ca.us)
Population demographics for Rocklin in comparison with Placer County and the State of
California are:
ROCKLIN PLACER COUNTY CALIFORNIA
Population (2010) 58,295 347,102 38,648,090
Caucasian 74.1% 66.8% 39.4%
Hispanic 10.3% 17.8% 38.2%
Asian/Pacific
Islander
1.3% 7.6% 14.4%
Multi-Race 6.7% 4.7% 3.6%
African American 1.3% 2.2% 6.6%
American Indian 0.6% 0.9% 1.7%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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The top ten major employers for the city of Rocklin are:
Rocklin Unified School District
Oracle
United Natural Foods
Sierra Community College
Educational Media Foundation
United Parcel Service
City of Rocklin
RC Willey
Financial Pacific Insurance
VeriFone
The city has 25 parks managed and operated by the City of Rocklin Parks and Recreation
Department, with many situated adjacent to existing elementary school campuses and providing
additional recreation space. There are two 18-hole golf courses located within the city
boundaries and an extensive network of bike and electric vehicle lanes as well as walking trails
for residents to use. There are also two large swimming pools located at the two public high
school campuses that provide services to the public during summer months.
The local school district, Rocklin Unified (RUSD) operates two comprehensive senior high
schools, one alternative high school, two middle schools, and eleven elementary schools.
Thirteen private pre-schools, one private K-1, one private K-2, and one private K-12 school are
also found in Rocklin. Sierra Community Junior College and William Jessup University are also
located within the city boundaries. California State University Sacramento and the University of
California Davis, as well as Brandman University, University of Phoenix, DeVry University, and
Lincoln Law School are all within easy commuting distance.
WESTERN SIERRA COLLEGIATE ACADEMY:
Western Sierra Collegiate Academy is a public, tuition-free charter school of choice for students
in the greater Placer County, California area. Founded by a group of experienced educators and
parents, WSCA prepares graduates to enter and thrive at the world’s finest universities and
colleges.
WSCA features a small school community, with high academic standards and a student code of
conduct. WSCA believes that all students are capable of thriving in a demanding college-
preparatory program. Student success requires hard work and commitment by students, parents,
and teachers. Students will flourish in an environment that allows them to achieve to their full
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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potential. Dedicated to excellence, the school is structured to recognize and respond to the
developmental, cognitive, and creative needs of students.
Western Sierra is in its fifth year (2013-2014) of operation as a charter school in Placer County.
Authorized by the California State Board of Education on March 12, 2009, Western Sierra is
currently in the process of re-authorizing its charter. Western Sierra officially opened its doors to
150 students in grades 7–9 in September 2009 and was located in the Sunset Christian Center. In
2010, Western Sierra remained in the same location and grew to grades 7–10 with 225 students.
During the spring of 2010, Western Sierra participated in an Initial Visit by a WASC
representative and was granted a term of Initial Accreditation for three years. At the same time, it
became necessary to secure a new location, as the lease at the Sunset Center was not to be
renewed. This situation found parents as well as teachers uncertain about the school’s status for
the following year, and many sought enrollment and teaching positions at other schools. Only
three and one-half teachers carried over to the 2011-2012 school year. Despite the uncertainty,
Western Sierra’s population grew as enrollment was filled with new students as well as students
who had previously been on waiting lists.
In 2011, Western Sierra moved to its current location in the Atherton Business Center with 340
students in grades 7–11. This move allowed the school to include sixth graders and expand to
twelfth grade. As a result of the move, Western Sierra was able to provide expanded resources to
students in technology, physical education, student services, grade level articulation, and post-
secondary preparedness. The new facility also ensures students, parents, and the community a
long-term efficiently and effectively operated educational institution. Accompanying the move,
2011 also saw tremendous growth in the teaching staff.
2013 saw the first graduating class of 27 students and a student body of 540 students in grades 7–
12. This year (2013-2014), Western Sierra enrolled 723 students in grades 6–12. Western Sierra
was always envisioned to be a small school with 60–120 students per grade level and a maximum
of 720 students. The focus of Western Sierra is to provide an engaging and rigorous academic
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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curriculum, focusing on math, science, social sciences, world language, and the arts. All students
are enrolled in courses meeting the a-g entrance requirements for the Universities of California, the
California State Universities, and the most selective private universities. Western Sierra offers the
nationally recognized Core Knowledge curriculum in grades 6–8, with depth and rigor in grades 9–
12 providing a solid foundation for success in the college preparatory coursework.
Western Sierra Collegiate Academy has experienced a rather tumultuous history in its brief five-
year existence. During that time span, the school has had three different principals, two different
executive directors, a student population growth of over 500%, and a complete physical relocation.
The entire staff, teachers as well as administration, has only now begun to stabilize.
GOVERNANCE:
WSCA is part of the Rocklin Academy Family of Schools and is organized as a California
nonprofit, public benefit corporation 501(c)3 and is governed by a Board of Directors pursuant to
its bylaws. The Board is responsible for guiding the Academy in the pursuit of its vision and
mission. There are currently five Board members. Doug Johnson is the Chairman. The other four
members are:
Rick Miller, Voting Member
Margaret Broussard, Voting Member
Adam Schwartz, Voting Member
David George, Voting Member
Mr. Phil Spears is the Executive Director of the Rocklin Academy Family of Schools and is a non-
voting member of the school board.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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The WSCA Vision Statement is:
“All students achieve their personal best and will become productive compassionate and engaged
citizens.”
The Mission statement reads:
“The Rocklin Academy Family of Schools are public charter schools that embody high standards,
parent partnership, rich core content, and collaborative use of data resulting in high quality
teaching and learning in a nurturing environment.”
During the 2011-2012 school year, the Rocklin Academy Board called for a Task Force to develop
the school’s Core Values. A board retreat was held with participants from all of the Rocklin
Academy Schools. Out of this retreat came a group of core values, which were then discussed
with staff for fine-tuning and implementation. The final set of five core values was formally
adopted by the Rocklin Academy Board of Directors in November 2011 and revised again in June
2012.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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The Five Core Values for WSCA are:
1) The future we want to create includes a community of leaders who have strong shared
beliefs and values that all students have the ability to learn at high levels and the
expectations of our organization are for schools to meet or exceed that level.
2) The future we want to create includes a community of leaders who are data savvy; they
embrace and monitor data, and use it to drive continuous improvement.
3) The future we want to create includes a community of leaders who have a collaborative
relationship and establish a strong communication structure to inform and engage both
internal and external stakeholders in setting and achieving district-wide student
learning and achievement goals.
4) The future we want to create includes a community of leaders who are knowledgeable,
ethical, responsible, critical thinkers, and engaged members of society.
5) The future we want to create includes a community of leaders who utilize research-
based, varied, differentiated, and effective instructional practices to ensure all students
learn at high levels.
Seniors from the first Graduating class of
Western Sierra participate in their ceremony.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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SCHOOLWIDE LEARNING OUTCOMES:
Western Sierra Collegiate Academy will develop:
Academic Achievers who:
Meet or exceed WSCA and CDE standards in all curricular areas
Are critical thinkers and problem solvers who effectively gather and evaluate
information
Communicate clearly and effectively orally and in writing, formally and informally
Are informed and capable users of data
Responsible individuals who:
Respect themselves and others
Encourage social responsibility and respect for cultural diversity
Demonstrate civic awareness and responsibility
Critical thinkers who:
Apply skills and knowledge from all subject areas both within and beyond the
academic setting
Gather, organize, and evaluate information and resources to solve problems and
make informed decisions
STAFFING:
Daily operations of the school are the responsibility of the Western Sierra Leadership team, which
is composed of Gregg Moses (Principal), Chip Kling (Assistant Principal), Scott Crosson (Dean of
Students/Activities Director), Mike Wells (Athletic Director), Keri Smith (Science Chair), Richard
Dahl (SS Chair), April Noke (ELA Chair), Miken Dayton (VAPA Chair), and Carol Leonard
(Mathematics Chair).
Thirty-three full-time and three part-time credentialed teachers comprise the Western Sierra
teaching staff. Western Sierra recruits and employs the most qualified credentialed teachers. All
met their credential requirements in accordance with the State of California guidelines and are all
NCLB compliant. Twenty-seven are women and nine are men. An Academic Advisor, an Athletic
Director, four full-time and six part-time classified staff plus one part-time Instructional Aide and a
full-time janitor assist them. An Academic Intervention Specialist also is on staff to support
students needing assistance with organizational skills, academic development, and one on one time
to assist them to complete assignments; they operate out of the Academic Commons area where
students have either been assigned a class period for academic support or have chosen to ‘drop-in’
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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for help. This area is located off of the administrative office area. Future plans are to increase
classified staffing to include additional instructional aides. In previous years, due to low
enrollment in Special Education, Western Sierra contracted services with a local private office,
Behavior STEPS, which is located in Roseville, California. For the 2013-14 school year, Rocklin
Academy Family of Schools (RAFOS) has been able to hire a Director of Special Education and
Student Services.
Western Sierra seeks to provide students with a challenging and comprehensive college
preparatory education in a small public school setting. In partnership with parents, they inspire
students to strive for intellectual and creative excellence, to develop a deep appreciation for the
arts and different cultures, and to employ technological tools of our modern age. Our vision is to
instill a strong sense of personal and civic responsibility, the capacity to think critically, and the
skills to communicate and contribute to an increasingly global community.
Western Sierra believes that comprehensive, on-going, job-embedded professional development is
central to school improvement and student success. To that end, WSCA Professional
Development promotes continuous professional growth in a supportive environment by enhancing
the knowledge and skills of all staff, with the expectation that doing so will also raise the levels of
student performance. Morning times, before school, are slated for student conversations, data
analysis, goal setting, and study groups. Minimum-day Mondays are slated for professional
learning focused on research-based instructional strategies. Strategies identified for professional
learning are data-driven and aligned to specific student learning processes or achievement gaps.
Most staff development is based on conference attendance along with some expert-led discussions,
e.g. DataWise. There has also been some time directed towards internal philosophy training, Core
Value discussions, rubric creation, etc.. Staff meetings that focus on school business are held at
different times or addressed through email. For the 2012-13 school year, an average of eight hours
per month, approximately one full day per month, were dedicated to professional development.
All new teachers are required to participate in BTSA training. As a whole, the staff is working on
development of their own PLC model, but current practice is to use customary department time on
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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collegial, subject-focused conversations. Staff anticipates moving forward to a more data-based
inquiry model in order to better support our students.
Fiscal responsibility for Western Sierra is under the Rocklin Academy Family of Schools, which is
currently reviewing and assembling a comprehensive policy overview. Procedures are currently in
place directing fiscal practices; however, these policies are due to be updated and will be discussed
at upcoming Board meetings during the 2013-14 school year. The principal submits the budget to
the superintendent who either approves or modifies it, and then the Board approves it. Salaries are
a district responsibility and all teachers are on yearly contracts. The school initially opened with
some smaller start-up grants and lottery funds; however, there is currently no active parent
foundation for fundraising. The Parent School Partnership (PSP) parent group does fundraising for
activities and for other school supporting items. For example, in the 2012-13 school year, the PSP
was the major contributor to the sound system for the gym/theater for the facility.
The PSP is an active parent group organized as a non-profit entity. PSP representation is an
expectation for school activities, and it has representation during board meetings and with Western
Sierra’s Operations Committee. The charter asks for a 30-hour volunteer commitment from each
family, and the PSP organizes and tracks these hours.
Expenditures are $7,134 per pupil, which includes special education. For this school year,
Western Sierra has been awarded a Silicon Valley Grant, Student growth funding for $181,000 and
a Rural Education Achievement Program grant in the amount of $35,479.
The school maintains 30 traditional style classrooms with two additional learning spaces for
individualized instruction and lab classrooms. All classrooms have projectors and teacher
computers; most have at least three student computers. There is a gymnasium and two locker
rooms available for students, plus a band room, choir room, a dedicated art room and a computer
lab. Additionally an Academic Commons area staffed by our Academic Intervention Specialist is
accessible to students requiring additional help.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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Students from the Multi-Cultural Dance Club
pose in their costumes. Below: Spanish students
explore the Day of the Dead traditions.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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PARENT SATISFACTION SURVEY:
Recently Western Sierra conducted a parent satisfaction survey to assess parents’ satisfaction with
1) the teaching staff, 2) the office staff, 3) the administration, and 4) do parents feel that the
Governing Board adopts sound policies that support high academic standards and a safe school
environment. One hundred and forty five parents responded to this survey.
91% of parents responding were either satisfied or highly satisfied with the teaching staff.
90% of parents responding were either satisfied or highly satisfied with the office staff.
92% of parents responding were either satisfied or highly satisfied with the administration.
100%, or all 145 responders felt that the Board adopted sound policies that support high
academic standards and promote a safe environment for their student.
Sample parent responses were:
“I have five students at WSCA and we are all very happy and satisfied.”
“The Board is able to debate issues and reach consensus. They have proven they can tackle
the toughest issues.”
“They are usually well thought out, logical, inclusive of all stakeholders and
communicative to all parties.”
“However, I have a great deal of concern re: common core and the effects and costs of it.”
“The teachers and staff seem very focused on high achievement and the safety of all
students.”
Western Sierra
students sign an
anti-bullying pledge
During Hero Week.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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ENROLLMENT DATA:
2010-2011 School Year:
GR
AD
E
BO
YS
GIR
LS
TO
TA
L
WH
ITE
HIS
PA
NIC
AS
IAN
/
PA
CIF
IC
ISL
AN
DE
R
TW
O O
R
MO
RE
RA
CE
S
BL
AC
K O
R
AF
RIC
AN
-AM
.
AM
. IN
DIA
N
OR
AL
AS
KA
N-
AM
ER
ICA
N
7 35 39 74 44(59%) 12(16%) 11(15%) 7(9%) 0(0%) 0(0%)
8 30 49 79 52(66%) 8(10%) 15(19%) 3(4%) 0(0%) 1(1%)
9 24 27 51 33(65%) 7(14%) 9(18%) 1(2%) 1(2%) 0(0%)
10 13 11 14(58%) 14(58%) 2(8%) 6(25%) 1(4%) 0(0%) 1(4%)
TOTAL 102
(45%)
126
(55%)
228
(100%)
143
(63%)
29
(13%)
41
(18%)
12
(5%)
1
(1%)
2
(1%)
*During the 2010-11 school year, WSCA did not enroll 6th
grade students, nor did they have juniors or seniors.
2011-2012 School Year:
GR
AD
E
BO
YS
GIR
LS
TO
TA
L
WH
ITE
HIS
PA
NIC
AS
IAN
/
PA
CIF
IC
ISL
AN
DE
R
TW
O O
R
MO
RE
RA
CE
S
BL
AC
K O
R
AF
RIC
AN
-AM
.
AM
. IN
DIA
N
OR
AL
AS
KA
N
AM
ER
ICA
N
7 50 54 104 60(58%) 13(12%) 16(15%) 12(12%) 1(1%) 1(1%)
8 40 47 87 47(54%) 13(15%) 16(18%) 11(13%) 0(0%) 0(0%)
9 24 46 70 44(63%) 11(16%) 10(14%) 4(6%) 0(0%) 1(1%)
10 16 24 42 25(60%) 7(17%) 5(12%) 5(12%) 0(0%) 0(0%)
11 12 13 25 16(64%) 4(16%) 3(12%) 1(4%) 0(0%) 0(0%)
TOTAL 142
(43%)
186
(57%)
328
(100%)
192
(59%)
48
(15%)
50
(15%)
33
(10%)
1
(.3%)
3
(1%)
*During the 2011-12 school year, WSCA did not enroll 6th
grade students nor did they have seniors.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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2012-2013 School Year: G
RA
DE
BO
YS
GIR
LS
TO
TA
L
WH
ITE
HIS
PA
NIC
AS
IAN
/
PA
CIF
IC
ISL
AN
DE
R
TW
O O
R
MO
RE
RA
CE
S
BL
AC
K O
R
AF
RIC
AN
-AM
.
AM
. IN
DIA
N
OR
AL
AS
KA
N
AM
ER
ICA
N
6 27 33 60 38(63%) 3(5%) 12(20%) 6(10%) 0(0%) 1(2%)
7 42 72 114 72(63%) 11(10%) 15(13%) 14(12%) 2(2%) 0(0%)
8 68 66 134 85(63%) 16(12%) 18(13%) 13(10%) 1(1%) 1(1%)
9 41 48 89 66(74%) 7(8%) 7(8%) 1(1%) 8(9%) 0(0%)
10 24 49 73 43(59%) 12(16%) 11(15%) 6(8%) 0(0%) 1(1%)
11 25 24 49 34(69%) 9(18%) 3(6%) 3(6%) 0(0%) 0(0%)
12 12 10 22 13(59%) 4(18%) 3(13%) 1(4%) 0(0%) 1(4%)
TOTAL 239
(44%)
302
(56%)
541
(100%)
351
(65%)
62
(11%)
69
(13%)
32
(6%)
23
(4%)
4
(1%)
*This was the first school year for both 6th
grade and seniors on the WSCA campus.
2013-2014 School Year:
GR
AD
E
BO
YS
GIR
LS
TO
TA
L
WH
ITE
HIS
PA
NIC
AS
IAN
/
PA
CIF
IC
ISL
AN
DE
R
TW
O O
R
MO
RE
RA
CE
S
BL
AC
K O
R
AF
RIC
AN
-AM
.
AM
. IN
DIA
N
OR
AL
AS
KA
N
AM
ER
ICA
N
6 45 45 90 49(54%) 12(13%) 24(27%) 2(2%) 3(3%)
7 76 94 170 102(60%) 14(8%) 49(29%) 4(2%) 1(.5%)
8 60 86 146 86(59%) 16(11%) 33(23%) 5(3%) 6(4%)
9 57 59 116 75(65%) 17(15%) 21(18%) 1(.8%) 2(1%)
10 45 44 89 65(73%) 7(8%) 13(15%) 4(4%) 0(0%)
11 26 43 69 47(68%) 7(10%) 11(16%) 1(1%) 3(4%)
12 25 23 48 31(65%) 10(21%) 5(10%) 1(2%) 1(2%)
TOTAL 336
(46%)
392
(54%)
728
(100%)
455
(63%)
83
(11%)
156
(21%)
18
(2%)
16
(2%)
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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The school population will not grow much larger than the current year as the building limits
enrollment at 750 students. Western Sierra accepts all students who apply, up to that grade’s
capacity number. After that, students are placed on a waiting list and enrolled as space becomes
available. The waiting list is populated by date-and time-stamping applications as they arrive at
Western Sierra and the waiting list remains active as long as the student and their parents express
interest. There are 90 spaces available for students at the sixth grade level. Applications for this
grade are filled as they arrive; however, if there are more than 90 applications, Western Sierra will
conduct a lottery to determine which students will be admitted. Females outnumber males roughly
55% to 45%. Student ethnicity approximately follows the demographics of Placer County while
greatly differing from California.
Students enroll in Western Sierra from a variety of neighboring school districts, mainly Rocklin
Unified School District, Western Placer School District, and Roseville City Elementary &
Roseville Union High School Districts.
WSCA ROCKLIN PLACER COUNTY
CALIFORNIA
White 62% 75% 66.8% 39%
Hispanic 13% 11% 17.8% 38%
Asian/Pacific Islander
15% 2% 7.6% 13%
Two or more races
7% 9% 4.7% 3%
Black or African-
American
2% 2% 2.2% 6%
American Indian or
Alaskan-Am.
1% 1% 0.9% 1%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
21
DISTRICT OF ORIGIN Rocklin Unified 32% Loomis Union 2% Western Placer 25% Placer 2% Roseville 24% San Juan 2% Eureka Union 8% Auburn/Elk Grove .8%/.8% Dry Creek 5% Natomas 0.30%
The calendar for Western Sierra students runs for 180 days with 20 minimum days providing for
staff collaboration, PSAT testing, and first and last days of school. Sixth graders are in self-
contained classrooms with a schedule that runs from 8:25 AM through 3:35 PM daily. They have
10-minute breaks both mid-morning and mid-afternoon with a 30-minute lunch break. Their
minimum day schedule runs from 8:25 AM to 12:35 PM. Middle school and high school students
have a six-period day on Mondays running from 8:25 AM through 3:35 PM, with a morning
nutrition break, a 30-minute advisory and 30-minute lunch. Tuesdays through Fridays, students in
grades 7-12 have alternating Blue/Gold schedules (periods 1, 3, 5 or 2, 4, 6) which provide
additional time each period (96 minutes) for further depth of curriculum. Their day closes with a
43-minute enrichment period. Advisory period serves two purposes. It’s an opportunity for
teachers to informally assess their students’ progress – teachers can use the time to reach out to
students who are struggling and give them some guidance and support to help them become
successful. It also provides a more utilitarian purpose of allowing the school an opportunity to flip
lunches as well as to provide school-wide messaging such as school announcements and reminders
of school policies. Enrichment period provides students an opportunity to choose where they need
to go to get support from teachers focusing on reteaching, relearning, reassessing, and enrichment
activities such as guest speakers or specific extra-curricular learning pieces. Students are
scheduled with enrichment to specifically see every teacher within a two-week cycle, but students
are allowed some flexibility.
There are currently only two EL students enrolled at Western Sierra, and they are performing well.
There is also a small group of R-FEP students who are also performing well. During the current
school year, 42 students are on IEPs (5.7%) with 28 additional students on 504s (3.8%). These
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
22
students receive the same support as all WSCA students with both Advisory and Enrichment
support during the regular school day.
During the current school year (2013-2014), Western Sierra offers eleven different Advanced
Placement courses for our students: Biology, Physics, Calculus, Statistics, English Composition
(11th
), English Literature (12th
), World History (10th
), United States History (11th
), Government
(12th
), Psychology, and Chinese. We are preparing to offer the following additional courses during
the 2014-2015 school year: Spanish and Chemistry. All students in grades 10 through 12 are
enrolled in at least one AP course.
For the 2012-2013 school year, 174 AP total tests were administered. Out of that number, fee
reductions were granted for 12 tests, or 6% of the total tests.
Ethnic Enrollment in AP courses:
Eng. Lang.
Eng. Lit.
Psych US Govt.
US Hist
World Hist
Calc AB
Bio. Chinese Total
American Indian
1 1
Asian Pacific
4 2 2 4 7 2 2 24
African American
1 1 2
Mexican 3 1 1 1 3 4 13
Other Hispanic
2 2 2 6
White 23 11 1 13 23 26 9 7 113
Other 2 1 1 2 2 8
Don’t Care to Report
3 1 3 7
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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SAFETY:
Western Sierra maintains a safe, clean, and adequate school facility. Staff is dedicated to the
functionality and beautification of the campus. Western Sierra follows a School Safety Plan and
conducts regular crisis response drills, including fire, earthquake and evacuation drills. The school
operates under the provisions of the Safety Plan of the facility where it is housed and implements
its own school safety and disaster preparedness plan under the responsibility of the Operations
Committee. Included in this plan is the provision that each classroom must have a Crisis Response
protocol that outlines safety procedures and is reviewed by teachers at the start of each term. In
the event of an emergency all phone lines are forwarded to the emergency information line in an
effort to free administration to execute crisis response planning. Western Sierra complies with all
applicable federal environmental laws and the school complies with Education Code § 47610 by
utilizing a leased facility that is compliant with State Building Code. The annual School Facility
Good Repair Status for the 2012-13 school year reports that all WSCA systems are in “good”
repair and gives the facility an overall “good” rating.
Student behavior at WSCA is indicative of the high expectations that parents and staff alike hold
for their children.
SUSPENSIONS EXPULSIONS
2010 – 11 School Year 11 (4%) 0 (0%)
2011 – 12 School Year 9 (3%) 0 (0%)
2012 – 13 School Year 6 (1%) 0 (0%)
Administration notes that the only reasons for suspensions have been alcohol or tobacco on
campus, and a few bullying issues. There have been no expulsions.
Annually, upon registration, all students are required to sign and honor the Honor Code
Student Pledge where each student pledges that, “As a member of the Western Sierra
Collegiate Academy community, I pledge to conduct myself at all times honorably and in a
way that shows pride in self, family, school, and community. As a person of honor, I will
show respect for academic honesty, others, property and self.”
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
25
Parents and students realize the importance of daily attendance as demonstrated in Western
Sierra’s relatively stable rate of attendance:
2010-11 school year --- 96%
2011-12 school year --- 96%
2012-13 school year --- 96%
The percentage of students qualifying for Free and Reduced Lunches has also remained relatively
static:
2010-11 school year --- 16 (7%)
2011-12 school year --- 28 (8%)
2012-13 school year --- 36(6%)
This statistic differs greatly from Placer County at 28% and California at 55.8%.
Western Sierra parents highly value education as demonstrated by their own levels of education
achievement; at least 75% of Western Sierra parents have achieved a college education.
PARENT EDUCATION LEVEL
2010–11 2011–12 2012-13
Graduate Degree or Higher 81 (35%) 112 (34%) 192 (35%)
College Degree 91 (40%) 135 (42%) 208 (38%)
Some College 51 (22%) 70 (21%) 124 (23%)
High School Diploma 3 (1%) 8 (2%) 14 (3%)
No High School 2 (1%) 2 (1%) 3 (.5%)
GRADUATION REQUIREMENTS:
Students who meet the graduation requirements for Western Sierra will simultaneously fulfill the
a-g course requirements for admission to either the University of California or the California State
University systems. In addition to the following chart, beginning with the class of 2014, 20 hours
of community service are also required. The number of hours increases annually maxing out at 80
with the Class of 2017.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
27
STUDENT PERFORMANCE DATA:
CAHSEE:
Following the March 2011 CAHSEE test administration when all 10th
grade students took the test
for the first time, Western Sierra students were extremely successful. Students passed at the 100%
level for both the English Language Arts and the Mathematics tests. They exceeded the Placer
County’s pass rate and outperformed the State of California by almost 25%.
Western Sierra administered the CAHSEE for the second time in March 2012, and results took
only a small downturn. English Language Arts took a small drop to 95% pass, but Mathematics
took a harder drop to 83% making it 2% less than the pass rate for Placer County, but still
comfortably above the state pass rate of 79%. WSCA staff addressed this by creating a SMART
goal for 2012-13: The goal of Western Sierra Collegiate Academy is a 95% pass rate on the
California High School Exit Exam (CAHSEE) for Math and English Language Arts.
Staff assessed individual classes to determine which students could be at highest-risk and created
support systems to insure their success.
The February 2013 CAHSEE administration saw scores return back up to their accustomed
position, with a 100% pass rate for English Language Arts and 98% pass rate for Mathematics.
Again, Western Sierra students surpassed all of Placer County by almost 10%, and outperformed
the state of California by nearly 30%.
CAHSEE Results - School, County, State - March 2011 Administration
ELA MATHEMATICS
# Tested # Passed % Pass # Tested # Passed % Pass
WSCA 22 22 100% 21 21 100%
Placer County 1,745 1,473 84% 1,724 1,478 86%
California 402,004 309,359 77% 401,803 310,803 77%
CAHSEE Results - School, County, State - March 2012 Administration
ELA MATHEMATICS
# Tested # Passed % Pass # Tested # Passed % Pass
Western Sierra 37 35 95% 35 29 83%
Placer County 1,794 1,515 84% 1,747 1,480 85%
California 388,027 300,951 78% 383,349 302,193 79%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
28
CAHSEE Results - School, County, State - February 2013 Administration
ELA MATHEMATICS
# Tested # Passed % Pass # Tested # Passed % Pass
Western Sierra 64 64 100% 65 64 99%
Placer County 4,146 3,765 91% 4,079 3,808 93%
California 148,021 99,294 67% 144,342 101,625 70%
PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT):
Western Sierra endeavors to have all students take the PSAT every year. With that in mind, it is
given to all 9th
, 10th
, and 11th
graders in-house. With the exception of the Class of 2014’s initial
year, all classes and grades have scored higher than both the state of California and the nation for
all three sub-tests. In fact, as Western Sierra enrollment has grown and as the population begins to
top off, the degrees of variance between our students and the state and national averages continue
to widen. The 2012-13 school year saw the best performance for Western Sierra students on the
PSAT as sophomores scored 4.6 points higher than the national average on Critical Reading and
4.8 points better than the national average on Writing. The same year saw the freshmen class
outperforming the national average on Critical Reading by 5.5 points and on Writing by 6.2.
