koinonia school self-study report

WASC/CDE FOL 2013 Edition

Revised 11/12

WASC

FOCUS ON LEARNING

KOINONIA SCHOOL SELF-STUDY REPORT

5980 Webb Street

Loomis, CA 95650

Placer County Office of Education

24/FEB/2014 through 26/FEB/2014

Koinonia Community School WASC/CDE Self-Study Report

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TABLE OF CONTENTS

Chapter I: Student/Community Profile and Supporting Data and Findings ............. 1-5

Chapter II: Progress Report ................................................................................... 6

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress ....................................................................................... 7-11

Chapter IV: Self-Study Findings ............................................................................. 12

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ....................................................................................... 12-22

B: Standards-based Student Learning: Curriculum ..................................... 23-34

C: Standards-based Student Learning: Instruction ...................................... 35-42

D: Standards-based Student Learning: Assessment and Accountability ..... 43-51

E: School Culture and Support for Student Personal and Academic Growth ................................................................................... 52-61

Prioritized Areas of Growth Needs from Categories A through E ................. 62

Chapter V: Schoolwide Action Plan ........................................................................ 63

Appendices ............................................................................................................. xx


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

Mission Statement

The Placer County Office of Education is an educational leader and a valuable and respected resource in fiscal practices, educational programs, and student services.

The office provides successful educational programs designed to educate a wide variety of students with diverse needs, birth through adult. The office monitors the fiscal health of districts and provides support services to insure availability and appropriate use of resources to students serve by school districts. The office offers its technical and professional expertise to partnering agencies. The office collaborates with school districts, governmental agencies, and community based organizations to increase student achievement and to enhance the development of youth in our county.

Koinonia Community School Vision Statement

It is our vision to have all students with an accredited High School Diploma to the post-secondary workplace as successful citizens.

School-Wide Learning Objectives

1. Engagement

Student shall exhibit appropriate behavior, responsible self-control and social skills while

working successfully with others and resolving conflicts through effective communication.

2. Learning

Student shall attain proficiency levels in mathematics and literacy skills to communicate

effectively in reading, writing and speaking.

3. Transition

Student shall acquire the ability to set goals and explore careers; to become informed,

productive citizens and successful lifelong learners beyond graduation


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School Profiles, Alternative Education

The Juvenile Court and Community Schools (JCCS) are established through the cooperative

efforts of the Placer County Office of Education, local school districts, the Placer County Probation

Department and the Placer County SMART (Special Multi-Agency Administration and Resource

Team). Students served by the JCCS programs have been court-ordered by the Family Court or

through the Probation Department, expelled from a local school district, referred by the Probation

Department, the local School Attendance Review Board (SARB), placed in the Placer County

Receiving Home, or voluntarily placed by parent agreement. Students often transition back and forth

between the Court and the Community Schools, though at any given time the total population

consists of 92% Community School students and 8% Court School students. The JCCS program

serves students in the Honour Schaps Juvenile Detention Facility, the Placer County Receiving

Home, and the Community Schools in Auburn, Truckee, Roseville, and Loomis (Koinonia).

“CARE” classes located on seven campuses throughout the county are also part of the community

school program. As of fall 2012, the CARE classes, the county community school in Roseville and

the iLearn home study program were organized under a new county community charter school called

Pathways. All schools and programs provide standards-based curriculum and instruction. Academic

Intervention Support Practitioners and Student Support Practitioners offer weekly assistance to

students in many JCCS classrooms.

Koinonia Community School is located in the town of Loomis (population approximately

7,000), which describes itself as a quaint, family-oriented, suburban community located along

Interstate 80, 25 miles east of Sacramento, in Placer County. Loomis is close to diverse

recreational opportunities; the town is only ten minutes from Folsom Lake and a little over an

hour away from either Lake Tahoe or the San Francisco Bay.

The estimated median household income is $78,000.

The school opened in 1999 at its current location in downtown Loomis. The building was

previously a church, but thanks to extensive remodeling last school year, the classroom is bright,

cheery, and conducive to learning.

Of the 25 currently enrolled students, there are presently one 7th grader, two 8th graders,

one 9th grader, five 10th graders, twelve 11th graders, and six 12th graders. There are 16 males and

9 females currently enrolled, and our enrollment is 85% White; 6.9% Hispanic; 3.2% Asian; and

2% African-American. While most students are English-only, there are currently three English

Learners and two Redesignated English Proficient. At this time, five students (18.5%) receive

Special Education services.

Students are placed in the Koinonia Group Homes by court-order for substance abuse.

Many of our students come from single parent families and/or a history of familial substance

abuse, diverse backgrounds, and lack of parenting skills, which contribute to excessive school

failure, drop out, truancy, runaway and homelessness. Additionally, most of incoming students

score at basic, below basic and far below basic due to their interrupted academic paths. Through

collaborative efforts with the Placer Children’s System of Care including County Mental Health,

the Probation Department, Youth and Family Services, Foster Youth Services, and local

volunteer organizations, we offer our students wraparound services on and off site.


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Koinonia Family Services was founded in 1982 and is a state-licensed, non-profit, public

service organization. During its 30+ year history, Koinonia's caring and compassionate staff and

families have helped thousands of needy children begin a new life. Its headquarters are located in

Loomis, California. Koinonia's growth has expanded across California and Nevada. With 32

offices in 22 cities agency wide, we are able to provide services to numerous counties.

Our mission is to provide the highest quality treatment foster care, adoption and family

service programs available for children, youth and their families whose special needs can be met

through services delivered, supervised and supported by professional agency staff.

A division of Koinonia Family Services, Koinonia Homes for Teens works with

adolescent foster youth who are considered the "deep end" of the foster care system. The

population served by the Koinonia Homes for Teens are, by far, the highest-risk population in

the nation. These young men and women range in age from 13 to 18 years old. Most of our

youth come through the Juvenile Justice system for focused, adolescent, residential treatment.

The teen substance abuser is also at risk for early physical injury or death, gang affiliation,

victimization, early trauma, psychological, social and educational deficits, and the suffering of

emotional bankruptcy lacking all hope and purpose.

Our approach of treating the whole person, from residence, to treatment, to education, to

living skills, takes a young person that has not had the best life instruction and prepares them

for transition to adulthood. Koinonia Homes for Teens has become a premier treatment

program that is accessed by counties from across the state. Program collaborators include

the United Way, Placer County, Women in Philanthropy, the Soroptomists, Pride Industries,

Bank of America, Department of Education and the State Department of Rehabilitation, the

Biletnikoff Foundation, and the Change a Life Foundation. We were select to be one of only

four in Northern California to facilitate United Way’s Individual Development Account

program. The IDA program includes incentives for the young people; bank accounts, fiscal

literacy instruction and a savings match as they transition from foster care. We have

brokered over one hundred and forty thousand dollars directly into the hands of transitioning

foster youth since being selected for the IDA program in 2010.


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KOINONIA Community School

CAHSEE passage rates

2010-2011

ELA passed 38%

Math passed 38%

2011-2012

ELA passed 77%

Math passed 78%

2012 – 2013

ELA passed 68%

Math passed 59%


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Chapter II: Progress Report

Since the last WASC visit many changes has taken place. In the Fall of 2012 the Alternative

Education teacher assistant was eliminated at Koinonia Community School due to budget

cuts. All clerical and transcript evaluation duties were transferred over to the general

education teacher. In response to this change, Koinonia Group Homes has supplied two

classroom aides to address behavior management, classroom routines, and liaison between

educational staff and Koinonia treatment team. The last WASC visit discussed how each

student should be monitored closely with a plan. In response the Koinonia staff created a

new Individual Learning Plan which is a one page document that summarizes important

education information for each student. With this document student’s academic needs can be

quickly assessed and resources diverted to their specific needs. These Individual Learning

Plans are updated quarterly to reflect student progress.

Many of the students entering the treatment program at Koinonia have not been successful at

attending school regularly. Often, many students need to work on “recover” credits so he or

she can earn a high school diploma. PCOE procured a software program called CyberHi

which is designed by Fresno County Office of Education. At the ILP discussions, the general

education teacher determines if and when a student enrolls in CyberHi. Some of the criteria

used to make this decision are student’s reading level, ability to study independently, and a

desire to follow CyberHi’s rules. The school has expanded the CyberHi program so that fifty

percent of the class can access it throughout the day.

