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HORIZON CHARTER SCHOOL

SELF-STUDY REPORT

HORIZON CHARTER SCHOOL 2800 Nicolaus Road, Suite 100

Lincoln, CA 95648

Self-Study Visit: November 6 - 9, 2011

WASC/CDE Focus on Learning Accreditation

Horizon Charter School WASC Self Study Report 2011

TABLE OF CONTENTS

Chapter 1: Student/Community Profile – Data and Findings ........................................................... 3

Chapter 2: Student/Community Profile – Overall Summary from Analysis of Profile Data ....... 16

Chapter 3: Progress Report ................................................................................................................. 22

Chapter 4: Self-Study Findings ........................................................................................................... 32

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

• Category B: Standards-based Student Learning: Curriculum

• Category C: Standards-based Student Learning: Instruction • Category D: Standards-based Student Learning: Assessment and Accountability

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

• Prioritized Areas of Growth Needs from Categories A through E

Chapter 5: Schoolwide Action Plan .................................................................................................... 74

Appendices A. Stakeholder Survey Results B. Performance Data C. Master Schedules D. School Accountability Report Card E. CBEDS Information Forms F. Graduation Requirements G. Budget Overview H. Recommended Curriculum I. Glossary of Acronyms


Chapter 1: Student/Community Profile – Data and Findings Overview Horizon Charter School (HCS) is a K-12 public charter school with primary offices located in Lincoln, California. HCS is chartered by the Western Placer Unified School District (WPUSD) and serves approximately 1,300 students in Placer, Nevada, El Dorado, Sacramento, Yuba, and Sutter counties. HCS provides students and parents a variety of instructional choices including independent study, homeschooling, distance learning, and site-based instruction. In collaboration with a credentialed Supervising Teacher (ST), parents have the opportunity to develop personalized learning plans for their students. The HCS motto is “Quality Education through Personalized Learning.” HCS began in 1993 as an option for parents who wanted to homeschool their children and were willing and able to serve as the primary educational facilitator. However, the student population has changed, and HCS now serves a significant number of students who have, for a variety of reasons, not been challenged and/or successful in the traditional public school environment. Many students come to HCS looking for an educational alternative that encourages personalized learning and a more one-to-one approach. In addition to independent/home study, HCS offers a variety of educational options, including:

� Roseville Independent Study Enrichment Program (RISE) — Provides academic support and enrichment to independent study students through classroom-based instruction in core content areas and opportunities to attend elective classes in a variety of areas

� Excel — Prepares secondary students identified as being at high risk of academic failure to develop and demonstrate self-responsibility, applied academic skills and knowledge, appropriate behavior, and postsecondary career readiness resulting in high school graduation

� Area Classes in Lincoln, Rocklin, and Roseville — Supplementary and enrichment classes

� Special Education — Specialized instruction and services required by a student’s Individualized Education Plan (IEP)

Due to the June 2011 retirement of our former CEO LuAnn Boone, a statewide search was conducted to fill the CEO vacancy. Craig Heimbichner was selected and now serves as the Chief Executive Officer.


WASC Accreditation History HCS’s last WASC accreditation was April 2005. HCS received a six-year accreditation with a mid-term review. The mid-term review was held April 28, 2008. At that time the Visiting Committee reviewed progress on the Schoolwide Action Plan and made no additional recommendations. The Visiting Committee stated “the school has all the resources (leadership, finances, commitments, and profound sense of quality service for students). The mid-year team recommended to continue to review and revise their improvement plan without external monitoring.” A six year accreditation was recommended. Beginning with the 2010-2011 school year, approximately 1,200 students previously enrolled in HCS became part of a new charter school, Partnerships for Student-Centered Learning (PaSCL). This second charter was required in order to continue general and special education services to students outside Placer County. The same Governing Board, administration, and support staff oversee both schools. Both charters are scheduled for fall 2011 WASC Visiting Committee visits.