SAT:
Western Sierra students again outperformed their counterparts from around the country with
sizeable discrepancies, especially in the area of Critical Reading. Western Sierra’s students in
2011-12 surpassed the national average by 90 points and then again in 2012-13 by 83 points. In
the area of Critical Reading, they passed the California average in 2012 by 87 points and then
again in 2012-13 by 82 points. Western Sierra students outperformed both the California and
National Mathematics averages in 2012 by 22 points and then again in 2013 by 48 points and 34
2011-2012 2012-2013
WSCA CALIFORNIA NATIONAL WSCA CALIFORNIA NATIONAL
# Tested 10 46
Critical
Reading 583 496 497 579 497 496
Mathematics 536 514 514 548 500 514
Writing 543 488 489 544 496 488
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
29
points respectively. In the area of Writing, Western Sierra students outperformed their California
and national counterparts by 55 points and 54 points respectively in 2012 and 48 and 36 points
respectively in 2013.
COLLEGE ADMISSION RATES:
Western Sierra Collegiate Academy has graduated one class of 27 students – in the spring of 2013.
Out of a class of 27 students, 16 (or 59%) were accepted at four year colleges or universities, such
as BYU, UC Merced, UC Berkeley, and UN Reno to name a few. Nine students (or 33%) were
accepted at two-year institutions, all at local Sierra College in Rocklin. Two other students were
accepted at specialized institutions, a Leadership Academy for Nursing and a Ministry School.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
30
STUDENT PERFORMANCE DATA --- PSAT TEST
CLASS OF 2014
Total
Enrollment #
Tested % Of
Enrollment
Critical Reading Average
Mathematics Average
Writing Average
2010-11
(9th grade) 51 30 59% 46.1 43.5 42.3
State 42.3 44.6 43.0
Nation 45.2 47.2 44.8
2011-12
(10th
grade) 42 39 93% 46.2 42.5 42.3
State 40.3 40.8 42.3
Nation 42.3 39.2 40.3
(38.5% college ready/Nation = 46.3%)
2012-13
(11th
grade) 49 48 98% 50.8 47.9 49.7
State 46.0 47.0 45.7
Nation 46.9 47.8 46.0
(62.5% college ready/Nation = 46.3%)
STUDENT PERFORMANCE DATA --- PSAT TEST
CLASS OF 2015
Total
Enrollment #
Tested % Of
Enrollment
Critical
Reading Average
Mathematics Average
Writing Average
2011-12
(9th grade) 70 65 93% 43.7 40.8 40.4
State 39.8 39.7 38.6
Nation 40.7 40.2 38.8
2012-13
(10th
grade) 73 69 95% 47.1 44.6 46.1
State 41.2 41.9 40.7
Nation 42.5 42.8 41.3
(56.5% college ready/Nation = 38.5%)
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
31
ADVANCED PLACEMENT:
As a relatively new school with beginning AP classes, Western Sierra students are performing
fairly well.
The first year of classes and AP exams saw good results as 64% of students testing earned college
credit. This kept them on a par with students in California and 4% higher than all students across
the US. The following year saw a bit of a drop in that percentage as Western Sierra students fell to
48%. However, last year students made an impressive 13% improvement over the previous year
joining the national average of 61% but missing the California average by only 3%.
EARLY ASSESSMENT PROGRAM:
Results from the Early Assessment Program (EAP) tests that are administered to high school
juniors as a supplement to their CST tests demonstrate proficiency on college level entrance exams
in the respective subject areas. Western Sierra students demonstrate a high level of participation
on these tests as 100% of eligible students took the ELA exam in both 2012 and 2013. Western
Sierra surpassed Placer County in 2012 by 8% and in 2013 by 13%; they surpassed California in
2012 by 13 % and in 2013 by 13%. 83% of eligible Western Sierra students participated in the
STUDENT PERFORMANCE DATA --- PSAT TEST
CLASS OF 2016
Total
Enrollment #
Tested % Of
Enrollment
Critical Reading Average
Mathematics Average
Writing Average
2012-13
(9th grade) 89 90 100% 46.8 45.0 46.5
State 40.5 41.0 40.1
Nation 41.3 41.6 40.3
WESTERN SIERRA ADVANCED PLACEMENT TEST RESULTS (AP)
YEAR
# of AP students/
# of Exams Administered # of 3+
% Earning College Credit
CA % Earning College Credit
National % Earning
College Credit
2010-11 22/22 14 64% 64% 60%
2011-12 48/63 23 48% 64% 62%
2012–13 100/174 61 61% 64% 61%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
32
2013 Mathematics EAP; this found them shy of their Placer County counterparts by 8% and
California counterparts by 1%. Western Sierra students had a higher level of college-ready ELA
proficiency in 2012 (73%) than they did in 2013 (56%). Both years Western Sierra passed both
Placer County as well as California. However, in 2013 Mathematics, Western Sierra students
demonstrated a higher level of college proficiency than both their counterparts in Placer County
and the state of California with 73%: 66% and the entire state with 73%: 60%.
WSCA Early Assessment Program (EAP)
School Year
# Students Taking ELA
EAP
% of Students Taking ELA
EAP
# Students Passing ELA
EAP
% Students
Ready for College
English
2011-12 22 100% 16 73%
2012-13 40 100% 15 56%
English EAP Results - 2011-13 - County, State
2011-12 PC 4904 92% 2701 55%
2011-12 CA 383,565 87% 145,593 38%
2012-13 PC 4976 92% 2574 52%
2012-13 CA 384,722 88% 143,870 38%
School Year
# Students Taking
Mathematics EAP
% of Students Taking
Mathematics EAP
# Students Passing
Mathematics EAP
% Students Ready for College
Mathematics
2011-12 6 * * *
2012-13 25 83% 19 73%
Mathematics EAP Results - 2011-13 - County, State
2011-12 PC 3259 92% 2191 68%
2011-12 CA 203,972 83% 123,280 61%
2012-13 PC 3336 91% 2218 66%
2012-13 CA 212,836 84% 128,159 60%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
33
CST:
The following charts identify the number and the percentage of students scoring at either the
Advanced or Proficient levels of the California Standards Tests, and their comparisons against
similar students in Placer County as well as the entire state of California. Western Sierra has only
one numerically significant sub-group and that is White.
Volunteers from the Lions Club assist with judging
the science projects. Below: Band students warm up for a
performance.
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
34
2011 WSCA STAR TEST RESULTS
7th 8th 9th 10th 11th EOC
ELA
# tested 70 75 50 24 NA
Mean Scale Score 412 391 406 403 NA
PC Mean Scale Score 384 385 383 366 NA
% Adv/Prof. 93% 79% 86% 94% NA
PC % Adv/Prof. 76% 74% 74% 65% NA
MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested 36 NA NA NA NA NA
Mean Scale Score 383 NA NA NA NA NA
PC Mean Scale Score 372 NA NA NA NA NA
% Adv/Prof. 84% NA NA NA NA NA
PC % Adv/Prof. 63% NA NA NA NA NA
GENERAL MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested NA 11 1 NA NA 12
Mean Scale Score NA 325 * NA NA 322
PC Mean Scale Score NA 336 327
% Adv/Prof. NA 27% * NA NA 25%
PC % Adv/Prof. NA 41% * NA NA 35%
ALGEBRA I 7th 8th 9th 10th 11th EOC
# tested 34 40 12 NA NA 86
Mean Scale Score 411 343 317 NA NA 366
PC Mean Scale Score 433 362 332 NA NA 346
% Adv/Prof. 100% 48% 17% NA NA 64%
PC % Adv/Prof. 91% 56% 37% NA NA 45%
GEOMETRY 7th 8th 9th 10th 11th EOC
# tested NA 1 5 11 NA 17
Mean Scale Score NA * * 397 NA 405
PC Mean Scale Score NA * * 311 NA 335
% Adv/Prof. NA * * 100% NA 94%
PC % Adv/Prof. NA * * 52% NA 38%
ALGEBRA II 7th 8th 9th 10th 11th EOC
# tested NA 23 31 11 NA 65
Mean Scale Score NA 366 321 307 NA 335
PC Mean Scale Score NA 368 382 336 NA 332
% Adv/Prof. NA 65% 27% 18% NA 38%
PC % Adv/Prof. NA 63% 69% 35% NA 33%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
35
HIGH SCHOOL SUMMATIVE MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested NA NA NA 2 NA 2
Mean Scale Score NA NA NA * NA *
PC Mean Scale Score NA NA NA 379 NA 352
% Adv/Prof. NA NA NA * NA *
PC % Adv/Prof. NA NA NA 94% NA 52%
SOCIAL SCIENCE - GRADE 8 7th 8th 9th 10th 11th EOC
# tested NA 75 NA NA NA NA
Mean Scale Score NA 393 NA NA NA NA
PC Mean Scale Score NA 377 NA NA NA NA
% Adv/Prof. NA 72% NA NA NA NA
PC % Adv/Prof NA 68% NA NA NA NA
WORLD HISTORY
# tested NA NA NA 24 NA 24
Mean Scale Score NA NA NA 414 NA 414
PC Mean Scale Score NA NA NA 362 NA 360
% Adv/Prof. NA NA NA 71% NA 71%
PC % Adv/Prof NA NA NA 58% NA 56%
SCIENCE - 8 & 10 LIFE SCIENCE 7th 8th 9th 10th 11th EOC
# tested NA 75 NA 24 NA NA
Mean Scale Score NA 424 NA 377 NA NA
PC Mean Scale Score NA 416 NA 378 NA NA
% Adv/Prof. NA 82% NA 75% NA NA
PC % Adv/Prof. NA 77% NA 67% NA NA
CHEMISTRY 7th 8th 9th 10th 11th EOC
# tested NA NA NA 24 NA 24
Mean Scale Score NA NA NA 359 NA 359
PC Mean Scale Score NA NA NA 364 NA 355
% Adv/Prof. NA NA NA 62% NA 62%
PC % Adv/Prof NA NA NA 61% NA 52%
PHYSICS 7th 8th 9th 10th 11th EOC
# tested NA NA 49 NA NA NA
Mean Scale Score NA NA 359 NA NA NA
PC Mean Scale Score NA NA 350 NA NA NA
% Adv/Prof. NA NA 59% NA NA NA
PC % Adv/Prof NA NA 52% NA NA NA
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
36
2012 WSCA STAR TEST RESULTS
7th 8th 9th 10th 11th EOC
ELA
# tested 103 84 66 39 22 NA
Mean Scale Score 422 408 397 377 392 NA
PC Mean Scale Score 390 387 385 365 365 NA
% Adv/Prof. 91% 87% 86% 82% 82% NA
PC % Adv/Prof 79% 76% 74% 64% 63% NA
MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested 70 NA NA NA NA NA
Mean Scale Score 368 NA NA NA NA NA
PC Mean Scale Score 378 NA NA NA NA NA
% Adv/Prof. 63% NA NA NA NA NA
PC % Adv/Prof 65% NA NA NA NA NA
GENERAL MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested NA 34 12 NA NA NA
Mean Scale Score NA 364 355 NA NA NA
PC Mean Scale Score NA 338 305 NA NA NA
% Adv/Prof. NA 65% 58% NA NA NA
PC % Adv/Prof NA 42% 20% NA NA NA
ALGEBRA I 7th 8th 9th 10th 11th EOC
# tested NA 33 20 14 4 71
Mean Scale Score NA 443 377 293 * 385
PC Mean Scale Score NA 439 370 332 * 350
% Adv/Prof. NA 79% 50% 14% * 53%
PC % Adv/Prof NA 92% 60% 37% * 48%
*
GEOMETRY 7th 8th 9th 10th 11th EOC
# tested NA NA 30 39 22 100
Mean Scale Score NA NA 418 352 368 378
PC Mean Scale Score NA NA 357 310 291 337
% Adv/Prof. NA NA 90% 49% 59% 64%
PC % Adv/Prof NA NA 54% 20% 9% 38%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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ALGEBRA II 7th 8th 9th 10th 11th EOC
# tested NA NA 1 9 2 12
Mean Scale Score NA NA * * * 304
PC Mean Scale Score NA NA * * * 331
% Adv/Prof. NA NA * * * 8%
PC % Adv/Prof NA NA * * * 33%
HIGH SCHOOL SUMMATIVE MATHEMATICS 7th 8th 9th 10th 11th EOC
# tested NA NA NA 2 11 13
Mean Scale Score NA NA NA * 340 354
PC Mean Scale Score NA NA NA * 349 358
% Adv/Prof. NA NA NA * 27% 38%
PC Adv/Prof NA NA NA * 45% 52%
7TH 8TH 9TH 10TH 11TH EOC
SOCIAL SCIENCE - GRADE 8 7th 8th 9th 10th 11th EOC
# tested NA 85 NA NA NA NA
Mean Scale Score NA 397 NA NA NA NA
PC Mean Scale Score NA 382 NA NA NA NA
% Adv/Prof. NA 76% NA NA NA NA
PC % ADV/PROF NA 70% NA NA NA NA
WORLD HISTORY 7th 8th 9th 10th 11th EOC
# tested NA NA 1 40 NA 41
Mean Scale Score NA NA * 359 NA 359
PC Mean Scale Score NA NA * 367 NA 366
% Adv/Prof. NA NA * 53% NA 53%
PC % Adv/Prof NA NA * 60% NA 59%
US HISTORY 7th 8th 9th 10th 11th EOC
# tested NA NA NA NA 22 NA
Mean Scale Score NA NA NA NA 387 NA
PC Mean Scale Score NA NA NA NA 366
% Adv/Prof. NA NA NA NA 72% NA
PC % Adv/Prof NA NA NA NA 62% NA
SCIENCE - 8 & 10 LIFE SCIENCE 7th 8th 9th 10th 11th EOC
# tested NA 84 NA 39 NA NA
Mean Scale Score NA 445 NA 366 NA NA
PC Mean Scale Score NA 426 NA 383 NA NA
% Adv/Prof. NA 83% NA 67% NA NA
PC % Adv/Prof NA 81% NA 69% NA NA
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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BIOLOGY 7th 8th 9th 10th 11th EOC
# tested 1 23 17 41
Mean Scale Score * 358 398 375
PC Mean Scale Score 363 378 376
% Adv/Prof. * 52% 77% 63%
PC % Adv/Prof * 60% 69% 70%
CHEMISTRY 7th 8th 9th 10th 11th EOC
# tested NA NA NA 16 2 18
Mean Scale Score NA NA NA 355 * 351
PC Mean Scale Score NA NA NA 365 * 358
% Adv/Prof. NA NA NA 57% * 55%
PC % Adv/Prof NA NA NA 63% * 56%
PHYSICS 7th 8th 9th 10th 11th EOC
# tested NA NA 57 1 1 59
Mean Scale Score NA NA 337 * * 336
PC Mean Scale Score NA NA 331 NA NA 361
% Adv/Prof. NA NA 35% * * 36%
PC % Adv/Prof NA NA 66% NA NA 66%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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2013 WSCA STAR TEST RESULTS
6th 7th 8th 9th 10th 11th EOC
ELA
# tested 59 121 133 90 67 42
Mean Scale Score 409 414 408 408 387 384
PC Mean Scale Score 379 383 381 384 366 361
% Adv/Prof. 88% 86% 87% 90% 82% 65%
PC % Adv/Prof 75% 73% 72% 77% 64% 59%
MATHEMATICS
# tested 58 82 NA NA NA NA
Mean Scale Score 416 367 NA NA NA NA
PC Mean Scale Score 385 374 NA NA NA NA
% Adv/Prof. 80% 66% NA NA NA NA
PC % Adv/Prof 67% 63% NA NA NA NA
GENERAL MATHEMATICS
# tested NA NA 45 2 NA NA 47
Mean Scale Score NA NA 350 * NA NA 349
PC Mean Scale Score NA NA 340 * NA NA 333
% Adv/Prof. NA NA 47% * NA NA 47%
PC % Adv/Prof NA NA 43% * NA NA 39%
ALGEBRA I
# tested NA 37 54 31 11 NA 133
Mean Scale Score NA 411 367 329 336 NA 368
PC Mean Scale Score NA 440 364 338 393 NA 350
% Adv/Prof. NA 84% 61% 26% 9% NA 55%
PC % Adv/Prof NA 92% 57% 42% 17% NA 47%
GEOMETRY
# tested NA NA 35 32 14 10 91
Mean Scale Score NA NA 392 365 293 * 356
PC Mean Scale Score NA NA 422 356 304 * 331
% Adv/Prof. NA NA 74% 50% 0% * 46%
PC % Adv/Prof NA NA 91% 53% 15% * 25%
ALGEBRA II
# tested NA NA 1 25 29 5 60
Mean Scale Score NA NA * 333 293 * 309
PC Mean Scale Score NA NA * 381 336 * 329
% Adv/Prof. NA NA * 40% 7% * 23%
PC % Adv/Prof NA NA * 69% 39% * 34%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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HIGH SCHOOL SUMMATIVE MATHEMATICS
# tested NA NA NA NA 12 25 37
Mean Scale Score NA NA NA NA 374 345 355
PC Mean Scale Score NA NA NA NA 381 346 355
% Adv/Prof. NA NA NA NA 75% 44% 54%
PC % Adv/Prof NA NA NA NA 72% 46% 52%
SOCIAL SCIENCE - GRADE 8
# tested NA NA 135 NA NA NA NA
Mean Scale Score NA NA 414 NA NA NA NA
PC Mean Scale Score NA NA 380 NA NA NA NA
% Adv/Prof. NA NA 86% NA NA NA NA
PC % Adv/Prof NA NA 68% NA NA NA NA
WORLD HISTORY
# tested NA NA NA 1 65 1 67
Mean Scale Score NA NA NA * 360 * 360
PC Mean Scale Score NA NA NA * 366 * 364
% Adv/Prof. NA NA NA * 57% * 57%
PC % Adv/Prof NA NA NA * 59% * 57%
US HISTORY
# tested NA NA NA NA NA 40 NA
Mean Scale Score NA NA NA NA NA 401 NA
PC Mean Scale Score NA NA NA NA NA 365 NA
% Adv/Prof. NA NA NA NA NA 73% NA
PC % Adv/Prof NA NA NA NA NA 61% NA
SCIENCE - 8 & 10 LIFE SCIENCE
# tested NA NA 133 NA 67 NA NA
Mean Scale Score NA NA 466 NA 361 NA NA
PC Mean Scale Score NA NA 419 NA 380 NA NA
% Adv/Prof. NA NA 94% NA 67% NA NA
PC % Adv/Prof NA NA 90% NA 68% NA NA
BIOLOGY
# tested NA NA NA 41 18 14 73
Mean Scale Score NA NA NA 333 328 372 339
PC Mean Scale Score NA NA NA 378 357 374 372
% Adv/Prof. NA NA NA 32% 28% 92% 42%
PC % Adv/Prof NA NA NA 71% 52% 65% 65%
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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CHEMISTRY
# tested NA NA NA NA 41 15 56
Mean Scale Score NA NA NA NA 340 311 332
PC Mean Scale Score NA NA NA NA 362 341 353
% Adv/Prof. NA NA NA NA 42% 13% 34%
PC % Adv/Prof NA NA NA NA 59% 35% 48%
PHYSICS
# tested NA NA NA 48 6 7 61
Mean Scale Score NA NA NA 395 * * 392
PC Mean Scale Score NA NA NA 393 * * 368
% Adv/Prof. NA NA NA 90% * * 85%
PC % Adv/Prof NA NA NA 88% * * 63%
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API DATA
API STATEWIDE RANK SIMILAR SCHOOL RANK
2009–2010 873 New school New school
2010-2011 893 9 2
2011–2012 879 9 6
2012–2013 891 10 5
CST Subgroup Data – Percentage Proficient or Advanced: 2010-2012
English/Language Arts
Mathematics
Science History/Social Science
Sub-Group 2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012
M Male
86%
91%
NA
64%
64%
NA
85%
85%
NA
75%
75%
NA
Female
86%
84%
NA
55%
53%
NA
76%
72%
NA
69%
65%
NA
Black or African
American
NA
0%
NA
NA
0%
NA
NA
0%
NA
NA
0%
NA
American Indian or
Alaska Native
0%
0%
NA
0%
0%
NA
0%
0%
NA
0%
0%
NA
Asian
100%
97%
NA
70%
78%
NA
0%
92%
NA
0%
71%
NA
Filipino
75%
83%
NA
67%
42%
NA
0%
0%
NA
0%
0%
NA
Hispanic or
Latino
87%
82%
NA
63%
49%
NA
0%
75%
NA
0%
67%
NA
Native Hawaiian or
Pacific Islander
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
White
86%
88%
NA
57%
56%
NA
83%
79%
NA
72%
72%
NA
Two or More
Races
79%
79%
NA
47%
67%
NA
0%
67%
NA
0%
56%
NA
Economically Disadvantaged
75%
69%
NA
19%
41%
NA
0%
50%
NA
0%
50%
NA
English Learners
NA
0%
NA
NA
0%
NA
NA
0%
NA
NA
0%
NA
Students with Disabilities
0%
59%
NA
0%
41%
NA
0%
0%
NA
0%
0%
NA
Overall
86%
87%
NA
59%
58%
NA
80%
78%
NA
72%
69%
NA
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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45
CHAPTER II
PROGRESS REPORT
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CHAPTER II – PROGRESS REPORT
Western Sierra was granted provisional accreditation as a new school during the 2010-2011 school
year. At that time, the school had relocated to its current location and grew to include both 6th
and
12th grades; previously it had been 7th
through 11th
. WASC conducted an initial visit to the new
campus in May of 2010. At that time, they found four school-wide areas of strength:
1 – Attitude of charter to employ teaching staff that adheres to collaborative decision-making.
2 – Professionalism shown by entire staff toward embracing an engaging, multi-faceted
instructional program to address the data-driven needs of individual students.
3 – The Western Sierra philosophy of providing a rigorous standards-based curriculum geared
toward an individual’s acceptance into a post-secondary institution of his or her choice.
4 – The attitude of the entire learning community to acknowledge the need to constantly look at
revamping the instructional methods along with the curriculum to ensure each student is reaching
his or her full learning potential.
At this initial visit, the WASC Visiting Committee reported on four critical areas for follow-up:
1 – Continue to analyze curriculum needs for students to be successful adults in the 21st century.
2 – Continue to employ personnel having the same student learning philosophy as the present staff.
3 – Develop a comprehensive public relations department for the purpose of attracting students.
4 – Continue to explore means whereby students can participate in extracurricular activities.
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PROGRESS REPORT
21st Century Curriculum:
Beginning in January 2014, 8th
grade English Language Arts and Social Studies students will begin
piloting a program whereby they become textbook free. In place of books, all 8th
grade students will be
given iPads, which teachers will use to deliver curriculum. The 8th
grade ELA and social studies
teachers are currently being trained and are planning the curriculum in order to smoothly transition into
this program. The plan is to use the tablets for both curriculum delivery as well as assessment purposes.
Some assignments may need to be printed out, but the overall plan is to use the tablets almost
exclusively. Staff will hold a parent information night in fall semester, prior to students receiving their
tablets. An additional 150 iPads are being purchased for student use and assessment. The longer-range
plan is to purchase iPads for all WSCA students in the 2014-2015 school year. Administration is
currently designing a professional development plan to prepare staff for this change in technology. Staff
will have iPads available in early November 2013 in order to begin professional development in their
respective curricular areas.
New Hiring:
Western Sierra administration has ensured that all new hires share the same philosophy as the current
staff did in 2011. Western Sierra Core Values and grading policy are actively involved in the selection
and hiring process. Potential staff are interviewed regarding their compatibility with the Core Values
and Grading Policy. Due to the relocation and accompanying growth at Western Sierra, the following
years saw tremendous growth in staff:
2010-2011 = 28% of staff selected and hired,
2011-2012 = 30% of staff selected and hired, and
2012-2013 = 33% of current staff selected and hired.
The past three years saw an almost complete addition of new staff; thereby ensuring that all staff share
the same philosophy regarding student learning.
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Public Relations Department to Attract New Students:
With current enrollment at 728 students and the maximum set at 740, there does not appear to be any
need to attract new students. A healthy waiting list for all grades ensures that ADA will not drop.
However, as a community outreach, Western Sierra conducts weekly campus tours for interested parties
as well as conducts three annual informative evenings for potential families and students. These are held
during the spring semester.
Extra-curricular Activities:
Western Sierra administration and staff have made a strong and concerted effort to ensure that all
students find their niche here at Western Sierra. An Athletic Director plus an Activities Director/Dean
of Students oversee their respective areas. The Athletic Director position was created and selected in the
2012-2013 school year. Previously, athletics had been primarily a parent-led program. The addition of
the Athletic Director brought consistency and accountability to this developing program. During the
2012-13 school year, Western Sierra was able to field eight teams for our middle school students and
eight teams for our high school students. Athletic participation was fairly high, with 186 middle school
students and 134 high school students participating.
MIDDLE SCHOOL SPORTS:
FALL: Cross-Country, Boys Soccer, Girls Soccer, Boys Grass Volleyball, Girls Basketball and
Cheer.
WINTER: Boys Basketball.
SPRING: Girls Volleyball
HIGH SCHOOL SPORTS:
FALL: Cross-Country, Girls Volleyball, Boys Soccer, Girls Basketball, and Cheer.
WINTER: Boys Basketball.
SPRING: Track and Boys Volleyball.
EXTRA-CURRICULAR ACTIVITIES:
Currently there are 20 clubs on campus in addition to an ASB group. Each club boasts student rosters of
10–40 students each ranging in interest area from Interact Christian Club and Parallax Robotics to Jane
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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Austin Book Club. A process is in place for students or staff to create new clubs. The only prerequisite
is that students speak with the Activities Director and find a sponsor (either staff or parents) after which
the club can begin.
Prior to 2012-2013, ASB was primarily parent-led with parents creating and leading all student
activities. Current administration shifted the focus from parents to students. A new ASB group
designed student activities and dances, created leadership positions for students, and established fiscal
accounts, which are also student-controlled. By the 2013-2014 school year, the ASB group had saved
$10,000 in their account. ASB and student activities for the current school year are planned to interest
as many students as possible. They include: back-to-school, student body elections, spirit week and
homecoming, haunted house, quarterly awards assemblies, winter hallway decorating contests, winter
dance, science fair, spring fling spirit week, prom, and culminates in graduation.
Staff and administration have done an excellent job creating positive connections on campus for all
students, regardless of their particular interest areas.
Western Sierra Collegiate Academy placed first in the Placer County Academic Decathlon Super Quiz event.
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CHAPTER III
OVERALL SUMMARY FROM ANALYSIS OF PROFILE AND PROGRESS DATA
STUDENT/COMMUNITY PROFILE
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CHAPTER III – STUDENT/COMMUNITY PROFILE – OVERALL
SUMMARY FROM ANALYSIS OF PROFILE AND PROGRESS
DATA
1: What are the implications of the profile and progress data with respect to student performance
since the prior self-study (or initial visit)?
At Western Sierra Collegiate Academy, the Mission and Vision Statements, as well as the Core Values
influence all aspects of the school. These governing principles stress the common threads of high
standards, personal best, rich core content, collaboration, high-quality teaching, and strongly shared
beliefs and values. The initial accreditation found areas of strength through staff collaboration in
decision-making, staff professionalism as well as attitude of the learning community to acknowledge the
need to constantly look at revamping instructional methods. However, as previously noted, Western
Sierra staff has experienced a 70% growth and change since May 2010. Maintaining a common shared
vision amidst such growth and turnover is a tremendous endeavor. We believe that one of the most
important implications from this profile study would certainly include time invested in nurturing the
culture of Mastery Learning.