Koinonia participates on the school site council which meets on a monthly basis.

PCOE has assigned a part time special education teacher to Koinonia school.


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Chapter III Analysis and Summary of Profile Data

Academic Critical Needs Noting the Correlated SLOs

Historically in the court community schools there is a lack of advanced math classes

available for students. Many students have gaps in mathematical concepts due to the

transitional nature of students. Many court community teachers do not possess the

necessary content knowledge to teach higher level secondary math. This need applies

with SLO #1 and #2. Studies have shown that Algebra and Geometry have become

gatekeepers for college and career readiness plus economic opportunities.

Another need at Koinonia Community School is to provide the opportunity for students

to graduate from high school. Many students are credit deficient in core academic

subjects. For many students this is the last free public school where they can earn a

diploma. Without a High School diploma, student will face difficulties in finding

meaningful employment and achieving success in the twenty-first century. SLO #3 deals

directly with this issue.

Improving students reading and mathematical skills is paramount for many reasons.

Reading and Math literacy is the key that unlocks the doors of opportunities. Without

improving student’s reading and math skills, many students will give up on themselves

which can lead to truancy, bad behaviors in class, or committing crimes. One can argue

that this need pertains to all the SLOs.

By identifying areas of growth and developing our Action Plan, we continue to raise questions.

1. How well is the staff practicing the mission statement in order to prepare our students for the

twenty-first century workplace?

2. Do Koinonia graduates earn two and/or four year degrees or pursue vocational training?

3. Is there a way to expand our job training program so that more students will have the skills to

succeed in the workplace?

4. What can we do to ensure that all Special Education students will be successful with Common

Core?

5. What are the learning gaps, both in terms of background knowledge and skills, which prevents

students’ progress?

Our LCAP is our action plan. The focus on growth is on three areas which are exposing high

risk students to higher level secondary math, improving our high school graduation rate, and

improve students English and Math skills. The following improvements support SLO #2 and

SLO #3.


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The first area of improvement is increasing the number of high risk high school students

to be enrolled in a rigorous High School Geometry course and successfully passing it. I asked

my administrator, Marc Nigel if I could create a high school Geometry course and he agreed.

This project was challenging due to the high transition rate of the students. Two years ago, I

visited a high school Geometry teacher and asked if I could consult with him to start a geometry

course. The Geometry teacher, John Wayne McClung, agreed. I visited his class on a weekly

basis observing how he taught and assessed his students. He shared his lesson plans with me and

gave suggestions regarding teaching Geometry concepts.

Beginning in 2012/2013 school year fourteen students were enrolled in the first Koinonia

Community School Geometry course. The curriculum chosen was the Prentice Hall California

Geometry. We covered about one-third of the textbook. Unfortunately the student population

was to change dramatically. Geometry students still enrolled in the next quarter were enrolled

in the CyberHi Geometry course, an a-g accredited on-line course. My goal was to establish a

firm foundation in Geometry so that my Geometry students would succeed in a rigorous a-g

course. Out of fourteen Koinonia Geometry students, eight students were transferred to the

CyberHi Geometry course. The remaining students were enrolled in Algebra 1 or another

course. All of the CyberHi Geometry students successfully completed two through four credits

in the a-g Geometry course.

The following school year, 2013/2014, I repeated the process enrolling twenty-three

students in the Prentice Hall California Geometry course. Reviewing the plan from the previous

year, I planned so that the students completed as much of the Prentice Hall Geometry textbook as

possible. I accelerated covering the material so students would complete at least half the

textbook. This should better prepare them for the rigorous a-g CyberHi Geometry course. The

Koinonia Geometry course has just ended. Nine students transferred to the CyberHi Geometry

course. This year the CyberHi Geometry course has changed. Last year’s course focused on the

common core standards not the California standards. All nine students are successfully earning

credits in the CyberHi a-g Geometry. This year students are completing more CyberHi

Geometry credits when compared to last year. Attached is a student’s transcript showing the

completion of five credits in Geometry. This is equivalent to one semester of a High School

Geometry a-g course. The goal is for more students to earn five credits or one semester of credit.

This outcome shows that the original goal of increasing the number high risk students passing

higher level mathematics was successful.


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2012-2013 Koinonia Geometry course rooster

Hall CyberHi Geometry completed units 1-4

Anshutz

Birdsong

Christoff CyberHi Geometry completed units 1-4

Cortes CyberHi Geometry completed units 1-3

Cunningham CyberHi Geometry completed units 1-4

Hart CyberHi Geometry completed units 1-2

Lane

Portillo

Rodriguez CyberHi Geometry completed units 1-4

Smith

Tulley CyberHi Geometry completed units 1-4

Wolff

Young CyberHi Geometry completed units 1-4


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2013-2014 Koinonia Geometry course rooster

Adams CyberHi Geometry

Agundez

Arteaga-Campos CyberHi Geometry

Blaylock

Bryan CyberHi Geometry

Byrd

Cervantes CyberHi Geometry

Contreras

Delavega

Filson

Gonzalez

Hansen

Harte CyberHi Geometry

Jacobo CyberHi Geometry

Jean-Felix

Joseph CyberHi Geometry

Medrano

Nolan

Ortega-Chavarin

Pack CyberHi Geometry

Payne CyberHi Geometry completed units 1 - 5

Perez

Scott


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The second improvement area is increasing our graduation rate. We accomplished an

increase or matched the rate in each of the past three years. In 2010-2011 four students received their

diploma. The following school year, 2011-2012 four students received their diploma and last year,

2012-2013 seven students received their diploma. Please see Appendix B.

Our final growth area is reading and mathematics. The reasons for these dramatic increases

in scores involve an increase in Special Education services, maintaining focus on standards and

SLOs, staff development opportunities, and increasing vocational offerings and extracurricular

activities, which enhances student’s learning. Please see Appendix A.

The Successes In the past three years, high school graduation rates increased in all programs.

o Students want to stay with us to complete their education.

o An increase of non-expelled, non-probation students requesting participation in

our programs.

We have increased student services through partnerships and collaboration.

We have a significant increase of students attending post-secondary education including

Sierra College and William Jessup University.


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Chapter IV: Self-Study Findings

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

A1. Organization Criterion

The school has a clearly stated vision 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 schoolwide learner outcomes and the academic standards.

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile

Indicator: The school 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.

Prompt: Evaluate the degree to which the development of the school’s statements has been

impacted by pertinent student/community profile data, identified future global competencies, and

current educational research.

Findings Supporting Evidence

The mission of the Placer County Juvenile Court and

Community Schools (JCCS) is to empower students to

become functional members of the community by providing

an integrated, quality, learning experience in academics,

independent living skills, career preparation and effective,

positive relationships with others.

A-1 a

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school

community in the development/refinement of the vision, mission and schoolwide learner

outcomes are effective.

Prompt: Evaluate the effectiveness of the processes.


SPSA A-1 b

Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school community demonstrate

understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.

Prompt: Evaluate the degree to which the school ensures that students, parents, and other

members of the school’s community understand and are committed to the school’s vision,

mission, and schoolwide learner outcomes.


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Student Handbook/SSC A-1 c

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the

school vision, mission, and the schoolwide learner outcomes based on student needs, global,

national, and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide

involvement.


We are currently developing our LCAP A-1 d See A-1 b

Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


Prompt: Comment on the degree to which this criterion impacts the school’s ability to address

one or more of the identified critical learner needs.


A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and

support the achievement of the schoolwide 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 schoolwide

action plan and its relationship to the Local Educational Agency (LEA) plan.


Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition and

specific duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition,

and specific duties of the governing board, including the frequency and regularity of board

meetings are clear.


Placer County Office of Education Board Policy A-2 a

Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vision, mission,


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and schoolwide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and

schoolwide learner outcomes through its programs and operations.


Placer County Office of Education Vision//Mission A-2 b

Additional Online Instruction Prompt: Evaluate the policies related to online instruction for

effectiveness in clarifying the vision for the school’s use of various types of online curriculum,

instruction and support methodologies; this includes, upgrading or updating technology,

acceptable use policies, CIPA policies, and policies to ensure internet safety.


