horizon charter school · chapter i: introduction and ... 22 chapter v: updated school-wide ... hcs...

Horizon Charter School

THREE-YEAR TERM

PROGRESS REPORT

2800 Nicolaus Rd. Suite 100

Lincoln, CA 95648

1-800-338-8003

www.horizoncharterschools.org

Horizon Charter School

April 27th & 28th, 2015

Accrediting Commission for Schools

Western Association of Schools and Colleges

http://www.horizoncharterschools.org/

http://www.horizoncharterschools.org/

Horizon WASC Final 2015.docx of 48

Table of Contents

Chapter I: Introduction and Basic Student/Community Profile Data ........................................................... 3

Introduction .............................................................................................................................................. 3

Community Profile Data ............................................................................................................................ 6

Chapter II: Significant Changes and Developments .................................................................................... 10

Changes in Instructional Support and Curriculum .................................................................................. 10

Changes in Assessment and Accountability ............................................................................................ 10

Changes in Personnel and Organizational Structure .............................................................................. 11

Changes in Culture and Support ............................................................................................................. 13

Chapter III: Process for the Development of the Progress Report ............................................................. 14

Chapter IV: Critical Areas of Follow-up Progress ........................................................................................ 15

Critical Area of Need #1 .......................................................................................................................... 15





Chapter V: Updated School-wide Action Plan ............................................................................................ 25

CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 1-MATH .................................................... 27

CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 2-ELA ........................................................ 34

CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 3-CAHSEE ................................................. 41

Glossary of Terms........................................................................................................................................ 47


Chapter I: Introduction and Basic Student/Community Profile Data A brief general description of the school, the school-wide student goals, the student

demographics, and the faculty/staff demographics,

A summary of the disaggregated and interpreted student achievement data since the

last full self-study, and how it may have impacted the entire school and designated

subgroups of students,

The status of the school with respect to governing authority expectations, e.g.,

program improvement school, year three; Academic Performance Index (API); audit

and resulting corrective action plan integrated into the single school plan.

Introduction Horizon Charter School (HCS) was established in 1993 and is chartered through the sponsoring

district, Western Placer Unified School District. In June of 2013, the HCS charter was renewed

for five years. HCS serves approximately 1,369 students in grades Kindergarten through 12th

grade providing “Quality Education through Personalized Learning”. Our students reside within

six counties: Placer, Nevada, Sutter, Yuba, Sacramento, and El Dorado. The Administrative

offices and Curriculum Resource Center (CRC) are located in Lincoln, California. The CRC

houses our school-recommended, standards-based curricula, along with a vast amount of

curricular options for families to choose from, when personalizing their child’s educational plan.

HCS has two locations, Roseville Learning Center and the Special Education location, as well as

access to other geographical facilities which are hubs for independent study resources provided

to support student learning. These resources are as follows: multiple class offerings (as described

below), a location for the necessary labs for the A-G class offering with such requirements, an

optional meeting place for Supervising Teachers and families and tutoring and/or intervention

class support, and an available location for state and school wide assessment testing for all

students.

Vision Statement

Quality Education through Personalized Learning. HCS is dedicated to the belief that each

and every student can succeed. This singular purpose will be achieved through personalized

learning, using a variety of instructional methodologies.

Personalized Choices

The personalized learning approach embraces the idea that parents should have a voice in how

their students learn and how their educational plan is designed. As such, a Personalized Learning

Plan (PLP) is developed for each independent study student based on the Common Core Content

Standards and on each child's abilities, interests, and aptitudes. Students and families are largely

responsible for their educational inquiry and pursuits. Special education services are provided to

eligible students.


Governance

HCS is governed by a Board of Directors that governs both Horizon Charter School and

Partnership for Student-Centered Learning. In concert with Administration, the Governing

Board makes decisions based on fiscal soundness and the commitment of “Quality Education

through Personalized Learning”.

The Governing Board works under the Carver Model of Governance. As such, the Board has

developed Board ENDS, also known as Expected School-wide Learning Results. These Ends

are reviewed and analyzed systematically over the course of each school year. The last update to

these Ends occurred in October 2014 to reflect the changes in the common core state standards.

The adopted Ends are as follows:

Expected School-wide Learning Results or Board Ends

Horizon Charter Schools exist to ensure students achieve academic excellence that meets or

exceeds common core state standards as demonstrated by multiple measures. Horizon Charter

Schools will support parental choice and personalized learning, exercise fiscal prudence, and

provide a safe environment.

As a result of our efforts, students will:

1. Demonstrate reading, writing, mathematics, history, and science content understanding that

meets or exceeds the common core state standards. Effective use of technology, project-based

learning, and the integration of critical thinking strategies are essential components woven

throughout all content areas.

a. Reading/Language Arts

Demonstrate understanding of reading, writing, written and oral English language

conventions, and listening and speaking within a balanced and comprehensive language

arts program.

b. Math

Demonstrate understanding of mathematical concepts in the elementary and middle grades,

as described by the common core content standards, through the application of the

standards for mathematical practice.

c. Social Studies

Demonstrate knowledge, understanding, and comprehension of the political process, and

awareness of people, cultures, events and movements in history and contemporary society.

d. Science

Demonstrate an understanding of earth, life, and physical sciences through subject matter

study as well as the application of the scientific method through investigation and

experimentation.

2. Pursue their own special interests and talents while challenging and improving their abilities in

the following areas:

a. Effective use of technology.

b. Problem solving, reasoning and critical thinking strategies.

c. Visual and performing arts.


Educational Offerings

The educational offerings at HCS are extensive and provide many opportunities for parents to

personalize the educational experience for their child(ren). These offerings are as follows:

Home Study

o In the home study option, parents are responsible for the day-to-day instruction of

their children under the guidance and support of a credentialed Supervising Teacher

(ST). STs meet with each student a minimum of once every 20 school days. In this

model, parents are actively involved in the lesson planning, instruction, and

correcting of assignments.

o Additional Educational Support Services (AESS) is available for high school

students. Students meet weekly or monthly with the Supervising Teacher and study

independently all other school days.

Hybrid Model

o In this option, a credentialed classroom teacher provides cooperative learning

opportunities and instruction to students for one or more classes. These include

many A-G approved classes and are offered through two manners of delivery in this

model:

The A-G support classes occur twice weekly for a total of three hours of direct

instruction in one of the four core academic areas (Mathematics, English

Language Arts, Science and/or Social Science). In addition, elective classes

are offered once a week for three hours each.

Virtual Learning classes (VLI) are offered for high school students. Students

attend these online interactive classes once a week for 90 minutes. Classes are

recorded for viewing at any time. Students have the opportunity to meet with

their VLI teacher during on-line office hours within the week.

Enrichment Classes

o In addition to the core academic instruction, HCS offers several enrichment classes.

These classes run from 6 to 12-week increments. These offerings are based on

student interest and need, as well as parent and teacher feedback. The classes

expand the range of available learning experiences for our students, through such

offerings as: LEGO Engineering, robotics, art, music, drama, cooking, sewing,

tutoring and many more. Some of these classes are taught by credentialed teachers

and others by experienced vendors.


Community Profile Data

Enrollment Data

HCS enrollment has remained stable since the last WASC visit.

Grade 2011 2012 2013

KN 72 58 59

1 56 79 63

2 76 67 84

3 73 77 80

4 84 86 80

5 71 85 86

6 77 86 88

7 84 87 101

8 81 98 78

9 84 97 96

10 134 134 123

11 155 151 159

12 271 215 207

Totals 1,318 1,320 1,304

Student Demographics

Of particular note, since the last WASC visit, the socio-economically disadvantaged population

percentage has decreased from 61% to 35%.

41%

14%

45%

Grade Level, Sept 2014

K-6

7-8

9-12

35.00%

12.40%

3.60%

0.00% 20.00% 40.00%

Socio-economicallyDisadvantaged

Students withDisabilities

English Learners

Horizon 2014-15 Sub-Groups

1%

91%

8%

Language of English Learners

Other

English

Spanish


Academic Performance Index (API)

Year 2010-11 2011-12 2012-13

Actual Growth 730 733 726

Target Base 733 728 739

Chinese-Mandarin

6%

Filipino -Tagalog

3%

Hmong3%

Rumanian8%

Russian51%

Spanish24%

Ukrainian5%

Horizon 2013/14 English Language Learners

First Entry39%

Withdrawal -Non-dropout

38%

Re-Entry7%

Completion12%

Exit Grade1%

Rollover1%

Withdrawal

- Dropout

2%

Horizon 2013/14 Mobility


School-wide Action Plan, Goals #1 and #2

The charts below represent our goals for proficiency rates in Mathematics for grades 2-7 and

Algebra, and for proficiency rates in English Language Arts for grades 2-11. The information

below is based on the STAR test data, which concluded in 2013.