Expected Schoolwide Learning Results or ENDS In October 2006, the Governing Board adopted a new Board Policy Manual based on the Policy Governance Model of Dr. John Carver. The ENDS, which are reviewed and updated as necessary, outline the school’s purpose and expected schoolwide learning results. The Governing Board adopted the most recent revision to the ENDS in September 2010. The following are the Board-adopted ENDS:

Horizon Charter Schools exist to ensure students achieve academic excellence that meet or exceed California Standards. Horizon Charter Schools will support parental choice, exercise fiscal prudence, and provide a safe environment. As a result of our efforts, students will: 1. Demonstrate reading, writing, mathematics, history, and science content

understanding that meet or exceed the California Standards. Effective use of technology and the integration of critical thinking strategies are essential skills woven throughout all content areas. a. Reading/Language Arts

Demonstrate understanding of reading, writing, written and oral English language conventions, and listening and speaking within a balanced and comprehensive language arts program.

b. Math Demonstrate understanding of mathematical concepts in the elementary and middle grades through the five mathematical strands (number sense; algebra and functions; measurement and geometry; statistics, data analysis and probability; and mathematical thinking) as well as through the disciplines of algebra, geometry, and calculus in secondary school.

c. History Demonstrate knowledge, understanding, comprehension of the political process, and awareness of people, events and movements in history.

d. Science Demonstrate an understanding of earth, life, and physical sciences through subject matter study as well as the application of the scientific method through investigation and experimentation.

2. Pursue their own special interests and talents while challenging and improving their abilities in the following areas: a. Effective use of technology b. Problem solving and critical thinking strategies C. Visual and Performing Arts


Our Vision Horizon Charter School is dedicated to the belief that each and every student can succeed, and this singular purpose will be achieved through personalized learning, collectively using a variety of instructional methodologies.

High expectations, Curriculum & Instruction HCS will have a climate of high expectations for all students supported by high quality instruction, rigorous coursework, access to quality curriculum in a variety of formats, including current technologies, with a user-friendly communication framework. Student academic growth and achievement will be rewarded and celebrated. Assessment, Intervention HCS will be one of the most successful schools in addressing the academic needs of each student, servicing those needs, assessing individual academic growth, adapting the academic plan based on frequent and varied assessments, providing acceleration or intervention, resulting in the overall success of each student. Student Focus/Special Interests and Talents HCS students will learn to select and develop their own education, choosing the best-suited academic environment from a streamlined process, benefiting from a myriad of community opportunities for exploration and training, and graduating as confident, directed, and skilled young adults. While motivating and supporting students to achieve academic excellence, HCS parents and teachers also help students to find their passion and encourage their unique special talents, interests, and abilities. Parent and Community Partnerships HCS is responsive to diverse community needs, developing innovative learning communities that reflect local values based on strong parent-professional collaborative partnerships. Professional Learning Communities, Continuous Improvement HCS is a school with developed Professional Learning Communities — of students, parents, teachers, and staff, working together — that are a driving force behind continual academic improvement and achievement for students of all backgrounds and individual learning abilities.


Status of School Horizon Charter School has met or exceeded its Academic Performance Index growth targets until 2011 when HCS split into two charter schools. due to the required 95 percent participation rate andLanguage Arts proficiency targets. HCS is not in Pnot participate in Title I. Additional student achievement data is included in the Student Performance section of this report. Enrollment Data The total enrollment on September 11, 2011 was 1,299 students. This represents a decrease from fall 2009 due to the split into two charter schools: Horizon Charter School and Partnerships for Student-Centered Learning.

HCS Enrollment Data

Grade K 1 2 3

2008 114 123 150 159 160

2009 108 124 113 142 150

2010 28 49 54 52

2011 63 58 75 73 The following charts depict the makeup of parent reporting of family income, students that comes from socioindependent/home study environment, this data implies the necessity of supplying critical learning tools and resources that may be more readily found in higher income homes.