Cyber High/On-Line Type to Learn A-2 c

Understanding the Role of the Governing Board

Indicator: The school community understands the governing board’s role, including how parents

can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can

participate in the school’s governance.


Back to school night/luncheon flyer See A-1 d + A-2d

Governing Board’s Involvement in Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s

vision, mission and schoolwide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and

refinement of the school’s vision, mission, and schoolwide learner outcomes.


Various Board Meeting Minutes A-2 e

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and

the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship between the

governing board and the responsibilities of the professional staff and how that understanding is

developed and maintained.


Teacher, At Risk Students Job Description A-2 f

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the


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governing board, including the review of student performance, overall school programs and

operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring

procedures carried out by the governing board.


September Board Minutes/Sufficiency of Instructional Mat A-2 g

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures

as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint

and conflict resolution procedures.


Quarterly Williams Report/Universal Procedure

Posted/PACE-CSEA agreements

A-2 h

Conclusions



Review established Complaints and resolution procedure




Findings from conflict and grievance procedure inform

Administration of any instructional deficits or learner needs.

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 schoolwide learner outcomes and academic

standards. The school leadership and staff annually monitor and refine the single schoolwide

action plan based on analysis of data to ensure alignment with student needs.


Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of

the stakeholders, including the staff, students, and parents.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-

based, collaborative and fosters the commitment of the stakeholders, including the staff, students,

and parents.



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School site Council See A-1 c

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the

analysis of student achievement data about the critical learner needs, schoolwide learner

outcomes, and academic standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner

needs, schoolwide learner outcomes, and academic standards are incorporated into the plan and

impact the development, implementation, and monitoring of the plan?


SPSA See A-1 b

Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and

the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources support the implementation,

monitoring, and accomplishment of the Single Plan for Student Achievement.


SPSA See A-1 b

Conclusions



On-going evaluation of SPSA and criterion is reviewed at

meetings.

See A-1 b




On-going review informs Administration of learner needs and

help the staff allocate resources appropriately.

See A-1 b


A qualified staff facilitates achievement of the academic standards and the schoolwide learner

outcomes through a system of preparation, induction, and ongoing professional development.


Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification

requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to

qualification/statutory requirements of current and potential staff for all programs, including all


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types of online instruction and specialized programs such as college/career preparation.


Teacher credential/transcripts A-4 a

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff

background, training and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online

instruction based on staff background, training and preparation are qualified for their

responsibilities within any type of instruction to ensure quality student learning.


Tom McCormick transcripts/Certificate A-4 b

Maximum Use of Staff Expertise

Indicator: 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.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation

process to ensure all staff are qualified and prepared or their responsibilities including any type

of online instruction.


New employee orientation A-4 c

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks

that define responsibilities, operational practices, decision-making processes, and relationships of

leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and

handbooks that define responsibilities, operational practices, decision-making processes, and

relationships of leadership and staff. Determine the degree of clarity and understanding of these

by administration and faculty.


Organizational Chart A-4 d

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and

resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and

resolving differences?



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Outlook/Uniform Complaint/Pace Complaint process A-4 e see A – 1 h

Staff Actions/Accountability to Support Learning

Indicator: The school 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.

Prompt: How effective are the processes and procedures for involving staff in shared

responsibility, actions, and accountability to support student learning throughout all programs?

Provide representative examples and data regarding impact on student learning.


LEAP Board Approved See A-1 a

Additional Online Instruction Prompt: Evaluate the processes and procedures for involving

online staff members in professional development activities that enhance the use of technology

in the delivery of instruction and support student learning


Tom’s Professional Development Log/copies of flyers A-4 f

Evaluation of Existing Processes

Indicator: 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.

Prompt: To what extent does the school leadership regularly review the existing processes to

determine the degree to which actions of the leadership and staff focus on successful student

learning?


Leadership Team Meeting/outlook calendar A-4 g

Conclusions



District Leadership Team meetings are held weekly




District Leadership meets weekly to analyze and evaluate the

school program. These meetings inform Administration how

best to address learner needs.


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Leadership and staff are involved in ongoing research or data-based correlated professional

development that focuses on identified student learning needs.


Support of Professional Development

Indicator: The school effectively supports professional development/learning with time,

personnel, material, and fiscal resources to facilitate all students achieving the academic

standards and the schoolwide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence

and examples.


Tom’s PD schedule See A-4 g

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to

promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?


Certificate Evaluation process A-5 a

Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation

procedures in order to promote professional growth of online instructional staff, including their

technological competencies and use of technology within the curriculum, and their fulfilling

requirements for quality student-teacher interaction?


Cyber High presentation to Teachers

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of

professional development, coaching, and mentoring on student performance.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of

professional development, coaching, and mentoring on student performance. Provide evidence

about whether the professional development/learning has had a positive impact on student

learning.


Star Ren results A-5 b

Conclusions



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On-going Professional Development relating to

implementation of Common Core Standards is frequent and

continuous.

See A-4 g




On-going Professional Development related to Common Core

Standards differentiation of instruction and meeting the

unique needs of At-Risk Students informs instruction.

A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and

appropriately in accordance with the legal intent of the program(s) to support students in

accomplishing the academic standards and the schoolwide learner outcomes.


Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s

vision, mission, and student achievement of the schoolwide learner outcomes and the academic

standards. The school leadership and staff are involved in the resource allocation decisions.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student

achievement of the critical learner needs, the schoolwide learner outcomes and the academic

standards. Additionally, comment on the extent to which leadership and staff are involved in the

resource allocation decisions. What impact has the process for the allocation of resources made

on student learning?


Superintendent board presentations A-6 a

Practices

Indicator: 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.)

Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices

for developing an annual budget, conducting an annual audit, and at all times conducting quality

business and accounting practices, including protections against mishandling of institutional

funds. (Note: Some of this may be more district-based than school-based.)


Budget development calendar/Quarterly Budget Reports A-6 b


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Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide

learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission,

schoolwide learner outcomes, the educational program, and the health and safety needs of

students?


Comprehensive School Safety Plan A-6 c

Instructional Materials and Equipment

Indicator: The 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.

Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining

adequate instructional materials and equipment, such as technology tools and software, the

support systems for technology, software, textbooks, other printed materials, manipulatives, and

laboratory materials for instruction including online.

Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate

technology and software for all instruction, including online.


Board Policy See A -2 g

Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional

development of a well-qualified staff for all programs such as online instruction and

college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing

professional development for a well-qualified staff. Include specifics if online, IB, and/or college

career preparation programs are in place.


BTSA A-6 d

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-

range plan ensures the continual availability and coordination of appropriate resources supports

students’ achievement of the critical learner needs, the academic standards, and the schoolwide

learner outcomes.

Prompt: Evaluate the effectiveness of these processes.


LCAP/SPSA/SSC See A-1 d See A-6 a + b


22

Conclusions



Frequent and on-going processes are in place to regularly

evaluate long range plans and to ensure to the appropriate

fiscal allocation to meet those plans.




Frequent and on-going processes reviewed and evaluated

regularly informs Administration of meeting learning needs.


23

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 schoolwide learner outcomes.

Through standards-based learning (what is taught and how it is taught), these are accomplished.


Current Educational Research and Thinking

Indicator: 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.

Prompt: Comment on the effective use of current educational research related to the curricular

areas to maintain a viable, meaningful instructional program for students. Examine the

effectiveness of how the school staff stay current and relevant and revise the curriculum

appropriately within the curricular review cycle.


The General Education and Special Education teachers are

collaborating on ways to successfully implement core

curriculum in order to meet the needs of our Alternative

Education students with and without IEPs. They are involved

in professional development and training individually and as a

group. We are transitioning all subject areas away from

California Standards over to the Common Core. For example,

the assessments are shifting from multiple choice to word

problems. Students are getting exposed to varied academic

language through Tier 2 and Tier 3 vocabulary words.

The adopted ELA curriculum which happens to be aligned

CCSS is Character Based Literacy and The California State

University Expository Reading and Writing Course.

As for mathematics we are piloting Pearson Algebra 1

Common Core on the second year.