Proficient &Above

Increase

Below/FarBelow Basic

Decrease

Proficient &Above

Increase


Decrease

Proficient&AboveIncrease


Decrease

Proficient &Above

Increase


Decrease

Grades 2-7 Algebra 1 Grades 2-7 Algebra 1

June 2012 June 2013

Base 46 30 16 55 52 30 25 45

Goal 52 20 25 45 57 20 30 35

Actual 44 23 11 67 42 32 10 70

0

10

20

30

40

50

60

70

80

Incr

eas

ed

Pro

fici

en

cy P

erc

en

tage

s

Horizon Charter School Mathematics Action Plan, Goal #1

Proficient &AboveIncrease

Below/Far BelowBasic Decrease

Proficient &AboveIncrease

Below/Far BelowBasic Decrease

June 2012 June 2013

Base 53 22 60 12

Goal 60 12 65 2

Actual 55 18 52 18

0

10

20

30

40

50

60

70

Incr

eas

ed

Pro

fice

ncy

Pe

rce

nta

ges

Horizon Charter School ELA Action Plan, Goal #2


School-wide Action Plan, Goal #3

CAHSEE RESULTS HORIZON CHARTER SCHOOL

English Language Arts Mathematics

Year Number Tested

Percent Passed

Number Not

Passed

Percent Not

Passed Year

Number Tested

Percent Passed

Number Not

Passed

Percent Not

Passed

2009-2010* 284 82 50 18 2009-2010* 279 79 58 21

2010-2011 95 84 15 16 2010-2011 89 72 25 28

2011-2012 136 80 27 20 2011-2012 130 82 24 18

2012-2013 112 82 32 24 2012-2013 109 79 23 21

2013-2014 98 79 21 21 2013-2014 95 78 21 22

*Students tested in March and not February

While maintaining focus on the school-wide goals of improvement in Mathematics, English Language Arts, and CAHSEE, the school has shifted toward integrating the new Common Core State Standards, common assessments and Smarter Balanced testing. Data derived from these will be used to update the School-Wide Action Plan, as well as the implementation steps to improve student learning.

82

50

18

84

15 16

80

2720

82

3224

79

21 21

0

50

100

Percent Passed Number Not Passed Percent Not Passed

CAHSEE English Language Arts

2009-2010* 2010-2011 2011-2012 2012-2013 2013-2014

79

58

21

72

25 28

82

2418

79

23 21

78

21 22

0

20

40

60

80

100

Percent Passed Number Not Passed Percent Not Passed

CAHSEE Mathematics

2009-2010* 2010-2011 2011-2012 2012-2013 2013-2014


Chapter II: Significant Changes and Developments

● Include a description of any significant changes and/or developments. i.e., program

additions since the last full visit, changes in student enrollment, staffing changes. ● Describe the impact these changes and/or developments have had on the school and/or

specific curricular programs.

Since the 2011 WASC visit, the school has implemented several significant changes. These

changes are related to the identified critical areas of need and have had an impact school-wide.

Since the last report our school has experienced several significant changes in instructional

support and curriculum.

Changes in Instructional Support and Curriculum

1. Increased student instructional support: Over the past few years, there have been several

significant changes to the instructional support offered to students and parents. After the

2011 WASC visit, the school worked through the charter renewal process. A Master

Schedule of classes was created which included Virtual Learning Instruction to allow

increased access for educational support services. This increase in academic support

enabled students to access more services at multiple learning centers in a wide variety of

geographical locations and/or virtually.

2. AESS/Excel Services: In the past, students in need of additional support or credit recovery

were served by Excel teachers, however there was a consistent need for more Excel

teachers to serve an increasing number of students. In order to increase accessibility to this

additional academic support, Excel was restructured in 2013-2014. This restructuring has

led to fewer designated Excel teachers, but an increase in the number of teachers serving

this population overall as regular Supervising Teachers. STs are now serving the same

population through Additional Educational Support Services (AESS B). This change has

resulted in more students receiving additional support.

Since the last report, our school has experienced several significant changes in assessment and

accountability.

Changes in Assessment and Accountability

1. Implement new Common Core Support Services (CCSS) aligned assessments - In

order to more accurately monitor student achievement and as a result of the extinction of

Standardized Testing and Reporting (STAR) measurements for mathematics and ELA, the

school purchased a new online diagnostic and instruction tool called i-Ready Diagnostic

and Instruction. The i-Ready Diagnostic and Instruction tool was piloted in 2012 to

determine its effectiveness with the independent study model. The success of the pilot

resulted in the school-wide purchase and implementation of i-Ready in November 2014.

i-Ready provides common assessment data at a school-wide level and has given the school


the ability to disaggregate data. It is also a data warehousing tool. i-Ready assessments and

instruction are aligned to CCSS math and reading which will help monitor student

achievement going forward. With this tool, the school can monitor the student’s progress

over the course of the year as well as students’ year to year progress. This is accomplished

by having students take multiple assessments throughout the year, such as a beginning-of-

the-year and end-of-the year assessment. The school plans to continue the use of i-Ready

in the 2015-2016 school year and beyond.

2. Revise the Response to Instruction and Intervention (RtI2) School-wide Plan - During

the 2014-2015 school year, the School-Wide RtI2 Plan is in the process of revision. Some

of the revisions include the new CCSS aligned math curricula as well as the new assessment

tool (i-Ready) the school is using. The levels of intervention are being updated to reflect

the Multi-Tiered Systems of Support (MTSS) recommended by the CDE. In addition to

interventions described in the previous RtI2 plan, more specific interventions will be added

for each tier to ensure all students achieve. One goal of the plan is to revise the intervention

support model in order to service a greater number of students. Another example is making

the Individualized Learning Plan (ILP), the document where all intervention and pertinent

student data are recorded, available online in Google Drive. This allows teachers to share

the document in real-time which will facilitate better and timelier communication between

a student’s various teachers and administrators.

Since the last report our school has experienced several significant changes in: personnel and

organizational structure.

Changes in Personnel and Organizational Structure

1. Change in Chief Executive Officer (CEO)/Chief Academic Officer (CAO) - Since, the

last WASC visit, changes in leadership have had significant impact on the school’s

organization and has led to staff working together more cohesively and narrowing the focus

to student achievement. The school has undergone multiple executive and administrative

changes and vacancies. In 2011 a new CEO was responsible for implementing the vision

and mission of the school. Specifically he was responsible for implementing policies,

procedures, and staffing to address the identified critical areas of need and to meet the

school-wide goals. At that time, the CAO position was vacant. A new CAO began at the

start of the 2012-2013 school year, however, the CAO was absent part of spring 2014. In

November 2014 the CEO position was vacated and an interim CEO (the previous CAO)

was appointed by the Governing Board, absorbing duties related to both positions. She has

focused efforts on maintaining stability in school leadership and programs, while also

continuing the forward momentum on school-wide goals and critical areas of need.

The Governing Board exercised its authority to appoint the Superintendent/CEO of

Horizon Charter Schools. They evaluated Dr. Cynthia Wood’s (the current interim CEO)

work performance, her commitment to Horizon, and her integrity. In addition, they

thoroughly evaluated the responses to the CEO Survey distributed to all stakeholders in

late January. Having taken all this into account, it was with great pleasure and confidence

that the Board unanimously appointed Dr. Wood as Superintendent/CEO at the February

26, 2015 public meeting.


2. Change in Chief Business Officer (CBO) - In spring of 2013 the CBO position was

vacated. The school has posted and interviewed for the position several times without

success. The absence of the CBO slowed the ability to access financial information which

affected decision making school-wide. The school engaged the services of Delta Managed

Solutions (DMS), an administrative services firm, to temporarily assume CBO duties.

Initially, access to financial information was limited, however, access to this information

has consistently improved.

3. Director level changes - There have been changes to director level positions since the last

WASC visit. The position of Director of Curriculum, Instruction and Professional

Learning, had been vacant since spring 2011. The position was filled in July 2014. The

position of Director of Special Education had been vacant since spring 2011 as well, and

was filled in summer 2014. The absence of leadership in these positions created a lack of

consistency in these departments. It has also impacted the school’s ability to address goals

and critical areas of need. Now that these positions have been filled, there has been

consistent progress in implementing goals and meeting the needs of students. For example,

Special Education has implemented a new method of communication between special

education and general education teachers in order to better serve students. Leadership in

these positions has also led to an increase in the number of staff trainings, as indicated in

our Action Plan and the LCAP. This increase has contributed to new CCSS aligned math

curriculum being purchased and teachers trained in its implementation. Another significant

change to the director level was the addition of the Director of Innovation and Marketing

position. This position has been instrumental in facilitating new methods of communication

like recording the CEO updates and posting them online. Staff and families are utilizing

social media more effectively for communication and marketing.

4. Regional Administrator changes - There have been significant changes to the Regional

Administrator (RA) positions. In 2011, there were six Regional Administrators. The

number of RAs who oversee teachers has been reduced incrementally to the present number

of three, each providing leadership to about 30 teachers. With fewer RAs monitoring and

evaluating a greater number of teachers and operating in a larger geographic area, the

school is meeting this challenge by developing more efficient methods of service delivery.

5. Counselors - The Guidance Department has shown steady improvement in the last three

years by expanding the number of full-time counselors devoted specifically to guidance.

In fall 2014, two dedicated full-time counselors were hired, with one having extensive

charter school experience. This department is now able to better support students and staff.

This was done by offering more meeting times with parents and students, regularly

schedule regional visits, the implementation of student outreach (college readiness

workshop, college fair, and 8th grade orientation), accurately reviewing transcripts,

disseminating CSF and scholarship information, developing a school-wide course catalog,

aligning A-G courses and requirements, and developing and adopting Board policies. This

has positively impacted teachers, students, and administrators by clearly communicating

course offerings, prerequisites, and college awareness.