38%

12%

50%

Grade Level


Horizon Charter School has met or exceeded its Academic Performance Index growth targets split into two charter schools. HCS did not meet the AYP goals in 2011

due to the required 95 percent participation rate and the increased math and iciency targets. HCS is not in Program Improvement Status as

not participate in Title I. Additional student achievement data is included in the Student Performance section of this report.

total enrollment on September 11, 2011 was 1,299 students. This represents a decrease from fall 2009 due to the split into two charter schools: Horizon Charter School and

Centered Learning.

HCS Enrollment Data

4 5 6 7 8 9 10

160 176 205 266 226 247 336

150 162 193 241 278 239 309

57 65 79 83 96 107 116

80 73 76 84 77 82 134

The following charts depict the makeup of the HCS student body. Since parent reporting of family income, HCS has become aware of the large percentage of

from socio-economically disadvantaged homes. In an independent/home study environment, this data implies the necessity of supplying critical learning tools and resources that may be more readily found in higher income homes.

K-6

7-8

9-12

10%

61%

29%

Subgroups

Special Ed

Socio

Disadvantaged

None

Horizon Charter School has met or exceeded its Academic Performance Index growth targets did not meet the AYP goals in 2011

ed math and English-rogram Improvement Status as HCS does

not participate in Title I. Additional student achievement data is included in the Student

total enrollment on September 11, 2011 was 1,299 students. This represents a decrease from fall 2009 due to the split into two charter schools: Horizon Charter School and

10 11 12 Total

336 432 494 3,088

309 370 461 2,890

116 189 268 1,243

134 154 270 1,299

student body. Since HCS has required become aware of the large percentage of

economically disadvantaged homes. In an independent/home study environment, this data implies the necessity of supplying critical learning tools and resources that may be more readily found in higher income homes.

Special Ed

Socio-economically

Disadvantaged

None


HCS serves a highly mobile student population and is in declining enrollment. rate varies from 30-40% each year, including graduates. Without including the mobility rate hovers between 25growth in students who stay fewer than three years at HCS is increasing emphasis on retaining students who might otherwise dropout, transfer to another school, or graduate early. Data also indicates that there data needs to be examined more closely, as this is selffor enrollment.

14%

67%

18%

1%

Mobility 2009-10


HCS serves a highly mobile student population and is in declining enrollment. 40% each year, including graduates. Without including

the mobility rate hovers between 25-27% annually. The challenge of ensugrowth in students who stay fewer than three years at HCS is substantial

emphasis on retaining students who might otherwise dropout, transfer to another

is not a significant number of English learners in HCS. This data needs to be examined more closely, as this is self-reported by parents upon application

New

Stay

Exit

Dropout

2%1%

97%

Languages of English Learners

Spanish

Other

English

HCS serves a highly mobile student population and is in declining enrollment. HCS’s mobility 40% each year, including graduates. Without including HCS graduates,

ensuring academic substantial. HCS is placing an

emphasis on retaining students who might otherwise dropout, transfer to another

not a significant number of English learners in HCS. This reported by parents upon application

Spanish

Other

English


The data above indicates there is a significant number of adultcontinuously enrolled in a high school, but have not been academically successful. Thestudents may be credit deficient, truant, unmotivated, and/or unable to pass the California High School Exit Examination. This data indicates a need for a specialized independent study approach to enable these students to be successful. HCS’s Excel program was created especially for these high risk stud

Suspension/Expulsions Due to the personalized nature of the HCS educational program, suspensions/expulsions are seldom required. Many students expelled from surrounding districts apply for enrollment in HCS. Each expelled student’s application formeeting with an Administrative PanelAdministrator, one other Educationalparent/guardians. This panel makes a recommendation to approve or deny admission to the Governing Board, which in turn


indicates there is a significant number of adult-aged students

continuously enrolled in a high school, but have not been academically successful. Thebe credit deficient, truant, unmotivated, in need of Special Education serv

and/or unable to pass the California High School Exit Examination. This data indicates a need for a specialized independent study approach to enable these students to be successful.

Excel program was created especially for these high risk students.