Weekly PLC meetings

Professional development

meetings B1

Academic Standards for Each Area

Indicator: 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.

Prompt: Evaluate to what extent there are defined academic standards for each subject area,

course, and/or program (e.g., college/career) that meet state or national/international standards

and, where applicable, expectations within courses that meet the UC “a-g” requirements?


24


Student have the opportunity to take Fresno County Office of

Education program called CyberHi which has courses that

meet UC “a-g” requirements.

Students who do earn a High Diploma can qualify for a four

year university.

CyberHi Program description

Additional Online Instruction Prompts: Evaluate the extent to which the online

curriculum/courses consistently meet state academic standards. Determine if there is effective

integration of outsourced curriculum into the program.


We procured an online course called Typing to Learn to help

students with keyboarding skills. Due to Smarter Balance

assessment, keyboarding skills are paramount for students

success.

Typing to Learn student

certificate

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic


Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills

taught, the academic standards, and the schoolwide learner outcomes.


The school is updating it’s SLO’s to reflect common core

standards

1. Current SLO’s

Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of

student engagement in learning demonstrate the implementation of a standards-based curriculum

and the schoolwide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of student work and

snapshots of student engagement in learning demonstrate the implementation of a standards-

based curriculum and the addressing of the schoolwide learner outcomes.


Students are practicing their writing skills in English, Math

and Science. Transitioning to Common Core with the use of

Character Based Literacy, Pearson Algebra 1, and ERWC.

The school recently implemented ERWC Writing Rubric for

all writing assignments.

CBL writing prompts

Math word problems

Science conceptual problems


25

Accessibility of All Students to Curriculum

Indicator: 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.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all

programs. How do school staff define rigor, relevance, and coherence? To what extent do the

instructional practices of teachers and other activities facilitate access and success for special

needs students?


All students have access to core academic classes required for

a High School diploma. The general education teacher uses

the same curriculum and differential instruction for all

students including Special needs and English Language

Learners.

Daily collaboration on how to implement instruction to best

meet the needs of the students, reviewing of goals and

objectives.

daily check in with students

differential instruction

small group instruction

more individualized monitoring from Special Education

teacher

provision of instructional supports/strategies to help access

the curriculum for all students

Educational and special education staff will collaborate daily

and review what supports are needed to ensure success for

Special Education students.

Group home staff collaborates weekly with educational team

regarding student behaviors that could affect his/her

classroom performance.

Student work Student Transcript

Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have

access to courses that meet the UC “a-g” requirements, including lab courses.


We are offering CyberHi and Typing To Learn.

New students enroll in courses based upon ILP Plan

Credit recovery and

computer/technology met.

ILP form


26

Integration Among Disciplines

Indicator: 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.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable,

integration of outsourced curriculum into the program so that curricular integrity, reliability,

and security are maintained.


We taught Geometry in the Fall and Algebra 1 in the spring in

order to prepare students for Integrated Math 1 common core

in the Fall 2014.

We are using two Language Arts curriculum to meet common

core standards.

In regard to Science: Physical Science is taught in the Fall and

Biology in the Spring.

All Social Studies courses offered through CyberHi

Pearson Algebra 1 Common

core

Prentice Hall California

Geometry

CBL and EWRC

Prentice Hall Biology

Curricular Development, Evaluation, and Revisions

Indicator: 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 degree to which there is involvement of key stakeholders (governing board

members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review

processes to ensure student needs are being met through the curriculum; include the extent to

which there is involvement of key stakeholders.


In the past the general education teacher and other

stakeholders have been involved in the selection process and

piloting current curriculum. Discussions between the general

education teacher and Administrator led to piloting new

curriculum to see if it met our student’s needs. At the end of

the piloting period the Teacher and Administrator work

together to examine the data to see if the curriculum should be

used in the classroom. The type of data used was CST, Credit

Recovery students, and other assessments

Now all curriculum decisions are made by Student Services.


27

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after

examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the selection and

evaluation of the curriculum to ensure it matches the school’s mission and schoolwide learner

outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the

curriculum and the use of technology within the curriculum.


In 2013 Student Services from PCOE assigns, evaluates, and

selects curriculum.

Many times Staff will discuss with Koinonia Group Home

ways to improve instruction at the school. For example,

PCOE laptops are loaned to students in the group home so

that they can do CyberHi on the weekends.

Feedback from graduates

Group home laptops

Additional Online Instruction Prompt: Determine the effectiveness of the school for outsourced

curriculum to maintain curricular integrity, reliability, and security.


The integrity, reliability, and security of CyberHi is done

through Fresno County Office of Education.

CyberHi student progress report

Articulation and Follow-up Studies

Indicator: 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.

Prompt: Share examples of articulation with feeder schools and local colleges and universities,

including comments on the regularity of their occurrence. What has been revealed through the

follow-up studies of graduates and others regarding the effectiveness of the curricular program?


There is no articulation from feeder school and community

colleges because students come from JCCS and the group

home. As a court mandated school students attendance is

dictated by PCOE and the court system.

Sometimes students will contact

the school to share what they

are doing.

Conclusions



N/A NA


28

Prompt: Comment on the degree to which this criterion impacts the school’s to address one or

more of the identified critical learner needs.


N/A NA


29


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

Indicator: 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.

Prompt: How effective are the processes to allow all students to make appropriate choices and

pursue a full range of realistic college/career and/or other educational options? Discuss how the

school ensures effective opportunities for career exploration, preparation for postsecondary

education, and pre-technical training for all students.


Workplace survey assist general education teacher in making

instructional strategies.

Koinonia Group Home contracts with various organizations

like Pride Industry to guide career and life skills.

PCOE workability teachers interacts and guides the

workability students.

Pride outline

PCOE workability program

Student-Parent-Staff Collaboration

Indicator: 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. (This includes the evaluation of whether online instruction matches the

student’s learning style.)

Prompt: Evaluate to what extent 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


After enrolling students the general education teacher initiates

an Independent Learning Plan.

The general education teacher reviews and updates the ILP

throughout the year.

In addition the general education teacher meets quarterly

with every student to review grades and credits every quarter.

Independent Learning Plan

Updated PCOE transcript


30

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in

students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for

monitoring and making appropriate changes in students' personal learning plans (e.g., classes

and programs).


Weekly grades and progress reports sent from the teacher are

sent to the group home. The grades are also posted on the

wall.

Progress report

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high

school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post

high school options.


The teacher and Koinonia group take students on field trips to

expose them to career opportunities.

Koinonia Group home will provide many opportunities for students

to investigate the community and after high school options. Such

examples are INTEL Corporation, Monterey Aquarium, local

community college fairs, and other careers.

Workability information provided

by PCOE

Conclusions



Students participated in transition/post/graduate

presentation/activities provided many businesses and charitable

foundations in the community

Students participate in daily after

school programs that address life

skills, options and various skills

need to be success in their

treatment.


31




Koinonia Group Home and Pride Industries providing

transition services to post high school options.

This fulfills SLO #3

Students shall acquire the ability to set goals and

explore careers; to become informed, productive

citizens and successful lifelong learners beyond

graduation

Life-Skills

-employment and acquisition

and maintenance

-goal setting

-work force preparedness

-1st job interview survival skills

-employment services

-transition services

-living on your own curriculum


32


Upon completion of the high school program, students have met all the requirements of

graduation.


Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in

relationship to a rigorous, standards-based curriculum.

Prompt: Evaluate ways the school ensures that all students have access to real world

applications of their educational interests in relationship to a rigorous, standards-based

curriculum.


Culinary, Equine, Drama, and money management classes

offered by Koinonia Group Homes.

Course descriptions

Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all

requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic support programs to ensure students are

meeting all requirements, including the CAHSEE.


The general education teacher covers the CAHSEE standards

in the English and Math instruction. The school uses San

Diego Office of Education, CDE, and other CAHSEE

resources.

The high school graduation rate

has increased in the last three

years partial due to CAHSEE

passing rate.

Conclusions



The Student Services Registrar notifies the general education

teacher who has not passed the CAHSEE. Those students

offered CAHSEE resource material.

Students get to practice with the

CAHSEE released questions

from CDE.