6. Department Head Positions created - Department Head positions were created for Math,

English, Science, Social Studies, Foreign Language, and VAPA in fall 2013. Department

Heads are responsible for the monitoring, facilitating, and supporting of teachers for all

grade levels. Additionally they are responsible for the development of UC approved A-G

courses and training of other staff in their curricular area. Regular department meetings

have created opportunities for more subject matter collaboration and training which has

resulted in greater consistency in instruction. Regular communication with the Guidance

Department has ensured that A-G courses are current and support the development of new

courses aligned to CCSS and NGSS.

Changes in Culture and Support

1. Communication changes - The school has increased use of its website and social media

to improve communication, interaction, and sharing of resources. It created a

parent/teacher friendly portion of the school website, The Homeschool Hub, which is

referred to as “The Hub”. These improvements have provided easy access to information

for parents. The Hub is an all-in-one spot for parents, teachers, and students to find

information that is continuously updated with news and events. It is used by Roseville

Learning Center to disseminate assignments and classroom information pending the

opening of the Roseville Learning Center. The Hub also houses parent and teacher

resources aligned with common core. The use of School Pathways’ student/parent portal

in place of Jupiter Grades has increased availability (school-wide, K-12 - not only LC

classes or limited courses) to student assignments, grades, reports, and online courses. Use

of Facebook, YouTube Channel, and social media has promoted sharing of school culture

and student work, outreach to prospective families, timely information of events to

students/families (example: 8th grade orientation, school updates), and the

interaction/sharing of resources.


Chapter III: Process for the Development of the Progress Report

• Describe the process to prepare this progress report. Include to what extent stakeholders

were involved in the preparation of the report.

• Describe the process to present the progress report to the governing board.

The process for developing the progress report for Horizon Charter School focused on the

involvement of and input from all stakeholders.

In preparation for this report, the school referred to the critical areas of need and school-wide

action plan, and facilitated informative, thought provoking discussions with administration,

teachers, classified staff, students, and parents. A PowerPoint was created and presented to

stakeholders. It gave the background of WASC and how accreditation relates to a school’s success

and student achievement. The PowerPoint also centered on the school’s self-study, goals and

expectations for this school year, including a visit from the WASC accreditation team.

Weekly WASC oversight committee meetings were scheduled at the district office. Information

and activities from these meetings were reviewed, discussed and prepared at monthly school

administrator meetings. Regular staff meetings allowed for teachers to give feedback and share

insights to address progress on the identified critical areas of need and the school-wide action plan.

Staff also created online surveys for parents and students to share information and relevant data

regarding our program and student achievement.

All stakeholders were involved in the preparation of this report. Stakeholders included students,

parents, Supervising Teachers, learning center teachers, classified staff, and Governing Board. A

wide variety of activities were used to present information and generate specific feedback from

our stakeholders including: email, Google Docs, surveys, school sponsored events, staff meetings,

learning record meetings, the school websites, PowerPoint presentations, and videos shared on the

school’s YouTube channel.

An initial PowerPoint presentation was shared with the Governing Board in October 2014 which

included an overview of the WASC process and how it relates to our school. Regular updates to

the Board occur each month. In March 2015 the final version of the progress report was presented

to the Board.


Chapter IV: Critical Areas of Follow-up Progress ● List the critical areas of follow-up and reference the school-wide action plan sections

where each critical area for follow-up has been addressed. If any critical areas for

follow-up were not included in the school’s action plan, indicate what actions have

been taken to address the issue.

● Comment on the progress made to date for each critical area for follow-up and cite

evidence and examples of the impact on student learning.

Critical Area of Need #1: The primary and most important area for follow-up and growth is

for instructional development and improvement. The obvious need for administrative

reorganization and staff development for improving instruction is apparent throughout the system.

The lack of emphasis on instructional development and improvement, while common, must be

addressed “from top to bottom” and system-wide.

Update on progress and how the recommendation was incorporated.

As mentioned in Chapter 2, the school has experienced several areas of leadership change. Many

of these changes focused on improving instructional strategies and leadership throughout the

school. Positions that need to be highlighted here are the addition of Director level positions, a

Math Coach, and subject matter Department Heads. Department Heads are responsible for the

monitoring, facilitating, and supporting of teachers for all grade levels. Leadership in these

additional positions have led to an increase in the number of staff trainings, as indicated in our

Action Plan and the LCAP.

In an effort to further improve academic achievement, the school moved to the Common Core

State Standards (CCSS) in the 2014-2015 school year. The shifts required by the new standards,

both in content and in practice, necessitated a refocus on math and ELA. Historical data

demonstrates that school-wide achievement in mathematics and ELA has been limited and

inconsistent. This inconsistency in achievement concerned school leaders and led them to

determine that math and ELA would continue to be focus areas for 2014-2015, while building

instructional strategies to support the new CCSS implementation. By concentrating resources on

these areas, school leaders agreed that change would be implemented and supported more

effectively. In July of 2014 the position of Director of Curriculum, Instruction and Professional

Learning was created for the purpose of increasing achievement through professional development

by building capacity in instructional strategies and implementation of CCSS.

An important action was taken to improve instruction and achievement in math to provide high

quality CCSS aligned curriculum to all students. New A-G course offerings were written,

submitted, approved, and offered to students as online and learning center courses. A Mathematics

Department Head/Coach position was created and filled to oversee the writing, training, and

implementation of math courses. The Math Coach, working closely with a member of the

Sacramento State University faculty and the Director of Curriculum, Instruction and Professional

Learning, began training teachers in CCSS standards and the applicable math shifts during summer

2014. Additional full-day training opportunities with the Sacramento State partnership are being

offered throughout the 2014-2015 year. These trainings are open to all stakeholders and cover


engagement strategies applicable across all curricular areas. The Math Coach has provided

demonstration lessons, lesson co-planning and co-teaching opportunities, and lesson observations

and feedback. One goal is to provide three coaching opportunities for each learning center teacher

this year. Going forward it will be written into the LCAP/LCFF that Professional Development

(PD) support in mathematics and the Math Coach position continue another year (2015-2016),

targeting Supervising Teachers and parents in order to better support Home/Independent Study

Instruction.

In preparation for the implementation of ELA CCSS, Horizon developed supplemental projects

and identified other resources to address the common core standards. During the 2014 Summer

Institutes, participants developed Project Based Learning for all grade levels.

Evidence and reference to the school-wide action plan.

Evidence School-Wide Action Plan

Director of Curriculum, Instruction & Professional

Learning

Math 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2,

5.2

ELA 1.1, 1.2, 1.3, 1.4, 2.3, 2.5, 3.1, 3.2,

3.3, 4.1, 4.2, 5.1, 5.2

CAHSEE 1.4,1.8, 2.1, 2.2, 2.3, 2.4, 3.2,

4.1

Department Heads Math 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 5.3,

ELA 1.2, 1.4, 2.1, 2.2, 5.1, 5.2

CAHSEE 1.4, 2.4, 3.2, 4.1

LCAP Math 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 3.2,

4.2, 5.1, 5.2, 5.4, ELA 1.1, 2.3, 3.2, 4.2,

CAHSEE 1.3, 2.1, 2.2, 2.3, 4.1

Math Coach Math 1.1, 1.2, 2.1, 2.2,

CAHSEE 1.4, 2.4, 4.1,

Project Based Learning- Project/Lesson

development summer opportunities.

Math 1.1, 2.2, 2.3, ELA 1.1, 1.4, 3.1,


Critical Area of Need #2: The school needs to provide – by providing careful but appropriate

budgeting-management with the ability to increase time/opportunity for all staff - access to

additional quality professional development.


During the 2012-13 and 2013-14 school years, travel and conferences were frozen due to budget

constraints. Throughout this time Horizon communicated and offered professional development

opportunities that included webinars and internal trainings that were at no cost to the school.

Horizon also accessed curriculum support tools and professional development through current

vendors and various online resources. These were largely included as part of curriculum packages

or recommended by staff through research and development that connected back to the school’s

goals.

In the past year, the school has focused on increasing staff access to Professional Development

through funding from CCSS grant funds connected to our implementation and budgeting process.

With input from all stakeholders, the school created an on-going three-year Local Control

Accountability Plan (LCAP). The LCAP was approved by the Governing Board in June 2014. The

Schoolwide Action Plan identifies annual academic goals and specific actions for implementing

those goals, including methods of measuring student progress based on performance indicators set

by the state. In connection with the Local Control Funding Formula (LCFF), the school has

allocated specific budget line items in the LCAP to support this area. Examples of Professional

Development implementations are listed under the Critical Areas of Need #3. This critical area for follow up has undergone a natural progression within the last three years.

With the changes from the State of California as to how the school assesses its students and the

shift to Common Core, it has been a necessary movement to increase time for collaboration and

professional development. While monthly meetings with teachers were already in place, those

meetings focused on soliciting feedback about curriculum development needs and how best to

deliver that information. Program Decision Teams (PDTs) were formed which included all

stakeholders in order to make informed decisions in regards to the plan for implementing the new

testing requirements, roll out, and movement to Common Core.