Students at Western Sierra are certainly learning, performing well on their assessments, and mastering
the curriculum that is being covered. The challenge for the future will be to find ways to not only
maintain this level of student performance but to increase and improve upon this model. Staff is not
content to only maintain the status quo, but rather to innovate in providing a rigorous standards-based
curriculum as we transition into the future of Common Core Standards.
We believe that time invested in collegial conversations and research into current best practices will
strengthen our staff and ultimately serve to better prepare our students for the world of the 21st century.
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2: Based on the performance and current data, select two to three critical learner needs, noting the
correlated school-wide learner outcomes.
One of the critical learner needs, based on performance and current data, is to spend some time focusing
on mathematics skills. A desired outcome of this focus would be to increase students’ conceptual
understanding of fundamental mathematics leading to an increase in mathematically proficient students,
ready for college and careers. 7th
, 8th
, and 9th
grade students in the 2011 CSTs in Mathematics and
Algebra I had lower Mean Scale Scores than did other students in Placer County (411:433, 343:362, and
317:332). That same year 8th
, 9th
, and 10th
grade students also under-performed other Placer County
students in Algebra II (366:368, 321:382, and 307:336). The same pattern could be found in the 2013
CSTs in Algebra, Geometry and Algebra II, where multiple grades underperformed other students in
Placer County.
Staff is cognizant of this situation, as they had established the following SMART (Specific, Measurable,
Attainable, Relevant, and Time-Bound) goals for the 2012-2013 school year:
The goal of Western Sierra Collegiate Academy is to increase the number of students scoring proficient
and above on the following math clusters:
100% of students will achieve proficiency in Graphing and Systems of Linear Equations
(Algebra I),
100% of students will achieve proficiency in Angle Relationships, Constructions, and Lines
(Geometry), and
100% of students will achieve proficiency in Polynomials and Rational Expressions (Algebra II).
Another area of critical learner need is in the technology world as Western Sierra takes on the challenge
of providing iPads for all students in the 2014-2015 school year. A massive curricular change such as
this will take a great deal of strategic planning and development to ensure that staff feels comfortable
using the technology and is able to locate appropriate and challenging resources to make the
technological change beneficial for students as we prepare them for the global 21st century world. In
collaboration with the Western Sierra leadership team, administration sees the need to outline and
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
53
develop a comprehensive staff development program to ensure that this resource is professionally
utilized.
3: List 3-4 important questions that have been raised by the analysis of the student performance,
demographic, and perception data and the progress data.
Important questions that arise from this analysis are:
What are we doing to ensure that resources are available to grow and develop a shared
culture of Mastery Learning?
Do the Vision and Mission Statements, as well as the Core Values still reflect the
mission of Western Sierra Collegiate Academy and do all staff understand and share
these beliefs?
What are we doing to improve proficiency skills for all students in Mathematics?
How do we maintain our current proficient students at levels above proficiency while
increasing the proficiency level of students that are not proficient?
How do we best introduce iPads as the new curriculum resource?
What supports can we put in place to ensure that all staff can best use the new
technology for the benefit of all of our students?
Mandarin students practice for the “Dragon Dance”.
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CHAPTER IV
SELF-STUDY FINDINGS
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Chapter IV: Self-Study Findings
Category A: Organization: Vision and Purpose, Governance, Leadership and
Staff, and Resources
A1. Organization Criterion
Western Sierra Collegiate Academy (WSCA) has a clearly stated vision and mission (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 school-wide learner outcomes and the academic standards.
Western Sierra Collegiate Academy was originally established in 2009 by a group of experienced
educators and parents with the belief that all students are capable of thriving in a demanding
college-preparatory program. Dedicated to excellence, the school is structured to recognize and
respond to the developmental, cognitive, and creative needs of students.
During the 2011-2012 school year, the Rocklin Academy Board called for a Task Force to develop
the school’s Core Values. The board retreat was held with participants from all of the Rocklin
Academy Schools. Out of this retreat came a group of core values, which were then discussed
with staff to fine-tune and implement. The final set of Core Values were formally adopted by the
Rocklin Academy Board of Directors in November 2011 and revised again in June 2012.
Vision – Mission – School-wide Learner Outcomes – Profile
Western Sierra Collegiate Academy has established a clear, coherent vision and mission (purpose)
of what students should know and perform; it is based upon high-quality standards and is
congruent with research, practices, the student/community profile data, and a belief that all
students can learn.
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Findings Supporting Evidence
Western Sierra Collegiate Academy’s
Core Values
Western Sierra’s Mission Statement
Class Standards linked to the
Common Core and California State
Department of Education Standards
2012-2013 Western Sierra SARC
2011-2012 Western Sierra SARC
2010-2011 Western Sierra SARC
2009-2010 Western Sierra SARC
Western Sierra’s Mission and Vision
Statements
Western Sierra’s Demographic
Information
Common Core related standards
Mastery Based Grading Policy
Development/Refinement of Vision, Mission, School-wide Learner Outcomes
The processes to ensure involvement of representatives from the entire school community in the
development/refinement of the vision, mission and school-wide learner outcomes are effective.
Western Sierra Collegiate Academy, as well as the district administration and school board,
utilizes multiple groups to ensure that the Vision, Mission, and Core Values are promoted and
supported.
Findings Supporting Evidence
Parent-Student-Pupil (PSP) meetings
Teachers, parents, and student
representatives at RAFOS Board
Meetings
Western Sierra Operations
Committee meetings
Western Sierra Leadership Team
meetings
Western Sierra Staff meetings
Minimum Day Mondays
RAFOS Board Minutes
Core Values’ report
Operations Committee minutes
Leadership meeting minutes
Staff Presentations
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Understanding of Vision, Mission, and School-wide Learner Outcomes
Western Sierra Collegiate Academy students, parents, and other members of the school community
demonstrate understanding of and commitment to the vision, mission, Core Values, and the
school-wide learner outcomes.
Findings Supporting Evidence
Western Sierra Core Values
Western Sierra school tours
(Tuesdays)
Family presentations (3 annually)
Mission Statement
Core Values on school website and in
Western Sierra Parent and Student
handbook
Regular Review and Revision
Western Sierra Collegiate Academy plans to implement a process for regular review/revision of
the school vision, mission, and the school-wide learner outcomes based on student needs, global,
national, and local needs, and community conditions. Weekly Leadership team meetings and
regular staff meetings, as well as Minimum Day Mondays allow time and opportunity for the
Western Sierra staff to ensure that the needs of students are being addressed and supported in
regard to the learner outcomes.
Findings Supporting Evidence
Revision process: begins in Leadership
Team, progresses to Operations
Committee, then presented to the Board
Western Sierra archives
Conclusions
Western Sierra Collegiate Academy has a clearly stated vision and mission (purpose) based on its
student needs, current educational research, and the belief that all students can achieve at high
academic levels.
Findings Supporting Evidence
Western Sierra Core Values
Western Sierra SLOs
Western Sierra Mission Statement
Western Sierra Parent/Student
Handbook
Western Sierra Demographic Data
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Western Sierra SARCs (2009 – 2013)
PSP Meetings
OPS Committee meetings
Mastery-based learning
RAFOS Board minutes
OPS Committee minutes
Core Values report
In order to ensure that the school culture continues to grow and support the school’s Core Values
and School-wide Learner Outcomes, in the face of the growing staff numbers beyond the initial
staff, we feel it would be very productive and profitable to revisit the Core Values and SLOs,
thereby continuing the excellent tradition that Western Sierra has already established.
Findings Supporting Evidence
Work on refining Student Learner
Outcomes
Review process of our Mission, Vision
and Core Value statements.
Western Sierra Core Values
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A2. Governance Criterion
Rocklin Academy of Schools’ governing board (a) has policies and bylaws that are aligned with
the school’s purpose and support the achievement of the school-wide learner outcomes 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 school-wide action plan and its relationship to the Local Educational Agency
(LEA) plan.
Governing Board
Rocklin Academy policies and procedures are clear regarding the selection, composition and
specific duties of the governing board, including the frequency and regularity of board meetings.
Findings Supporting Evidence
The major roles of the Board of Directors
are to:
Set direction for Western Sierra
Provide basic structure for Western Sierra
Establish policies
Ensure accountability
The School Board meets monthly
Board of Directors’ Policies
Relationship of Governance to Vision, Mission, and School-wide Learner Outcomes
Rocklin Academy’s policies are directly connected to the school’s vision, mission, and school-
wide learner outcomes. The Board of Directors is the impetus to the creation and implementation
of the Core Values.
Findings Supporting Evidence
Western Sierra’s Core Value
statements developed by Board in
conjunction with staff
RAFOS Board Minutes from Core
Values’ meetings
RAFOS Core Values report
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Understanding the Role of the Governing Board
The Western Sierra Collegiate Academy community understands the Board of Directors’ role,
including how parents can participate in the school’s governance.
Findings Supporting Evidence
PSP meetings
Board of Directors’ meeting minutes
are posted online and regulated by
the Brown Act
Board meetings are accessible to the
public and time is given at each
meeting for public comment
Western Sierra School Newsletter
(eblast)
PSP reports out during RAFOS
Board Meetings
Western Sierra’s Operations
Committee meetings
RAFOS Board Meeting minutes
Western Sierra webpage
Western Sierra Operations Committee
minutes
Governing Board’s Involvement in Review and Refinement
The governing board of Western Sierra Collegiate Academy is involved in the review and
refinement of the school’s vision, mission and school-wide learner outcomes.
Findings Supporting Evidence
RAFOS Board requests assessment
data regarding STAR, AP, and PSAT
tests as well as information on student
discipline reports
Operations Committee regularly
requests the same data reports
RAFOS Board Meeting minutes
Western Sierra’s Operations
Committee minutes
Professional Staff and Governing Board
There is clear understanding about the relationship between the governing board and the
responsibilities of the professional staff.
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Findings Supporting Evidence
Western Sierra’s SARC 2012-2013
Western Sierra’s SARC 2011-2012
Western Sierra’s SARC 2010-2011
Western Sierra’s SARC 2009-2010
Western Sierra SMART Goals
Operations Committee annual report
(OPS Committee)
Mission & Vision
Safety Plans
Single Plan for Student Achievement
Operations Committee minutes
RAFOS Board minutes
Western Sierra Site plan
Board’s Evaluation/Monitoring Procedures
There is clarity of the evaluation and monitoring procedures carried out by the governing board,
including the review of student performance, overall school programs and operations, and the
fiscal health of the school.
Findings Supporting Evidence
Board of Directors’ reports on student
achievement
DataWise
Minutes from board meetings
API scores
CST scores
Complaint and Conflict Resolution Procedures
Conflict resolution begins at the school level with an open door policy between administration and
staff. It is the focus to keep conflict resolution at the school site, as Western Sierra stresses a
professional and positive working environment.
Findings Supporting Evidence
RAFOS Board Policy Contract agreements
Uniform Complaint Procedure
form
Williams Uniform Complaint
Notification of Parental Rights?
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Conclusions
Rocklin Academy of Schools’ governing board (a) has policies and bylaws that are aligned with
the school’s purpose and support the achievement of the school-wide learner outcomes 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 school-wide action plan and its relationship to the Local Educational Agency
(LEA) plan.
Findings Supporting Evidence
Major roles of Board of Directors
Western Sierra Core Values
PSP meetings
OPS Committee meetings
Western Sierra SARC reports (2009 –
2013)
Board of Directors’ policies
RAFOS Board minutes
OPS Committee minutes
The governing board of Western Sierra is driven to support all stakeholders and any concerns
developed around the learning experience. The Board of Directors is a supportive and
collaborative team member in conflict resolution.
Findings Supporting Evidence
Department-wide SMART goals
DataWise use
Evaluation policy under construction
(teachers, administrations, Board,
district)
SMART goals
DataWise
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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 school-wide learner outcomes and academic
standards. The school leadership and staff annually monitor and refine the single school-wide
action plan based on analysis of data to ensure alignment with student needs.
Broad-Based and Collaborative
Western Sierra’s planning process is broad-based, collaborative, and has commitment of the
stakeholders, including the staff, students, and parents. As a result there are multiple opportunities
for school leadership.
Findings Supporting Evidence
Leadership Team meetings
Department meetings
Grade level meetings
Operations Committee meetings
Leadership Class
RAFOS Board Meetings
Student representative to RAFOS
Board
Parents, Teachers, & Staff
representatives on Board and
Operations Committees
Department meetings
Operations Committee minutes
School Plan Correlated to Student Learning
The school’s Single Plan for Student Achievement is directly correlated to the analysis of student
achievement data about the critical learner needs, school-wide learner outcomes, and academic
standards.
Findings Supporting Evidence
Staff meetings – Department meetings
(discuss student achievement on
Western Sierra Common Assessments
as well as CST, AP, and other
assessment results
School-wide SMART goals
Annual Operating Policy (AOP)
Western Sierra Common Assessments
Common Pacing Guides
Assessment results
AP results
Master Schedule
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Correlation between All Resources, School-wide Learner Outcomes, and Plan
Western Sierra correlates the allocation of time/fiscal/personnel/material resources and the
implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.
Findings Supporting Evidence
Staff meetings
PLC training
Concerted effort that every
department is equipped with current
textbooks and that classroom
resources and technology are
adequate
RAFOS budget
Bell schedule
Staff meeting minutes
Department meetings
Classroom technology
Conclusions
Based on student achievement data, the school leadership and staff make decisions and initiate
activities that focus on all students achieving the school-wide learner outcomes and academic
standards. The school leadership and staff annually monitor and refine the single school-wide
action plan based on analysis of data to ensure alignment with student needs.
Findings Supporting Evidence
Leadership Team meetings
Department meetings
Grade level meetings
OPS Committee meetings
Leadership class (ASB)
RAFOS Board meetings
Parents, teachers, & Staff
representatives on Board and OPS
Committees
Department meetings
Western Sierra common assessments
Common Pacing Guides
Assessment results
Western Sierra Collegiate Academy has a robust team environment designed around creating a
positive learning environment for students. Flexibility and ability to change with student need are
key components to the success of this environment. Responding to data-driven decisions will be a
necessary focus as the school matures and enhances its ability to have a better process of data
acquisition.
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Findings Supporting Evidence
Increase effectiveness of monitoring
process
Creation of SMART goals
Broaden use of data-analysis
Department meetings
Leadership team meetings
Staff meetings
DataWise training
Leadership team discussions
Staff evaluations
Western Sierra common
assessments
Common pacing guides
Assessment results
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A4. Leadership and Staff Criterion
A qualified staff facilitates achievement of the academic standards and the school-wide learner
outcomes through a system of preparation, induction, and ongoing professional development.
Employment Policies and Practices
The school has clear employment policies and practices related to qualification requirements of
staff.
Findings Supporting Evidence
RAFOS Employee handbook
EdJoin
Western Sierra Open-Door policy
100% CLAD certified teachers
All new teachers enrolled in BTSA
Department Groups
BTSA
AP training
Continuing Education and various
conferences for teachers
Qualifications of Staff
Western Sierra has procedures to ensure that staff members are qualified based on staff
background, training and preparation.
Findings Supporting Evidence
HR – screening process
All teachers are teaching in
credentialed subject areas
All teachers are CLAD certified
(100%)
100% NCLB compliant
Applicant screening process,
credential verifications, reference and
background checks
Maximum Use of Staff Expertise
The school has a process to assign staff members and provide appropriate orientation for all
assignments, including online instruction and specialized programs so that the expertise of the staff
members is maximized in relation to impact on quality student learning.
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Findings Supporting Evidence
CPR training
Technology training
Backwards mapping (all curricular
areas)
Academic Intervention Specialist
Online courses (Safe Schools, etc…)
Core Values training
Power School online training
DataWise training
Common Core training
CPR training
New teacher orientation
Academic Commons
Defining and Understanding Practices/Relationships
Western Sierra has clear administrator and faculty written policies, charts, and handbooks that
define responsibilities, operational practices, relationships of leadership and staff, and where
applicable, decision-making processes to address new situations as they arise.
Findings Supporting Evidence
Staff, Leadership Team, and
Department meetings,
agendas, and notes
demonstrating collaboration
on a variety of issues
RAFOS policies and
procedures
Western Sierra policies and
procedures
Western Sierra PowerSchool
handbook
Employee Handbook
New teacher induction
Internal Communication and Planning
Western Sierra has effective existing structures for internal communication, planning, and
resolving differences.
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Findings Supporting Evidence
Staff meetings
Emails
Department meeting times
Weekly articulation time on
minimum day Mondays
Open Door policy
Emails
Staff meetings
Leadership team
meetings
Staff meetings discuss
issues from Leadership
Staff Actions/Accountability to Support Learning
Western Sierra evaluates the effectiveness of the processes and procedures for involving staff in
shared responsibility, actions, and accountability to support student learning throughout all
programs. This includes an evaluation of the kinds of collegial strategies used to implement
innovations and encourage improvement, such as shadowing, coaching, observation, mentoring,
group presentations.
Findings Supporting Evidence
New teacher training
Creation of common assessments
BTSA training
Professional Development
Teacher presentations during staff
meetings
Peer Observations
BTSA support
Common Core trainings
Evaluation of Existing Processes
The school leadership regularly reviews the existing processes to determine the degree to which
actions of the leadership and staff focus on successful student learning.
Findings Supporting Evidence
Weekly Leadership Team meetings –
regularly address issues concerning
student learning
Leadership Team agendas and
minutes
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Conclusions
A qualified staff facilitates achievement of the academic standards and the school-wide learner
outcomes through a system of preparation, induction, and ongoing professional development.
Findings Supporting Evidence
RAFOS Employee handbooks
EdJoin
Western Sierra Open Door policy
100% CLAD certified teachers
All new teachers enrolled in BTSA
HR/Business Manager position
Backwards mapping
Academic Intervention Specialist
Department groups
BTSA
AP Training
Continuing Education
Applicant screening process
Core Values training
The school leadership team is a strong component of ensuring that change and student support is
guided by research and data analysis.
Findings Supporting Evidence
Western Sierra Peer to Peer
observations
Leadership team meetings
Department meetings
DataWise trainings
Technology training
Weekly articulation time on minimum
day Mondays
Parent Survey for California School
Board of Education
Continuing education for various
conferences for teachers
New teacher induction
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A5. Leadership and Staff Criterion
Western Sierra Collegiate Academy leadership and staff are involved in ongoing research or data-
based correlated professional development that focuses on identified student learning needs.
Support of Professional Development
The school effectively supports professional development/learning with time, personnel, material,
and fiscal resources to facilitate all students achieving the academic standards and the school-wide
learner outcomes.
Findings Supporting Evidence
Conferences & trainings (Both
suggested by Admin and requested by
staff – covering topics such as
technology and classroom
management strategies)
Staff presentations
Enhanced curriculum opportunities
for students
Supervision and Evaluation
The school implements effective supervision and informal evaluation procedures in order to
promote professional growth of staff.
Findings Supporting Evidence
Administration presents PD
opportunities available to teachers
Administration financially supports
teachers attending PD
Staff presentations
Enhanced curriculum opportunities for
students
Informal Walk-Through Form (Core
Values)
Peer-to-peer Classroom Observation
form
Measurable Effect of Professional Development
There are processes in place to measure the effect of professional development, coaching, and
mentoring on student performance.
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Findings Supporting Evidence
Conferences and trainings
DataWise Training and use
Improved test scores
Improved classroom management
Teacher presentations during staff
meetings
Conclusions
Western Sierra Collegiate Academy leadership and staff are involved in ongoing research or data-
based correlated professional development that focuses on identified student learning needs.
Findings Supporting Evidence
Conferences and trainings
Administration presents PD
opportunities to Leadership and all
staff
Staff presentations
Enhanced curriculum opportunities
for students
Improved test scores for students
The current administration is in the process of developing procedures and protocols to ensure a
sufficient and efficient evaluation process for teachers.
Findings Supporting Evidence
Evaluation process needs to be
developed (mutual process with
Administration, staff, Executive
Director)
Exit interviews
Western Sierra leadership would like to
incorporate best practices into the
school culture and effective
observations and evaluations would
contribute towards that purpose
Staff presentations
Enhanced curriculum opportunities for
students
Informal Walk-Through Form (Core
Values)
Peer-to-peer Classroom Observation form
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A6. Resources Criterion
Western Sierra Collegiate Academy finds a clear correlation between the department and
leadership team decisions pertaining to resource allocation, the school’s vision and purpose, and
student achievement of the student learning outcomes. 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
school-wide learner outcomes.
Allocation Decisions
There is a relationship between the decisions about resource allocations, the school’s vision,
mission, and student achievement of the school-wide learner outcomes, and the academic
standards. The school leadership and staff are involved in the resource allocation decision.
Findings Supporting Evidence
Administration invites teachers to
submit wish lists for their classrooms
Administration allocates resources to
fulfill classroom needs
Teachers request resources to achieve
classroom learning goals and standards
API scores
CST scores
Results on Common Assessments
Technology plan
AP results
A – G fulfillment
Teachers’ Wish Lists
OPS Committee prioritizes items on
Wish Lists
Practices
There are processes operating 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 Supporting Evidence
Internal Audit
Business Manager/HR position
Budget
Report to the Board of Directors
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Facilities
The school’s facilities are adequate to meet the school’s vision, mission, school-wide learner
outcomes, the educational program, and are safe, functional, and well maintained.
Findings Supporting Evidence
Facilities have been modified to meet
the needs of both teachers and students
No teachers are assigned to multiple
classrooms
Students are held responsible for
keeping the campus clean which allows
custodial staff to concentrate on their
assigned responsibilities
Teacher room assignments
Safe School Plan
Career Center
Gym and dressing rooms
Music facility
Computer lab
Student intervention area
Instructional Materials and Equipment
Western Sierra policies and procedures for acquiring and maintaining adequate instructional
materials and equipment, such as textbooks, other printed materials, audio-visual, support
technology, manipulatives, and laboratory materials are effective.
Findings Supporting Evidence
Instructional materials are provided to
meet teacher needs and the majority of
requests are met
Technology availability is increasing on
campus
Textbooks and classroom
materials are sufficient for student
needs
New computer lab
Netbooks
iPad program
Well-Qualified Staff
Resources at Western Sierra are available to enable the hiring, nurturing, and ongoing professional
development of a well-qualified staff for all programs including a new college/career.
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Findings Supporting Evidence
Funds are available for teachers to attend
trainings (AP, Common Core, BTSA,
subject matter, etc. )
Salary equity
Increased longevity of teaching
staff
Higher staff retention
Comparative salary study for all
staff positions
Long-Range Planning
RAFOS and Western Sierra’s processes for regularly and effectively examining a long-range plan
ensures the continual availability and coordination of appropriate resources supporting students’
achievement of the critical learner needs, the academic standards, and the school-wide learner
outcomes.
Findings Supporting Evidence
Subject area articulation mapped out from
7th
through 12th
grades
Materials and resources have been
planned to provide a consistent learning
process
SMART goals
Western Sierra SMART goals
Course mapping
Conclusions
Western Sierra Collegiate Academy finds a clear correlation between the department and
leadership team decisions pertaining to resource allocation, the school’s vision and purpose, and
student achievement of the student learning outcomes. 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
school-wide learner outcomes.
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Findings Supporting Evidence
Admin invites teachers to submit wish
lists for their classrooms
Administration allocates resources to
fulfill classroom needs
Internal Audit
Business Manager/HR position
Facilities have been modified to meet
the needs of both teachers and students
API scores
CST results
Common Assessment results
Technology plan
AP results
A – G fulfillment
OPS Committee prioritizes with
lists according to resources
Western Sierra's Board of Directors has been the initial driving force in determining educational
philosophy and direction. The Board of Directors has also been the guiding force to develop the
Core Values of the organization, which ensures that choices are made with student learning as the
focus.
Findings Supporting Evidence
RAFOS Board of Directors
Western Sierra Parent Survey
Western Sierra Core Values
SMART goals
RAFOS Board minutes
Core Values report
Parent Survey
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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).
Long-range Financial (and other Resources) Plan
The school’s long-range plan is regularly reviewed by RAFOS in relation to the school’s vision,
mission, and school-wide learner outcomes. Decisions about resource allocation are directly
related to the school’s vision, mission, and school-wide learner outcomes.
Findings Supporting Evidence
Board of Directors’ meetings
Cabinet meetings (principals & Executive
Director)
Minutes from Board of Directors’
meetings
Annual Operating Plan
(submitted by Western Sierra for
Board approval)
Regular Accounting and External Audit Procedures
The school has defined regular accounting and external audit procedures.
Findings Supporting Evidence
HR/Business Manager position Annual audit
Budgeting Process — Transparency
The school develops and monitors its annual budgeting process to ensure transparency.
Findings Supporting Evidence
Annually reviewed at regularly
scheduled Board of Directors’ meetings
Agendas and minutes from Board
of Directors’ meetings
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Adequate Compensation, Staffing, Reserves
The school governing body provides adequate compensation to faculty, administrators, and staff;
adequate staffing for the school’s program; and reasonable accumulation of reserves.
Findings Supporting Evidence
Comparative salary schedule
Annual audit
Recent salary enhancements
Recent salary pay scale
Marketing Strategies
The school has marketing strategies to support the implementation of the developmental program,
including research and information to help develop future planning.
Findings Supporting Evidence
Currently, Western Sierra Leadership
and RAFOS Board of Directors see no
need for a marketing plan
Western Sierra at full maximum
enrollment
Stakeholder Involvement
All stakeholders are involved in future planning, including addressing long-range capital needs.
Findings Supporting Evidence
Board of Directors’ meetings
OPS Committee
Charter Renewal
Agendas from Board of Directors’
meetings
Agendas from OPS committee
meetings
Charter Renewal Introduction
Nights
Informing the Public and Appropriate Authorities
The governing authorities and school leaders inform the public and appropriate governmental
authorities about the financial needs of the organization.
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Findings Supporting Evidence
Board of Directors’ meetings Agendas and Minutes from Board
of Directors’ meetings
Adequacy of Reserve Funds
The school ensures the adequacy of reserve funds to ensure the financial stability of the school.
Findings Supporting Evidence
Board of Directors’ meetings
Audit
HR/Business manager position
CA State Board of Education Oversight
Committee
Agendas and minutes from Board
of Directors’ meetings
Annual budget
SBE annual visit
Decisions — School-wide Learning Results
The school bases resource allocation decisions in relationship to the school-wide learner outcomes
and the critical learner needs of the students.
Findings Supporting Evidence
Leadership Team meetings
SMART goals (part of annual OPS plan)
Leadership team minutes
Annual operating plan
Conclusions
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).
Findings Supporting Evidence
HR/Business Manager position
Board of Directors’ meetings
Cabinet meetings (Executive Director &
principals)
Agendas and Minutes from Board
of Directors’ and OPS Committee
meetings
Annual Operating plan (submitted
by Western Sierra for Board
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Annual review at regularly scheduled
Board of Directors’ meetings
Comparative salary schedule
Annual audit
OPS Committee meetings
approval)
Annual audit
Recent salary enhancements
Critical learner needs are not impacted by the current state of this criterion. Western Sierra has a
robust plan to support student learning.
Findings Supporting Evidence
Annual Audit
California State Board of Education
Oversight Committee
Charter Renewal
RAFOS Board of Directors
Agendas and minutes from Board of
Directors’ meetings
Annual budget
SBE annual visit
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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.
Written and Adopted Policies/Procedures
The school has written adopted fiscal policies and procedures for internal controls.
Findings Supporting Evidence
Board of Directors’ regulations Western Sierra Charter
Annual Financial Audit
The school has an annual independent financial audit that employs generally accepted accounting
principles, including a listing of audit exceptions and deficiencies that 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 Supporting Evidence
Annual audit performed by independent
auditors Audit report submitted back to
Board of Directors
Compliance of Personnel
Personnel follow the fiscal policies and procedures.