The extra support materials are

CDE “Preparing for the

California High School Exit

Exam”, San Diego County

Office of Education “EEMAP”,

and CAHSEE power point with

example problems covering all

the different strands.




33


Throughout the quarter students meet with the teacher and

go over their ILP.

This fulfills all student academic needs in SLO #2

If the student needs extensive support than they can enroll

in CyberHi CAHSEE prep class.

ILP copy

CyberHi course description


34

WASC 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

Piloting and integrating curriculum that meet Common Core curriculum for English and

Mathematics.

Increased accessibility for students to take a-g courses through CyberHi

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

Smarter Balance Technology upgrades are needed for continued implementation of Common

Core

Offer more career/college opportunities by Koinonia Group Home

Expand collaborative relation between PCOE and Koinonia Group Homes


35

Category C: Standards-based Student Learning: Instruction

Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include:

Online instruction approaches (school site or off site, integrated within other programs and/or offered separately)

Specialized programs such as IB Diploma Program, college/career readiness programs, school/college partnerships, AVID, and independent study programs.

Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.

C1. Instruction Criterion

To achieve the academic standards and the schoolwide learner outcomes, all students are

involved in challenging learning experiences.


Results of Student Observations and Examining Work

Indicator: The school’s observations of student 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 schoolwide learner outcomes. The

school, particularly, has evaluated the degree of involvement in the learning of students with

diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to

achieve the academic standards and the schoolwide learner outcomes. Include how observing

students working and examining student work have informed this understanding.


Student are actively engaged in a challenging learning

environment that is directly linked to the SLO’s.

Student progress is observed daily by teachers which includes

evaluating work samples and student engagement.

Observations made through

monthly CAHSEE writing

prompts, test scores, and student

feedback.

Various projects and

presentation from Cyber Hi

courses such as health education

brochure, molecule and cell

diagrams and models.

Oral reports in history on

notable figures.

Student led classroom discussions.

Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides

for completing coursework for asynchronous online instruction.


Our asynchronous online instruction is the CyberHi program

which is available to all students. Students can view the

CyberHi course Scope and

Sequence page.


36

timeline and pacing guide for a particular course through the

Scope and Sequence page.

Student Understanding of Performance Levels

Indicator: The students know beforehand the standards/expected performance levels for each

area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected

performance levels before beginning a new area of study; an example is the use of pacing guides

for online instruction.


General education teacher introduces a new area of study with

Common Core standards and the learning objective.

Posted standards on the wall.

CyberHi scope and sequence

pages.

Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including

integrating multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as

integrating multimedia and technology? Evaluate the impact of this on student learning.


Staff uses multimedia and technology to differentiate

instruction with Hitachi Starboard, projector, web sites, and

laptops.

Instructional practices include but not limited to direct

instruction, small group instruction, cooperative learning, and

peer assistance.

Pictures of technology in the

classroom.

Additional Online Instruction Prompt: Evaluate the processes and the effectiveness of the

strategies used by teachers to make decisions on learning and teaching approaches including

direct instruction and other student-teacher interaction opportunities.


Staff evaluates the processes and effectiveness of the

strategies used by teachers to make decisions on learning and

teaching approaches by holding student study teams,

transcript review, group home staff, and student conferences.

Student ILP forms

Student tracking sheet on

CyberHi


37

Student Perceptions

Indicator: The students understand the expected level of performance based on the standards and

the schoolwide learning results. Through interviews and dialogue with students that represent the

school populations, the school learns about the students’ perceptions of their learning

experiences, including all specialized programs such as college/career readiness and online

instruction regarding the opportunity for teacher-student interaction to reduce isolation and

encourage skill transference.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students

understand the expected level of performance based on the standards and the schoolwide learner

outcomes. Evaluate the effectiveness of the student-teacher interaction based on student

feedback.


Through interview and dialog, such as student/teacher

conferences, group home staff discussions, and transcript

review, staff can evaluate the extent to which students

understand the expected level of performance based on the

standards and the schoolwide learner outcomes,

Phone calls and written

communication between group

home staff and school.

SLO’s posted on the wall.

progress reports

ILP quarterly reviews

Conclusions



After every quarter the staff goes over grades, credits, and

goals with every student.

As a staff we serve a high risk population in a structured yet

compassionate environment.

The ILP form is updated with

new data every quarter.

Intervention programs




Every quarter teacher student conference leads to revaluating

students goals and at times modifying their learning plan.

The school and student dialog meets SLO #2 and SLO #3.

Choices exist for students like

Diploma, GED, CHSPE, or

credit recovery.


38

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

Indicator: Teachers are current in the instructional content taught and research-based

instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in

the delivery of the curriculum.


General education teacher has the ability to access curriculum

via the internet through the use of interactive white board.

Podcasts and publisher supplied math videos are also offered.

In the past the general education teacher has participated in

trainings focusing on data driven instruction, effective

instructional strategies, Professional Learning Communities,

and Common Core. As for English the general education

teacher attended professional development in Character

Based Literacy through Santa Clara University. All CBL

lessons plans incorporate EL strategies, scaffolding, as well as

core content strategies, on a daily basis. For math the general

education teacher is piloting Pearson Algebra 1 Common

Core that contains interactive lesson content and videos that

make real-world connections, and model thinking and

reasoning.

Hatachi Starboard

Pearson Algebra 1 and

Geometry videos

Various educational internet

sites

Power point presentation

Additional Online Instruction Prompt: Evaluate how teacher technology competencies are

assessed during online instruction.


At this time there is no technology competency test for

teachers N/A

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate

learning for all students. Provide examples.


39


On numerous occasions the general education teacher at

Koinonia School has trained and assisted other teachers in

CyberHi and the Hitachi Starboard.

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that

students organize, access and apply knowledge they already have acquired; b) that students have

the tools to gather and create knowledge and have opportunities to use these tools to research,

inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured

learning so that students organize, access, and apply knowledge they already have acquired; b)

that students have the tools to gather and create knowledge and have opportunities to use these

tools to research, inquire, gather, discover, and invent knowledge on their own and communicate

this.


All student writings are kept in their folders which allows

constant feedback on their writing.

Practice CAHSEE essays are scored using the CDE CAHSEE

rubric.

Student notebook

Teacher and peer monitoring

Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing

student work online and online communications to determine the degree to which students are

analyzing, comprehending, and conducting effective research.


The teacher reviews and grades all CyberHi assignments

which encompasses analyzing, comprehending, and

conducting effective research.

CyberHi

Indicator: Representative samples of student work demonstrate that students are able to think,

reason, and problem solve in group and individual activities, project, discussions and debates and

inquiries related to investigation.

Prompt: Evaluate and comment on how well the 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.


40


In English, we make explicit connections between present and

past lessons, student’s lives, other texts, and Big Ideas around

which lessons are organized. As for math we ask students to

provide justification for why a particular mathematical

concept is true for a problem. For biology students engage in

writing tasks that require analysis and synthesis of new

information, discussions that help students consolidate new

learnings as well as evaluate and reflect on the knowledge

they are gaining.

Pictures of Algebra and Science

word problems

CBL writing prompts

Indicator: Representative samples of student work demonstrate that students use technology to

assist them in achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that

students use technology to assist them in achieving the academic standards and the schoolwide

learner outcomes.


In to the classroom students have access to a variety of web

based assistive technology to generate documents and

projects. Students can also do PowerPoint presentations,

video clips and other media.

Internet-based research like

Google.

Microsoft Office

Starboard

Indicator: 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.

Prompt: Evaluate the extent to which representative samples of student work demonstrate

student use of materials and resources beyond the textbook; 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.


Students are able to access supplementary materials, via the

internet, to extend their understanding of English, Algebra and

Biology core content.

CBL support web sites

Prentice Hall Algebra Tutor

program

Khan Academy


41

Real World Experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world

experiences and applications are available to all students.

Prompt: How effective for students are their opportunities for shadowing, apprenticeship,

community projects, and other real world experiences and applications available to all students?

Evaluate the degree to which these are readily available to all students.


Our CTE program is administered by Koinonia Group Homes Workability

Drama, Ceramics, Culinary

Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online

instruction for real world experiences and applications for the students.


Students have full internet access to pursue any career and life

skills needs.