During the 2013-14 school year, CCSS one-time implementation funding was received from the

state in order to more effectively implement the Common Core State Standards. Administration

decided on allocation of the funding to best meet the Board Ends. With these one-time monies, the

school distributed 25% to professional development, 25% to Common Core math aligned

curriculum, and 50% to technology in support of data-driven assessment and student access to 21st

century skills.

As a part of the Individualized Education Plan (IEP) process, the school has pursued medical

billing of the family’s insurance as a reimbursement for services offered to special education

students when this avenue of funding is applicable. The special education medical billing form is

provided at the IEP meeting for parents to authorize permission for billing. These monies are

applied to the benefit of each individual student, as specified in the IEP.


During the summer of 2014, the school applied for and was awarded funding from the Microsoft

California Education Technology K-12 Voucher Program. This allowed for the purchase of

Microsoft Office Suite for use by all staff and students. In the latest edition, staff and students can

stay current with the industry standards in these communication tools.



LCAP/LCFF Math 1.3, 1.5, 2.1, 2.2, 2.3, 3.2, 4.2, 5.1, 5.2, 5.4,

ELA 1.1, 2.3, 2.5, 3.2, 4.2,

CAHSEE 1.3, 2.1, 2.2, 4.1

CCSS one time implementation funding Math 1.1, 4.2, 2.2,

ELA 1.1, 1.3, 2.3, 3.1

Prof. Development Opportunities and

curriculum support tools/packages

Math 1.1, 1.2, 1.4, 1.5, 2.2, ELA 1.1, 1.3, 1.4, 2.3, 3.1, 5.1,5.2, 5.3 CAHSEE 1.3, 2.1, 2.3, 2.4, 3.2

Critical Area of Need #3: A very significant – as demonstrated by this oft repeated theme –

need exists for “more targeted and professional development” for teachers and parents, particularly

in intervention planning and prevention. Teachers also need to have professional development and

collaboration time to develop a plan for and strategies to address key learning issues in EL and

SED (socially economic disadvantaged) students.


The effort to ensure that teachers and parents receive the professional development and

collaboration time needed to improve their skills in educating students has taken several routes.

These routes, while listed separately in this narrative, were designed to interact and to be mutually

supportive, driven by the unifying philosophy that students learn best when the instructional

approach is targeted, driven by data, and when teachers and parents utilize similar approaches.

Perhaps this approach is best epitomized by the school’s Response to Instruction and Intervention

which is, “a plan developed…to ensure that all students (including EL and SED) receive the

support and individualized instruction that they need in order to master grade level standards”.

One example of a measure taken to ensure equal access to instructional support materials includes

the issuing of student laptops for SED students who are enrolled in online courses.

Teachers received training through the California Math Project at CSUS and the Summer

Institutes. The monthly Regional Administrator meetings provided teacher training in the use of

ELA, writing and math benchmarks, Smarter Balanced on-line practice tests, how to use Go Math

and i-Ready for diagnostic and instructional purposes, and how to use the results of CELDT testing

to inform instruction. In addition to teachers, parents were also trained in the use of benchmarks,


(GoMath! and i Ready) through sessions offered at the learning centers and the training offered by

the Supervising Teachers. The Guidance Department’s College Readiness and 8th Grade

Orientation programs provided additional opportunities for collaboration and planning.

A significant and positive consequence of this focused teacher and parent training is the mutual

use and incorporation of the iReady and GoMath! instructional strategy systems. The learning gaps

for students are being discovered and remediated. The inclusion of this training in the regional

meetings has ensured the increase of teacher collaboration and planning time.

Given that Horizon covers a large geographic area, encompassing six counties, focus is placed on

offering online professional development as much as possible. School staff use Adobe Connect for

scheduled and impromptu online collaboration and trainings. Most recently, the Math Department

Chair established rich opportunities for teachers and parents to learn more about Common Core

math and how to incorporate these methods of teaching. Teacher trainings start during the summer

and continue throughout the school year. Sessions focus on the sharing of videos of one-on-one

teaching, collaboration days with parents and students, and end with a day concentrated on

teaching Common Core math from grade 5 to Algebra. Trainings are posted on the Hub portion of

the school website for teachers who need help with our new online reporting system allowing them

to view Professional Development on demand.

Online learning was also used to implement school-wide training, including instructional

strategies, curriculum implementation, technology and safety-related training. In addition to

teacher and parent related information, there are required safety courses for each staff member

with other options available. Supervisors have the ability to recommend or assign resources based

on need.

The increase use of online collaboration has resulted in a more productive environment for the

school. Google Docs and other collaborative tools are utilized to share information and develop

ideas across the school. A collaborative Google Doc was recently developed linking general

education teachers, special education teachers, and providers in order to facilitate collaboration.

Problem solving, tracking use of accommodations, and adjustments to instruction may be easily

done using this medium. Using Google Docs, staff is able to get real-time information which

creates a cohesive team within our school for the benefit of the student and it helps ensure that all

instructional strategies, accommodations and modifications are being appropriately delivered.

As a part of the Common Core Implementation Plan, professional development opportunities

continue to be an important component of our school-wide action plan. For example, members of

the staff attend conferences, trainings, workshops, and webinars. These assist staff in keeping

abreast of recent research-based methodologies related to assessment, curriculum development

and the latest regulations in special education and independent study. Outside vendors also trained

staff on appropriate use of online programs and Common Core curriculum. Continuous training

on the school-wide RtI2 program provides data, allowing staff to better track and serve all students,

including our EL and SED student population, with Individualized Learning Plans.




Online/real-time Professional Development trainings and

webinars.

MATH 1.1, 2.1, 2.2, 5.5 ELA 1.4, 2.1, 2.5, 3.1, 5.2

CCSS Implementation and Summer Institutes MATH 1.1, 2.1, 2.3, 2.4 ELA 1.2, 1.3, 2.2, 3.1,

Increased use of online collaboration MATH 3.2, ELA 1.4, 5.2, CAHSEE 1.8

Variety of Professional Development opportunities MATH 1.1, 2.1, 5.5, ELA 2.5, 3.1, 5.2, 5.3

Special Education and Regular Education collaborative on-

line forms/communication.

MATH 2.3, ELA 5.1 CAHSEE 1.4, 1.7, 2.3

Individualized Learning Plan (ILP) MATH 3.1, 4.2, ELA 2.1, 4.1 CAHSEE 1.4, 1.7, 2.3

Critical Area of Need #4: Time and consideration for analyzing and application of

assessment data must be attended to, with the goal of improving instruction for all staff.

Update on Progress and how the recommendation was incorporated.

This critical area for follow up has undergone a natural progression within the last three years.

With the changes from the State of California as to how we assess our students and the shift to

Common Core, it has been necessary to make improvements in the area of data

assessment. Several Program Decision Teams (PDTs) were formed which included all

stakeholders in order to make informed decisions in regards to the plan for implementing the new

testing requirements, roll out, and movement to Common Core. The Assessment Department sent

regular emails to share assessment data with staff and collaborated with the Guidance Department

to share graduation statistics. In addition, data from parent surveys, statewide STAR testing,

transcripts, and CalPads indicated subject areas that needed improvement, (particularly math) and

our Course Catalog was aligned to meet the needs.

Horizon continues to progress toward developing stronger processes for collecting, disseminating

and disaggregating data to all stakeholders to improve student achievement. As part of this process,

the school is continually assessing their tools for effectiveness and ease of use. Due to staff input


regarding Data Director, budget cuts, and ineffective benchmark assessments, this program was

discontinued in early 2012.

The school has faced additional challenges in this area that has had a direct impact in disseminating

and disaggregating school-wide student data. These challenges include changes in management,

vacant positions such as the Chief Academic Officer, the Director of Curriculum, Instruction, and

Professional Learning, and the Assessment Coordinator. In an effort to establish a more systematic

and centralized approach to collect, disseminate, and disaggregate student achievement data, the

school hired a Director of Curriculum, Instruction, and Professional Learning and an Assessment

Coordinator who are spear-heading efforts to strengthen and develop uniform processes and

procedures school-wide.

In the absence of school-wide benchmark assessments, processes have been developed and piloted

in an attempt to best meet this need. Examples of these processes are curriculum-based embedded

assessments, Quick Reading Inventory, CST data, and grade reports for progress monitoring.

i-Ready, a universal diagnostic tool, was piloted with the RtI2 staff as its use for intervention and

targeted instruction. As a result of their success, i-Ready’s pilot was expanded the following year

to include a small group of Supervising Teachers, with the same positive results. This combined

success resulted in a school-wide implementation of this program for the 2014-15 school year. i-Ready was purchased and implemented in order to identify students needing additional

instructional support. Parents received a letter about the use of i-Ready throughout Horizon, giving

them information about testing procedures and timelines. i-Ready reports demonstrate that

students in grade 1-11 have completed their diagnostic assessment.