Findings Supporting Evidence
HR/Business Manager position Western Sierra Charter
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Processes for Implementation of Financial Practices
The school has processes and protections for the following: 1) who is authorized to sign contracts,
write checks, and release institutional funds; 2) the monitoring of payroll information; 3) the
review of bank reconciliations and deposits/withdrawals of all school financial accounts; 4) the
policies and procedures for the use of credit cards and other lines of credit.
Findings Supporting Evidence
HR/Business manager position Board of Directors’ regulations
Contracts — Accounting
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 Supporting Evidence
Board of Directors’ regulations Board of Director’s regulations
Conclusions
The school has developed policies, procedures, and internal controls for managing the financial
operations that meet state laws, generally accepted practices, and ethical standards.
Findings Supporting Evidence
Annual Audit
Board of Directors’ regulations
HR/Business Manager position
Western Sierra Charter
Annual Audit report to Board of
Directors
Board of Directors’ regulations
Critical learner needs are not impacted by the current state of this criterion. Western Sierra has a
robust plan to support student learning.
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Findings Supporting Evidence
Annual Audit
California State Board of Education
Oversight Committee
Charter Renewal
RAFOS Board of Directors
Western Sierra Charter
Annual Audit report to Board of
Directors
Board of Directors’ regulations
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Category A. Organization: Vision and Purpose, Governance, Leadership
and Staff, and Resources:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources: Areas of Strength
Western Sierra Core Values
Western Sierra’s Mission, Vision, and Statements
RAFOS Board Policy
PSP
Class Standards linked to the Common Core and the Education Standards of the CA
Department of Education
Western Sierra OPS Committee
Western Sierra Leadership Team
Western Sierra Minimum day Mondays
Western Sierra Board of Directors
Western Sierra SARCs 2009 – 2013
Western Sierra SMART goals
DataWise use
Leadership class
Western Sierra Staff meetings
RAFOS Employee Handbook
All teachers are CLAD certified
100% NCLB compliant
Academic Intervention Specialist
Backwards mapping
Western Sierra PowerSchool
Western Sierra Open Door policy
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Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources: Areas of Growth
Parent Information Nights
Student Orientation Days
Review Process for Vision, Mission, and Core Values statements
Formalized Teacher Evaluation Procedure (Western Sierra leadership would like to
incorporate best practices into the school culture and effective observations and evaluations
would contribute towards that purpose
Work on refining Student Learner Outcomes
Department-wide SMART goals
DataWise use
Increase effectiveness of data-analysis process
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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 school-wide learner outcomes.
Through standards-based learning (what is taught and how it is taught), these are accomplished.
Current Educational Research and Thinking
The school provides examples that document the effective use of current educational research
related to the curricular areas in order to maintain a viable, meaningful instructional program for
students.
Findings Supporting Evidence
Shared Research: 2012-2013 all staff read
TEACH LIKE A CHAMPION – getting
ideas that could be implemented in the
classroom
All Spanish classes are using TPRS
(Teaching Proficiency through Reading
and Storytelling)
AP classes/college board training for AP
teachers
BTSA – Staff are trained to be trainers
and all new staff are participating
All textbooks are State approved and are
research based; 2012-13 & 2013-14
integrating Common Core textbook and
standards into all departments
All high school courses are UC/CSU a-g
approved (except for yearbook and P.E.)
PCOE training for GATE, classroom
management, etc…
Standards & Objectives are written on the
board daily so students can see why and
what they are to learn
Writing Across the Curriculum
Shared Research
TPRS (Spanish Classrooms)
AP classes
BTSA training
Textbooks
UC/CSU a-g approval
PCOE Continuing Education
Standards & Objectives
Science & Foreign Language
emphasize more writing to meet
the new CCSS standards
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Academic Standards for Each Area
The school has defined academic standards for each subject area, course, and/or program and,
where applicable, expectations within the courses that meet the UC “a-g” requirements. Mastery
learning has always been a part of the accepted standard for all Western Sierra classes. Western
Sierra is the first school in the Sacramento area to be named as a Confucius Institute Classroom
and is proud to be partnering with San Francisco State University, offering classes in both
Mandarin and Chinese Culture. Both a physical classroom and a school-wide curricular and co-
curricular program, the Confucius Classroom offers Mandarin instruction and programs promoting
Chinese language, history, art, and culture.
Findings Supporting Evidence
Mastery-based learning with standards
and benchmarks is the philosophy of
Western Sierra
Currently using CA State Academic
Standards in all classes while
implementing Common Core
Confucius Classroom is an International
Standards based classroom
Using rubrics, curriculum maps, and
learning objectives
At the beginning of the year, parents
receive class syllabi that outline class
standards for students.
PowerSchool includes some standards,
but teachers are moving towards
inputting Common Core standards
CA State Standards
CA Common Core
Confucius Classroom
Subject alignment binders
Class syllabi
PowerSchool
Summative Assessments
Congruence
There is congruence between the actual concepts and skills taught, the academic standards and the
school-wide learner outcomes.
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Findings Supporting Evidence
Staff use grading rubrics for assignments
Assessments are linked to course
standards
Common assessments and grading
rubrics are used for all similar classes
Course rubrics
Common Assessments
Course standards
Student Work — Engagement in Learning
The school’s examinations of representative samples of student work and snapshots of student
engagement in learning demonstrate the implementation of a standards-based curriculum and the
school-wide learner outcomes.
Findings Supporting Evidence
Daily classwork and formative
assessments are discussed and graded to
help determine student proficiency which
dictates lesson plans for future class
instruction
Elective offerings begin with staff;
however, students are surveyed for
preferences
Parents are emailed weekly newsletters
regarding upcoming events and on-
campus news, success of sports teams,
student awards, etc.
Clubs are designed to help extend
classroom subjects and curriculum
Student work
Master schedule
Weekly parent newsletter
Co and Extra-Curricular Clubs
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Accessibility of All Students to Curriculum
A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all
courses/programs offered. The school examines the demographics and situation of students
throughout the class offerings. The school’s instructional practices and other activities facilitate
access and success for special needs students.
Findings Supporting Evidence
Academic Commons support is open to all
students – some are assigned as their
elective
Course syllabi list all course expectations
Teachers employ a wide variety of
instructional strategies (pre-teaching
concepts, scaffolding, academic vocabulary
support, review during advisory, and
enrichment periods)
Pacing guides and rubrics guide AP
instruction
Mastery-based learning and retake policy
allow all students to be successful at their
own pace
Advisory and enrichment periods are built
into the daily schedule to assist students
needing additional help and instruction
Teacher differentiations in the classroom
(length of assignment, accommodations,
higher expectations for some students)
Most students fully participate in the
curriculum, some with a few modifications
within the classroom
Special Ed push-in/pull-out when needed to
best suit the curriculum and student needs
(Goal is push-in)
CJSF Peer-Tutoring beginning Fall 2013-
2014
On-line courses are offered for a small
number of students (during the school day
in the school classroom) (ex: AP Physics)
Academic Commons
Course syllabus
Instruction strategies
AP courses
Mastery-based
instruction
Master schedule
IEP/504 guidelines
Special Ed process
CJSF Peer-Tutoring
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Integration Among Disciplines
There is integration among disciplines at the school and where applicable, integration of
outsourced curriculum into the program so that curricular integrity, reliability, and security are
maintained.
Findings Supporting Evidence
Teachers plan cross-curricular projects
using skills from many different
disciplines (science fair, math visual
aides made by students)
Science fair is using the UN global
issues as their theme for the 2013-2014
year – English and Science teachers are
focusing on integrating more writing
into the science curriculum
Academic Decathlon
Destination Imagination (national
competition)
Teachers collaborate on cross-curricular
planning
Some teachers teach multiple subjects
which naturally allows for cross-
curricular planning
Courses such as “Pop Culture” and
“Film As Lit”
Testing board in Staff Room helps to
prevent overwhelming students with
major projects and assessments
All teachers attend applicable IEP and
504 meetings for students enrolled in
their courses
Class projects
Science Fair
Academic Decathlon
Destination Imagination
Master Schedule
Testing Board/Staff Room
Media Classes
IEPs and 504 meetings
Curricular Development, Evaluation, and Revisions
The school assesses its curriculum review and evaluation processes for each program area,
including graduation requirements, credits, grading policies, and homework policy, to ensure
student needs are met through a challenging, coherent, and relevant curriculum. This includes the
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degree to which there is involvement of key stakeholders (governing board members, teachers,
parents, and students).
Findings Supporting Evidence
Operations Committee solicits input from
staff and provides approval of curriculum
implementation
Grading and homework policy from
handbook
Graduation requirements
Parents have access to PowerSchool and
daily homework emails to track students’
grades
Staff use results from CST, CAHSEE,
and local assessments to evaluate
curriculum success and areas of weakness
– departments use this information to
improve instruction in areas of weakness
Homework and grading policy allow staff
to best deliver curriculum which meets
student needs
PSP and administration have good
communication – PSP President is
invited to attend Friday staff meetings so
information is easily transferred
Grading policy allows students and
teachers to periodically revisit instruction
and learning. Curriculum is modified as
needed
OPS Committee minutes
Parent and Student Handbook
PowerSchool
Assessment results (CSTs,
CAHSEE, local assessments)
Staff Meeting notes
Grading Policy
Policies — Rigorous, Relevant, Coherent Curriculum
The school assesses the curriculum and its rigor, relevancy and coherency after examination of
policies regarding course completion, credits, grading policies, homework, etc.
Findings Supporting Evidence
Course syllabi lays out rigorous
curriculum
Grading policy goal is to prevent students
from failing courses – students must
Course syllabi
Grading Policy
Master Schedule
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work with teacher on reteaching and
retaking tests that are not passed –
reinforcing the belief that the curriculum
is critical to learning
AP courses are the expected academic
track for all HS students
Teachers have academic freedom to
cover difficult topics but are relevant to
student’ interest
Teachers can create elective courses and
gain UC/CSU a-g approval
All students are expected to enroll in and
succeed in rigorous, challenging courses
Western Sierra SLOs
Western Sierra Mission and Vision
Statements
Articulation and Follow-up Studies
The school articulates regularly with feeder schools and local colleges and universities. The school
uses follow-up studies of graduates and others to learn about the effectiveness of the curricular
program.
Findings Supporting Evidence
College and Career Center created this year
Graduating Class (inaugural graduation class
– June 2013)
Senior Advisory in spring – college students
provide a panel discussion about college life
Seniors attend college presentations
Teachers make use of information provided
in cum folders
On-going articulation with Rocklin Academy
elementary schools, mathematics placement
tests for new students and all entering 7th
grade students
All 6th
grade teachers meet bi-weekly with
elementary campuses
Weekly staff meetings, department meetings,
grade level articulation, cross-curriculum,
common prep periods
IEP and 504 meeting follow-up
College /Career Center
Senior Advisory
College presentations
CUM folders
Staff meetings
Department meetings
Common Prep periods
IEPs and 504 meetings
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Conclusions
Western Sierra’s curriculum is relevant, coherent, and gives all students access to the UC/CSU a-g
requirements. Teachers collaborate across departments to create common rubrics, and formative
and summative assessments. Western Sierra staff provides multiple opportunities for all students
to be successful, from common rubrics and assessments, enrichment, peer-tutoring, to the
Academic Intervention Specialist.
Findings Supporting Evidence
Mastery based learning with standards and
benchmarks is the philosophy at Western
Sierra
Teachers are currently using CA State
Academic Standards in all classes while
implementing Common Core
At the beginning of every year, students
and parents receive class syllabi which
outline the class standards for students
Teachers link assessments to course
standards
Common assessments and grading rubrics
are used for all similar classes
Teachers use grading rubrics for
assignments
Academic Commons support is open to all
students – some students are assigned as
their elective
CJSF provides peer-tutoring
On-going articulation with Rocklin
Academy elementary schools,
mathematics placement tests for new
students and all entering 7th
grade students
Mastery Learning
Class syllabi
Common rubrics, assessments, and
pacing guides
Academic Commons
Peer-Tutoring
Articulation
As Western Sierra grows, it will be a continued challenge to support all students including those
with active IEP and 504 plans in a rigorous AP curriculum.
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Findings Supporting Evidence
Most students fully participate in the
curriculum; some with a few
modifications within the classroom
Special Ed push-in/pull-out when
needed to best suit the curriculum and
the student needs – with push-in being
the final goal
Mastery-based learning and grading
policy allow all students to be successful
at their own pace
Advisory and enrichment periods are
built into the daily schedule to help
struggling students get additional help
and instruction as needed
IEP accommodations and
modifications
Special Ed push-in/pull-out
Advisory periods
Enrichment periods
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B2. Curriculum Criterion
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.
Variety of Programs — Full Range of Choices
All students are able to make appropriate choices and pursue a full range of realistic college/career
and/or other educational options. The school provides for career exploration, preparation for
postsecondary education, and pre-technical training for all students.
Findings Supporting Evidence
Master schedule provides diversity for
students to explore various areas to meet
graduation requirements
Wide variety of clubs for students to join
College and Career Center new 2013-
2014
NAVIANCE program helps to get
students ready for college applications
Assistant Principal/Counselor
Science Fair – all students enrolled in 7-
12 science courses are required to
participate – 2013-2014 we are focusing
on UN global issues for projects –
students will design experiments to test
ideas that address one of these issues
Community Service hours required for
graduation
ROP (through Placer County Office of
Education)
Master Schedule
Campus clubs
College/Career Center
NAVIANCE program
Science Fair
Community Service hours
ROP (PCOE)
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Student-Parent-Staff Collaboration
Parents, students, and staff collaborate in developing and monitoring a student’s personal learning
plan, based upon a student's learning style and college/career, and/or other educational goals.
Findings Supporting Evidence
Positive collaboration between PSP and
staff. Staff plan and supervise some
events, parents plan and supervise some
events – good collaboration between the
two shareholders
Western Sierra doesn’t have a lot of
committees – Leadership team is the main
vehicle for information to flow between
administration and staff
Parents track student progress and grades
Parent Volunteer program under
development
Edlio program provides parents daily
homework email
Western Sierra clubs – need both staff and
parent sponsor
Counseling Office open to both students
and parents
College Panel and Senior Advisory classes
inform students about college life
Parents are invited to be guest speakers
(where appropriate) in regular classrooms
for enrichment opportunities
Parent/teacher/student meetings are held
throughout the year, as needed or
requested
Advisory and Enrichment class time is
built into the regular school day
ASB program and Media/Yearbook class
IEP and 504 meetings and follow-up
process help keep parents and staff
working together
PSP group
Leadership meeting notes
PowerSchool
Edlio program
Western Sierra Clubs
Western Sierra Counseling
Senior Advisory
Guest speakers
Parent/teacher/student meetings
Master Schedule
IEP and 504 meetings
Yearbook and ASB programs
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Monitoring/Changing Student Plans
The school implements processes for monitoring and making appropriate changes in students’
personal learning plans (e.g., classes and programs) and regularly evaluates them.
Findings Supporting Evidence
Class changes
Academic Support as an elective course
and as an open opportunity for students
in the Academic Commons
Counselor/Counseling Office
Academic Mastery – grading policy
IEPs and 504 meetings – regularly
scheduled to update plans and meet
student needs
Schedule change form
Academic Support
Counseling Office
Western Sierra grading policy
IEP and 504 meetings
Post High School Transitions
The school implements strategies and programs to facilitate transitions to post high school options
and regularly evaluates their effectiveness.
Findings Supporting Evidence
College/Career Center new 2013-2014
school year
Senior Advisory
“Guest Speaker of the Month” initiated
this year, getting parents into the school
and providing students information about
post-high school possibilities
Only one (1) graduation class so far –
June 2013
College/Career Center
Senior Advisory (spring)
Guest Speakers
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Conclusions
Western Sierra staff does a thorough job ensuring that all students have equal access to the
school’s entire program and assistance with a personal learning plan ultimately focusing on
preparing them for the pursuit of their academic, personal, and school-to-career goals.
Findings Supporting Evidence
Master schedule provides diversity for
students to explore various areas in order
to meet their graduation requirements
NAVIANCE program helps to get
students prepared for college applications
ROP is offered through the Placer County
Office of Education
Counseling Office is open to both
students and parents
College and Career Center is new to
Western Sierra this school year 2013-
2014
Parents, teachers, staff, and students can
initiate meetings as needed or as
requested
IEP and 504 meetings and follow-up
process helps keep parents and students
working together
Master Schedule
NAVIANCE program
ROP
Counseling Office
IEP & 504 meetings
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B3. Curriculum Criterion
Upon completion of the high school program, students have met all the requirements for
graduation.
Real World Applications — Curriculum
All students have access to real world applications of their educational interests in relationship to a
rigorous, standards-based curriculum.
Findings Supporting Evidence
All core courses are aligned to State
Standards and are moving towards
Common Core Standards
Mock campaigns and elections were held
last year mirroring the national election.
Annually there are ASB campaigns and
elections
Science Fair – UN global issues theme
7th
grade “Allergy Study”
“Guest Speaker of the Month” program
initiated this year
Western Sierra Clubs – wide diversity
presenting wealth of real-world
application
Technology – increasingly used in many
classes
Newspaper/Yearbook/Media course
provides student real-world application
experience
Mandarin class field trip to San
Francisco’s Chinatown
Spanish classes provide cultural events
Course syllabi and rubrics
Science Fair
Western Sierra Clubs
Technology implementation
Field Trips
World Language classes
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Meeting Graduation Requirements
The school implements academic support programs to ensure students are meeting all
requirements, including the CAHSEE.
Findings Supporting Evidence
Academic Commons provides student
support in meeting graduation
requirements (including the CAHSEE)
College/Career Center initiated 2013-
2014 school year
College visitations
PSAT testing done on-campus
AP testing done onsite – prep courses
offered by some teachers to prepare
students for the test
Community service hours
Academic Commons
College/Career Center
PSAT testing
AP testing
Community Service
Conclusions
Western Sierra has created a rigorous, relevant, and challenging curriculum, which is accessible to
all students through all courses and programs offered. The school’s instructional practices and
other activities facilitate access and success for special needs students. The school regularly
reviews its curriculum, graduation requirements, credits, grading policies, and homework policies
to ensure student needs are being met.
Findings Supporting Evidence
Leadership team meetings
Department meetings
Leadership team notes
Department meeting minutes
As California transitions over to the California Common Core State Standards and implements the
Smarter Balance Assessment, Western Sierra will need to continue to regularly review curriculum
to ensure that curriculum, standards, and assessments continue to align.
Findings Supporting Evidence
Leadership team meetings
Department meetings
Leadership team notes
Department meeting minutes
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Category B: Standards-based Student Learning: Curriculum:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
Standards and Objectives
UC/CSU a-g approval
AP courses
PCOE ROP classes
Science and Foreign Language emphasize more writing to meet the new CCSS standards
Subject alignment binders
Common rubrics
Common formative assessments
Common summative assessments
Master Schedule
California Common Core State Standards
Academic Commons
Mastery Based instruction
Special Education processes
CJSF Peer-Tutoring
Academic Intervention Specialist
Science Fair
Academic Decathlon
Destination Imagination
Western Sierra Mission Statement
Western Sierra Vision Statement
Western Sierra School-wide Learner Outcomes
Assessment Results
NAVIANCE program
College & Career Center
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Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
Most students fully participate in the curriculum; some with a few modifications within the
classroom
Special Ed push-in/pull-out when needed to best suit the curriculum and the student needs
– with push-in being the final goal
Mastery-based learning and grading policy allow all students to be successful at their own
pace
Advisory and enrichment periods are built into the daily schedule to help struggling students get additional help and instruction as needed
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Category C: Standards-based Student Learning: Instruction
C1. Instruction Criterion
To achieve the academic standards and the school-wide learner outcomes, all students are involved
in challenging learning experiences.
Results of Student Observations and Examining Work
Western Sierra’s observations of students working and the examining of student work provide
information on the degree to which all students are involved in challenging learning to assist them
in achieving the academic standards and the school-wide learner outcomes. Western Sierra has
evaluated the degree of involvement in the learning of students with diverse backgrounds and
abilities and modified approaches based on findings.
Findings Supporting Evidence
Western Sierra initiates a journey
into social science predicated on
historical perspective and how it
applies to modern times. Students
participate in a variety of activities
that are designed to engage all levels
of academic proficiency.
Assignments involving “living
history” allow the students to have a
sense of how previous societies
functioned and how they might relate
to everyday lives. Additionally,
students are encouraged to evaluate
information and think as historians/
social scientists.
All math classes range from 7th
to
12th
grade students in classes from
Pre Algebra to AP Calculus.
Students can be challenged through
two AP math classes that are offered-
AP Calculus and AP Statistics.
Algebra Readiness is a support
course offered for students who
passed Pre Algebra but not quite
ready for the rigorous pacing and
curriculum in Algebra I. Students
Course Matrices
Common Course Rubrics
AP Classes
Academic Commons
Common Assessments
Multi-Disciplinary Projects
IEP modifications
Lesson Plans
Student Assessments (written &
performance based)
Music Journal
Art Portfolio
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are involved in challenging learning
through differentiated instruction,
which is done through grouping and
varying level of problems.
The science department utilizes a
common assessment for all students in
all grades and of all levels in the third
quarter: the science fair. Through this
multi-disciplinary project, all students
are required to utilize the processes of
science to create and test a scientific
question. This long-term project is
scaffolded according to student needs
and levels. While higher-achieving
students have been successful at the
regional and state science fair
competitions, special education students
who are performing at a below-basic
level have completed successful science
fair projects using modifications
according to their IEPs. The science fair
implements a DUA: Due until Accepted
protocol, which allows for multiple
submissions and further scaffolding of
the project. School-wide learner
outcomes in science are based on the
newly-adopted Next Generation
standards.
All students taking a foreign language
are expected to be involved and learning
in the four domain areas: Listening,
Reading, Writing, and Speaking. All
students write an average of five short
stories per chapter using the chapter
structures and vocabulary and read five
stories with increasing level of
difficulty. Students are observed while
working and constantly asked to
participate in order for the teacher to
quickly assess understanding. Since
foreign language is a highly interactive
class, informally assessing
understanding and speaking are daily
activities. Writing skills are examined
by reading students’ short stories on a
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daily basis. Feedback on written
material is given and students need to
make corrections and re-submit work to
teacher.
Students with varying levels of subject-
area understanding are the norm in
VAPA/PE classes. There are always
students that will come in with years of
private lessons in the same class with
someone that has never played or sung
before, or students that have played on
competitive teams in the same class as
students that have never participated in a
sport. Using the California CDE VAPA
or PE standards and rubrics, we
communicate to our students the
expectations of each project/assignment
or assessment. As students work in
class to complete projects and master
material for upcoming assessments,
teachers differentiate instruction to meet
the varying needs of their students.
The sixth grade teaching team utilizes
common assessments in all content
taught in the classroom. Students are
scored on a 3-Proficient, 2-Strategic, 1-
Instructional rubric. All students are
taught until a score of a 3 is achieved.
Multiple forms of proficiency may be
shown through written communication,
verbal communication, and technology
programs. For some students, re-
teaching and additional assessments to
show proficiency may be required.
Student Understanding of Performance Levels
Through the development and use of course syllabi and common scoring rubrics, students at
Western Sierra Collegiate Academy have access to a variety of resources that clearly identify the
standards and expected performance levels for each course. Assessment of student learning on
essential skills and concepts is measured on a variety of formats: tests, oral presentations,
performances essays, journals, and projects, to name the more common forms. Many of these use
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a scoring rubric that informs students of expected performance level to achieve a specific grade.
Students definitely know beforehand the standards/expected performance levels for each area of
study.
Findings Supporting Evidence
In social studies, units follow
chronological order and, therefore,
transition from one era to the next. The
framework for the eras is established
through periodization as defined by the
AP programs taught at Western Sierra.
Our teachers display the standards that are
being covered by the prepared lessons and
activities.
In mathematics courses, daily goals and
learning objectives are posted on the
board. Each class period is started with a
‘warm-up’ where students review
prerequisite skills before starting the new
area of study. This allows the teacher to
assess student readiness for the new
materials or if remediation is necessary.
Prior to summative assessments, students
are able to complete practice tests, which
cover the standards that students are
expected to know.
In foreign language classes, California
standards are posted in the classroom and
daily objectives are communicated to
students and posted on the boards. At the
beginning of each chapter, teachers
explain to students: which cultural aspect
will be covered (idiomatic expressions,
language differences between countries,
cultural celebrations, etc.), what functional
objectives need to be accomplished in a
functional way (making requests, reacting
to news, driving a car, ordering at a
restaurant, etc.) and what grammatical
structures will be covered (appropriate use
of preterit and imperfect tenses, reflexive
verbs, gender agreement, etc.).
Course Syllabi
Course Rubrics
Course web sites
Student assignments &
assessments
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In music classrooms, the California
standards are also posted in the
classrooms, distributed in the syllabi at the
beginning of the year, and daily objectives
are posted on the white board for students
to see. In addition, when rubrics are given
(art, choir, PE), the connection to state
standards is also given on the assignment.
Continuing to develop assessments and
assignments that are explicitly tied to
standards has been a focus for the
department.
All 6th
grade core curriculum content
standards are communicated to students
visually and verbally at the beginning of
each lesson. This is completed in a
variety of ways. On thematic units in
science and social studies, it is stated on
the student handout packets and/or posted
on the board in the classroom. In
mathematics it is printed and posted on the
board for each individual lesson.
Language Arts objectives are verbally
communicated for each lesson. All
assessments are explicitly tied to the
standards that have been focused for the
lesson.
Differentiation of Instruction
Western Sierra’s instructional staff members differentiate instruction through the use of
multimedia, technology, alternative assessments, and re-teaching. Instructional staff evaluates the
impact of differentiated assessments on student learning.
Findings Supporting Evidence
Western Sierra provides instructors with
an excellent choice of technological
teaching aids. Our social science teachers
avail themselves of the advanced
technology ranging from our ceiling
mounted projectors for Power Point
presentations and videos to our document
projectors. Classroom instruction is
Lesson Plans
Power Points
Sound files (music)
Music Warm-Ups
Art Projects
Document cameras and ceiling-
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definitely enhanced by the world of
information available at our fingertips.
Mathematics classes use different types
of multimedia in their classrooms,
including Power Point, ceiling-mounted
projectors, document cameras, scientific
and graphing calculators, Khan
Academy, and response cards.
Instructional staff members differentiate
instruction daily through various methods
that include grouping peer teaching
whiteboard use and varying levels of
worksheets and problems. Through
feedback from exit passes, struggling
students are identified in order to receive
extra support in the next class meeting.
Extra support is provided through peer
and group support or instructor
remediation within small groups or
individually.
Instruction differentiation in foreign
language is done 100% of the time due to
the nature of the class. Everyone in the
classroom is a language learner, which is
different from other subjects. Some of
the differentiation strategies constantly
used in the foreign language classroom
are: slow and well-pronounced speech,
plenty of visual aids, gestures, music, and
videos. These strategies impact student
learning in a very positive way as they
learn a new language in a similar way to
a child learning their first language.
Multimedia is used in the department in
the form of: movies, music,
presentations, and authentic materials
(commercials, novellas, etc.).
The band teacher uses music writing
software to create warm-ups specific to
the needs of the students in band class.
Document cameras and projectors are
used regularly in all classes (band, choir,
and art). For example, in the studio art
classes, teachers use the technology to
mounted projectors
Calculators (scientific and
graphing)
Classroom response cards
Sample worksheets and Warm-
Ups
Individualized software
iPads
Academic Commons
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demonstrate skills and techniques so that
all students can see. Vocal music uses
software to record students singing, in
order to track ensemble or individual
progress. Vocal music has been using
iPads to practice music theory concepts
and ear training (note recognition,
singing intervals, etc.).