Due to the personalized nature of the HCS educational program, suspensions/expulsions are seldom required. Many students expelled from surrounding districts apply for enrollment in HCS. Each expelled student’s application for enrollment in HCS is reviewed in a facemeeting with an Administrative Panel consisting of the Admissions Coordinator, one Regional

ucational Services administrator, the student, and his/her makes a recommendation to approve or deny admission to the

, which in turn makes the final decision.

44%

48%

8%

HCS Ages of Students 2010-11

4-12 years

13-17 years

18-20 years

aged students that have been continuously enrolled in a high school, but have not been academically successful. These

Special Education services, and/or unable to pass the California High School Exit Examination. This data indicates a need for a specialized independent study approach to enable these students to be successful.

ents.

Due to the personalized nature of the HCS educational program, suspensions/expulsions are seldom required. Many students expelled from surrounding districts apply for enrollment in

enrollment in HCS is reviewed in a face-to-face Coordinator, one Regional

, the student, and his/her makes a recommendation to approve or deny admission to the


Staff Data HCS currently employs 116 certificated teachers, including seven Special Education teachers, two psychologists, one speech pathologist, and one and a half high school guidance counselors. Certificated supervisory personnel include six Regional Administrators and five coordinators. Thirty-five classified employees along with one classified director and two classified coordinators support all staff. Upper level management includes the Chief Executive Officer (CEO), Chief Business Officer (CBO), and the Chief Academic Officer (CAO). Budget reductions have resulted in staff reductions for the past two years. The Horizon Certificated Employees Association (HCEA) represents certificated employees and classified staff are members of the California School Employees Association (CSEA). Student Performance Data Academic Performance Index (API) HCS has met the API Growth Target 2008-10. There was an API decrease in 2011 of 3 points. As displayed in the charts below, HCS has improved our overall API score 23 points in the last four years. Complete Academic Progress Reporting data from 2006-07 to 2010-11 is included in the in the evidence box.

Growth of HCS API

Year 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Growth 668 695 707 719 733 730

Base 661 679 697 706 719 733

Subgroup Not meeting target

Hispanic Disabled Hispanic Socio-economically Disadvantaged

Disabled


Adequate Yearly Progress The federal monitoring system measures what is called “Adequate Yearly Progress” toward national goals set in the No Child Left Behind Act. The federal goals set increasing annual targets for students’ proficiency in mathematics and English-Language Arts with the goal of all students assessed as proficient by 2014. Additional criteria used in the Adequate Yearly Progress (AYP) report include test participation rate, the API, and the graduation rate. HCS did not make the AYP targets for 2010-11. HCS met 2 of 14 AYP Criteria. Test participation was 88-89% — below the required 95% participation rate. English proficiency was 59.3%, not meeting the 66.7% target. Math proficiency was 40.7% — also below the 66.1% target. The API goal was met. The variable graduation rate criteria were met with 83.6% graduation rate of the class of 2009-10. These results are similar to those of most schools in Placer County. California Standards Test (CSTs) There has been inconsistent growth in the percentage of students who demonstrate proficiency on the California Standards Tests over the past three years. There has been modest improvement in math and ELA most likely due to the schoolwide emphasis in those subjects. The chart below shows the percent of students who scored Proficient and Advanced in the major subject areas.

2009 2010 2011

ELA (Gr 2-11) 50 52 54.6

Math (Gr 2-7 & EOC)

32 32 33.4

Science (Gr 5, 8 & 10)

40 49 43.4

History/Soc Sc) (Gr 8, 11 & EOC)

28 38 28.6

EOC - Science 29 31 29.6


California High School Exit Exam (CAHSEE) The following chart shows the percentage of 10mathematics and English-Language Arts subtests of the CAHSEE from 2007As with the CST results, there has been inconsistent performanceimprovement can be seen in the number of studentsCAHSEE.