Data was used to identify areas of needed professional development. Staff received training to

analyze data and administer the RtI2/i-Ready. Staff meetings were held for professional

development related to assessment with the goal of improving instruction for all staff. Most

recently, our Math Department Chair established rich opportunities for teachers and parents to

learn more about Common Core math and how to incorporate these methods of teaching to

improve instruction across all subject areas. The school continues to incorporate data analysis to

inform instructional practices across all curricular areas.




i-Ready Diagnostic Assessment MATH 2.3, 3.1, 3.2,5.2 ELA 1.3, 2.1, 2.3, 4.1, 5.1, 5.2

PLC/ST/Administrative meetings MATH 2.1, 2.3, 3.1,3.2,5.5 ELA 1.4, 2.1, 2.3 5.1,5.2 CAHSEE 1.1, 1.3, 3.1, 4.2

Guidance data MATH 4.4, ELA 3.3, 4.1, 4.2 CAHSEE 1.2

RtI2 Implementation Plan MATH 1.5 ELA 1.5, 2.1, 2.3, 2.5, 4.1, 5.1 CAHSEE 1.3, 2.1,

Program Decision Team meetings ELA 1.4

Critical Area of Need #5: In the realm “School Culture and Support for Student Personal and

Academic Growth,” a comprehensive review of program, services, and strategies needs to be

undertaken; the goal must be to provide more and better targeted services to a wider, diverse body

and school community.

Update on Progress and how the recommendation was incorporated.

Over the past three years the school has improved stakeholder access to information and resources

to support student personal and academic growth, including: a school webpage, called the “Hub”,

was created to supplement the school website with up-to-date information for parents, students and

teachers. One example of the usefulness of this site is the Learning Center tab on the Hub page.

Teachers and Administrators have been using the Hub to post weekly assignments, assignment links,

announcements, and teacher contact information. Parents and students have access to the Master

Schedule, school calendar, course catalog, vendor information, and Instructional Support Resources

on the Hub. Parents have systematically gained greater ease of access to instructional support

through the Hub.

In order to provide more and better targeted services to a widely diverse group of students, access to

online curricula has increased. All students have access to high quality online CCSS aligned

curricula and resources to support student learning goals. By providing these resources, all

stakeholders have access regardless of geographical location.

The use of school-wide newsletters, the new school marketing website, Podcasts, YouTube,

Facebook, and our school-wide message service, up-to-date information and resources are


provided to the whole school community. Regional parent events, monthly school update

meetings, monthly teacher and administrator meetings, and board presentations all serve to

improve overall school culture and capture input from all stakeholders regarding best practices for

supporting student academic and personal growth.

Student personal and academic growth has been more widely targeted through the development of a

Guidance Professional Development plan that includes: regular student access to guidance services,

regular transcript review and 4-year planning for students, dissemination of scholarship and financial

aid information, a published Course Catalog with increased course offerings, on-going outreach

through the Hub, event flyers, emails, social media, and one-on-one student meetings. Participation

in College Readiness programs (PSAT, SAT. ACT, AP) has shown a steady increase (+44%) since

2011 due to increased college prep course offerings and greater college awareness through the

delivery of annual College Readiness Seminars, College and Career Fair, and 8th Grade Orientation.

While Supervising Teachers and Administrators gather on-going input from families and students,

more formal online Student/Parent surveys are administered in order to better target our services

to the school community and to assess overall satisfaction and effectiveness of our programming.

Teachers regularly complete feedback questionnaires after teacher trainings and professional

development workshops. Teachers were formally surveyed on the effectiveness of “GoMath!”

resulting in greater usage of this tool to help improve the quality of instruction. The student

performance data generated from the use of benchmark tests and the i-Ready diagnostic tool

(recently implemented in 2014) are regularly analyzed to help measure the effectiveness of

instruction and define programming decisions for instructional interventions.

With overall improvement in communication, increased access to resources, and streamlined

program offerings, strides are being made in providing quality services targeted to a wider, diverse

student body and school community.




HUB Resources MATH 1.4, 5.5 ELA 1.4 CAHSEE 1.8

Guidance Deliverables MATH 1.5, 2.2, 4.4

Parent Surveys; Master Schedule; course offerings MATH 5.1 ELA 1.2, 3.1 CAHSEE 2.4, 3.2

Teacher surveys: GoMath!, Workshops, PD MATH 1.1 ELA 5.2

Data analysis of programs - RtI2, college prep data MATH 1.2, 2.1, 2.2, 3.2, 5.1 ELA 2.1, 2.4, 4.1, 5.1 CAHSEE 1.1, 1.3, 4.2


Chapter V: Updated School-wide Action Plan

● Comment on the refinements made to the school-wide action plan since the last full self-

study visit to reflect school-wide progress and/or newly identified issues. ● Include a description of the school’s procedures for the implementation and monitoring of

the single school-wide action plan. ● Comment on the integration of plans into one single school-wide action plan. ● Include a copy of the school’s latest updated school-wide action plan.

The school-wide action plan has been significantly modified to stream-line goals. The school

identified that the 2011/2012 action plan was too large and broad. Staff agreed that it was necessary

to narrow the scope. With the critical areas of need in mind, the school revised the action plan into

the three Focus Areas and goals for math, ELA, and CAHSEE.

Due to several changes in administration, along with programmatic changes following the charter

renewal in June of 2013, some momentum was lost in the on-going updating of the school-wide

action plan during the 2012/2013 and 2013/2014 school years. Consequently, a WASC committee

was formed and has been meeting weekly since early fall. This committee convened several

school-wide meetings to facilitate conversations and activities to reconnect programs and

initiatives to the school-wide action plan itself.

A column was created within the current action plan to show the connections between the refined

Action Plan Goals and the WASC Identified Critical Areas of Need. This tool is used to evaluate

progress toward the identified goals.

During the last WASC visit, the standard measures of student progress in mathematics and ELA

were Benchmark Assessments purchased from Action Learning Systems. These reports were

uploaded into Data Director and used to gauge progress toward standards mastery in mathematics

and ELA. In the spring of 2012 a Benchmark Task Force that included teachers, administrators,

and parents was formed to review the accuracy and effectiveness of the Benchmark Assessments. The Task Force found that the Benchmarks were not a reliable measure of academic student

progress because of several factors: 1) a lack of uniform pacing as a result of the great variety of

curricula used in “personalized learning”, 2) the need for modified instruction as a result of

assessment data that occurs regularly in the independent study setting, 3) the need for better

alignment of assessment of standards at preset points, quarterly, by Benchmark Assessments. For

example, standards might be covered in a different sequence in the first quarter and some of the

assessment results would therefore be less reliable.

The Task Force found that a more flexible and adaptable approach to assessment of progress

(standards mastery) was needed. It was identified that the use of multiple methods of assessment

were more appropriate for the diverse, personalized approach of the school.

During 2012/2013, the school became largely focused on charter renewal, which it gained.

Administrative infrastructure was still impacted by prior budget cuts and consequently a

Curriculum and Instruction Director position had not been filled. During this time, teachers used


multiple measures and forms of progress monitoring assessment, such as student work and

projects, as well as chapter tests and other curriculum-embedded assessments.

Last year, the state moved away from the previous STAR test to Smarter Balanced Testing, and

Horizon, like all districts and charters, began to educate staff and students on the new Common

Core State Standards. A new diagnostic and instruction tool called i-Ready was piloted by a group

of teachers and students and was officially adopted over the summer of 2014 as the school-wide

assessment tool. Not only is this an adaptive assessment, but this 21st century on-line diagnostic

tool results in personalized instruction based on the student’s individualized needs.

Included in the updated RtI2 Implementation Plan, all students in grades 1 through 11 will take the

i-Ready Diagnostic assessment. i-Ready Instruction will serve as the first layer of intervention

support for students identified as academically at-risk.

RtI2 Implementation is woven throughout each of the academic achievement goals identified in the

current school-wide action plan. The school-wide action plan, which focuses on improving the

school’s system of intervention, has been refined to help educators effectively address the diverse

needs of every student by providing timely and individualized academic support. Going forward, the school-wide action plan and the incorporation of the WASC Critical Areas of

Need will be regularly updated and monitored. With the LCAP directly relating to the school-wide

action plan, there will be a layer of yearly accountability for reviewing, revising, and monitoring

the implementation of the school-wide action plan. The school administrative leadership team will

be monitoring and updating the school-wide action plan monthly based upon on-going stakeholder

feedback. Regular reports to the Board on the progress toward the school-wide action plan goals

and WASC critical areas of need will be provided.

With a focus on student academic achievement, professional development, and common

assessment data, the school believes it is primed for overall steady student academic growth and

success. In keeping with the Board Ends and the school-wide action plan, Horizon is committed

to providing Quality Education through Personalized Learning.


CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 1-MATH

Goal 1: Increase Proficiency in Mathematics

By June 2015:

All students will have taken a math diagnostic to be assessed on the CCSS for mathematics with individual learning plans developed to address instructional needs.

Barrier(s): Academically at-risk students do not engage in a sufficient amount of standards-based learning while studying math and need more CCSS-based instruction, while teachers need more professional development. There is a need for more general education and support in all geographical areas.

Program Objective: All students will implement usage of CCSS aligned mathematics curriculum incorporating ongoing, curriculum-based assessment. Academically at-risk students will be quickly identified and provided with necessary intervention as determined by multiple-measures of assessment.

1. Identify and make accessible CCSS-based curriculum with diagnostic tools and embedded CBM.

Implementation Steps Individual(s) Responsible

Resources (People, Time, Materials)

Means to Assess Improvement

Timeline Progress Reporting Critical Area(s) of Need Addressed

--1.1 Disseminate strategies and resources to deliver effective math instruction in the home/independent study environment using recommended and CCSS aligned curricula, including on-line resources.