College/Trade school web sites

IRS, Student Loans

Conclusions



This criterion is being addressed throughout the entire day

since all student are in residential treatment program

Koinonia Group Homes




By participating in the Koinonia Group Home treatment

program, students are given opportunities to explore real-

world experiences. This addresses SLO # 3.

Work Force Preparedness

First job survival skills

Social Skills

-character development

-personal boundaries


42

WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs


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

General education teacher is technically adept in all classroom platforms

The classroom has laptops, document camera, and interactive white board

General education teacher has participated in professional learning in English Language

Development and Mathematics

Differential instruction is offered in all core academic subjects

Full inclusion of CyberHi thus creating an asynchronous learning environment

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

Continue to analyze student data to modify the instructional approaches

Continue opportunities for peer observations in order to share effective teaching

strategies.

More professional development in ways to actively engage students, develop effective

differential instruction, and technology applications in the classroom.


43

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

Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include:

Online instruction approaches (school site or off site, integrated within other programs and/or offered separately)

Specialized programs such as IB Diploma Program, college/career readiness programs, school/college partnerships, AVID, and independent study programs.

Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.

D1 & D2. Assessment and Accountability Criteria

The school 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

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze, and

report student performance data to the parents and other stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.


Koinonia staff meet regularly and discuss the results from all

student’s assessment results.

At the end of the quarter the general education teacher

compiles the grades from ABI Gradebook program and

assigns credits. Next the general education teacher sits down

with every student and goes over credits, grades and CAHSEE

scores. Working together as a team the student and the

general education teacher discuss a long term plan for success.

PCOE creates a School Accountability Report Card (SARC).

The data from the SARC help develop Single Plan for Student

Achievement.

STAR tests

CAHSEE results

Report cards

Weekly tests

ILP

SARC

ABI


44

Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their

growth and performance levels are determined and uses that information to strengthen high

achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their

growth, and performance levels are determined.


The staff meet together and plan for strategies to improve

student performance on their assessment testing instruments.

Newly enrolled special needs student’s goals and objectives

are reviewed at a thirty day interim IEP meeting to ensure

proper placement for special education services and annually

to ensure student progress.

First we look at learning gaps and focus on specific learning

objectives to alleviate the problem. This is done with

differentiated assessment methods and differentiated grading.

After school meetings

Modified tests and quizzes

Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is

prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is

determined and evaluate the “steps” or “gates” that are in place to prevent students from

proceeding to the next unit if mastery has not been demonstrated.

Evaluate the effectiveness of the procedures for grading student work whether it is done

electronically or individually by the teachers.

Evaluate how teachers ensure academic integrity and determine students are doing their own

work in the online environment. Comment on the degree to which the results for state-mandated

assessments and the high school exit exam are used in decisions about student achievement and

advancement and improving the instructional program.


Throughout the day students working on CyberHi, on line

program, are monitored on their course work. At times the

teacher will provide support and assess student’s work.

We are using a security software to monitor student’s

progress.

CyberHi Progress Report


45

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward

acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group

projects, tests, etc.

Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure

student progress toward acquiring a specific body of knowledge or skills. Evaluate the

effectiveness and appropriateness of the assessment strategies selected based on the

programmatic goals and standards to determine student achievement. Evaluate the selection of

and the use of proctors, the security systems for test documents, and the means to maintain the

integrity of the assessments.


Students are exposed to both formative and summative

assessments. If a student has not achieved course mastery

then the teacher offers more scaffolding.

Yearly, quarterly, and weekly assessments are used to help the

general education teacher facilitate learning by evaluating

coursework.

Most CST exams have been cancelled except for the CSU

Early Assessment Program (EAP).

Support materials in every

academic subject

differential instruction when

needed

small group instruction

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student

achievement of the academic standards and the schoolwide learner outcomes, including those

with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of

the academic standards and the schoolwide learner outcomes.

Supporting Evidence

Student data is recorded every week and analyzed to

determine student’s success.

Weekly grades posted on the

door

Math Student Observation sheet

Additional Online Instruction Prompts: Evaluate the use of student work and other online

assessments (formative and summative) that demonstrate student achievement of academic



The embedded assessments are CBL, EWRC, Pearson

Algebra 1, and Prentice Hall Biology. The teacher monitors

and make adjustments according to student’s performance.

CBL

Prentice Hall Algebra 1

Curriculum Embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments in

English language and math, including performance examination of students whose primary

language is not English, and uses that information to modify the teaching/learning process.


46

Prompt: How effective are the standards-based curriculum-embedded assessments in English

language and math and across other curricular areas as students apply their knowledge?


Our curriculum has Spanish support materials for English

Language Learners

Spanish glossary

ELD support

material/guidelines

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based

on the academic standards and the schoolwide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the

academic standards and the schoolwide learner outcomes?


Student feedback on learning is encouraged between the staff

and student.

Quarterly progress reports

Weekly grade discussions

Student feedback embedded in

lessons

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and

changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as

the basis to make decisions and changes in the curricular and instructional approaches.


The teacher and staff uses report cards, progress reports,

CAHSEE results, Star testing results and CELDT scores to

assess the effectiveness of the students’ progress toward

meeting the academic standards and school wide outcomes.

The general education teacher uses all assessments to reteach

concepts to struggling students and to identify students in

need of differentiated instructional models.

CELDT

CAHSEE

Renaissance Star

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting

the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the

academic standards and schoolwide learner outcomes.


47


The ILP report allows students to monitor their progress

toward high school graduation. The report helps the general

education teacher to reflect on the courses and make changes

to improve student productivity. Students who are found to

be far behind on credits are offered options like CyberHi to

catch up.

ILP

Conclusions



This criterion is being addressed quarterly, weekly, and daily.

The school uses a professionally acceptable assessment

program like ABI Gradebook to monitor and report student

growth.

Stakeholders can call anytime

and get a quick update on any

student.

Notebooks updated with

information.




This particular criterion goes with SLO #2 students shall

attain proficiency levels in mathematics and literacy skills to

communicate effectively in reading, writing and speaking.

Many lessons incorporate

reading, writing, and speaking.

-vocabulary

-word problems

-oral reading

-class discussions


48

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 toward achievement of the academic standards and the

schoolwide learner outcomes.

The assessment of student achievement in relation to the academic standards and the schoolwide

learner outcomes drives the school’s program, its regular evaluation and improvement, and the

allocation and usage of resources.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of

student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student

progress. Include district, board, staff, students, and parents.


Since the students are in a residential facility, the staff works

very closely with Koinonia Group Homes to promote a

harmonious interagency relationship.

The Student Services leadership team meets on a regular basis

to review student data as well as progress made regarding the

Single Plan for Student Achievement. Future planning and

program adjustments are made throughout the school year.

PCOE and Koinonia work

together in the classroom.

Additional Online Instruction Prompt: Evaluate how the school ensures that all online students

have access to state-mandated tests and that results are reported to all stakeholders.


PCOE supplies internet and computers for the classroom. Students have access to the

internet anytime during the day.

Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents informed about student

progress toward achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders

(governing board members, teachers, students, and parents) about student achievement of the

academic standards and the schoolwide learner outcomes.


49


Due to our open door policy, all stakeholders have access to

up to date student progress in academics and behavior.

This includes monitoring and revising the Single Plan for

Student Achievement. The SPSA is discussed at the Student

Services Leadership team and school site council meetings.

Every year the SPSA is submitted to the board for approval.

We don’t use our answering

machine during the day. Call

during school hours and you’ll

get a live person.

Maintain very close relationships

with the community.

-donation of time and money from

businesses

-senior residents required to

complete a “give-back-to-the

community” project before

graduation from treatment program

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program,

professional development activities and resource allocations, demonstrating a results-driven

continuous process.

Prompt: Comment on the overall effectiveness of how assessment results have caused changes in

the school program, professional development activities, and/or resource allocations,

demonstrating a results-driven continuous process. Examine examples and comment on the

overall effectiveness of changes in the online opportunities, professional development of the staff,

and the resource allocations to support student achievement and their needs.