Sixth grade mathematics students are
given a pre-assessment on all topics.
Students are then grouped: enrichment,
strategic, or instructional. Between the
three different 6th
grade teachers, students
are placed into different instruction
classes. Using the Envision Math
Program and SMART boards, students
are taught through technology and
teacher-led lessons. In writing, students
are taught at differentiated levels with a
common standard to be achieved. Written
communication (text), verbal
communication (lecture), and media
technology are used to facilitate learning
in social studies and science classrooms.
Students who need additional
instructional support -- including IEP and
504 students – may go to Academic
Commons to receive additional small
group or one-on-one instruction.
Identified students have a specific class
period assigned to Academic Commons
for additional support. Academic
Support can also be requested by the
student or parents.
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Student Perceptions
Western Sierra students understand the expected level of performance based on the standards and
the school-wide learning results. Using an online survey, students were asked their perceptions of
learning experiences, including all specialized programs such as college/career readiness and
preparation for the next step in their educational careers.
Findings Supporting Evidence
95% of Western Sierra students indicate
that they receive a clear rubric
describing the requirements of their
assignments on summative assessments
90% of Western Sierra students indicate
that they feel that they have a good
understanding of the grading policy here
at school
88% of students felt that they had a good
understanding of the difference between
formative and summative assessments
94% of students feel that Western Sierra
classes prepare them to be successful in
college
95% of students feel that Western Sierra
has a program that prepares them for the
next grade level
90% of students feel that Western Sierra
staff is concerned with their success as a
student
The majority of student respondents
(98%) identified assignment rubrics,
daily class agenda, the class whiteboard,
or the class syllabus as their means of
knowing the focus of their learning
Western Sierra student WASC
survey results
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Conclusions
All students are involved in a challenging learning experience. The curricula required for
graduation has a heavy AP emphasis. The articulation to drive students through the required AP
coursework requires a rigorous program from the start. Students who are not meeting academic
standards have a variety of support methods including enrichment, IEP and 504 accommodations,
and extra-curricular staff (academic intervention advisor).
Findings Supporting Evidence
Western Sierra teachers have observed
students working and examined their
work to acquire information on the
degree to which all students are involved
in challenging learning in order to assist
them in achieving the academic standards
and the school-wide learner outcomes.
Western Sierra students have access to
wide variety of resources which clearly
identify the standards and expected
performance level for each course.
Teachers use a variety of formats to
assess student learning.
Many teachers employ scoring rubrics to
inform students of their expected
performance level in order to achieve a
specific grade.
Western Sierra teachers employ a good
selection of technological teaching aides
in order to deliver their curriculum,
thereby differentiating instruction.
Academic Commons and Academic
Intervention Specialist are available to all
students.
Course syllabi
Course rubrics
Course web sites
Student assignments and
assessments
Differentiated instruction
Academic Commons
Academic Intervention Specialist
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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.
Current Knowledge
Teachers are current in the instructional content taught and research-based instructional
methodology, including the integrated use of multimedia and technology.
Findings Supporting Evidence
In English language arts and social
studies classes, students and teachers use
a multitude of Internet sources to obtain
valuable information on all subject
matter. Students are encouraged to use
reliable sources on the Internet for
information.
In mathematics classes, the majority of
teachers use document cameras or
ceiling-mounted projectors when
delivering instruction. The department
also has one set of response cards that
are shared among teachers. Response
cards are used as formative checks for
understanding. Graphing calculators are
required for all AP Statistics and AP
Calculus students and are used to
supplement learning and delivery of
curriculum.
In foreign language classes, multimedia
is used in the form of movies, music,
presentations, and authentic materials
(i.e., commercials and novellas, etc.).
In VAPA and PE – the band teacher
uses music writing software to create
warm-ups specific to the needs of the
students in his band classes. Document
cameras and projectors have been used
Internet web searches
Document cameras
Ceiling-mounted projectors
Course specific software
SMART boards
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regularly in all classes (band, choir, art).
For example, in the studio art classes
they are used to demonstrate skills and
techniques so that all students are able to
see demonstrations. Vocal music uses
software to record students singing,
using this to track ensemble or
individual progress. Vocal music has
been using apps on the iPad to practice
music theory, concepts, and ear training.
In the sixth grade classrooms, SMART
interactive boards are being used.
Envision math utilizes technology-based
software programs to supplement
lessons. Media is used in all content
areas when appropriate. Examples
would be: literature – reading the novel
Prince and the Pauper and watching the
movie. In social studies and science,
using curriculum videos to enrich the
Core Knowledge content. In addition to
visual technology, music is also used to
enhance. Grade appropriate music
videos tie to standards being taught and
are used to tie the content to the
learning.
Teachers as Coaches
Teachers work as coaches to facilitate learning for all students.
Findings Supporting Evidence
Western Sierra staff feels fortunate that we
have enrichment time to work with students
in small groups. Students are able to receive
extra instruction, tutoring, and time to take
tests during this period that is dedicated
exclusively to supporting the needs of our
students. During this time period, we are
able to target the needs of individual
students who may be struggling with class
material.
Math teachers coach students through
problems as they complete it on their
Enrichment periods
Classroom use of
whiteboards
Teachers as coaches
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whiteboards. Teachers are able to spot errors
and provide immediate feedback for
students as well as motivate students to
progress to the next problem. They also
group or pair students through activities to
help each other out while the teacher
encourages group interaction while
providing support.
Teachers in the foreign language department
work as coaches by setting the atmosphere
in the classroom. There is an understanding
that foreign language is a safe place to make
mistakes, and that mistakes are welcome so
that we can learn from them. For example,
a student is asked to read aloud a short story
they have written. The teacher takes notes
and brings the most common mistakes to the
board to be discussed as a class and
corrected. At no point is there a sense of
being pressured. The idea is that mistakes
are steps towards perfection.
In VAPA classes teachers more frequently
function as coaches to the small groups and
individual students than as teacher to a
whole class. While there are times we
instruct the class as a whole, we then need
to break things down for individual
application during rehearsal. For example,
the band director may do a lesson on
rhythms for the entire class, then need to
break it down for the string instruments
(articulate the rhythms by bowing or
strumming), woodwind/brass instruments
(articulate through breathing and tonguing)
and percussion instruments (articulate
through striking the instrument with a stick
or hands). A similar approach is taken in
vocal music classes, working with
individuals to increase their vocal range and
skill level. The art teacher rotates around
the room, constantly assessing individual
understanding of the skill/technique and
promoting learning through one-on-one
interactions.
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Sixth grade teachers teach by creating safe
learning environments where respect is
always present for all students. Teachers
create an active learning environment that
fosters an enthusiasm for life-long learning.
Students are taught to celebrate and respect
each other’s uniqueness and strengths
through small group activities.
Examination of Student Work
Representative samples of student work demonstrate: a) structured learning so that students
organize, access, and apply knowledge they already have acquired; and, b) students have the tools
to gather and create knowledge and have opportunities to use these tools to research, inquire,
gather, discover, invent, and communicate knowledge on their own.
Findings Supporting Evidence
In English language arts and social
studies classes there is a methodology
built into the AP program that is used as
a framework for all other social studies
classes. This includes the structured
essay practice based upon historical
documents, factual information, and
comparison and contrast. Students are
required to formulate a thesis and
support it with documentation.
Encouraging students to master the
essay process is vital to success on the
AP exams.
Math students complete projects and
applications of math concepts in all
classes. Some examples of projects that
are an extension of their learning include
making a kaleidoscope, building kites,
making catapults, and using racecars to
demonstrate systems of linear equations.
AP Statistics students are constantly
gathering and analyzing data from the
AP program
methodology
Mathematics’ projects
Music journals
Science Fair
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student body to apply to their current
lessons of study.
Representative samples of student work demonstrate that students are able to think, reason, and
problem solve in group and individual activities, projects, discussions and debates, and inquiries
related to investigation.
Findings Supporting Evidence
In English language arts and social
studies – students participate in Socratic
seminars, debate, and mock trials.
Representative samples also demonstrate
a variety of course strategies that are
engaged by our staff. We use a structure
based on theoretical analyses to make
sure students retain and understand the
information being disseminated to them
(mock trials, debate, mock elections,
etc.).
In mathematics – students participate in
kite building (geometry), conduct
surveys, and collect and analyze data
(statistics).
In science classes, students participate in
science fair and lab groups.
In VAPA/PE, critical thinking is used in
the vocal classes when asking students to
determine the use of expressive factors
(sing louder/softer, accent certain notes
louder than others, etc.). Art students
think critically whenever working to
create new pieces. They use the
parameters of the project given by the
teacher, and then must make it their own.
Socratic seminars
Mathematics’ projects
(kite building,
surveys, and data
analysis)
Science fair and lab
groups
Critical thinking
Representative samples of student work demonstrate that students use technology to assist them in
achieving the academic standards and the school-wide learner outcomes.
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Findings Supporting Evidence
In English language arts and social
studies classes, students use Edmodo, cell
phones, and Kindle/e-readers and iPads
in the 8th
grade.
Online assignments vary from class to
class. In conjunction with parent
supervision, the online system is used to
ensure that each student is following the
course objectives, homework, and
keeping pace with the class.
In mathematics, students use a variety of
technology, including clickers, graphing
calculators, cell phones, Kahn Academy,
writing equations for the paths of Angry
Birds (quadratics and graphs).
Science students use science tables,
videos, PowerPoint, polls, cell phones,
and Pasco science probeware (measures
data in real time for student lab
experiences).
Foreign language uses PowerPoint, cell
phones, touch screen television (Skype
with Chinese language speakers).
VAPA and PE teachers use music
applications, Garage Band, and music
composition software (Finale and
MuseScore).
Sixth grade students use SMART boards.
Internet
Appropriate and specific
technologies (videos, cell phones,
science probeware, etc.)
PowerPoint
Skype
Course specific software
SMART boards
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.
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Findings Supporting Evidence
English language arts and social studies
classes – student use novels and original
source documents.
In social studies – samples clearly show
that materials for study are obtained
from many different sources. Primary
source material is instrumental in AP
courses as are numerous readings
beyond the basic text structure.
Successful AP coursework relies heavily
on additional sources and information to
create the mind of an historian (also
original source documents and DC trip).
In mathematics, students build catapults
for Algebra.
In science – students rely on community,
university partnerships (Milwaukee
School of Engineering molecule
models), labs, and AP Biology boot
camp.
In foreign language – students
participate in Taco Truck, cultural
dance, dragon/lion dance club, Spanish
trip, and China trip.
In VAPA and PE, students make trips to
Magic Mountain and to museums and
theaters.
Sixth grade students travel to Sly Park,
Pigeon Point and other field trips.
Novels
Primary source materials
Algebra catapults
University partnerships
Taco truck
Cultural dances
Spanish trip
China trip
Sly Park trip and other field trips
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Real World Experiences
Opportunities for shadowing, apprenticeship, community projects, and other real world
experiences and applications are available to all students.
Findings Supporting Evidence
In social studies and English language
arts, Western Sierra offers numerous
programs to encourage students to become
engaged with the community. Students
participate in field trips, group-sponsored
organizations and hands-on experience in
technological fields.
In mathematics, real world applications
can be accessible in all units of study. At
the end of each chapter, after students
learn all of the necessary mathematical
tools, they have an opportunity to extend
their learning to real world problems.
Some examples include exponential
growth and decay problems, budgeting
money, comparing and analyzing cell
phone plans, and finding the height of
objects too tall to measure with a
measuring tape.
In science classes, students participate in
science fair, which focuses on both global
and local issues.
In VAPA classes, regular performances
help in developing the skill set needed for
performing musicians and art shows are
held twice a year.
Western Sierra supports over 25 various
and diversified clubs providing a wide
variety of real world experiences.
Western Sierra field trips
Classroom assessments
Science Fair
VAPA performances
Extra-curricular clubs
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Conclusions
Western Sierra teachers have aligned their curriculum with the state standards and are also
transitioning to the California Common Core State Standards. They have written shared
curriculum, rubrics, assessments, and scoring guides. The vast majority of students know and
understand the expected performance level they must attain in order to achieve a specific letter
grade. Teachers strive to deliver their curriculum through multiple means, with student success as
their focus.
Findings Supporting Evidence
Teachers have written shared curriculum
across subject areas
Teachers have written shared rubrics and
scoring guides
Teachers attempt to make their courses
relevant and challenging
Assessment of student learning is measured
frequently and through multiple formats
Course syllabi
Course rubrics
Course scoring guides
Common pacing guides
In order to maintain their current academic performance level for students, Western Sierra staff
will need to maintain their current practice of reviewing and revising curriculum as necessary.
Findings Supporting Evidence
Administration and leadership need to
tailor staff development programs to
support and enhance student academic
performance
Staff needs to focus on maintaining the
current proficiency skills for all students
while working to improve proficiency
skills for struggling students
Administration and leadership need to
research supports which can be put into
place to ensure that all staff can effectively
integrate the new technology for the benefit
of all of our students
Staff Development program
New technology
Academic research
Review of Vision & Mission
statements
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Category C. Standards-based Student Learning: Instruction: Strengths and
Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category C. Standards-based Student Learning: Instruction: Areas of Strength
Course syllabi
Course rubrics
Course scoring guides
Common pacing guides
Course Matrices
AP Classes
Academic Commons
Common Assessments
Multi-Disciplinary Projects
IEP modifications
Differentiated Instruction
Lesson Plans
Student Assessments (written & performance based)
Music Journal
PE Journal
Power Points
Sound files (music)
Music Warm-Ups
Art Projects/Art portfolio
Document cameras and ceiling-mounted projectors
Calculators (scientific and graphing)
Classroom response cards
Sample worksheets and Warm-Ups
Individualized software
iPads
Academic Commons
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Category C. Standards-based Student Learning: Instruction: Areas of Growth
Staff Development program
New technology
Academic research
Review of Vision & Mission statements
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Category D: Standards-based Student Learning:
Assessment and Accountability
D1 & D2. Assessment and Accountability Criteria
Western Sierra staff uses a professionally acceptable assessment process to collect, disaggregate,
analyze, and report student performance data to the school staff, students, parents, and other
stakeholders of the school community.
Teachers employ a variety of appropriate 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.
Professionally Acceptable Assessment Process
The school uses effective assessment processes to collect, disaggregate, analyze, and report student
performance data to parents and other stakeholders. In general, when Western Sierra students take
an exam their score is entered into PowerSchool as soon as possible. Students and parents are able
to check grades online in order to monitor progress. Many teachers use Scantrons as part of their
exams. When Scantrons are run, teachers are able to use an item analysis sheet in order to see if
there were problematic questions or concepts that a majority of the classes missed. If a student
receives any grade lower than a 70% on a summative assessment, an email is sent home with
instructions on how to clear the Incomplete. Recently staff resumed the use of Datawise; however,
Western Sierra has experienced superusers who will be able to mentor them. Some teachers are
unfamiliar with this particular program and will need training in order to use it effectively.
Findings Supporting Evidence
In ELA classes, summative assessments
are administered in a variety of ways;
essays, multiple-choice/short answer
assessments, fill-in-the-blank
spelling/vocabulary assessments,
speeches, and projects. Rubrics are filled
out and sent home with students. Parents
of students receiving an Incomplete for
that assessment are also notified.
Students are then given re-teach and re-
take opportunities. Students and parents
Summative assessments
Formative assessments
Course rubrics
Scantrons
PowerSchool
AP exams
7th
grade tracking sheets
VAPA self-assessments
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are able to login to PowerSchool in order
to check scores and overall progress
within their class of study. Social studies
and English language arts teachers use
Scantrons for quizzes and exams.
Scantron machines provide for efficient
collection and analysis of data, including
individual question trends and class
averages. Data is then submitted through
PowerSchool/Gradebook for parents and
other stakeholders’ use. Seventh grade
social studies students are given tracking
sheets to track their progress as they
move through a unit of study. During the
summative assessment, students are
given an analysis document to analyze
their performance and preparation for a
given topic of study.
Science assessments include multiple
choice, short answer, essay, science fair,
and practical/lab sections. Students are
given mastery checklists and participate
in content mapping at the start of each
unit. Teachers utilize formative
assessments such as quizzes to assess
progress towards mastery.
Foreign language tests include writing
such as short answer, matching words
with meanings, filling in the blanks,
multiple choice, short essays, listening
comprehension, reading comprehension,
unit projects, and verbal assessments.
Study guides and rubrics are provided
before tests and projects. Grades are
posted through PowerSchool.
VAPA students receive a self-assessment
after each unit is completed. Students
complete the provided rubric asking them
to explain their strengths, weaknesses,
and experiences addressing the process of
that particular project. After they
complete the rubric, it is submitted for an
instructor evaluation. If a student
receives an Incomplete, they will have an
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opportunity to remake the project.
Grades are posted in PowerSchool.
Basis for Determination of Performance Levels
Western Sierra staff has determined the basis upon which students’ grades, growth, and
performance levels are determined and uses that information to strengthen high achievement of all
students. Students, especially those who are Western Sierra ‘veterans’, are familiar with our
expectations and grading policy. Students are given detailed rubrics and standards that explain
what each letter grade reflects with regard to the standard being assessed. Students are aware that
if they receive a grade below a “C” or 70% for any summative assessment, they must see the
teacher a minimum of two times for reteaching before they can attempt to redo or retake the
assessment.
Findings Supporting Evidence
In ELA classes, mastery is indicated with
a 70% or a “3” (depending upon the type
of assessment). Any student achieving an
Incomplete is required to go through a
process of re-teaching and re-taking that
particular assessment. Students scoring
above an Incomplete may also re-take an
assessment if desired.
In social studies classes, students are
given detailed rubrics and study guides for
all summative assignments. The key to
success for students is clearly explained
both on paper handouts, digitally via class
web site, and during class instruction.
From the student perspective, minimizing
assignment ambiguity maximizes
opportunity for student achievement.
Science classes operate with the same
mastery level and retake policy as other
disciplines as indicated on the grading
policy. They use rubrics and “fair game
sheets.” Formative assessments typically
occur after students have had the
opportunity to interact with the material.
Grading policy
Formative assessments
Summative assessments
Rubrics
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Presentations may include kinesthetic,
auditory, and visual learning activities that
allow students to obtain basic knowledge
of the skills. Students who do not obtain
mastery are then given opportunities to be
retaught the material and have the
opportunity to reassess. This cycle proves
to create an effective learning opportunity
for all students, even those who do not
have the opportunity to master the subject
on their first attempt.
Foreign language students must also
receive a grade of “C” or better in order to
demonstrate mastery of the subject.
Students receiving a grade lower than 70%
have an opportunity to obtain a passing
grade by attending at least one re-teach
(required) session and a retake. In
addition, students who scored lower-than-
expected grades can choose to retake and
improve their grades.
For VAPA students, a detailed grading
rubric explains the point value for each
category; excellent, proficient, above
average, satisfactory, and sub-standard.
Prior to receiving the rubric, students are
front loaded with project expectations and
several demo reviews to introduce new
steps, project examples, homework, and
daily warm-ups that are connected to the
final project.
Appropriate Assessment Strategies
Teachers use appropriate assessment strategies to measure student progress towards acquiring a
specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests,
etc. Western Sierra teachers use a variety of tools to appropriately assess their students. Each
assessment is geared towards assessing a specific standard or set of standards. Standards are being
assessed through labs, essays, multiple choice tests, presentations, projects, etc., depending upon
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what is most appropriate for that subject. Many teachers use different versions of a specific exam
in order to maintain its integrity.
Findings Supporting Evidence
Goal targets for ELA assignments are
based upon California State Academic
Standards for ELA and Common Core state
standards. A variety of assessments, both
formative and summative are used for
feedback and to measure growth. Students
also keep logs of outside reading or
required works of literature.
Social studies assessments are targeted to
evaluate student training towards
acquisition of core knowledge and skills.
These goal targets are based upon the
outline set forth by the California State
Academic Content Standards for Social
Studies.
Science class assessments are based on
California State Science Standards with
implementation already beginning for Next
Generation Science Standards. These goal
targets are for science assessments are
based upon the California State Academic
Standards for Science and Common Core
State Standards.
Foreign language tests evaluate what
students have learned in the classroom. In
class they learn and practice vocabulary,
grammar, listening, reading, verbal, TPR,
and TPRS. Students are assessed using the
different types of approach just mentioned
to have a more comprehensive knowledge
of the foreign language.
VAPA projects evaluate what students
have learned in the classroom. In
introductory classes, students are
introduced to the elements and principles
of design slowly through teacher guided
projects. Students in higher level art classes
develop projects using a specific format
provided by the teacher.
Formative assessments
Summative assessments
AP exam results
Rubrics
Grading policy
TPR & TPRS (foreign
language classes)
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Demonstration of Student Achievement
A range of examples of student work and other assessments demonstrate student achievement of
the academic standards and the school-wide learner outcomes, including those with special needs.
Our assessments have been carefully constructed to ensure that our academic standards are being
addressed. The assessments do not all take the same form, but vary due to the demands of the
standard being addressed. The assessment-standard alignment can be found in the department
articulation documents. Teachers also differentiate their curriculum in order to target a wide range
of learners. Teachers make appropriate accommodations based on students’ needs according to
their 504/IEPs. Formative assessments are used to scaffold student learning and accommodations
are made.
Findings Supporting Evidence
Before any types of assessments are made in
ELA classes, students are given a rubric so
that they are aware of what they are expected
to master. Students are given, as needed,
multiple opportunities to show mastery, and
use their enrichment periods to be re-taught
information as needed. Differentiation
occurs to ensure that all students have the
opportunity to learn at their appropriate level.
Assessments include essays, logs, multiple-
choice questions, short-answer questions, and
technology projects (e.g. blogs, PowerPoints,
etc.).
Through the use of differentiated instruction
techniques, coupled with authentic
assessments, social studies students of
diverse needs and backgrounds are achieving
success here at Western Sierra.
Science teachers use differentiated
instruction and a variety of assessments.
Students are given the opportunity to achieve
mastery through kinesthetic activities (labs),
auditory and visual activities (lecture and
writing prompts such as a warm-up activity
or homework sheet). Rubrics are used to
assess student mastery and students are given
multiple opportunities to achieve mastery, if
necessary.
Department articulation
documents
Grading policy
Academic Commons
Summative assessments
Formative assessments
Rubrics
Student services
Special Education
department
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The nature of foreign language classes
involves different ways our students are
assessed ranging from writing to verbal. All
levels of learning are addressed for students
through the classroom, and when a student
has specific needs to show mastery, he or she
may be referred to the Academic Commons.
In addition, our foreign language teachers
provide material for native speakers, and
make appropriate accommodations for
testing and instruction.
Every VAPA lesson taught has the ability to
be modified to match the needs of all
learning levels. Each project has
modifications, if needed and also
opportunities to advance to reach all learning
abilities. Students may use the enrichment
period if they have a tendency to work at a
slower pace.
Curriculum Embedded Assessments
Western Sierra does not have district-mandated benchmarks. However, each class shares common
assessments. Even if students have different teachers, they are assessed in the same manner and to
the same standards. Teachers are then able to compare assessment results to see if one teacher had
significantly different outcomes than another. If so, teachers are able to see what worked and what
did not and make the necessary adjustments. They may decide to go back and reteach a concept if
they feel a whole class needs to be addressed and that it would not be efficient to do it on a
student-by-student basis. Western Sierra’s focus on mastery meets the needs of all students,
including EL students. While less than 1% of Western Sierra students are designated as EL, we
are dedicated to using curriculum-embedded assessments to determine that all students are
learning.
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Findings Supporting Evidence
In social studies, appropriate measures are
taken to provide modification and
accommodations to EL students. By being
flexible to each individual student’s
unique needs, we have given them more of
an opportunity to find success here at
Western Sierra.
In science classes, differentiation meets
the needs of all students. Intervention
teachers, special education teachers, and
aides assist science teachers in delivering
content that is both comprehensive to
students and attainable for their level of
language acquisition. Shortened
assignments, including reading prompts,
may be available for students who are
struggling with language in science.
Science standards can also be illustrated
through pictures and graphic
representations when students struggle
with conceptual integration of material.
Since foreign language classes are already
in a foreign language, necessary
accommodations are available for all
students, such as the use of visual aides,
translations, realia, group work, repetition,
and clues (depending upon the level of the
foreign language class).
In VAPA classes, differentiation allows all
students to master the expected standards.
Modifications will be made upon request
for EL students. From past experience, all
students benefit from teacher-led
demonstrations of each step, illustrated
handouts, and examples of the final
product. Effective student pairing may be
used to help with translating assigned
requirements.
Translation Dictionaries
Extended time
Translation websites
Rubrics
Grading policy
Academic Commons
Instructional Aides
Common assessments
Department articulation
documents
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Student Feedback
Student feedback is important to every teacher at Western Sierra. Following a summative
assessment, and after data analysis of that assessment, teachers will elicit verbal feedback for how
a summative assessment went. Some topics of discussion might include: What went well? What
was the most challenging part of this assessment? Did you know why we did this? Was the rubric
easy to understand? If not, explain. How would you change this assessment? Is there anything in
class that we did not cover in detail that made completing the assignment more challenging than it
needed to be?
Using student feedback, teachers are able to improve their practice, make more effective
assessments, and get to know the needs of their students even better.
Findings Supporting Evidence
As ELA summative assessments are returned,
individual conferences are held with students
to give clarifications and further explanations
about what they have learned. The teacher
can then use this as an opportunity to clarify
any misunderstandings, re-teach a concept, or
give credit for demonstrating mastery of the
concept. After summative assessments,
students share how they prepared and whether
or not they attained their goal for the
assessment. They are given an opportunity to
share how they prepared and whether or not
they are going to do something different for
the next assessment.
In social studies, student feedback is taken
into consideration on an ongoing basis. After
exams have been taken and scored, teachers
take the time to ask students generally about
what they thought were fair versus unfair lines
of questioning. Taking their bias into
consideration, we use this feedback in order to
prepare higher quality assessments going
forward in the school year and for future
students who will take the class.
Formative assessments
Summative assessments
Enrichment and advisory
periods
TPR
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In science classes, some assessments also
include a self-assessment rating of how
students felt about an exam and their
individual strengths.
In foreign language classes, students are
assessed on a daily basis by using signals such
as crossing fingers, use of TPR, or answering
in groups. There are opportunities for
students to give some ideas about a story or
any activity. Depending upon students’ input,
the lesson could be modified. Advisory and
enrichment are also times to have one-on-one
conversations with those students needing to
improve their grades on assessments. During
those periods students’ feedback is more
specific and changes could be made
accordingly.
VAPA students have an opportunity to
express their opinions about every project
presented on the self-assessment rubric.
Students are encouraged to write as much
detail about the assignment as possible. They
list their strengths, areas needing
improvement, and to what extent they enjoyed
the project.
Modification of the Teaching/Learning Process
At Western Sierra, effectively using student data is an ongoing process. Presently, the bulk of data
analysis is done in teacher teams, based on similar classes. Because teachers use common
assessments, they are able to analyze student data and decide: What was most difficult for students
overall? What can be done to make students more successful? Does an entire class need to be re-
taught? With DataWise back up and running, teachers are eager to work with data more
effectively. Most of the staff will need training on how to create tests, align them with standards,
and scan answer sheets into DataWise.
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Findings Supporting Evidence
Throughout a given unit of study, in both
Social Studies and ELA, formative
assessments are given to get feedback with
regards to student progress. This
information is used to help determine if
more time is needed, if the pace needs to
be increased, or if the students need
something more challenging.
Changes to science curriculum and
instructional approaches are based upon
assessment data, as well as upon other
numerous factors at Western Sierra. If
one particular method of operation is not
producing the desired results, it is
modified before major problems are
allowed to develop.
The foreign language department
discusses and compares the progress of
our students from each period and level.
Each teacher gives feedback to determine
productive and appropriate strategies. The
foreign language department shares
materials and websites that can be used for
lessons and to enhance instruction.