RAs, C&I Dept., Principals

RAs, CRC Staff, C&I Dept., Teachers, Math Coach, Instructional Support Providers, HR, Business Office, LCAP, CCSS Implementation Grant

Education on CCSS math shifts, web-based training, CSUS Math Project Training participation, Online Project Development, Observations, Implementation of school-wide math assessment, sign-in sheets

On-going

Curriculum selection completed; PCOE trainings; PD opportunities for teachers and administrative staff; Provided Teacher, Parent, and Staff training for full implementation of CCSS; i-Ready training provided and continuous

Self-Identified Areas: 1, 4, 5 VT Identified: 7, 8






--1.2 Continue to align services based on assessment data to build an effective math intervention program with strategies based on peer-reviewed research.

RtI2 Team RtI2 Team, Math Dept., RAs, C&I Dept., LCFF, LCAP, Instructional Support Teachers

Class offerings, specialists and tutors trained, progress monitoring to indicate growth; Math intervention program implementation; Data reports

On-going & In Progress

Intervention assigned to all identified Tier 1-3 students using initial i-Ready diagnostic to identify struggling students; Instructional Support Provider position to be posted fall 2015.

Self-Identified Areas: 1, 4 VT Identified: 6, 7, 8

--1.3 Continue to revise, update and streamline access to effective Tier 1-3 Intervention resources and programs.

RtI2 Team C&I Director

C&I Dept., RAs, Business Office, Math Dept., Instructional Support. Providers, LCAP, LCFF

Problem Solving Teams have a list of web resources and programs and assign to students based on identified needs; Use data and technology tools to measure growth and instruction

Begin Revised RtI2 Plan- fall 2014, in progress

Tier 1-3 students identified and i-Ready tier 1 interventions are available to all students; On-going training in progress; Tier 2 and 3 interventions being researched

Self-Identified Areas: 1, 4, 5, VT Identified Areas: 6, 7, 8

--1.4 Develop specific post–diagnostic instructional strategies.

C&I Director Math Department Head, RAs, Math Coach, Instructional Support Providers

Create template to report assessment data and recommend targeted instructional strategies

Jan. 2012-fall 2014 /On-going

Parent/Student information nights implemented; On-going training conducted with staff; Information posted on The Hub portion of school website.

Self-Identified Areas: 1, 4, 5 VT Identified Areas: 6, 7, 8






--1.5 Ensure accessibility to services, instruction, and CCSS aligned curriculum for all student populations.

C&I Dir., Guidance Dept.

RAs, STs, C&I Dept., Dir. Innovation. & Marketing, CRC, IT Dept., LCAP, LCFF, LEA Plan

Student demographic and achievement data to identify at-risk groups

In Progress, reassess each semester

Implementation of i-Ready, expansion of virtual learning, improved communication to stakeholders via The Hub portion of school web-site, improved access to technology for all students

Self-Identified Areas: 1, 4, 5 VT Identified Areas: 7, 8

2. Conduct ongoing curriculum-based assessment.

--2.1 Provide regional and online training in teaching strategies of the content standards to build consistency in math instructional strategies and necessary learning time with students; Utilize Teachers with math subject-matter expertise to lead instruction and curriculum training.

Math Dept., C&I Dir.

Instructional Support Providers, Math Dept., Math Coach, Business Office, LCAP, LCFF, PCOE materials and training

All Staff In-Service, Intervention website via the Hub portion of the school website, PD opportunities, sign-in sheets, participation feedback, PLC meetings

Monthly Diagnostic data available for all students; Multiple measures of assessment used to identify student academic achievement levels and instructional needs; i-Ready CCSS aligned instruction and intervention piloted by teachers


--2.2 Develop and provide parent workshops on math instruction, CCSS aligned curriculum, and assessment for students.

C&I Dir. Instructional Support Providers, C&I Dept., Math Coach, LCAP, LCFF

Web-based/face to face training on instructional strategies available on The Hub portion of the school web-site; Parents are encouraged to attend intervention sessions with student; sign-in sheets

Quarterly Videos posted on the Horizon YouTube Channel and The Hub portion of the school web-site for parent access

Go Math PD

Trainings throughout the year via the Math coach geared toward the CCSS in Math







--2.3 Provide training to staff and parents in the use of multiple measures of assessment.

C&I Dept., RtI2 Team, RAs

Math Dept., C&I Dir., RAs, Instructional Support Providers, LCAP, LCFF

Identify and utilize multiple measures of assessment; Curriculum embedded assessments, i-Ready diagnostic and student work

On-going Presentations at Regional PLC meetings and meetings/On-line


--2.4 Develop and provide training to staff in the implementation of a school-wide response to instruction and intervention system, including math intervention strategies.

RtI2 Team and C&I Director

C&I Dept., IT, RAs, Inst. Sup. Providers

Presentations at Regional PLC meetings; Semester or quarterly conferences with STs to review and focus upon Individualized Learning Plans

On-going ST and RA conferences to review student achievement data and develop and monitor ILPs for Tier 1-3 identified students

Self-Identified Areas: 1, 4, 5 VT Identified Areas: 6

3. Use multiple measures of assessments to determine individual student needs to inform instruction and appropriate curricular choices

--3.1 Identify Tier 1-3 intervention students based on analysis of diagnostic and other multiple measures of assessment results; Provide curricular and instructional options determined appropriate by the RtI2 Team.

Instructional Support Providers and C&I Director

C&I Dept., RtI2 Team, RAs, PLCs

Continuation of PLCs to follow up on all academically at-risk students i-Ready diagnostic results, written diagnostic option.

Diagnostic tool adopted fall 2014

Continuing PST implementation; Referring students to intervention as recommended by ST via the use of the Individualized Learning Plans and the Problem Solving Teams







--3.2 Use diagnostic tools aligned to CCSS for all students.

C&I Dept. and Teachers

C&I Dept., RAs, Teachers, IT, Dir. Innovation and Marketing, LCAP, LCFF, LEA

Pilot new online diagnostic tool; Paper assessments CRC/Warehouse

On-going New Diagnostic fall 2014

Math and ELA screening tools identified and available from CRC/Warehouse i-Ready on-line diagnostic implemented in grades 1-11

Self-Identified Areas: 2 VT Identified Areas : 6, 7, 8

4. Require parent accountability for student learning

--4.1 Additional ST services and/or CCSS aligned curricula for students identified as Tier 1-3 intervention.

STs RAs, STs Increase to weekly student meetings Increase in use of CCSS-aligned curriculum

Quarterly Continuous monitoring, academic achievement recognition


--4.2 Consistent usage of CCSS aligned math intervention program when recommended by Problem Solving Team (PST).

STs RAs, PSTs, LCAP, LCFF, CCSS Implementation grant

Written in ILPs and on-line intervention

Quarterly Progress made through use of ILPs and PSTs

Self-Identified Areas: 1, 4 VT Identified Areas: 7, 8

--4.3 Implement the procedure that failure to follow required intervention plan results in: disallow work permit, Drivers Training, and/or elective classes.

RAs, Guidance STs, Guidance PSTs review progress periodically Guidance Policies

Quarterly monitoring for semester implement-ation

Board Policies in place, Course catalogue draft that identifies prerequisites

Self-Identified Areas: 1, 5






--4.4 Encourage, recognize and reward goal attainment for student performance.

RAs HCS Administration, Guidance Dept.

Regional Events, class rank reports, G.P.A. reports, report cards and attendance data

Semester District Newsletter, Certificates, Board meetings, Social Media, Board Policy 14-23, Graduation ceremony

Self-Identified Areas: 1, 5 VT Identified Areas: 6

5. Offer math support in all geographic areas

--5.1 Improve course offerings meeting A-G requirements.

Administration, HR, CEO, CAO

Guidance Dept., HQTs, C&I Dept., LCAP, LCFF

Master Schedule of Instructional Support and Virtual Learning courses

On-going Master Schedule development of Instructional Support and Virtual Learning Courses On-line course offerings increased Board Policy 14-20 regarding A-G instructional requirements implemented fall 2014

Self-Identified Areas: 1 VT Identified Areas: 7, 8

--5.2 Provide intervention support and tutoring for students identified in Tiers 2 & 3.

RtI2 Team, C&I Dir.

C&I Dept., Inst. Sup. Providers, RTI Team, Assessment Dept., facilities for support and tutoring, LCFF, LCAP

Support classes and tutoring attendance/feedback from Supervising Teachers

Spring 2015

Revised Intervention Services delivery model being developed with a Spring 2015 roll-out and planned Fall 2015 full implementation school-wide







--5.3 Standardize course descriptions aligning to State Content Standards.

Guidance Guidance Dept., Dept. Heads, HQTs.

High School Course list published and available on Hub portion of the school website under guidance Revised course offerings

In Progress Course catalog revised and trained on yearly at In-Service and ongoing during monthly PLC meetings Math courses revised as needed to meet CCSS Department Head finalizing description for course catalogue

Self-Identified Areas: 1, 4, 5

--5.4 Offer distance learning opportunities (e.g. videotape classes, videoconferencing) and web conferencing.