Performance of 10

SAT Results For HCS high school graduates in the year 2011, the following data is available:

Total Test Takers Critical Reading Mean Mathematics Mean Writing Mean Writing Subscores Multiple Choice Mean Essay Mean ACT Results For HCS high school graduates in the year 2011, the following data is available:

Total Test Takers Average English Score Average Mathematics Score Average Reading Score Average Science Score Average Composite Score

0

20

40

60

80

100

2007-08

69

81


alifornia High School Exit Exam (CAHSEE)

The following chart shows the percentage of 10th grade students who have passed the Language Arts subtests of the CAHSEE from 2007

As with the CST results, there has been inconsistent performance, although a modest seen in the number of students that have passed the math portion of the

Performance of 10th Graders on CAHSEE

For HCS high school graduates in the year 2011, the following data is available:

HCS State Total31 222,658 1,617,123

546 499 513 515 518 499 52.5 49.8

7.3 7.5


HCS State 17 99,002

24.8 21.6 23.4 22.7

24.4 22.0 22.6 21.4 23.9 22.1

2008-09 2009-10 2010-11

7377

72

83 8084

grade students who have passed the Language Arts subtests of the CAHSEE from 2007-08 to 2010-11.

although a modest that have passed the math portion of the


Total 1,617,123

497 514 489 49.1

7.3


Math

ELA


Completion Rates Using the federal definition of graduation rate under the No Child Left Behind Act, HCS made the 2011 target graduation rate. The 2011 graduation rate (Class of 2009-10) was 83.6%. This is an increase over the Class of 2008-09 graduation rate (77.95%). Part of the schoolwide effort to increase student retention involves accurate reporting of how and why students leave HCS. Currently, supervising teachers report this information directly to HCS’s Student Records Department. HCS teachers may not always be able to determine where a student enrolled after they are unable to contact them so “dropout” status may be indicated. A new system is being developed to include the Regional Administrators’ notification and contact of any students who may be considering leaving HCS. Process and Perception Data Annual web-based surveys are administered every spring to all parents, students, and staff. These surveys are developed by the University of Southern California’s (USC) Rossier School of Education and customized for HCS’s usage. The data results are used by USC in national studies of charter schools performance. HCS’s Leadership Team and Governing Board examine the results of these surveys — including all comments — and use this information to refine procedures and programs. The following categories of information are collected:

• Student surveys: My teachers, My academic program/education, My school • Parent surveys: School environment, academic program, school support services,

school culture, teachers, administration • Staff surveys: School culture, working conditions, academic program

The Overall Grade given by parents, elementary students and secondary students to HCS was an “A.” Staff rated HCS overall as a “B.” Complete copies of the May 2011 results of these comprehensive surveys are included in the Appendices. Following is a brief summary of the major findings from each group surveyed. Student Satisfaction Elementary students like their teachers and think they are supportive, encouraging, and respectful. They feel safe at school. They do not understand the role of the Governing Board and the majority responded that the school does not ask for their ideas regarding ways to improve it. Secondary students also feel the same about their teachers and the safety of the school. They believe their teachers have high expectations of them, treat them fairly, and have an educational plan in place. Most responded that they are in a college preparatory program; however, the majority did not know about offerings of Advanced Placement and Honors classes. Thirty percent responded that essays are not regularly required and that graded work