In the VAPA department, we collaborate
on effective teaching strategies. We help
one another with writing and developing
effective rubrics, setting up gradebooks,
planning career exploration and history
units, in order to develop consistency
within our department.
Formative assessments
Summative assessments
Enrichment and advisory periods
TPR
Monitoring of Student Growth
Teachers use PowerSchool in order to track student progress in meeting academic standards.
Grading policy states that any student receiving lower than a “C” on a summative assessment has
not mastered the necessary content. The student will then need to see the teacher for a minimum
of two re-teaching opportunities, which can take place during enrichment. Teachers can require
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students to attend their enrichment classes and the student can also request attending a teacher’s
enrichment class.
Teachers also use Advisory in order to monitor student progress in all of their classes. At least
once a week, teachers will call up each student and check in with them about their grades. If the
students are missing work or have done poorly on an exam, that student may be sent to that teacher
to see how they can meet the academic standard.
Findings Supporting Evidence
The technological infrastructure at
Western Sierra makes monitoring student
progress simple and effective. As grades
are uploaded, parents and students get
feedback immediately. Not only do the
gradebooks keep tabs on assignments and
test outcomes but on citizenship and work
habits as well, giving parents a more
complete picture of how their student is
performing. Parents, teachers, students,
and administration can all access
PowerSchool to see students’ academic
progress. Students not meeting the
minimum requirements for mastery are
required to take a retake. For those
students who need to improve grades –
they can request a retake from their
teachers.
PowerSchool
Enrichment schedule
Advisory
Edlio homework email
Grading policy
Academic Advisor
Conclusions
Western Sierra staff use effective and professionally acceptable processes to collect, disaggregate,
analyze, and report student performance data to the school staff, students, parents, and other
stakeholders of the school community. Teachers utilize a good variety of appropriate assessment
strategies in order to evaluate student learning, while modifying the teaching/learning process for
the enhancement of every student’s educational progress.
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Findings Supporting Evidence
Western Sierra teachers collaborate with
their colleagues to create curriculum
guidelines, course rubrics, formative
assessments, and summative assessments
Students are aware of these rubrics and
assessments and how they align with the
appropriate state standards
Students are also aware of Western
Sierra’s grading policy
Western Sierra may not have district-
mandated benchmarks; however, each
class shares common assessments which
have been aligned with state standards and
course rubrics
Differentiation is designed to meet the
needs of identified students
Student feedback is solicited following
summative assessments – teachers use this
feedback to improve their practice,
maintain effective assessments, and get to
know the needs of their students even
better
Summative assessments
Formative assessments
Course rubrics
Scantrons
PowerSchool
AP exams
7th
grade tracking sheets
VAPA self-assessments
Grading policy
Translation Dictionaries &
websites
Extended time
Grading policy
Academic Commons
Instructional Aides
Common assessments
Department articulation
documents
Like teachers around the state of California, Western Sierra teachers are faced with the transition
from California state standards to the new California Common Core State Standards. The
transition includes movement from the bubble Scantron California Standards Tests to the newer
Smarter Balance Assessments.
Findings Supporting Evidence
As the state transitions to the newer
assessment program, teachers will need
to review their teaching strategies to
make sure that students are familiar with
the different assessment processes
Smarter Balance Assessments
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D3 & D4. Assessment and Accountability Criteria
The school with the support of the district and community has an assessment and monitoring
system to determine student progress towards achievement of the academic standards and the
school-wide learner outcomes.
The assessment of student achievement in relation to the academic standards and the school-wide
learner outcomes drives the school’s program, its regular evaluation and improvement, and the
allocation and usage of resources.
Assessment and Monitoring Process
Teachers and parents are partners in monitoring student progress and ensuring student success.
Emails and parent conferences are common ways in which teachers and parents communicate with
each other regarding student progress. The daily homework emails through the Western Sierra
website are also helpful in keeping parents abreast of the work students need to complete.
PowerSchool is another tool that parents are able to use to see if their child is completing his or her
work and meeting academic standards.
Findings Supporting Evidence
Regularly scheduled IEPs and 504
meetings allow students, teachers,
parents, and administrators to come
together and determine the most
effective approaches towards serving
these students’ diverse assessment
needs. Staff is flexible in applying the
prescribed modifications and/or
accommodations.
PowerSchool informs parents, teachers,
and administration of the academic
progress of students in addition to their
progress in citizenship as well as their
work habits. Teachers attend all IEP
and 504 meetings as well as
parent/teacher conferences, and back-to-
school nights. These meetings all
provide more information about our
students’ academic, work habits, and/or
Assignment modifications
Student accommodations
Academic Commons
Class syllabi
Assessment monitoring process
PowerSchool
Academic advisor
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behavior progress. Parents are also
informed through email if a student has
an Incomplete or if there are any
behavior issues.
During the first week of school, parents
sign a syllabus agreeing to keep track of
their student’s grades by checking
PowerSchool on a regular basis and to
contact teachers with any questions.
Parent-Teacher conferences are
available upon request.
Reporting Student Progress
There are effective processes to keep district, board, and parents informed about student progress
towards achieving the academic standards and the school-wide learner outcomes. Once again,
PowerSchool and emails are two of the most effective tools teachers and parents use in order to
monitor student progress and outcomes. Daily homework emails also remind students and parents
of the work needing to be completed in order to remain current in each class.
Findings Supporting Evidence
The processes by which all stakeholders
are informed about their student’s
academic achievement are sound. The
email, grade systems, and class websites
are all functioning as desired, allowing
parents multiple ways to keep tabs on
what is going on in the classroom, what
assignments are due, and how their
students are performing in those
assignments.
Although PowerSchool is the main tool
that teachers use to inform student
academic progress, parents may also log
in to the school/class website and be
informed of any future assignment or
other information pertaining to class. In
addition emails are sent to parents when
students receive an Incomplete.
Parents are typically contacted through
emails regarding student achievement
PowerSchool
Western Sierra website
Email system
Academic excellence certificates
Student-of-the-month
Western Sierra Mission award
Western Sierra Honor Roll
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and/or missing assignments.
At the end of each quarter, student
achievements are celebrated with an
awards ceremony. Parents of nominated
students are invited to celebrate their
student’s success and watch them
receive a certificate from their teacher
for academic excellence, student-of-the-
quarter, the mission award, and honor
roll recognition.
Modifications Based on Assessment Results
Using state mandated testing results as a means of modifying curricula to meet the needs of student
learning is not the most effective means for Western Sierra since the students are typically scoring
proficient or above at high percentages. State mandated testing was used to develop a math Smart
Goal plan during the 2012-13 school year, but in general, teachers make use of local summative
assessment data to determine the level of success of the students’ learning. This data from
common assessments allows department-developed changes to curricula and articulation to ensure
that students are achieving at high levels. These changes are completed through a series of
department assigned time or other professional learning opportunities.
Findings Supporting Evidence
Development of math Smart Goal based
upon state mandated testing results
Data from local summative student
assessments dictates modification of
articulation documents
State mandated testing
Formative assessments
Summative assessment
Conclusions
Rocklin Academy Family of Schools’ Core Values establishes a culture of learning and data-
driven decisions. The organizational focus on these Core Values leads to an environment that uses
student assessment data to drive curricular decisions. Western Sierra teachers are empowered to
make curricular modifications based upon assessment data. Since classes are standards driven and
have mastery learning as the core educational philosophy, local assessment data is a key
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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component to making these modifications. Western Sierra is able to make adjustments in “real
time” instead of basing decisions on a yearly state mandated test.
Findings Supporting Evidence
Departments meet on a regular to establish
a cohesive curricular plan based upon
assessment information. A yearly plan is
established, but if assessment information
shows a need for continued learning
support, changes in the curricular plan can
be made.
Organizational SMART goals traditionally
use all assessment data in developing
plans for student learning.
Teachers collaborate and share student
results on common assessments in order to
identify areas of strength and concern in
student learning.
Formative assessments
Summative assessments
State Mandated Testing
California State Standards
California Common Core State
Standards
RAFOS Core Values
Students at Western Sierra are able to meet high expectations due to the support and instruction
offered them. Teachers have the flexibility to make shifts to meet the needs of students and to also
meet the needs of the high expectations and standards of the courses they teach. Through the use
of local, formative, and summative assessments; Western Sierra is able to make appropriate
choices to support student learning. Continued development of the curriculum will further be
influenced by the implementation of California Common Core State Standards. Western Sierra
will be able to implement these changes in the same collaborative environment as with other
curricular choices.
Findings Supporting Evidence
The transition from state standards to the
new California Common Core State
Standards requires a shift in both
curriculum and classroom practice. Both of
these require time and professional
development to ensure success.
California Common Core State
Standards
Professional Development
Technology
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Category D: Standards-based Student Learning: Assessment and
Accountability: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Strength
Assignment modifications
Student accommodations
Academic Commons
Class syllabi
Assessment monitoring process
PowerSchool
Academic Intervention Specialist
PowerSchool
Western Sierra website
Email system
Academic excellence certificates
Student-of-the-month
Western Sierra Mission award
Western Sierra Honor Roll
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Growth
DataWise Professional Development
Technology Implementation
California Common Core State Standards implementation
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Category E: School Culture and Support for Student Personal and
Academic Growth
E1. School Culture Criterion
The school leadership employs a wide range of strategies to encourage parental and community
involvement, especially with the teaching/learning process.
Regular Parent Involvement
The school implements strategies and processes for the regular involvement of parents and the
community, including being active partners in the learning/teaching process for all programs. The
school involves non-English speaking parents.
Findings Supporting Evidence
Western Sierra implements strategies and
processes for regular involvement of
parents and community. This is
accomplished through an independent,
non-profit organization called the
Western Sierra Collegiate Academy
Parent School Partnership – referred to
simply as “PSP.”
The general goal of PSP is to assist the
school in matters pertaining to the
welfare of students and to assist the
school and its programs through parent
participation. The PSP conducts
meetings, organizes committees, and
develops projects and programs. PSP
holds weekly meetings with school
administration and regular monthly
meetings for all parents. The PSP is a
vehicle by which parents can voice
concerns and ideas to the Western Sierra
Collegiate Academy as well as to the
Rocklin Academy Family of Schools’
Board of Directors.
An important part of what makes
Western Sierra such a strong school is the
partnership between the school and our
families. Parents contribute greatly to the
quality of the school’s programs and
PSP meetings
Parent volunteer hours
School website available in multiple
language
WSCA Newsletter
PowerSchool
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services making a personal commitment
of 30 volunteer hours per family per
school year.
Western Sierra’s website is available in
both English and Spanish. The online
resources for parents are easily
accessible. We offer PowerSchool for
parents to check student’s progress and
offer online homework alerts for parents.
We also offer online weekly school news.
Use of Community Resources
The school uses community resources to support students, such as professional services, business
partnerships, and speakers.
Findings Supporting Evidence
Western Sierra uses a wide variety of
community resources to supplement
student learning. Students have the
opportunity to listen to community
speakers such as Dr. Siddiqui (a leading
infectious disease and HIV medicine
specialist) in the Friday speaker’s series.
The added benefit of having this
community leader come in and spend
time with our students answering their
questions and giving his experience
enhances their learning. The Friday
lecture series is a new development
within our enrichment program and we
are actively seeking speakers in more
curricular areas.
LEO club is another example of a
partnership that has developed over the
last few years. This is a club that helped
to get started through our local Rocklin
Lion’s Club. A community service based
organization the LEO club focuses on
community projects. Club plans are to
visit seniors residing at the Palms Senior
Complex. Another project is to assist the
science department in developing a
school garden where a master gardener
Friday speaker series
LEO club
Rocklin Lion’s Club
William Jessup large group activity
space
Rocklin Unified School District
Lincoln Parks and Recreation
Department
Chinese Cultural Heritage
Organization and Confucius
Classroom
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will teach students how to develop and
maintain the garden.
We also have language partnerships
through the Chinese Cultural Heritage
Organization in Sacramento and the
Confucius Classroom. They have
provided students with scholarship
opportunities including summer travel to
China. Last summer, students traveled to
China for two weeks for an intensive
language and study program.
Western Sierra has a positive working
relationship with William Jessup
University and specifically uses space
available for student activities including
graduation and science fair competitions.
Western Sierra’s field use is established
through a relationship with Rocklin
Unified School District and Lincoln
Parks and Recreation Department.
Parent/Community and Student Achievement
The school ensures that the parents and school community understand student achievement of the
academic standards/ school-wide learner outcomes through the curricular/co-curricular program.
Findings Supporting Evidence
Western Sierra has continually worked to
increase the ability to communicate with
parents effectively. Most recently the
ability to send out quarterly and semester
grading reports was added. Parents and
teachers communicate on-line through
PowerSchool notifications and regular
emails. Parents are able to set up
PowerSchool to notify them of a variety of
changes in their student’s grades. These
notifications can include drops in overall
grades, new tests, homework notifications,
as well as upcoming activities.
On-site, Western Sierra offers 2 separate
back-to-school nights (one for grades 6-8
PowerSchool
Back-to-School nights
Western Sierra website
Class syllabi
School-wide grading
policy/standards
New Student orientations
Western Sierra emails for
grade updates
WSCA Parent/Student
handbook
Graduation requirements
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and another for 9-12) where teachers present
classroom syllabi and the school-wide
grading policy. Both the grading policy and
the individual classroom syllabi are located
on-line for those who are unable to attend or
for those students enrolling at a later date.
The student/parent handbook communicates
the school’s goals, philosophy, graduation
requirements, and all policies and
procedures relevant to students and their
parents. This is also available online.
Communication methods are effective and
easy – all departments have been working
on defining their own scope and sequence
for students progressing through the grade
levels. This articulation document goes
through a regular revision process and will
be available to students and parents in the
near future. This is an organic document,
and it will change as departments continue
to see growth or areas of concern. Teachers
who share common classes use common
assessments. These assessments are
communicated to students and parents
through common rubrics, which are
distributed at the beginning of each new
curricular unit.
Conclusions
Parents are an integral part of the learning community of Western Sierra. The PSP has direct
contact with the principal, and PSP activities and support are visible on a daily basis. Parents have
direct and “real time” access to student learning objectives. Teachers present parents with syllabi,
daily homework emails, gradebook access and personal availability. Organizationally, students’
objectives and achievement are recognized through award ceremonies and other recognition.
Educational philosophy, including the implementation of the universal grading policy, is available
in the parent/student handbook, online, and with class syllabi.
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Findings Supporting Evidence
Western Sierra maintains a strong
parent/school relationship through a
systematic organizational structure.
Operations Committee is a part of the
charter that is a required function.
PSP has a voice in decisions that are being
made that impact student learning. PSP is
part of the charter and is afforded special
recognition for supporting the school and its
students.
Western Sierra has created a multi-faceted
communication process including: the ability
to anonymously contact administration, open
and available email and phone numbers,
open-door policies, homework emails,
teacher websites, etc. to create an
environment that allows for a clear
communication path to support student
learning.
PSP
Operations Committee
Western Sierra Collegiate
Academy Charter
Website
Staff Roster
Western Sierra’s relationship with the community and with parents is integral to the success of the
students. The initial design of the charter and the continued development of the educational
philosophy through parental and community input have created an environment that keeps student
learning as a key element of the school.
Findings Supporting Evidence
Parent collaboration in the development of
the Core Values was an integral event to
developing a philosophy that supports the
idea that all students can learn at high levels
and all other Core Values.
Continued development of educational
philosophy will require a concerted effort to
maintain a solid collaboration model.
Core Values
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E2. School Culture Criterion
The school is a safe, clean, and orderly place that nurtures learning and has a culture that is
characterized by trust, professionalism, high expectations for all students, and a focus on
continuous school improvement.
Safe, Clean, and Orderly Environment
The school has existing policies, regulations, and uses its resources to ensure a safe, clean, and
orderly place that nurtures learning, including Internet safety.
Findings Supporting Evidence
Western Sierra staff and
administration actively promote a safe
environment in several different ways.
First, being the high visibility of our
anti-bullying campaign, HERO week,
during which students and staff are
encouraged to ‘stand up’ against
bullying by reaching out to students
who may not be full participants in
school activities either daily or extra-
curricular. During HERO week,
students line the road out in front of
school holding signs encouraging
other students to “Be a Hero.” We
encourage the entire student body in
an end of the week rally where
students are selected to speak to the
assembled students and tell their story
about how they overcome bullying.
Students have available to them the
ability to ‘report-up’ incidents
anonymously through Western
Sierra’s website. The student report
generates an email to Western Sierra
administration, which investigates all
reports.
Another means by which Western
Sierra promotes safety is through the
presence of teachers, administrators
Additional custodial staff
New PA system with call buttons for
emergencies
Building modifications for increased
security (door locks and alarms)
Bathroom door remodels
New fire and lockdown procedures
Western Sierra staff
Western Sierra Parent/Student
handbook
Technology Use Agreement
HERO Club/week
Parent volunteers
‘Reporting-Up’ (anonymous student
reporting system)
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and parent volunteers during morning
arrival, afternoon release, and break
and lunch times. Such a presence
helps prevent the opportunity for
negative student interaction.
An area where Western Sierra staff has
recognized a need for improvement
has been in the evacuation of the
building, especially in the evacuation
of the upstairs classrooms that were
just opened this school year. There are
two means by which students and staff
can egress from the new wing; the
main central staircase and an
emergency exit closest to the western
side of the building. It has been
observed that there is a tendency to
“bottleneck” at the top of the central
stairs and a serious lag-time occurred
at the emergency exit. Through a
“give and take” dialogue between
administration and staff, concerns
were voiced and solutions offered.
Such conversations after the first drill
exposed a need for better organization
once that students have left the
building. This was handled in very
short order and was in effect during
the next drill, which showed a vast
improvement in organization, retention
of students’ locations, which allowed
for a clearer means of achieving a
head-count of those students present.
With the opening of Western Sierra’s
first computer lab, the areas of Internet
safety are being addressed and adapted
as the year progresses. Western Sierra
employs a program for limiting
needless Internet searching by filtering
out websites, pop-ups or other possible
malicious or objectionable materials
while also protecting the network.
Western Sierra staff and
administration are researching
software that would allow teachers to
WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT
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control any and all computers, monitor
student activity, and block certain
programs and websites beyond what is
already restricted by the system in
place. Such software allows for direct
sharing between select student
computers (monitored by teachers),
between students and teachers, and
between student or teacher and the
entire class. There is an allowance for
collaboration, near instant quizzing for
formative assessments, and private
feedback between student and teacher.
Most of the programs examined also
allow for the inclusion of personal
devices; smart phones, iPads, think
pads – all of which can help extend the
classroom beyond the 8 – 3:30
parameters.
To keep the campus clean and orderly,
a full-time custodian has been hired.
This staff member puts out the traffic
cones to help with the flow of traffic
both morning and afternoon, as well as
sweeping the main gathering area that
sees heavy use during breaks and
lunches. He also facilitates the general
maintenance of the facility during
“regular hours.” Western Sierra also
employs a night crew for cleaning the
facility.
There is an active movement to make
Western Sierra as inclusive of an
environment as possible, whether that
be through the developing athletics
program or the extra-curricular clubs,
currently numbering over 24.
Western Sierra strives to nurture
students through taking pride in
maintaining a spotless campus and
cleaning up after themselves. The
greatest asset to infusing this culture
with trust is a supportive, highly active
and visible administration that works
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more inclusively with staff rather than
through a top-down means of
administering. Staff opinions are
solicited and when advisable, acted
upon. Staff are encouraged to be
proactive thinkers and problem
solvers. This extends to students in
the guise of teachers and staff who
chose to be here at Western Sierra and
regard this as “not just a job.”
Positive teachers who are not fearful
of administrative retribution are more
apt to try new methods of teaching.
Again, this benefits students by
creating an atmosphere that is
antithetical to the “same-old-same-
old” means of education. When
students realize that this is more than
just rote learning and see their teachers
thinking outside of the generally
accepted norms, they are encouraged
to think in new ways as well.
All of the Western Sierra teachers are
college graduates, many holding
multiple college degrees, some
advanced degrees, while still others
having obtained certifications in areas
of specialization. Knowing that your
peers are professionals in their fields
imbues a teacher with a sense of
professionalism. We are more willing
to seek out a learned peer for
collaboration, inspiration, or
consultation.
The inclusion of staff who have
obtained high levels of personal
education, serves as an example to
students as to the value of continued
education. Having educated
instructors from varied backgrounds
and disciplines, areas of specialization
and locales will also afford students
the chance to see that not all
intellectual pursuits are found in
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traditional brick and mortar
institutions.
All of these aspects collaborate to
form the core of a relationship that
students and staff will have with the
school itself, it becomes personalized
and they feel as though they are a part
of it. Once that students and staff take
ownership of their institutions, safety
is second nature as they look out for
each other. They see that their
contribution in the continued success
of the school becomes a matter of
pride and legacy.
High Expectations/Concern for Students
The school demonstrates caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning.
Findings Supporting Evidence
Western Sierra strives to ensure the
effectiveness of an atmosphere of caring,
concern, and high expectations for our
students; the environment created honors
individual differences and is conducive to
learning. This is insured through the
following means: rotation of enrichment,
effective communication between
students-teachers-academic support staff,
and the availability of academic support
as an elective.
Western Sierra students use their
enrichment periods to seek additional
support from any teacher or subject they
feel or the teacher feels where they need
additional support. The inclusion of
advisory and enrichment in every
student’s schedule allows for teacher,
student, and academic support staff to be
in continual communication and allows
the student to readily have access to help.
Teachers are able to use the support staff
Enrichment
Grading policy
Academic Support
Academic Intervention Specialist
Special Education staff
Western Sierra Core Values
NAVIANCE
Western Sierra Support Staff
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as an additional resource for students
who have gaps or need help in specific
skills.
Academic Support is able to help
students with: organization, test-taking,
time management, re-teaching concepts,
writing, conflict resolution, and
socialization.
In addition to providing all of this
support, Western Sierra also provides an
online learning program through APEX
to students who want supplemental
classes. APEX is also used for foreign
languages. APEX is a stopgap method,
though, until such time as Western Sierra
builds a sufficient program to support
student needs.
Academic Commons is staffed by
resource teachers, instructional aides, a
speech therapist, an academic
intervention advisor, and a part-time
psychologist.
Western Sierra also has a College and
Career Center where students are
encouraged to seek answers regarding all
of their questions regarding their future
schooling.
Western Sierra utilizes the NAVIANCE
program to provide secondary and post-
graduation support and advisement to
students.
Western Sierra’s culture stresses high
expectations for all students. These
expectations are marked by offering only
UC/CSU a-g courses, and when
available, AP courses on our campus.
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Atmosphere of Trust, Respect and Professionalism
The school has an atmosphere of trust, respect, and professionalism that is shown through staff,
teacher, and student relationships.
Findings Supporting Evidence
Western Sierra faculty is held to high
standards and expectations as well.
Faculty all take part in weekly staff
meetings and bi-weekly department
meetings.
Faculty are all encouraged to be aware of
these expectations and acknowledge
students also demonstrating these traits.
These students are recognized during our
quarterly assembly.
All teachers are required to provide a
syllabus for each of their classes by the
first week of school. Administration
reviews and approves the syllabus, which
is distributed to students and parents.
Each teacher has their own web page and
is required to display a biography for
parents and students. This web page is
designed to be used as a tool to connect
the classroom with the student’s home.
Teachers post their syllabus class
documents, handouts, and homework on
their web pages. When teachers post
homework, an email is generated to
parents notifying them.
Western Sierra also holds regular Board
meetings and additional meetings, as
necessary. In order to provide an
atmosphere of transparency and trust,
PSP representatives, as well as teachers
and ASB representatives, are invited and
encouraged to attend.
Minimum Day PLC time
Friday morning meetings
Staff representation in Leadership
meetings
Quarterly Awards Ceremony
Student of the Month
Board of Director’s meetings
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Conclusions
Western Sierra has taken steps to ensure that the student environment is safe, clean, and orderly.
Parent participation in traffic design and control, campus clean ups, and supervision ensures that
students recognize that the school works as a team to offer support. This partnership is enhanced
by a relationship built on trust, professionalism, and high expectations for all students.
Findings Supporting Evidence
Continued development of staffing has
ensured that Western Sierra has a safe,
clean, and orderly campus that is conducive
to meeting the Core Value that all students
can learn at high levels.
Parent Volunteers create an environment
that makes student life and learning a
positive experience. Parent support
ensures that traffic is a smooth process for
both drop-off and pick-up, provides
tutoring, provides athletic event support,
and consistently shows a presence of the
partnership of the school to students.
Parent Volunteers
PSP
Staffing
Campus Clean-up events
Campus events
There are a variety of support structures built to enhance student learning and school culture. By
developing the infrastructure of a school that is built upon student support, needs are determined
that would not necessarily be seen in a less supportive environment. Parent partnership and school
staff are able to come together to create programs that continue to find better ways to help our
students find success.
Findings Supporting Evidence
While this criteria is well-met by Western
Sierra, a more formalized referral process
for any student meeting with difficulties
would be a positive move in providing
support for our students. The grading
policy, while very supportive for student
learning, may delay intervention for a
student if Western Sierra is not cautious to
have a clear referral process.
Grading policy
Academic Support
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E3 & E4. Student Support Criteria
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.
Adequate Personalized Support
The school has available adequate services, including referral services, to support students in such
areas as health, career, and personal counseling and academic assistance, including an
individualized learning plan.
Findings Supporting Evidence
Western Sierra has a full student services
staff to provide students with immediate
attention. Student services provide the
students the first contact with the office in
the event of illness, scheduling concerns,
attendance concerns, etc.
Teachers attend all necessary IEP and 504
meetings for their students and are aware of
any and all accommodations or modifications
necessary for their students.
The College and Career Center is designed
around providing students with post-high
school preparation, college visits, and
Naviance support.
The school nurse has developed adequate
plans for vision and hearing testing. A
systematic organization of student medicines
ensures proper security and disbursement.
The Special Education department has been
shifted to being run within the organization
rather than contracted out. This has allowed
for the department to develop a better
knowledge base of our students and to ensure
that IEPs are written to serve our students.
Good communication exists between
teachers, students, and parents.
Counseling service
School Psychologist
Special Education Department
STEPS for more difficult cases
Speech Therapist
School Nurse (Fridays)
College and Career Center
NAVIANCE
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Direct Connections
The school demonstrates direct connections between academic standards and school-wide learner
outcomes 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 Supporting Evidence
All core classes are designed around
standards as the basis of determining
student success.
Core values of Western Sierra determine
that all students can learn these standards at
high levels. All students include students
with disabilities and special needs, and
steps are in place to ensure that all students
find success. Resources are adequately
dedicated to Special Education, Academic
Commons, counseling support,
psychological support, etc. to ensure that
students all can find success.
Class Syllabi
California State Standards
California Common Core State
Standards
IEP services
Core Values
Academic Commons
Strategies Used for Student Growth/Development
Strategies are 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 school-
wide profiles, and processes and procedures for interventions that address retention and
redirection.
Findings Supporting Evidence
Western Sierra culture and philosophy foster
inclusion of all students. Such a philosophy
dictates that staff must go above and beyond in
order to provide necessary academic support for
all students.
Smaller student body provides for fewer students
to hide and just slip through the cracks.
Academic Support classroom
Enrichment process
Re-Teaching
Re-Testing
Graduation Requirements
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All students are included in the rigorous track of
AP courses.
Students who are having trouble meeting with
requirements are referred to Academic Commons
and may be identified by the Academic Advisor.
Support Services and Learning
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, for all
students, including the EL, GATE, special education, and other programs.
Findings Supporting Evidence
All students regardless of sub-group or
identified learning challenge (EL, GATE,
special education, or other programs) are
provided access to the rigorous
curriculum.
Support methods are created through
creative course scheduling, additional
teacher support, additional curricular
support, daily enrichment schedule, etc.