Administration Dir. Innovation & Marketing, IT, equipment, LCAP, LCFF, VLI Administrator

Master Schedule of Virtual Learning Instruction courses Increase in students enrolled in a virtual learning opportunity

In Progress Adobe Connect secured. Classes in Progress Master Schedule reflects improvement of virtual offerings


--5.5 Provide regular communication to all stakeholders and establish ongoing staff professional development opportunities.

Administration Staff Marketing: track enrollment data, website ‘hits’, and queries Professional development: participation rates, student achievement data

Monthly In Progress

Develop a long-term marketing/public awareness plan, including website improvement and communicate regularly with stakeholders at staff meeting/Parent Informational meetings and Board meetings

Self-Identified Areas: 1, 3, 4, and 5 VT Identified Areas: 6


CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 2-ELA Goal 2: Increase proficiency in English-Language Arts By June 2015: All students will have taken a reading diagnostic to be assessed on the CCSS for reading with individual learning plans developed to address instructional needs. Barrier(s): Because there exists a variety of curricula used to address the CCSS, there is a lack of consistent assessment and measurable data. More emphasis is needed on writing instruction, practice, and evaluation. Continued refinement and improvement of communication on curricular options and learning opportunities is needed. Program Objective: All students will begin using CCSS aligned English-Language Arts curriculum (including writing) incorporating ongoing, curriculum-based assessment. Academically at-risk students will be quickly identified and provided with necessary intervention as determined by multiple-measures of assessment.





1. Encourage widespread usage of CCSS aligned curriculum

--1.1 Provide and encourage teachers to use CCSS aligned curriculum to support and evaluate standards based instruction through increased teacher understanding and familiarity.

RAs, C&I Dept. RAs, CRC staff, C&I Dept., LCAP, LCFF, Business Office

CRC circulation, purchasing summary, increased use of CCSS aligned materials results in improved student achievement and reduced referrals to PSTs

Fall 2014

A focus directed towards implementing and training staff/parents/students in the new CCSS Curriculum research in progress for adoption for the 2015/2016 school year

Self- Identified Areas: 2, 4, 5 VT Identified: 7, 8






--1.2 Investigate research-based writing programs and/or strategies and implement school-wide. Increase teacher collaboration about writing-standards and evaluation.

RAs, C&I Dept. English Dept., C&I, RAs

Review regional PLC recommendations Identify effective program(s)

Fall 2014 Regional teams conducted preliminary investigations and used Institute for Excellence In Writing and Prentice Hall Success Net The English Dept. and C&I Dept. are analyzing current best options going forward

Self-Identified Areas: 2 VT Identified: 7

--1.3 Provide access to effective intervention curriculum that supports students’ re-entry into grade-level standards-based curriculum. Teachers use CCSS aligned resources to improve instruction.

RtI2 Team C&I Dept.

C&I Dept., RAs, Business Office

Intervention curriculum program purchased Instructional Support Providers trained, classes/tutoring provided for identified students Progress monitoring to show growth and/or additional need

Begin Fall 2014

Tier 1-3 students identified and tier 1 interventions are available to all identified students On-going training in progress Tier 2 and 3 interventions being researched







--1. 4 Provide education for parents and teachers including the value, purpose and use of multiple measures of assessment including CBM, Key assessments, and SBAC testing as a means to better teach/re-teach CCSS. Provide training to all teachers and parents in understanding the testing results to inform instruction.

C&I Director Department Head, RAs,

Parent focus group meetings, Regional staff meetings, In-service/PD, Trainings and information posted via the Hub portion of the school web-site

Begin fall 2014

Parent/Student information nights implemented On-going training conducted with staff

Information posted on the Hub portion of school web-site


2. Conduct on-going assessment

--2.1 Use and analyze multiple measures of assessment to gauge student learning and determine the need for Tier 1-3 supports and intervention.

Teachers RAs, C&I Dept., Dept. Head.

Use of PSTs, ILPs based on comprehensive analysis

On-going RtI2 program in process of being revamped Increased requirements for curriculum and instructional time to be implemented On-going staff professional development


--2.2 Use pacing guides and common assessments developed by Highly Qualified Teachers to monitor mastery of essential state standards.

Teachers RAs, Dept. Heads, C& I Dept., School Pathways, Brain Honey, Website

Posted on the Hub portion of the school web-site, key assessments and final exam results

On-going Guidelines/Board Policy Continuous Professional Development with HQTs and training for all teachers







--2.3 Use on-line research based CCSS aligned Reading assessments.

C&I Dept Dir. Inn. & Marketing, Dir. C & I, RAs, IT, Assessment Dept., LCFF, LCAP, CCSS implementation grant

Implementation of i-Ready on-line CCSS diagnostic, mid-year benchmark and end of the year benchmark Funding in LCAP for purchase

Begin fall 2014

i-Ready diagnostic fully implemented with all students grades 1-11 Encouraged and provided access to mid and end of year assessment

Self-Identified Areas: 2, 5 VT Identified Areas: 6, 7, 8

--2.4 Create “testing days/centers” for parents to bring students for diagnostic/mid-year and end of course exams.

RtI2 Team C&I Dept., IT, RAs, Teachers

Utilize Horizon learning centers and other contracted venues in each region, equipped with staff, computers and printer

Accessibility of assessment devices

Begin fall 2014

Horizon learning centers are providing weekly open lab times for STs to administer i-Ready diagnostic/mid-year and end of course assessments


--2.5 Implement an RtI2 system to continuously monitor progress of academically at-risk students.

RtI2 Team, C&I Dept.

RtI2 Team, C& I Dept., RAs, IT, Dir. I & M, Instructional Support Providers

Revised RtI2 implementation plan and guide disseminated

Prof. Development for teachers and parents in new RtI2 program

Results of on-line RtI2 instruction and assessments

Funding secured for Research based RtI2 Program

Revised Plan: Fall 2014 Full implement-ation: Fall 2015

RtI2 system revised and redeveloped with implementation using the i-Ready on-line program beginning fall 2014 Ongoing training for all staff continues Tier 1-3 utilizing i-Ready Tier 2 and 3 increased interventions roll-out planning in progress







3. Provide effective instructional strategies, including intervention

--3.1 Develop, disseminate, and model strategies for effective instruction.

RAs, C&I Dept., Instructional Support Providers, Teachers

Teachers, RAs C&I Dept., School Web-site, Instructional Support Providers, CCSS implementation grant

PLC staff meetings, web-based demonstration videos, Prof. Dev. Trainings, All school In-Service, PCOE Prof. Dev. Trainings, Project based Units, Social Media including Facebook and Twitter

On-going C& I trainings at staff meetings. Web-site resources provided

Project Based Units/Lessons (available on website) developed and peer training provided at All School In-Service

Weekly strategies, articles, and instructional helps posted via social media


--3.2 Provide English Language Development support services by itinerant ELL specialists for identified ELL who meet Tier 2-3 criteria.

C&I Department

C&I Dept., HR, Business office, RAs, Instructional Support Providers, LCAP, LCFF

Secure with designated funding.

On-going

New ELD courses added to H.S. course offerings Implementation of i-Ready for all students

Self-Identified Areas: 2 VT Identified Areas: 8

--3.3 Ensure accessibility to services, instruction, and CCSS aligned curriculum for all student populations.

C&I Director, Guidance Dept.

RAs, Teachers, C&I Dept., Dir. I &M, CRC, LEA



Increased enrollment in ELD courses such as developmental reading, literacy, and spelling and handwriting



4. Develop, implement and monitor policies and procedures that support student mastery of standards





--4.1 Monitor a mandatory, multi-level system of prevention, early identification, and effective intervention.


RAs, C&I Dept., Guidance.

RAs review ILPs, and facilitate PST meetings for identified students On-line Diagnostic to identify and implement timely intervention

Monthly RtI2 Implementation plan addresses the early identification of academically at-risk students and potential struggling students

Tier 2 and 3 implementation being carefully designed to address the prior attendance barrier

Follow recommended high school course sequence and 4- year planning


--4.2 Develop and implement a credit recovery program.

C&I Director & Guidance Dept.

C&I Dept., Guidance Counselors, RAs, LCAP, and LCFF

Research successful models

Spring 2015

Additional credit recovery options being explored for implementation



5. Provide training, support, and coaching to teachers on interpreting and reporting results to students and parents





--5.1 Provide and use beginning, middle, and end of year assessments, including a process for easily accessing assessment materials.


RAs, C&I Dept., Dept. Chairs, Spec. Ed., CRC, Dir. I & M, school website

On-line assessment tool, written diagnostic assessment available through CRC.

Monthly Revised fall 2015

Implementation of i-Ready early diagnostic, mid and end of year assessments aligned to CCSS

Self-Identified Areas: 2, 5 VT Identified Areas: 6, 7

--5.2 Incorporate regular training for all teachers highlighting various aspects of the diagnostic materials.

RAs, Principals, C&I Director

C&I Dept., Dept. Head, RtI2 Team, Assessment Dept.

Agendas to reflect staff training and professional development in the on-line diagnostic tool

Fall 2014 On-going training in the new and improved RtI2 implementation plan provided by the Curriculum and Instruction Dept. in collaboration of the RtI2 Team


--5.3 Provide regular communication to all stakeholders and establish ongoing staff professional development opportunities.