By analyzing the assessment data from English, Math, and

Science, the staff have been able to allocate resources to

those students with the most need. For example, we have had

math tutors come in and assist those students who are

struggling with mathematical concepts. In response to the

student needs, the general education teacher has served on

various committees and participated in trainings such as

Common Core English , CC math, CBL, and WASC.

CSUS math workshops

Santa Clara Character Based

Literacy workshops

ERWC workshop

Conclusions



Staff meets weekly and monthly to discuss student’s academic

needs and ways to support it. The Single Plan for Student

Achievement also shows how PCOE will address student

needs.

SPSA


50




Student Learning in assessment and accountability is

addressed with SLO #2 and SLO #3.

SLO’s


51

WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs


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

Technology resources in the classroom such as student laptops, document camera, and

wireless connectivity

Continuous focus on improving student’s literacy in English and Mathematics

Assessing progress of all students including special needs and English Language

Learners

School Site Council meetings where shareholders including students and participate in

school related issues

All classroom computers are connected to a security system which monitors student

learning

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

Improve student preparation for Smarter Balance

Continue to offer Common Core professional development for teachers

Upgrade the classroom security software


52

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

Indicator: 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.

Prompt: Evaluate the strategies and processes for the regular involvement of parents and the

community, including being active partners in the teaching/learning process. Comment on the

effectiveness of involving non-English speaking parents and/or online parents.


Many decisions concerning students are made together with

PCOE and Koinonia. With constant communication between

PCOE and Koinonia, students information is passed on to

non-English speaking parents and no one is left out of the

loop.

Student study teams and IEP meetings include parents in the

process of developing supports for student success. If need be

PCOE will supply an interpreter.

PCOE and Koinonia student

meetings.

Translator available upon request.

Use of Community Resources

Indicator: The school uses community resources to support students, such as professional

services, business partnerships, and speakers.

Prompt: How effective is the school use of community resources to support students, such as

professional services, business partnerships, and speakers?


All students have access to many community resources both

within the school setting and the community.

Workability jobs

Business partnerships

Biletnikoff Foundation

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student

achievement of the academic standards/ schoolwide learner outcomes through the

curricular/co-curricular program.


53

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that

parents and school community understand student achievement of the academic

standards/schoolwide learner outcomes through the curricular/co-curricular program.


Koinonia Group Home becomes student’s “custodial parent” due to

the WIC placement of the student in program. Daily home-school communication

notebooks.

Conclusions



Koinonia Group Home is notified of student’s progress

either through e-mail , phone call, or letter.

Koinonia progress form




The communication between the school and Koinonia Group

Home addresses SLO #1 and SLO #2.

Communication example


54

E2. School Culture Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is

characterized by trust, professionalism, high expectations for all students, and a focus on

continuous school improvement.


Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,

clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a

safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with

respect to safety regulations including effective operating procedures for internet safety.


All computers are connected to an internet monitoring

software system which ensures that student do not access

inappropriate sites. PCOE Maintenance and Operation

department is proactive about classroom safety and is on call

for classroom staff. They provide safety inspections and daily

custodial services to the classroom.

PCOE and Koinonia rental

agreement

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an

environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,

concern, and high expectations for students in an environment that honors individual differences

and is conducive to learning.


During the school year students are exposed to inspirational

speakers, career exploration information, college

representatives, military recruiters, and successful Koinonia

alumni. We promote a positive peer culture in the classroom

which leads to tolerance for others and respect for everyone.

Character Based Literacy

Positive Peer Culture classroom

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and

professionalism?


55


All staff in the classroom love working here and believe that

role modeling is the most powerful way to teach teenagers.

We have created a safe place where all students can thrive.

Virtues such as Respect and Courage are demonstrated

throughout the day.

All staff practices a positive

peer culture attitude in the

workplace.

Conclusions



Koinonia Community School is considered to be the finest

court community school in the state. Many probation officers

from Northern and Southern California have made this

comment. Overall students feel very safe in a clean sober

environment. Staff and students alike have committed to a

high level of respect, trust, and professionalism in the

classroom.

Koinonia Group Homes is

extremely happy with PCOE

running the education program

for their residents.




The criterion ties in with SLO #1. Students shall exhibit

appropriate behavior, responsible self-control and social skills

while working successfully with others and resolving conflicts

through effective communication.

Many students comment how

they argue a lot less with their

parents when they go on a home

pass.

Frustration tolerance increases.

Able to take more risks with school

work.

Conflicts are addressed by peers

involved.

Expectation that peers need to

support and address conflict

resolution with other peers.


56

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

Indicator: 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.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to

support students in such areas as health, career, and personal counseling and academic

assistance, including an individualized learning plan.


Koinonia Group homes takes care of all student’s medical

needs. They also provide counseling, including referrals to

mental health and other therapeutic services.

PCOE provides a part time special education teacher in the

classroom to give extra support to students with IEPs.

Push-in support, different

strategies to support learning.

Small group instruction when

needed. Constant collaboration

with general education teacher

on student’s progress.

Additional Online Instruction Prompts: Comment on the availability and adequacy of the

academic counseling, college preparation support, personal counseling, and health services

provided for the students involved in online instruction.


In a timely manner the general education teacher meets with

every new student with an updated transcript and go over

academic needs.

PCOE registrar updates

transcripts for teachers.

Direct Connections

Indicator: The school demonstrates direct connections between academic standards and

schoolwide 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.

Prompt: Evaluate the ways that there are direct connections between academic standards and

schoolwide 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.


57


Student needs are evaluated and communicated between

PCOE and Koinonia Group Homes.

Koinonia takes care of all medical and psychological needs of

students.

PCOE and Koinonia staff make

necessary referrals to outside

agencies.

Strategies Used for Student Growth/Development

Indicator: 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 schoolwide profiles, and processes and procedures for interventions that address

retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and

staff to develop personalized approaches to learning and alternative instructional options which

allow access to and progress in the rigorous standards-based curriculum.


The general education teacher uses a variety of strategies such

as whole group and small group instruction, think pair share,

reciprocal teaching, and more.

Additional Online Instruction Prompt: Provide evidence that the processes and strategies are

effective for incoming students with regard to orientation or induction and the ongoing

monitoring and support of the students to ensure all have a full opportunity for academic

success.


Every student has their ILP form updated. Weekly grades are

posted on the door so students know how well they did on

exams.

Progress Report

Support Services and Learning

Indicator: 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.

Prompt: Evaluate the extent to which 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. Evaluate the processes that are used to identify under-

performing or struggling students and the interventions to address these identified student

learning needs.


58


All students have access to support services through PCOE

and counseling services from Koinonia.

When an English Language enrolls, the student’s data

inputted into Aeries so that all parties can provide services.

The general education teacher will institute SDAIE strategies.

If a student with an active IEP enrolls, PCOE notifies the

Special Education teacher and immediately offers services.

The general education teacher submits student progress

reports to Koinonia Group Home Staff.

Drug and Alcohol counseling

Koinonia social workers

PCOE special education teacher

Additional Online Instruction Prompt: Evaluate the extent to which the support services and

related activities have a direct relationship to student involvement in learning with respect to

equity of access, availability of computers and internet.


All students have access to the internet in order to get

additional assistance in any academic subject.

Classroom picture of computers

Equal Access to Curriculum and Support

Indicator: 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).

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent

curriculum to all students? What have you learned from examining the demographics and

distribution of students throughout the class offerings (e.g., master class schedule and class

enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or

accelerated classes (e.g., summer, class periods beyond the traditional school day) on student

achievement?


Having students access challenging, relevant, and coherent

curriculum means the general education teacher believes all

students can learn despite their background.

More students are taking High

School Geometry.


59

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic

standards and schoolwide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities

for all students to the academic standards and schoolwide learner outcomes. How effective are

these efforts?


Koinonia Group Home provides Co-Curricular activities for

students after school. This includes intermural basketball,

weight training, bowling, and etc.

Koinonia Group Home

transports students to a private

gym in Roseville.

Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of

socialization for the students and involvement in the school.


Students have the opportunity to socialize during breaks.

After school they get to outside and relax. In the Spring

Koinonia creates a day in the park where students have a

picnic and compete for prizes.

Last year flyer

Student Involvement in Curricular/Co-Curricular Activities

Indicator: 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.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of

student involvement in curricular/co-curricular activities and student use of support services.