Graduation requirements
Academic Commons
Grading Policy/Retake policies
Daily schedule
Equal Access to Curriculum and Support
All students have access to a challenging, relevant, and coherent curriculum to all students.
Schools regularly examine the demographics and distribution of students throughout the class
offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules
available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional
school day).
Findings Supporting Evidence
The charter demands a rigorous course set,
and all students are offered the same
opportunities of class enrollment regardless
of sub grouping.
Graduation requirements
Course offerings
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Co-Curricular Activities
School leadership and staff link curricular and co-curricular activities to the academic standards
and school-wide learner outcomes.
Findings Supporting Evidence
Western Sierra has over twenty-five clubs
that include Robotics, Academic
Decathlon, Computer Club, Science Fair
Club, and others that have a direct
relationship to academic standards in
classes. Other clubs such as the HERO
club meet the vision, mission, and Core
Values of the organization.
The athletic program has been developed
with the idea of maximum inclusion.
When possible, teams are “no cut”
organizations. If a team has to have
limitations in size, efforts are made to
ensure that all students are included in
some way; for example, the basketball
team may have open practices for all
players and limit the playing squad based
on team requirements.
The College and Career Center organizes
university/college field trips for students to
see what the next steps in college readiness
are. All students have these field trips
available.
Western Sierra does not currently have a
curricular theater class; however, we have
at least two performances per year that
involve a large portion of the students.
Art shows publically display the work done
in art and graphic art classes.
The band and choir perform on the same
calendar as the art shows.
Parents are an integral part in the
organization and support of clubs, athletics,
art, theatre, band, and choir. They also
contribute to co-curricular events that
Club Roster
Athletic Program
PSP
Band Performances
Choir Performances
Theatre Performances
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develop student inclusion. The
International Taste Night is an event that
celebrates our school’s diversity of culture
and is a well-attended, celebrated event.
Student Involvement in Curricular/Co-Curricular Activities
The school has an effective process for regularly evaluating the level of student involvement in
curricular/co-curricular activities and student use of support services.
Findings Supporting Evidence
Western Sierra has a process to ensure that
students are able to enhance their co-
curricular opportunities. Clubs, athletic
programs, and performances have student
input as far as implementation.
Naviance allows for the counseling
department to track post-high school
placement for students and allows the
counseling department to focus on how to
better support our student college
application process.
Clubs, athletics, and performances are
well-utilized by students. Western Sierra
can track the number of students involved
and is able to determine school need based
on student participation.
Naviance
Club Roster
Athletic Program
VAPA performances
Student Perceptions
The school is aware of the student view of student support services through such approaches as
interviewing and dialoguing with student representatives of the school population.
Findings Supporting Evidence
Students are surveyed to determine student
perception of their school.
Western Sierra is building an Associated
Student Body (ASB) that brings the student
voice to staff, teachers, administration, and
ASB has representation during Board of
Director meetings.
Student Perception Surveys
ASB
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Conclusions
All students at Western Sierra have high levels of support to encourage individual success in a
rigorous program. There are a variety of personal support services including: Special Education
services, College and Career Center, counseling, Academic Support, etc. that ensure that each
individual student gets the level of individualization needed to develop a successful educational
plan.
Findings Supporting Evidence
Western Sierra has moved to ensure that all
students are offered high levels of support.
The challenge of differentiation is the same
for Western Sierra as for all public schools,
and as such, steps are taken to support this.
The grading policy demands that all
students are offered multiple opportunities
to show learning, and all teachers
understand the need to seek out alternative
assessment methods to reach all students.
Western Sierra seeks to set students on a
path to a four-year university experience
and ensures that this is met through a
developed College and Career Center,
counseling support through dedicated staff
and Naviance, and a rigorous UC/CSU (a-
g) aligned graduation requirement.
Grading Policy
Core Values
Academic Commons
College and Career Center
Graduation Requirements
UC/CSU (a-g) alignment
Western Sierra has a developing culture for student involvement in multiple facets of school life.
Personal support services, activities, and opportunities at the school as well as with the community
are growing to meet the needs of the students, and steps are being taken to ensure that Western
Sierra continues to serve students well.
Findings Supporting Evidence
Western Sierra is continuing to develop a full
set of curricular, co-curricular, and extra-
curricular opportunities for the students.
Students are a key element in creating these
opportunities and are often the ones who
create clubs and other student groups.
Club Organizations
Athletics program
Theatre
Choir
Band
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Category E. School Culture and Support for Student Personal and Academic
Growth: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength
Parent partnership
Student collaboration
College and Career Center
Academic Support Classes
Academic Commons
Special Education Department
Athletic Program
Clubs
VAPA program
School website (multiple languages)
Western Sierra weekly newsletter
PowerSchool
Community Support
Confucius Classroom
Back to School nights
Class Syllabi
Western Sierra Parent/Student Handbook
PSP
Core Values
Academic Intervention Specialist
NAVIANCE
Western Sierra Support Staff
School Psychologist
Speech Therapist
Building modifications
HERO Club
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Grading Policy
Weekly staff collaboration time
Academic Commons area
Enrichment class period
Daily schedule
ASB program
UC/CSU a-g requirements
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth
Graduation Requirement Review
PowerSchool Staff Development (usage)
New Student Orientation
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CHAPTER V
SCHOOLWIDE ACTION PLAN
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CHAPTER V – SCHOOL-WIDE ACTION PLAN Creating an action plan that is focused and will help to propel Western Sierra forward has
been a high priority throughout the entire WASC process. We know that Western Sierra
Collegiate Academy provides a high quality education to every student and that the school
has a strong support network with a good variety of athletic and co-curricular opportunities.
We also recognize our areas of challenge and growth and have designed an action plan with
these areas in mind.
In order to develop this action plan, our leadership team looked at the profile data and the
results of our Focus Group findings with respect to our mission, vision, Core Values, and
school-wide learner outcomes. We set out to develop specific and measurable action steps to
address our identified critical academic needs. We discussed and reviewed the action plan as
a staff and provided feedback to the leadership team. We have defined our areas for growth
and improvements and created a roadmap for our next six years.
We plan to regularly review and update the action plan through our leadership team and
staff meetings. We also plan to incorporate the steps on our school-wide action plan into our
annual Single Plan for Student Achievement.
Western Sierra’s critical areas of need are:
1. What are we doing to ensure that resources are available to grow and develop a shared culture of Mastery Learning?
2. Do the Mission and Vision statements, as well as the Core Values still reflect the
mission of Western Sierra Collegiate Academy and do all staff members understand and share these beliefs?
3. What are we doing to ensure that resources are available to grow and develop
effective data-analysis and data-driven program development?
4. What are we doing to improve proficiency skills for all students in mathematics? 5. How do we maintain our current proficient students at levels above proficiency
while increasing the proficiency level of students who are not proficient?
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6. How do we best introduce iPads as the new curriculum resource? 7. What supports can we put into place to ensure that all staff can best use the new
technology for the benefit of all our students?
The Wolves score with a layup! Below: Western Sierra
faculty help students participate in the “Hour of Code”
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ACTION PLAN #1: Continue to grow and develop a shared culture of Mastery Learning, Core Values, and the Mission and Vision statements for Western Sierra Collegiate Academy. School Goals: Western Sierra will further develop their school culture by focusing on the following:
1) Mastery Learning, 2) Core Values, 3) Mission and Vision Statements, 4) School-wide Learner Outcomes.
Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: WSCA has established Core Values, Mission & Vision Statements, and created a culture of Mastery Learning. The school has experienced tremendous growth in attendance as well as staffing plus administrative turnover. GOAL: To ensure that all Western Sierra stakeholders understand and carry out our collective culture.
Continue refinement of Grading Policy to meet the needs of all stakeholders and student learning
Creation of Core Value/Education Philosophy workshops for staff, parents, and students
Continual development of learning objectives to meet local assessment and state mandated testing standards
Leadership, Operations Committee, Administration
Administration
Teachers, Leadership, Administration
Dedicated time allotted during weekly leadership meetings and during Operations Committee meetings
Administrative team will designate specific time to develop presentations
PD Mondays
Final drafts prepared for Student/Parent Handbook in June of every year
On a yearly basis, three formal presentations will be offered to parents, multiple presentations available to students during advisory, and a staff Professional Development day will be dedicated for culture development.
Articulation document that shows evidence of continual adjustment to meet the needs of student learning.
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ACTION PLAN #2: To ensure the growth and development of effective data-analysis and data-driven program development resulting in improved proficiency skills for all students. School Goals: To increase the proficiency skills of all students:
1) Increase the number of departments and teachers analyzing data and using it to modify and improve instruction.
2) Provide training and subsequent mentoring with DataWise. 3) Increase the % of students scoring at or above the established proficiency standard on state
mandated testing in all areas. Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: Although WSCA makes good gains on the CST and summative assessments, we need to continue the focus on data-analysis to assist all students to continue making progress.’’ GOAL: We will increase the # of departments and teachers using and sharing data-analysis through DataWise.
We will continue to make upward movement on all state mandated testing among all tested groups.
DataWise Professional Development will be provided to train teachers on assessment modeling and standard alignment.
Teachers will collaborate regarding student performance based on assessment data and make curricular changes based on data
Teachers will take new state mandated results and ensure that state mandated testing results are aligned to local assessments
Administration/Asst. Superintendent of Instruction and Curriculum
Teachers/Departments
Teachers/Administration
DataWise training will occur throughout the 2014-15 school year during PD days.
Specific time will be dedicated on PD days. Other department time as available during shared preparation periods.
Dependent on how new state mandated testing results are shared, time will be afforded during scheduled PD dats
At the end of 2014-15, all teachers will have local assessment data for their students. When applicable data will be aligned to CCCSS.
Yearly evidence of change on department wide articulation documents based on student performance and teacher collaboration.
By 2015-16, local student data and state testing data should have comparable qualities. Teachers will have availability of this data to understand how to adapt curriculum. Efficiency will mean that student grades will measure to student performance.
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ACTION PLAN #3: Western Sierra teaching staff will further their Professional Development opportunities on both new technologies as well as an increased professionalism and evaluation processes. School Goals: To develop and improve professional development for all teaching staff.
1) Expand usage and curriculum development of new technologies. 2) Develop and implement a teacher evaluation process.
Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: WSCA is implementing a new technology program whereby all students will be receiving their own iPads. In order to make the most efficient use of this, new training is necessary to continue to improve curriculum development. Also, WSCA has no formalized teacher evaluation and observation process in place. A collaborative development and implementation of this process will improve curriculum and student proficiency. GOAL: To develop and implement professional development opportunities in both technology and in teacher evaluation processes which will serve to improve curriculum and student performance on multiple fronts.
Implement iPads through an initial 1:1 8th grade pilot and determine viability of full campus 1:1 implementation
Develop a comprehensive evaluation and compensation package for teachers and administration
8th grade teachers, administration, IT staff
Evaluation and Compensation Committee
8th grade teachers offered specific PD regarding iPad implementation
Bi-weekly, after school meetings;
Based on Board approved metrics; teachers, staff, and students will present the efficacy of iPads as an educational tool during the 2013-14 school year.
By the end of the 2013-14 school year, Western Sierra and other Rocklin Academy schools will have a comprehensive evaluation and compensation process in place.
APPENDIX
WESTERN SIERRA
CORE VALUES
1) The future we want to create includes a community of leaders who have strong shared
beliefs and values that all students have the ability to learn at high levels and the
expectations of our organization are for schools to meet or exceed that level.
2) The future we want to create includes a community of leaders who are data savvy;
they embrace and monitor data, and use it to drive continuous improvement.
3) The future we want to create includes a community of leaders who have a
collaborative relationship and establish a strong communication structure to inform
and engage both internal and external stakeholders in setting and achieving district-
wide student learning and achievement goals.
4) The future we want to create includes a community of leaders who are
knowledgeable, ethical, responsible, critical thinkers, and engaged members of
society.
5) The future we want to create includes a community of leaders who utilize research-
based, varied, differentiated, and effective instructional practices to ensure all students
learn at high levels.
WESTERN SIERRA COLLEGIATE ACADEMY
MAP
WESTERN SIERRA MASTER SCHEDULE
# of WS FT / Name Roo Department 1 2 3 4 5 6 Adv / Enr
8 2 Chappell, Lynette ** 143 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 624 2 McClain, Shelli ** 142 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 634 1 Stout, Kathleen ** 132 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 63 1 Anaya, Ron 232 Lang Art / SS Conf / Prep (Grames) MS Communcations English 7 MS Communcations English 10 History 7 76 3 Call, Angel ** 137 Lang Art / SS English 7 English 7 Conf / Prep History 7 English 7 History 7 7
10 3 Dayton, Lyman ** 139 SS / Lang Art History 7 History 7 Conf / Prep English 7 History 7 English 7 730 1 Romanowski, Robert 226 Science Life Science Life Science Biology Biology Biology Conf / Prep 732 1 Smith, Kenneth 159 VAPA / Math MS Band Pre Algebra Pre Algebra Conf / Prep Pre Algebra HS Band 7
33 2 Smith, Keri ** 229 Science/Math Pre Algebra Conf / Prep Life Science Life Science Life Science Life Science 7
1 1 Adams, Andrea 228 Science Phy Sci 8 Conf / Prep Physics / AP Physics Phy Sci 8 Phy Sci 8 Phy Sci 8 89 3 Dahl, Richard 138 Lang Art / SS English 8 History 8 English 8 History 8 Conf / Prep English 8 8
11 5 Dayton, Miken 158 VAPA Conf / Prep HS Choir HS Choir II MS Choir MS Theater Arts MS Theater Arts 820 2 Lehman, Ellen 128 SS / Lang Art History 8 English 8 History 8 English 8 Conf / Prep History 8 827 1 Pfeffer, Debbie 156 Math Algebra Readiness Conf / Prep Geometry Pre Algebra Geometry Algebra Readiness 84 2 Avina, Martha 233 World Lang Spanish 1 Spanish 2 Intro to Spanish Conf / Prep Spanish 1 Spanish 1 9
14 3 Dixon, Bethany 222 Science Biology Biology AP Biology Conf / Prep AP Biology Biology 9
16 1 Grames, Andrew 155 SS / Lang Art Geography Geography Conf / Prep (Grames) AP US History MS Comm (Theater) MS Comm (Theater) 9
23 3 Malik, Rhani 125 Math Algebra I Pre Calc Pre Calc Algebra I Conf / Prep (Grames) Algebra I 9
22 2 Lutz, Joanie 126 Math Geometry Conf / Prep (Grames) Algebra I Geometry Algebra I Geometry 10
28 3 Pitz, Mike (Debra Kopp) 131 Soc Stud AP World History AP World History Conf / Prep AP World History Geography Geography 10
29 2 Rice, Ray 231 Lang Art Conf / Prep English 10 MS Creative Writing Creative Writing HS Film as Lit English 10 10
12 1 Defer, Rachel 150 Lang Art AP English Lang English 9 English 9 AP English Lang AP English Lang Conf / Prep 11
21 3 Leonard, Carol 124 Math Algebra II AP Calc AB Algebra II Algebra II AP Stats Conf / Prep (Grames) 11
31 1 Samuelson, Kelly 224 Science / SS Chemistry Phy Sci 8 Chemistry Conf / Prep Chemistry AP Psychology 11
19 2 Ledbetter, Kate 130 SS / Lang Art Pop Culture AP US History Conf / Prep AP Govt / Politics AP Govt / Politics AP US History 12
26 2 Noke, April 129 Lang Art AP English Literature AP English Literature Leadership English 9 Conf / Prep English 9 12
13 1 Dierkson, Robin AC Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support 7-12
15 3 Elmukhtar, Amira AC Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support 7-12
5 1 Bachman, Mike 155 PE MS PE HS PE MS PE MS PE MS PE Conf / Prep IM
2 2 PT3Alegrett-Galvan, Marie-
France234 World Lang Spanish 2 N/A Spanish 1 N/A Spanish 2 N/A
7 4 PT3 Carlson, Juliana 234 World Lang N/A Intro to Spanish N/A Spanish 3 N/A Spanish 4
17 1 Hennager, Mark 230 VAPA Graphic Arts IMS Technology
(Comm)Graphic Arts I
MS Technology
(Comm)Yearbook Graphic Arts I
18 3 Kao, Peggy 127 World Lang Mandarin 1 Intro to Mandarin Intro to Mandarin Mandarin 2 Mandarin 1 Mandarin 3 / AP25 3 Monaco, Juliette 152 VAPA Art I Art I MS Visual Art (CW) Art I Art 2/3 Art 2/3
** Multiple Subject
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Parent Survey Responses
If you have concerns, how are they addressed? Is there a process in place for voicing concerns?
I feel very comfortable either emailing or calling the school to speak with the staff regarding any concerns. I have also talked with staff on impromptu occasions with very warm receptions, including the principal, the dean of students, the vice principal, and the administrative assistants. Usually, contact vice-principal and they follow up on the issue. If I have a concern I speak with the teacher involved. All concerns are addressed. All staff is responsive and makes time to meet with parents. N/a I am pleased with the staff and their prompt response to questions. If I have a concern I approach the person I need to talk with and they are very responsive. My kid just started school there . So I didn't have this issue yet . Email or request a meeting with the appropriate staff member. Yes, the administration is always ready to meet with anyone who has a concern in a timely manner. I am still new to the school and haven't had much opportunity to have an answer for this. However, I did feel like there was very little advance notice given for the meeting for the Common Core Standards. I emailed about this issue and asked if there would be another one. I received no response. Yes, through meetings or direct contact with school personnel. I have found if I have concerns that I simply bring them to the administration and they have been addressed as needed. Simple and effective. Concerns are addressed several ways: i can send an email to the party I wish to discuss it with, I can go on campus and speak directly with that party, or I can attend the RAFOS board meetings and voice concerns and comments there. Yes. Depending on the concern, take it to the teacher first, if it is not resolved at the teacher level (to your satisfaction), take the concern to administration. My family has been very happy so far. No complaints. My child is so much happier here than at her local high school. No concerns N/A The staff have been reasonably timely with any concerns I have had, either through email, phone or in person. I haven't had any concerns. If I did I can go directly to the teacher. I have direct access to my children's teachers daily I email the respective person...first the teacher, then the v.p. or the principal...depends on the issue and who is best to answer.I don't know. They are addresses through communication, both in-person and electronic. The parents are welcomed to talk to the principle of the school, or attend a board meeting and speak to the board. NA They make communication very available. This is my son's first year so we haven't had any quite yet. Concerns & questions are always well addressed and we have good standards in place for students Yes, starting with the teacher, to the administrators all the way up to the Board. We have not had any concerns yet; we are very happy with WSCA! The overall atmosphere is more mature and respectful and there's a positive energy you feel walking around the school. I've never been quite sure how to address concerns. As far as I know there isn't an official process. I've fumbled trying to figure out how to get a concern addressed. Yes, concerns are always addressed and yes there is a process no comment I have always felt comfortable asking questions to the administration. I know if I had any questions that needed to be discussed at a higher level, I could address the Board of Directors. Immediately and very professionally I haven't had any We are new to the school this year so my concerns have been relatively minor to this point But when I do have one I email the teacher directly and she gets back to me very quickly. Usually in less than 24 hours. Also feel there is an open door policy that if you had concerns you could immediately find someone to talk to about them and get answers I have gone directly to the individual teacher to ask questions. I have also been able to speak directly with the principal on numerous occasion about any topic. He has always been open to discuss any matters of concern or topic. The staff are very open to hearing concerns. Questions and concerns can be brought to the attention of teachers and the admin staff. Issues are addressed quickly. By the Principal and staff Yes, we have the option of meeting with school principal or meeting with the school parent student partnership board I've never tried the process so have no opinion... If I have any concerns I get ahold of the teacher or principal they are never to busy. I have not had any concerns at this school yet. However if I did I would feel comfortable talking directly to a teacher or the principal. The Principal is always out and about with the kids, walking the campus and helping to guide traffic - he is very accessible. Teachers all encourage parents to email or come in when there is an issue. I get at least 2 emails a day from WSCA keeping families informed,
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reminded and involved. I love them communication in the school!We are new to the school so I am unclear about some processes. I know that when we had recent concerns about sporting activities and early school dismissals, the teachers were very responsive about the issue but the administration never did get back to us when we had left a message. Using the chain of command starting with the teacher. If it is related to bullying there is a way to report it using an online application. Yes through a number of methods of communiction. Concerns are addressed as efficiently as possible according to the concern. There are many different ways to voice concerns - teachers, administration, RAFOS administration, PSP, and open forum during Board Meetings. RAFOS overall tries to be as transparent as possible to the running of the schools and takes pride in involving parents with as much stake as possible. Teacher first...then go from there I email the teacher or a member of staff. My inquiries are answered by the end of the day. We have only had one concren to date, and we addressed it to the Registrar. Our issue was handled by the Registrar quickly and effectively. None I am not aware of a formal process for voicing concerns. When needed to address an issue, I directly emailed the teacher, the principal to have the issued addressed. While usually responsive, it occasionally took some time for the administration to reply and respond to setting up a meeting to discuss the issue. I have never had a concern that needed to be voiced. Yes, there is a platform to voice concerns. No concerns at this time. I have utilized email as a place to address my concerns. once had question for college preparation. send email to school councilor and arranged a meeting with him. I have not had concerns, but if I had any questions the staff has been very helpful. Yes, I feel the administration is very receptive to feedback. immediate action taken I've always been able to email the teacher or admin directly, although I've also been able to talk to them in person. Phone, Email or drop a note in box to contact a teacher or administration I had only one issue... my daughter was forced to take an English assessment test because I put in the form that Spanish was spoken at home, despite the fact that at home we're all 100% bilingual. This was very frustrating to her (and us). The school could not resolve it and she was forced to complete the 4 day assesment! My concerns are addressed directly with the teacher, vp and principal I am able to voice my concerns directly to Admin or Teachers in face to face meetings. I go to principal or person in charge Both teachers and administrators respond promptly to concerns. There is also a parent organization that provides a formal voice in school decisions. We usually bring them to the board meeting. There is not a process in place for voicing converns. I prefer that they are addressed via e-mail, but the staff is open to all forms of communication. They address concerns immediately and appropriately. Speaking to staff/teachers. Speaking with the appropriate person and voicing the concern there Typically they are addressed in a reasonable amount of time. Process that I know of is to typically contact the adminstration official responsible for that topic, ie, student services, etc yes, but not taken that seriously unless a few people voice that same concern. No concerns so far. I feel comfortable that I can approach any faculty or staff member if I did have any questions or concerns. They all seem very approachable and wanting to do what's best for ur students. Yes the staff is very open & available to parents who have any issues or concerns. Yes, website is thorough and answers many questions. Teachers and principal are readily available either in person or via e-mail. YEs, I feel that there are multiple avenues to voice concerns or questions at WSCA. Email, Phone, and note have all been answered promptly and respectfully. Yes. Emailing and meeting with teachers, and if necessary, the administration is happy to meet with a concerned parent. This is our first year at WSCA. I do not have sufficient detail to answer Western Sierra Collegiate Academy has several lines of communication open for parents and others to voice concerns and get answers. My concerns are addressed when I email or call or speak with someone in person. none I take my concerns directly to the teachers. I have only had to deal with teachers directly about small concerns nut they are handled promptly I have not had to do this but I believe if I was to contact the principal my concern would be addressed promptly. I have not had any concerns. However, our principal is very open and accessible. I am comfortable that I can take any questions to him, and that he will act on my feedback. There is a formal process, as well as, an open door policy with all our caring administrators. I feel free to approach any of the staff and faculty at WSCA to voice concerns, and I know I will be heard. My concerns in the past have been addressed both via email contact and also in meeting and were heard politely.We can always email or talk to school principal. Any concern that I have had in the past has been addressed in person, by phone or by email. I have never been ignored and always feel that the teachers and administration are easily accessible and eager to communicate with me. Phone call, email, or in personal meeting The school has been very open and communicates well with parents. yes My concerns have been addressed by email. I would first contact the teacher. If I was not satisfied with the teacher response, I would then contact either Student Services/Counseling or the
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principal. I have a meeting with counselors and have my questions answered. When I have concerns I take it to the part of the administration that it involves by email or in person. It is usually handled at the lowest level. I have also sought the opinion of the Prinicipal as well. Students and Parents can "Report Up" anonymously online if needed. Parents can also go directly to School Board Meetings and the Superintendent as well as the PSP - Parent Support Partnership group. yes. You can contact any one of the schools administration (usually specific staff for specific issues) and they respond accordingly. Through e mail It takes a bit of time, but eventually they are addressed. This school seems to take some time to deal with concerns and often there is no communication until it is dealt with. Access to Mr. Moses has been great, so I feel confident that any concerns would not be ignored. I think the staff are open and accessible Yes, concerns are addressed first with the teacher if needed, then with the administration as needed. I am sure there is a process in place, but I have not read/heard/seen the proper process to address a concern. Rocklin Academy and WSCA are so political. It's ridiculous sometimes. I don't regret sending my child to The elementary school, but if I could do it all over again, she would have gone to Springview for middle school. I speak directly to the teachers. They are very cordial and helpful . They try to find solutions to our concerns I usually have my concerns addressed in a timely manner. Im mot sure if there is a particular process. I am able to directly email the teachers if I have any questions. The response is usually good. they are address head on. I just contact whoever is in charge and it gets handled. Not sure what the process is. I've had one concern and received a call back from the man in charge of class schedules. Was very pleased with how my concern was validated and taken care of. Since I am direct by nature, I email whomever I think the appropriate person is or the principal. Yes Any concerns we have had we have had the opportunity to communicate directly to teachers or school administrators via email or in person. We always receive responses very quickly and have never had any problem schedule face-to-face meetings for follow-up when necessary. Email and phone calls are returned quickly. This is my daughters first year at WSCA, I have not had any concerns. Yes, all Teachers/staff has made it clear that they can be reached either in person, by email or phone. I have had no concerns. The administration has always been able to address all concerns I have had in a timely and concise manor. The administration is very approachable and would welcome a meeting if I had an issue. I feel like the principal makes himself readily available for contact for any concerns and or comments from a parent over the phone, email, but most likely for a personal appointment. Any concerns addressed to the teachers and the principal. There is a process for voicing concerns. They meet all the requirements of a good school and if we have concerns, the parents are called in I have not had a reason to voice concerns, but the staff in general seems very desirous of being available. I feel comfortable approaching WSCA administration with any concerns. There is a process in place or voicing concerns. If I have any concerns I can contact any staff member either by phone call or email. Parents are encouraged to communicate w/all staff. I have not had concerns but would email the teacher or contact the office or email the PSP depending on the origin of concern. If I do have any concerns I have found that they are taken seriously and I have been able to meet with teachers and administration in a timely fashion in order to resolve any questions or concerns. We are happy with current staff I know that I can go to any employee to voice my concern and it will be forwarded to the appropriate person. I feel I can go directly to principal or any staff members if I have questions. I can email whomever I want by going to the website. Yes there is a process, but I haven't had any concerns If we have concerns we usually contact directly the Principal or one of the other School Administrators such as the Dean of Students or Vice-Principal/School Counselor. We have approached two WSCA administrators directly about two different minor issues and have been very happy with the speed and commitment to resolution.The process is logical and very clear. For classroom issues, talk to the teacher first, if that does not resolve the issue, talk to the administration. If it is out of the classroom, it is easy to access the Principal, Dean, or Counselor, and they are very receptive. Not sure.. Any questions I have asked either of the teachers, PSP or office staff have been met with sound and reliable answers I am new to the school and have not yet had any concerns. But I feel confident if I did, I could go to the administration and be able to voice my concerns and that they would be taken seriously. Administration and board are easy to contact. There is a procedure in place for complaints on the website. Not Sure.
What is your overall level of satisfaction with the School’s teaching staff?
1 0 0%
2 1 1%
3 11 8%
4 44 31%
5 88 61%
What is your overall level of satisfaction with the School’s office staff?