Administration Staff, Dir. I & M. Marketing: track enrollment data / website ‘hits’ and queries Professional development: participation rates, student achievement data PCOE PD opportunities/email list serves

Monthly Develop a long-term marketing/public awareness plan, including website improvement and communicate regularly with stakeholders at staff meetings, Board Meetings and Parent Information Meetings, via email and social media

Self-Identified Areas: 1, 3, 4, 5 VT Identified Areas: 6


CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 3-CAHSEE

Goal 3: Increase passing rate of the California High School Exit Examination (CAHSEE) By June 2015: 1) The percentage of 10th grade students passing the ELA portion of the CAHSEE will increase from 79% to 84%. 2) The percentage of 10th grade students passing the Math portion of the CAHSEE will increase from 78% to 83%. Barrier(s): There is a need for increased interaction for targeted curriculum and instruction school-wide with the ST, Intervention Teacher and/or Parent. Due to geographic challenges, it is difficult to enforce participation in CAHSEE support services. Program Objective: Horizon will implement CAHSEE support services that (1) mandate intervention and test attendance incorporated into identified students’ learning plans and (2) connect to on-going professional development for staff and parents.

1. Develop and implement procedures to enable increased student pass rates.





--1.1 After each CAHSEE administration, identify Tier 1-3 Intervention Groups of students (by region and ST) who failed or are in danger of failing the math and/or ELA portion of the exam.

Assessment Dept.

Assessment Dept., RAs, STs, state testing reports

Reports generated Students referred to PSTs based on non-passing results as needed

After each CAHSEE - Jan, March, June 2015

Administrators and teachers identified students based on state CAHSEE result reports

Self- Identified Areas: 3 VT Identified: 6

--1.2 Identify students who could be eligible for a CAHSEE waiver and monitor completion of required activities (take exam, pass Alg. 1).

Assessment Dept. and Guidance Dept.

RAs, STs, Special Ed. Dept.

Reports generated and monitored by PSTs

On-going Assessment

Guidance, STs, and RAs monitor and submit to school board for CAHSEE waiver approval

Self-Identified Areas: 3 VT Identified: 6






--1.3 Analyze skill strands that need remediation for every student after each CAHSEE administration.

STs, Instructional Support. Providers

PLCs, STs, RAs, CAHSEE reports, RtI2 Team, LCAP, LCFF

STs develop and implement ILPs

After each CAHSEE - Jan, March, June 2015

RtI2 implementation plan includes intervention and instruction using on-line i-Ready instruction to address skill strand remediation


--1.4 Develop targeted intervention plan into each student’s Master Agreement and Individualized Learning Plan.

C&I, RtI2 Team RAs, STs, C&I Dept., Regional PLCs.

STs complete and implement ILPs CAHSEE Review courses reflected on MAs

On-going & In progress

Master Agreements reflect CAHSEE review courses ILP reflects boot-camp or specified CAHSEE intervention curriculum

Self-Identified Areas: 3 VT Identified Areas:

--1.5 Require AESS A/B to implement CAHSEE intervention if student did not pass.

RAs STs and RAs. Increased AESS A/B enrollment

On-going & in progress.

Develop AESS monitoring tool for CAHSEE intervention

Self-Identified Areas: 3

--1.6 Monitor implementation of individual student intervention plans through progress monitoring, including monitoring of Master Agreements.

RAs PSTs, STs, RAs. STs review progress of identified students and refine/revise ILPs As needed students are referred to PSTs

On-going RAs reviewing MAs at the end of the Spring semester and also on the student dashboard

Guidance reviews MAs and 4- year plans throughout the school year

RAs complete periodic review of ILPs







--1.7 Implement the policy that failure to follow required intervention plan results in: disallowed work permit, Drivers Training, and/or elective class enrollment.

RAs STs, Guidance Dept., and RAs.

STs review progress of identified students periodically

In progress RAs review MAs to ensure adherence to the ILPs

Self-Identified Areas: 3, 5

--1.8 Provide regular communication to all stakeholders and establish on-going staff professional development opportunities.

Administration Staff Marketing: track enrollment data, website ‘hits’ and queries Professional development: participation rates, student achievement data CAHSEE communication at school-wide in-service

Monthly Develop a long-term marketing/public awareness plan, including website improvement and communicate regularly with stakeholders at staff meetings, Board Meetings, Parent Information Meetings and parent email

CAHSEE flyer sent with new enrollee packet. (Aug. 2014)


2. Develop and disseminate effective instructional strategies for using CAHSEE intervention materials and resources

--2.1 Identify and acquire successful school-wide CAHSEE intervention strategies, curriculum and CAHSEE pre-assessment.

C&I Director, RtI2 Team

C&I Director, RtI Team, Dir. of Inn. & Marketing, LCAP, LCFF

Implementation of i-Ready on-line CCSS diagnostic, instruction and on-going assessments CAHSEE data reports

Fall 2014 RtI2 Team implementation plan includes intervention options for students struggling to pass the CAHSEE







--2.2 Select, hire, and train CAHSEE Instructional Support Providers to work with STs and identified students regionally.

C&I Director , HR

C&I Director, RAs, HR, LCAP, LCFF

Instructional Support Providers , Identified Intervention funding in LCAP, RAs, PLCs

Fall 2015 Instructional Support Provider job to be posted fall 2015


--2.3 Provide laptops and access to selected CAHSEE intervention online intervention for identified students, grades 11-12.

C&I Director and Dir. I & M.

Director of Innovation and Marketing, C&I Director, IT, LCAP, LCFF

Funding in LCAP for purchase Report of laptop rentals and i-Ready participation reports

Jan. 2012-On-going

i-Ready diagnostic fully implemented with all students grades 1-11 and non-passing 12th graders i-Ready remediation/instruction provided based on results of diagnostic STs monitor progress, report on ILPs


--2.4 Develop and provide access to intervention classes, targeted tutoring, and intervention curriculum within existing instructional funding. Train STs, instructors, and tutors on selected curriculum.

RtI2 Team, C&I Director, RAs, Assessment Dept.

C&I Dept., RAs, STs, Tutors, LCAP, LCFF, Business office, Assessment Dept.

Increased class enrollment, Instructional Support Providers, Intervention program

On-going CAHSEE intervention Boot camps held 2 times yearly Implementation of i-Ready Instruction & Intervention Training by Assessment Dept. at ST meetings (Jan 2015)



3. Use On-going assessment to analyze student academic needs





--3.1 Develop, implement, and monitor the effectiveness of a school-wide tracking system to identify students not passing the CAHSEE.

Assessment Dept., RAs

STs, RAs, Assessment Dept.

Reports generated and provided to RAs

On-going Assessment Dept. has identified students not passing the CAHSEE


--3.2 Ensure accessibility to services, instruction and curriculum for all student populations.

C&I Director, Guidance Dept.

RAs, STs, C&I Dept., Dir. I & M., CRC.



Teachers teaching teachers best practices about curriculum and services to address all populations Boot Camps (face to face), i-Ready (online), released test questions (paper)



4. Ensure all students who are sophomores adequately prepare for and take the CAHSEE





--4.1 Secure effective test prep materials, assign, evaluate, work and review prior to test administration.


RAs, STs, C&I Dept., LCAP, LCFF, CRC, Warehouse

Identified materials, secured intervention program Number of students enrolled in CAHSEE review courses has increased

On-going CAHSEE Boot Camps are being held regionally each semester CAHSEE skills review elective courses Released Test Questions available in print form through CRC/Warehouse


--4.2 Pre-assess and Identify CAHSEE readiness.

STs RAs, STs Identified Diagnostic tool, ELA and Math reports from 9th Grade

On-going Utilizing i-Ready diagnostic to identify readiness



Glossary of Terms

AESS Additional Educational Support Services

API Academic Performance Index

Board Ends Also known as Expected School-Wide Learning Results.

Brain Honey Online Learning Management System

C&I Curriculum and Instruction

CAHSEE Boot Camp Support sessions to help students prepare for CAHSEE

CAT Curriculum, Assessment and Technology meetings

CBM Curriculum Based Measurement

CCSS Common Core State Standards

CRC Curriculum Resource Center

CSUS California State University System

DI&M Director of Innovation and Marketing (Dir Inn and Mark)

ELD English Language Development

HQT Highly Qualified Teachers

HR Human Resources

IEP Individualized Education Plan

ILP Individualized Learning Plan

LCAP Local Control Accountability Plan

LCFF Local Control Funding Formula

LEA Local Education Accountability

NGSS Next Generation Science Standards

MA Master Agreement

PCOE Placer County Office of Education

PD Professional Development

PDT Program Decision Team

PLC Professional Learning Community

PST/SST Problem Solving Team/Student Study Team

RA Regional Administrators

RtI2 Response to Intervention and Instruction

SBAC Smarter Balanced Assessment Consortium

SED Socio-Economically Disadvantaged

ST Supervising Teacher


STAR Standardized Testing and Reporting

The Hub Online resource for teachers and parents with school login

VLI Virtual Learning Instruction

VT Visiting Team

horizon charter school · chapter i: introduction and ... 22 chapter v: updated school-wide ... hcs...

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