The general education teacher and Koinonia Group Home

staff periodically gets together to plan fun activities for the

students.

Ski trips at Sierra Ski Ranch

Water Ski trips

Additional Online Instruction Prompt: Provide evidence about the effectiveness of the students’

involvement in school and community activities, such as clubs, yearbook, newsletter, newspaper,

field trips, volunteer work, service projects, college courses, etc.


Students have commented how much fun they have and look

forward to more.

Pictures of past events


60

Student Perceptions

Indicator: 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.

Prompt: Comment on the student view of student support services after interviewing and

dialoguing with student representatives of the school population.


All students have the opportunity to meet with Koinonia

social workers, substance abuse counselor, custodial Koinonia

parent, and general education teacher.

Conclusions



Throughout the school day student support services are

provided while class is going on. Students can make

appointments to see a specialist for their needs.




Student’s drug treatment and educational services are offered

in-house thus students get to succeed in a clean and sober

classroom. This addresses SLO #1.


61

WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs


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

Promoting a safe, clean and sober environment

Providing a high level of Respect, Trust, and Professionalism in the classroom.

Establishing a strong collaborative relationship between PCOE and Koinonia Group

Home.

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

Develop a stronger collaboration between PCOE and Koinonia.

Encourage students to participate in after school learning opportunities.


62

Prioritized Areas of Growth Needs from Categories A through E

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

Resources

Encourage teachers to participate in the Local Control Funding Formula’s Local Control

Accountability Plan.

Expand Professional Development for teachers in the Common Core standards.

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

Improve academic support for all students who have not passed the CAHSEE.

Increase student success in credit recovery using CyberHi.

Offer more post-secondary choices for students.

Category C: Standards-based Student Learning: Assessment and Accountability: Areas of

Growth

Provide more opportunities for students to use technology in the classroom especially in

core academic areas.

Continue to upgrade the classroom technology to ensure students are using state-of –the

art programs.

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

Collect more student work and gather important information about it.

Improve instruction in the classroom by evaluating assessments.

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

Growth

Fine tune the alignment between student achievement of the academic standards and

schoolwide learner outcomes.

Make sure all students are receiving adequate supports for academic success and personal

development.


63

Chapter V: Schoolwide Action Plan

GOAL 1: Improve literacy across all disciplines in order to

increase academic achievement for all students.

Tasks Responsible

Persons

Implementation Steps Timeline

Task 1 - Transition

current courses to

Common Core

literacy standards.

Susan

Connolly

Tom

McCormick

Ensure that all courses

offered are aligned with

Common Core.

2014 - 2015

Research other schools

to see how they

implement common

core.

2014 - 2015

Task 2 - Continue

to use staff

development and

PLCs to improve

best instructional

practices and

optimize

instruction time.

Susan

Connolly

Tom

McCormick

Liz Lee

Train staff on data collection

tools and resources to assess

student improvement.

2014 - ongoing

Continue to improve reading

and writing strategies

2014 - ongoing


64

GOAL 2 : Improve student’s mathematical skills so that they pass

the CAHSEE, Integrated Math 1, and be successful at higher level

math courses.

Tasks Responsible

Persons


Task 1 – PLC’s

meet to discuss

best practices for

teaching Common

Core Integrated

Math 1.

Tom McCormick Adopt CPM

Integrated Math 1

textbook.

2014 - 2015

Participate in the

PCOE Math

Leadership Network

2014 - 2015

Collaborate with

district math teachers

2014 - 2015

Math PLC group Develop common

math assessments

with the CPM

Integrated 1 program

2014 -

ongoing


65

GOAL 3 : To offer a STEM classroom so that students can

acquire knowledge and skills in problem solving, teamwork,

and innovation as well as explore STEM careers.

Tasks Responsible

Persons


Task 1 – to

successfully pilot

the C-STEM

program.

Tom McCormick

Participate in the C –

STEM staff

development training

Summer 2014

Susan Connolly

Tom McCormick

Ensure that the

classroom meets all

technology

requirements.

Spring 2014


66

Appendix A

This table shows the Pre and Post STAR test scores and growth in reading and math for the 2011

– 2012 school year. The average number of months between the pre and post testing was about

six months.

Student Name Grade Pre-Test Date

Pre Math

Pre Reading

Post-test Date

Post Math

Post Reading

Growth Math

Growth Reading

Anschutz, Kayla 9 1/12/2012 6.6 6.1 6/12/2012 7.3 8.1 0.7 2

Ashlie, Alyssaa 12 10/27/2011 12.9 12.9 5/29/2012 12.9 12.9 0 0

Avila, Kenneth 12 10/27/2011 11.4 12.9 5/29/2012 12.9 12.9 1.5 0

Birdsong, Vandin 11 1/24/2012 8.3 12.9 6/12/2012 12.3 12.9 3 0

Christoff, Justin 10 1/24/2012 12.9 7.3 6/13/2012 12.9 8.8 0 1.5

Cruz, Ulises 12 11/2/2011 4.6 8 6/13/2012 6.1 9.2 1.5 1.2

Gilmore, Ashley 9 11/2/2011 3.3 6.5 5/29/2012 4.3 8 1 1.5

Gilmore, Haley 10 11/2/2011 6 6.4 5/29/2012 6.3 6.3 0.3 -0.1

Hall, Marina 11 11/3/2011 6.1 12.9 6/13/2012 7.5 12.9 1.4 0

Keeling, Darian 11 11/3/2011 8.6 9.3 6/14/2012 12.9 9.4 4.3 0.1

Moore, Wayne 11 11/8/2011 5.3 6.7 6/13/2012 8.6 9.4 3.3 2.7

Pacheco, Destiny 10 3/1/2012 6.4 5.3 6/14/2012 7.6 5.1 1.2 -0.2

Portillo, Eli 11 11/3/2011 6.4 8.7 6/20/2012 7.6 8.7 1 0

Rodriguez, Danielle 10 11/8/2011 5.3 5.5 6/20/2012 5.9 7 1.4 1.5

Rodriguez, Meranda 10 11/2/2011 8 6.5 6/20/2012 11.5 6.6 0.6 0.1

Taylor, Daniel 12 11/3/2011 4.2 4.5 5/23/2012 4.9 4.6 0.7 0.1

Tulley, Matt 11 3/20/2012 12.9 12.9 6/27/2012 12.9 12.9 0 0

Ventura, Jonathan 11 11/3/2011 6 5.2 6/27/2012 5.9 4.8 -0.1 -0.4

Young, Ian 11 2/14/2012 12.9 12.9 6/20/2012 12.9 12.9 0 0

Averages

7.8 8.6 9.1 9.1 1.5 0.8


67

High School Graduates 2010 – 2011 Current employment

Garcia, S

Guan, C

Santini, T

Satterlee, T Executive assistant at a law firm

2011-2012 Current employment

Ashlie, A

Avila, K William Jessup University student

Degroot, D National Holistic Institute student

Taylor, D Hairstylist

2012 -2013 Current employment

Cunningham, S Air Force boot camp

Pack, K Community college student

Peterson, K

Platte, K Sierra College student

Tulley, M

Hart, T Sierra College student

Whitestine, F Sierra College student

Hall, M Sierra College student

McClister, K


68

LCAP Student Survey

1. Students are recognized for positive behaviors and contributions to the school.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

2. Student attendance is taken seriously at my school.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

3. My school is a safe place.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

4. The school and classrooms are well maintained and are a pleasant place in

which to spend time.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree


69

5. I have access to textbooks and materials in my class.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

6. Learning is important at my school.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

7. I have adequate technology in my classroom.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

8. I can get extra help if I need it.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree


70

9. I am given opportunities to participate in school decisions.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

10. Students, staff and parents work as a team to ensure my success.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

11. Racial and ethnic diversity is respected at my school.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

12. Academic expectations are made clear for students at my school.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree


71

13. Parents and community members are given opportunities to participate in

school activities.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

14. I feel safe and welcome in the school office.

Strongly Agree

Agree

Not Sure

Disagree

Strongly Disagree

15. What are things I like about my school?

16. What are things I would change about my school?

koinonia school self-study report

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