1 0 0%
2 1 1%
3 14 10%
4 34 24%
5 95 66%
Survey Key
1 = Highly Dissatisfied
2 = Dissatisfied
3 = Neither Satisfied nor Dissatisfied
4 = Satisfied
5 = Strongly Satisfied
5
What is your overall level of satisfaction with the School’s administration?
1 0 0%
2 3 2%
3 10 7%
4 31 22%
5 100 69%
Does the Governing Board adopt sound policies and procedures that support and promote high academic standards and a safe school environment?
no No, the grading policy is awful! Yes, maybe too high academic for some students. The Board receives recommendations from the WS administration and operations committee. The Board has consistently approved WSCA's mastery-based grading in support of high academic standards and makes student safety a priority. YES yes yes! yes. We are new to wsca this year so the answer to this remains to be seen. Overall we have been extremely happy thus far Yes- the school created the "Heroes" club/organization which I think helps. Yes- as changes are needed to a policy, we don't have to wait years to change the policy. It can be discussed and addressed fairly quickly and amended, changed , or discarded as needed. For the most part, yes. Yes-I think the school is safe No-I appreciate the high academic standard however the school focuses to much on teaching to the tests, puts in policies that do not promote real life learning, and delivers an education that narrow minded. Yes. It's way too early in this new "Common Core" takeover to tell. However, so far I'm not pleased with some of the new procedures taking place. The new thinking that Lab's are a much better way of learning then actual teaching. Students have asked for lecture and then to be told that they are just being non compliant and lazy, because lecture is boring and labs are more FUN. I'm not hearing how Fun it is, just complaints that they need the teaching to back up all the labs. Yes... Absolutely Yes, I feel they do have great policies in place, however, I do have one concern regarding the Dress code/policy. I feel school should have as few distractions as possible, and I have noticed that some girls come to school with very provocative clothing, ie. short shorts, extremely tight clothing, see through shirts with little underneath, spaghetti straps, short skirts, etc. The school has a dress code, and it states: "Clothes shall be sufficient to conceal undergarments at all times. See through or fish net fabrics, halter tops, spaghetti straps, off the shoulder or low cut tops, torn off sleeves, bare midriffs and skirts or shorts shorter than mid thigh are prohibited. Sleeveless blouses may be worn." The above was copy and pasted from the school Student/Parent Handbook on the school website. It should probably say "no sleeveless blouses may be worn," but besides that, it is clear to me that the dress code is not strongly enforced, as on any given day one can watch kids come an go and see that many of the above mentioned dress code violations are not enforced. YES! Yes. My daughter couldn't be happier that she chose to attend WSCA. no. yesThey seem to. We are new to the school this year, so we don't have a lot of knowledge of or experience with that yet. YES! I believe our board goes to great length to ensure policies and procedures always are develop and implemented with the best interest of the students' needs and safety first! Yes Yes, to the best of their knowledge but parent input is lacking and concerns go unaddressed. As far as I know. We have only been at this school for a month so far. Absolutely. Yes, but I think there is room for improvement. I think there is room for a more Open Eyes Policy as far as the issues of having High School students mixed in with 6-8th graders. I would like to see more active policing of drug activity...ie, a relationship with Rocklin Police Dept. to have random searches by dogs/officers as is done at public schools. I also hope that brand new teachers are currently being seriously mentored by more seasoned teachers in their same
6
field. Meeting some of my childs brand new first year teaching teachers was shocking Yes, although sometimes the grading policy is taken to the extreme of not realistically representing how students will be graded in college. Yes Yes. Completely. Yes, and they are usually well thought out, logical, inclusive of all stakeholders, and communicated to all parties. We just started this year, and have no experience to answer the question Yes- the Board is able to debate issues and reach consensus. They have proven they can tackle the toughest of issues. They have improved dramatically. sure. yes. my daughter even consider this is a bubble school, meaning protect the children too much. Yes, I absolutely feel confident in the board and their decisions. Yes Yes. The teachers and staff seem very focused on high achievement and the safety of of the students. Yes, however, I have a great deal of concern re: Common Core and the effects and cost of it. yes I have 5 students attending at wsca we are all very happy and satisfied I recommend to all the parent that have young kids.. Yes. In general, I say yes. The only procedure I currently question, is for the students to retake a test if they get below a B. Yes, it is met with 1 on 1 with a teacher to review the data, but I think its too lenient. I feel it allows the student to slack off the first time, with no real consequence if they dont study the first time around.
Western Sierra Collegiate Academy | 2013-2014 Calendar
Su M Tu W Th F Sa1 2 3 4 1-3 No School: Winter Break
5 6 7 8 9 10 11 6 Minimum Day-Staff Collaboration12 13 14 15 16 17 18 20 No School: Martin L. King Day19 20 21 22 23 24 25 27 Minimum Day-Staff Collaboration26 27 28 29 30 31
Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 15-19 Professional Development 1 10 Minimum Day-Staff Collaboration
4 5 6 7 8 9 10 16 Fall Orientation--New Students Only 2 3 4 5 6 7 8 14 No School: Presidents Day11 12 13 14 15 16 17 19 Make-up Fall Orientation Day 9 10 11 12 13 14 15 17 No School: Presidents Day18 19 20 21 22 23 24 20 First Day of School -Minimum Day 16 17 18 19 20 21 22 24 Minimum Day-Staff Collaboration25 26 27 28 29 30 31 21 Grade 6: Back to School Night 23 24 25 26 27 28 28 Grade 6 -- End of Trimester 2
26 Minimum Day -- Staff Collaboration
Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 4 5 6 7 2 No School: Labor Day 18 9 10 11 12 13 14 5 Grades 7-12: Back to School Night 2 3 4 5 6 7 8 3 Minimum Day-Staff Collaboration
15 16 17 18 19 20 21 9 Minimum Day -- Staff Collaboration 9 10 11 12 13 14 15 17 Minimum Day-Staff Collaboration22 23 24 25 26 27 28 23 Minimum Day -- Staff Collaboration 16 17 18 19 20 21 22 21 End of Quarter Three29 30 23 24 25 26 27 28 29
30 31
Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 4 5 1 2 3 4 5
6 7 8 9 10 11 12 14 No School:Professional Development 6 7 8 9 10 11 12 7 Minimum Day-Staff Collaboration13 14 15 16 17 18 19 16 PSAT Day -- Minimum Day 13 14 15 16 17 18 19 14-18 No School - Spring Break20 21 22 23 24 25 26 18 End of Quarter One 20 21 22 23 24 25 26 21 No School-Professional Dev. 27 28 29 30 31 21 Minimum Day -- Staff Collaboration 27 28 29 30 28 Minimum Day-Staff Collaboration
Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 4 Minimum Day -- Staff Collaboration 1 2 3
3 4 5 6 7 8 9 8 Grade 6 -- End of Trimester 1 4 5 6 7 8 9 1010 11 12 13 14 15 16 11 No School: Veterans Day 11 12 13 14 15 16 17 12 Minimum Day-Staff Collaboration17 18 19 20 21 22 23 18 Minimum Day -- Staff Collaboration 18 19 20 21 22 23 24 19 Minimum Day-Staff Collaboration24 25 26 27 28 29 30 25-29 Thanksgiving Break 25 26 27 28 29 30 31 26 No School: Memorial Day
Su M Tu W Th F Sa Su M Tu W Th F Sa 5 End of Semester Two / Trimester 1 2 3 4 5 6 7 2 Minimum Day -- Staff Collaboration 1 2 3 4 5 6 7 5 Minimum Day-Last day of School8 9 10 11 12 13 14 20 End of Semester One 8 9 10 11 12 13 14 6 High School Graduation
15 16 17 18 19 20 21 23-31 No School: Winter Break 15 16 17 18 19 20 21 6 Last Day for Faculty 22 23 24 25 26 27 28 22 23 24 25 26 27 2829 30 31 29 30 Total School Days: 180
Total Faculty Days: 186
January
FebruaryAugust
September
October
November
December
March
April
May
June
Please review the calendar carefully as you plan for the school year. We ask that you be mindful of the importance of student attendance when scheduling vacations.
Event dates will be posted regularly to our website for your reference.
Rev 06/13 mc
2013-14 Bell Schedules
Monday Tuesday Wednesday Thursday Friday Green - All Blue - Odd Gold - Even Blue - Odd Gold - Even
1 8:25 – 9:21
(56 min)
1
8:25 – 10:01
(96 min)
2
8:25 – 10:01
(96 min)
1
8:25 – 10:01
(96 min)
2
8:25 – 10:01
(96 min)
2 9:26 – 10:20
(54 min) Nutrition Break Nutrition Break Nutrition Break Nutrition Break Nutrition Break 10:20 - 10:24
(4 min)
10:01- 10:10
(10 min)
10:01- 10:10
(10 min)
10:01- 10:10
(10 min)
10:01- 10:10
(10 min)
3 10:29 – 11:23
(54 min)
3 10:15 – 11:51
(96 min)
4 10:15 – 11:51
(96 min)
3 10:15 – 11:51
(96 min)
4 10:15 – 11:51
(96 min)
MS Lunch / HS Advisory
MS Lunch / HS Advisory
MS Lunch / HS Advisory
MS Lunch / HS Advisory
MS Lunch / HS Advisory
11:28 - 11:58
(30 min)
11:56 – 12:26
(30 min)
11:56 – 12:26
(30 min)
11:56 – 12:26
(30 min)
11:56 – 12:26
(30 min)
HS Lunch / MS Advisory
HS Lunch / MS Advisory
HS Lunch / MS Advisory
HS Lunch / MS Advisory
HS Lunch / MS Advisory
12:03 – 12:33
(30 min)
12:31 – 1:01
(30 min)
12:31 – 1:01
(30 min)
12:31 – 1:01
(30 min)
12:31 – 1:01
(30 min)
4 12:38 – 1:32
(54 min)
5
1:06 – 2:42
(96 min)
6
1:06 – 2:42
(96 min)
5
1:06 – 2:42
(96 min)
6
1:06 – 2:42
(96 min) 5 1:37 – 2:31
(54 min) 6 Enrichment /
Support Enrichment /
Support Enrichment /
Support Enrichment /
Support 2:36 – 3:30
(54 min)
2:47 – 3:30
(43 min)
2:47 – 3:30
(43 min)
2:47 – 3:30
(43 min)
2:47 – 3:30
(43 min)
Sixth Grade Daily Schedule Students remain in the same classroom each day.
On Minimum Days, dismissal is at 12:35 PM. 8:25 School Starts
9:50 – 10:00 Morning Break
Monday – 10:53 – 11:23
Tues.- Fri. – 11:21 - 11:51 Sixth Grade Lunch
1:15-1:25 Afternoon Break
3:30 End of School Day
Early Dismissal Minimum Green Day (Grades 7-12)
1 8:25 – 9:01 (36 min) 2 9:06 – 9:42 (36 min) 3 9:47 – 10:23 (36 min)
Nutrition Break 10:23 – 10:32 (9 min) 4 10:37 – 11:13 (36 min) 5 11:18 – 11:54 (36 min) 6 11:59 – 12:35 (36 min)
Please see Academic Calendar for Minimum Day schedule.
Met Target
Growth
African American or Black --American Indian or Alaska Native --Asian --Filipino --Hispanic or Latino --Native Hawaiian or Pacific Islander --White Yes 8Two or More Races --English Learners --Socioeconomically Disadvantaged --Students with Disabilities --
Green = Student group met targetRed = Student group did not meet targetBlue = Student group is not numerically significant
-- = Not enough students to report
2012-13 Subgroup Enrollment
California's Academic Performance Index (API)
API Subgroup Performance - 2013 API Growth
CHART LEGEND:
n SCHOOL l DISTRICT u STATE
CST: CA Standards Test CDS: County-district-schoolSchool and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
English Learners 2%Socioeconomically Disadvantaged 7%Students with Disabilities 6%
2013 Growth API 891Growth from Prior to Current Year 3Met Schoolwide Growth Target YesAll Student Groups Met Target Yes2012 Base API State Rank 102012 Base API Similar Schools Rank 5
Page 1Report (v2.a) Generated: December 17, 2013Tom Torlakson
State Superintendent of Public InstructionPlease visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
California Department of Education
Title I Funded: No
Grades Offered: 6-12Enrollment: 541Charter: Yes
Western Sierra Collegiate AcademySBE - Western Sierra Collegiate Academy
660 Menlo Dr., Rocklin, CA 95765
2012-13 School Quality Snapshot
CDS Code: 31-76570-0119487
CHART LEGEND:
n SCHOOL l DISTRICT u STATE
CAHSEE: CA High School Exit ExaminationCST: CA Standards Test
School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
* Only three years of data are available
+
Page 2Report (v2.a) Generated: December 17, 2013Tom Torlakson
State Superintendent of Public InstructionPlease visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
California Department of Education
Title I Funded: No
Grades Offered: 6-12Enrollment: 541Charter: Yes
Western Sierra Collegiate AcademySBE - Western Sierra Collegiate Academy
660 Menlo Dr., Rocklin, CA 95765
2012-13 School Quality Snapshot
CDS Code: 31-76570-0119487
Western Sierra Collegiate Academy Graduation Requirements 2013-2014
Board Approved February 25, 2013
*Students who receive a diploma from WESTERN SIERRA Collegiate Academy will satisfy the a-g course requirements foradmission to the UC system.
SUBJECT AREA UC a-g Subject Areas
WSCA Courses necessary to meet graduation requirements
Units
HISTORY/SOCIAL SCIENCE a
3 years of the following:
World Geography AP World History**
AP US History ** AP American Government & Politics
30 Units
ENGLISH b
4 years: English 9
English 10 AP English Language AP English Literature
40 Units
MATHEMATICS c
3 years of mathematics while in high school:
Algebra I** Geometry** Algebra II**
Other courses as available
**Must be passed
4th year strongly recommended per UC
30 Units
LABORATORY SCIENCE d
3 years of science while in high school:
Biology Physics
Chemistry AP Biology
Other courses as available
30 Units
LANGUAGE other than ENGLISH e
2 years:
Spanish I and II** or Mandarin Chinese I and II**
** Level II or higher must be in high school
3rd year strongly recommended per UC
20 Units
FINE ARTS f
2 years:
Visual or Performing Arts classes: Band, Chorus, Art
20 Units
ELECTIVES g
5 year-long courses:
Any other courses 50 Units
The equivalent of a full load must be taken in the senior year (6 classes)
220 Units
2013-14 WSCA APPROVED CLUBS
Newspaper/Sports Journalism
Academic Decathlon
Computer
Heroes/Peer Helpers
Marine Biology
NASA Mars
Ignite Christian Club
Associated Student Body (ASB)
Minecraft Club
Guitar Club
Destination Imagination
Leo Club
Chinese Dragon and Lion Dance Club
Parallax Robotics Club
Photography Club
CSF
High School Debate Club
Multi-Cultural Dance/Demo Club
Board Game Club
Interact/Rotary Club
Jane Austin Book Club
Western Sierra
Operations Committee
Phil Maggard Chairperson Gregg Moses Principal Margaret Broussard RAFOS Board Representative Michelle Allen Secretary Donna Jenkens PSP Representative Lyman Dayton Teacher Representative Mike Wells Teacher Representative Tamara Jerd Parent Representative
WESTERN SIERRA MISSION STATEMENT
Western Sierra Collegiate Academy seeks to provide students with a
challenging and comprehensive college preparatory education in a
small public school setting. In partnership with parents, we will
inspire students to strive for intellectual and creative excellence,
to develop a deep appreciation for the arts and different cultures,
and to employ the technological tools of our modern age. Our vision
is to instill a strong sense of personal and civic responsibility,
the capacity to think critically, and the skills to communicate and
contribute to an increasingly global community.
ROCKLIN ACADEMY FAMILY OF SCHOOLS
MISSION AND VISION STATEMENT
MISSION:
The Rocklin Academy Family of Schools are public charter schools
that embody high standards, parent partnership, rich core content
and collaborative use of data resulting in high quality teaching and
learning in a nurturing environment.
VISION:
All students achieve their personal best and will become productive,
compassionate and engaged citizens.
Academic SMART Goals for 2012-13
The goal of Western Sierra Collegiate Academy is to increase the
number of students scoring proficient and above in the following math
clusters:
o 100% of students will achieve proficiency in Graphic and Systems
of Linear Equations (Algebra I)
o 100% of students will achieve proficiency in Angle Relationships,
Constructions and Lines (Geometry)
o 100% of students will achieve proficiency in Polynomials and
Rational Expressions (Algebra II)
Perception Goals for 2012-13
The goal of Western Sierra Collegiate Academy is to increase the
number of respondents to the parent survey from 21% to 50%
In the Physical/Social/Emotional Parent Survey Category:
o The goal of Western Sierra Collegiate Academy is to increase the
“I am satisfied with the level and appropriateness of discipline at
school” from 48% favorable to 80% favorable.
WESTERN SIERRA 2013-14 Student Survey
Survey Key
1 = Strongly Disagree
2 = Somewhat Disagree
3 = Neither Agree nor Disagree
4= Somewhat Agree
5 = Strongly Agree
Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 1
WESTERN SIERRA COLLEGIATE ACADEMY
Grading Policy
January 11, 2013
_____________________________________________________________
The primary purpose of grades is “to communicate student achievement to students, parents,
school administrators, post-secondary institutions, and employers.” The expected outcome for
students is the creation of citizens who are knowledgeable, ethical, responsible, critical thinking,
and engaged members of society. In order to achieve this outcome, parents, students, and
teachers all have responsibilities around three key areas: Academic Mastery, Academic Work
Habits, and Citizenship.
This policy is derived from a mastery of learning approach. The policy also recognizes that
students, teachers, and parents all have roles and responsibilities in this process.
Grading standards and procedures are communicated to students and parents by the teacher at the
beginning of each school year and are available on the website.
The following procedures are intended to assure that course grades reflect mastery of learning.
However, these guidelines recognize that parents also want to know if their child is applying
himself/herself and behaving in class. Thus, report cards will report: Academic Mastery,
Academic Work Habits, and Citizenship.
This policy represents the current application of mastery based grading at WESTERN SIERRA.
The policy may evolve over time as we deepen our understanding and application of the mastery
based grading concepts.
Domain 1: Academic Mastery
1. Grades are based on summative evidence that the student has learned the curriculum
standards of that class. These standards are based on the state standards when available.
a. Four to eight (4-8) equally-weighted summative grades are entered into the
grading system to determine the semester grade. If a comprehensive final test
is given at the end of the semester, the grade is one of the equally-weighted
summative grades.
b. A minimum of two (2) equally-weighted summative grades are entered into
the grading system at the end of each quarter. These summative grades will
be used for progress reports to students and parents.
c. Guided Practice, homework, and formative assessments are not summative
evidence. Academic Mastery grades shall reflect how well the student has met
the learning standards after instruction, practice, and re-teaching as needed.
Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 2
d. Guided Practice, homework, and formative assessments constitute no more
than 10% of a student’s grade.
e. There must be at least one class period between the administration of a
formative assessment and a summative assessment to allow for data analysis,
feedback, and re-teaching if necessary.
f. Teachers shall record the actual grade the student earns if the grade is an A, B
or C. Everything under a C will be recorded as an I (for Incomplete) or NA
(for Not Attempted). For report cards, the teacher may report an incomplete
mastery grade (Inc-A, Inc-B, or Inc-C) to help the student and parents
understand what grade the student could have dependent upon the mastery
level of the incomplete assignment(s).
g. Students must attempt at least half of the summative assessments in a semester
in order to get a grade (A, B, C, or I). If a student has not attempted half of
the summative assessments, a grade of NC (No Credit) will be recorded, and
the student will not be given credit for that semester.
h. Teachers will communicate to parents when a student does not participate on a
summative assessment.
i. A student who receives an NC for a semester may need to repeat that semester
for credit.
j. For students who are in danger of receiving an NC, teachers will communicate
to parents and students the consequences of receiving a NC ) The teacher will
also communicate the steps necessary for a student to achieve an academic
mastery grade.
k. Extra credit points are not to be included in the student’s grade.
l. Points shall not be added to or deducted from the academic grade regarding
work habits or non-academic activities. Student work habits are addressed in
Domain II: Academic Work Habits.
m. Students shall be provided a minimum of two (2) learning opportunities
followed by reasonable and appropriate reassessments to demonstrate mastery
of the content. Points shall not be deducted for re-teaching or re-learning
opportunities.
n. A student who is absent, whether excused or unexcused, will be given
reasonable time to learn the missed material and demonstrate mastery on
summative assessments. It is recommended that the length of the absence
should determine the amount of time given before a summative assessment is
given.
o. Students are responsible for completing their homework on time and
completely. Students with habitually late work or refusal to do work shall be
subject to consequences. A student shall not be permitted to choose a “zero”
by default. Support for the student to complete work shall be provided.
Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 3
p. A score of “3” on an AP test denotes mastery of the course. Students who take
an AP class and the corresponding AP test and receive a “4” or “5” on the AP
test will receive an “A” in the AP class.
2. Grades shall reflect individual student mastery of the content. Grades are not based on
comparison of students to each other. While collaborative, cooperative, and group work
are encouraged as instructional strategies, the teacher shall assign individual grades based
on evidence of learning that occurs from doing the project as opposed to grading the
project. Evidence of student learning could include an oral report, a journal entry or any
other evidence the teacher deems appropriate.
3. Students who engage in academic dishonesty shall be subject to disciplinary
consequences and shall still be required to do the work and/or demonstrate mastery of the
content. Academic dishonesty includes cheating or copying the work of another student,
plagiarism, and unauthorized communication between students during an examination.
The determination that a student has engaged in academic dishonesty shall be based on
the judgment of the classroom teacher or another supervising professional employee,
taking into consideration written materials, observation, or information from students.
Domain II: Academic Work Habits
A separate grade is included on report cards for Academic Work Habits. Teaching students to
develop good work habits is an important life skill that affects success in college and
employment among other facets of life. However, communication to parents and other
stakeholders is skewed when these work habits are reflected positively or negatively in an
academic grade. It is therefore important to give a separate work habits grade on the report card.
Academic Work Habits include, but are not limited to, the following:
On time to class; completes work on time
Prepared for class; attentive, engaged in learning
Works toward achieving individual and group goals
Demonstrates courtesy and respect in the learning environment
Adheres to the ethical use of technology in regards to property, privacy, and
appropriateness to ensure academic integrity
Does not participate in cheating, plagiarism, or other dishonest acts in completing
work.
Teachers will assign an E (excellent), S (satisfactory) or N (Needs Improvement) for each class
to communicate how well the student exhibits academic work habits and will give feedback to
assist students and parents to understand where the students are in the development of these
skills and work habits.
Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 4
Domain III: Citizenship
We recognize that appropriate student behavior is part of being a student who will be both a
successful high school and then college student. Students are expected to exhibit appropriate
behavior in all classes that is conducive to his/her learning and to the learning of his/her
classmates. Teachers will use the “Citizenship” grade to communicate to the student and parents
how well the student is meeting behavior expectations of each class. Grades will be reported as
follows:
E – Always or usually meets behavior expectations;
S – Usually meets behavior expectations with few reminders;
N – Often fails to meet expectations even with reminders.
The teachers will also communicate feedback to assist students and parents to understand where
the students are in the development of these skills and work habits.
Re-Assessment
Enrichment
As part of WESTERN SIERRA’s commitment to providing students multiple opportunities to
show mastery, Enrichment Support is provided to students. Students are expected to make
themselves available for re-teaching and reassessment during enrichment in classes where they
need support. Students who do not make appropriate and timely arrangements with their
teachers will be directed to attend the appropriate enrichment session for re-teaching and
reassessment.
Students have an option to re-assess if the grade is above a C. A student must meet with
the teacher and participate in at least one learning opportunity followed by reasonable
and appropriate reassessments to demonstrate mastery of the content standards.
a. Students may be re-taught in a number of ways: through individual instruction,
small group, tutoring, targeted peer teacher, extra written work etc… before re-
assessment.
2. If a student has a grade below C, the teacher will re-teach, then re-assess. Students are
provided a minimum of two learning opportunities followed by reasonable and
appropriate reassessments to demonstrate mastery of the content standards.
a. Students may be re-taught in a number of ways: through individual instruction,
small group, tutoring, targeted peer teacher etc… before re-assessment. The
teacher must work with the student and this work will not be composed of just
the assignment of extra work.
Students and teachers need to have options on the method of re-assessment (i.e. projects,
Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 5
tests, complex problems, performance, oral review …).
Students and teachers are strongly encouraged to have the opportunity to re-assess
summative assessments within two weeks after the initial assessment. At the end the first
semester, the parents and student will receive a report card reflecting a weighting of at
least 90% using the summative assessments and no more than10% of Guided Practice,
homework and formative assessments. Once the first semester is completed and the
second semester has started, if a student demonstrates mastery on a summative
assessment from the first semester, the first semester grade will be adjusted accordingly
and recalculated at the end of the year. The final grades for the first and second semester
given on the end of the year report cards will be considered the final grades for each
semester, as these will reflect the student’s mastery of the curricular standards covered in
each semester by the end of the course. At the end of the second semester, students will
be given the opportunity to show mastery of learning through a “Clearing House”
environment.
Clearing House
Students who have not shown mastery of learning and who have received an “I” during the
school year will continue to have the opportunity to show mastery. Teachers will provide the
Clearing House with the summative assessments the student must complete for a grade. The
student must schedule and attempt these summative assessments over the summer. If the student
does not make any attempt to clear the Incomplete during the summer, the grade will be changed
to an NC (No Credit) and the student will have to repeat that course. Students who continue to
make attempts at assignments will have the opportunity to show mastery of learning.
Dual Credit
Students enrolled in any Dual Credit course(s) will be graded according to the standards and
policies set forth by the college or university.
Mission of School Western Sierra Collegiate Academy provides students with a challenging and
comprehensive college preparatory education in a small public school setting.
Educational Focus Western Sierra is a college preparatory, public charter school serving students
in grades 6 through 12. Western Sierra provides an engaging and rigorous
academic curriculum, focusing on math, science, social studies, foreign
language and the arts. All students are enrolled in courses needed to attend
the University of California, California State Universities, and the most selective
private universities.
Grades Served Western Sierra serves students in grades 6 through 12.
Small School Size Western Sierra provides a small school setting with 60-180 students per grade
level. At maximum enrollment, Western Sierra will have 750 students.
Middle School Curriculum
Western Sierra offers the nationally recognized Core Knowledge curriculum for
grades 6 through 8. Strong in depth and rigor, it provides a solid foundation for
success in the college preparatory coursework in grades 9 through 12.
High School
Curriculum
All students in high school (grades 9-12) will be enrolled in the courses required
for entrance to the University of California, California State University and
selective private universities. The curriculum is engaging and rigorous, meeting
and exceeding California state standards. It emphasizes science, math, social
studies, world languages and the arts. It is the expectation that all students will
take Advanced Placement (AP) coursework in grades 10 through 12.
Are There Other Schools Like
WSCA?
Western Sierra is similar in design and educational program to some of the best
public and private schools in the United States. The structure of Western Sierra
was based on the Pacific Collegiate School, the highest achieving open
enrollment high school in California, and other high performing schools in
California and throughout the United States.
Rocklin Academy The demand at the Rocklin Academy elementary campuses led to the
development of Western Sierra. Rocklin Academy (serving grades K-6)
currently operates two Core Knowledge based elementary schools—Rocklin
Academy at Turnstone and Rocklin Academy at Meyers. Western Sierra
Collegiate Academy is the third school in the Rocklin Academy Family of
Schools.
API Information 2012-2013 API Results: Western Sierra achieved an API score of 891 in its
fourth year of operation (grades 6-12).
School Address Western Sierra Collegiate Academy
660 Menlo Drive
Rocklin, CA 95765
For More Information
www.wscacademy.org Phone: 916.778.4544
Email: [email protected]