is not returned in a timely manner. The majority of students noted that there exists a lack of educational activities to choose from such as sports, drama, band, or clubs. The majority also responded that they did not understand the role of the Governing Board and that the school does not ask them or the Student Council for ideas for improvement. Parent Satisfaction Parents responded that the school has high standards, a positive culture, good academic information about their children, and a positive and safe learning environment. Parents said their teachers are responsive, communicate well and are effective. Eighty-seven percent believe that the academic program is effective, but the majority does not know whether the program is updated based on student achievement data. The majority of parents responded that they believed Benchmark Assessments are an important part of student success and that student success is celebrated regularly. Forty-six percent responded that there were insufficient extracurricular activities offered. The majority also responded that they did not know of a parent support organization and that their input was not sought regarding how to improve the school. The majority said that there was insufficient training and support on how to be an effective parent educator and, if parent workshops were provided, they would participate. Forty-five percent do not feel that they are part of the school community. Regarding school administration, parents do not believe that information about the school’s performance compared to other schools is provided. They do not believe that administration has raised public awareness about the school, nor that it has generated financial support. The majority does not know the role of the Governing Board, and half know the school’s mission and motto. Staff Satisfaction Staff members believe that they have good working relationships, are motivated to do a good job, and feel valued and safe. The majority would recommend HCS as a good place to work. They understand the role of the Governing Board and embrace the school’s mission. The majority is also satisfied with how the administration manages the school. A slight majority (53%) who responded agreed that a team-oriented culture is fostered and half believes that school administrators foster an atmosphere of trust, respect, and collegiality among staff. On the other hand, the majority of staff reported overall morale is low. They do not feel that the administration does a good job of communicating organizational policies, nor does it promote participation in decision-making affecting policies and practices. They also do believe that the administration has raised community awareness about the school. Half responded they are satisfied with the amount and quality of professional development received and a majority believes the process of professional growth includes opportunities to practice, reflect, and dialogue about what is learned. The majority also responded that teachers are recognized for supporting student academic achievement and growth. Staff commented they would like more authentic, two-way communication.


School Safety, Cleanliness, and Facilities HCS is committed to a safe and orderly environment for all students and staff. The Safety Committee established the Safety Officer position and Crisis Response Plan based on training and support provided by the Placer County Office of Education (PCOE). All facilities are maintained in a safe, clean, and organized manner. All students and parents are provided clear behavioral expectations in the Horizon Charter Schools’ Student and Parent Handbook, which is updated and distributed annually.


Chapter 2: Student/Community Profile Analysis of Profile Data In January 2006, the Educational Services Leadinitiated a Data-Driven Decision Making Process (WestEd, 2002) to analyze school data and to set academic goals. The process follows the steps depicted below.

Having recently undergone a WASC Selfthis researched-based methodology for school improvement. The WASC findings and plaformed the basis of the Data-D HCS’s data inventory was updated and continues to be updated at least inventory includes:

• Student Demographics• Staff and Teacher Demographics• Student Achievement • Educational Programs and Student Services• Parent-Community Involvement• Perceptions


Chapter 2: Student/Community Profile – Overall Summary from Analysis of Profile Data

In January 2006, the Educational Services Leadership Team of Horizon Criven Decision Making Process (WestEd, 2002) to analyze school data and

set academic goals. The process follows the steps depicted below.

Having recently undergone a WASC Self-Study, the school was clearly ready to embark on based methodology for school improvement. The WASC findings and pla

Driven Decision Making (DDDM) process.

’s data inventory was updated and continues to be updated at least biannually. The

Student Demographics Staff and Teacher Demographics

Educational Programs and Student Services Community Involvement

Overall Summary from

ership Team of Horizon Charter School riven Decision Making Process (WestEd, 2002) to analyze school data and

was clearly ready to embark on

based methodology for school improvement. The WASC findings and plan

biannually. The


Implications of the Data Several areas of the data have been difficult to track, but have significant implications for student achievement:

• Student enrollment: beginning, middle, end of year (this can vary up to 800 students annually)

• Economic status (this had been an optional parent reporting category) • English proficiency (this was reported but not tracked) • Mobility Status: stable, students who stay, exit, return, or are homeless (our rate is

30%) • Teacher Certification (independent study requirements for teacher assignment

changed with NCLB)

Over the past five years, these data weakness areas have been addressed through required enrollment and annual parent reporting, monthly enrollment and exit tracking, and a complete revamping of the teacher assignment process. The subgroup of socioeconomically disadvantaged students shows significantly lower academic progress than other subgroups from the disaggregated data from 2011. Another challenge that surfaced during this process was that a low percentage of our students participated in the statewide STAR system, from a low of 71.1% of 11th graders and 79.5% of 2nd graders in 2005. Not only did HCS not make the Adequate Yearly Progress criterion, HCS did not have sufficient data on all of HCS students. A significant school-wide effort has resulted in 93-94% of our students now participating. Using the DDDM, HCS completed the following:

• Reviewed and updated WASC Plan

• Analyzed student achievement data

• Hypothesized why achievement is as it is

• Examined research on critical factors

• Established focus areas

• Set Student Academic Achievement Goals

• Determined Program Objectives

• Developed Implementation Steps

• Identified individual(s) responsible

• Defined resources, timeline, budget

• Prioritized steps

• Allocated resources

• Planned to gain commitment


HCS chose the following key academic focus areas based on the data analysis: 1) Mathematics achievement 2) English-Language Arts achievement 3) Passing the California High School Exit Examination

These focus areas align with the Governing Board desired ENDS. Barriers toward accomplishing these were identified, ranked, and prioritized based on the effectiveness meta-analysis research of Wand, Haertel, and Walberg (Education Leadership, 1993). SMART (Specific, Measurable, Attainable, Realistic/Relevant, Time-oriented) Goals were set. Program Objectives were developed to describe the general activities HCS would undertake in each focus area to address the identified barriers and student needs. This process was undertaken with the entire school staff at our August 2006 and 2011 inservices. Classified, certificated, and administrative staff from different departments, offices, programs, and regions worked in small, collaborative groups to brainstorm the barriers to the three schoolwide goals and strategies to achieve them. These suggestions resulted in the Continuous Improvement Action Plans included in Chapter 5.


Critical Academic Needs Identified Although some of the barriers have been removed since August 2006, the following current goals, barriers, and program objectives are the result of the ongoing DDDM process: Goal 1: Mathematics By June 2012 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 46% to 52% as measured by the California Standards Test (CST). The percentage of HCS students scoring BB/FBB will decrease from 30% to 20%. 1.2 The percentage of HCS students proficient and above in Algebra 1 will increase from 16% to 25% as measured by the CST. The percentage of HCS students scoring BB/FBB will decrease from 55% to 45%. By June 2013 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 52% to 57% as measured by the California Standards Test (CST). The percentage of students scoring BB/FBB will decrease from 30% to 20%. 1.2 The percentage of students proficient and above in Algebra 1 will increase from 25% to 30% as measured by the CST. The percentage of students scoring BB/BB will decrease from 45% to 35%. By June 2014 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 57% to 62% as measured by the California Standards Test (CST). The percentage of students scoring BB/FBB will decrease from 20% to 10%. 1.2 The percentage of students proficient and above in algebra will increase from 30% to 35% as measured by the CST. The percentage of students scoring BB/FBB will decrease from 35% to 25%. Barrier(s): Students do not engage in a sufficient amount of standards-based learning in studying math, and independent study teachers have insufficient time and content knowledge to teach math and provide intervention. There is a lack of general education, intervention, and advanced math classes and curricula resources in all geographic areas. Program Objective: Implement recommended math instructional strategies, develop a schoolwide intervention program, and train teaching staff (including parent educators) to (1) understand Common Core and State content standards and (2) use multiple instructional and assessment methodologies.


Goal 2: English-Language Arts By June 2012 2.1 The percentage of HCS students proficient and above in ELA in grades 2-11 will increase from 55% to 60% as measured by the CST. The percentage of students scoring BB/FBB will decrease from 22% to 12%. By June 2013 2.1 The percentage of HCS students proficient and above in ELA in grades 2-11 will increase from 60% to 65% as measured by the CST. The percentage scoring BB/FBB will decrease from 12% to 2%. By June 2014 2.1 The percentage of HCS students proficient and above in ELA in grades 2-11 will increase from 65% to 70% as measured by the CST. The percentage scoring BB/FBB will decrease from 2% to 0%. Barrier(s): There exists a variety of curricula used to address state content standards. There exists a lack of consistent, frequent assessment of the learning of every student. Too little time is spent on writing instruction, practice, and evaluation. There is not sufficient communication on curricular options and classes available (boot camp calsses, online classes). There exists a lack of understanding of the benchmark assessments and how to use them with value. Program Objective: The majority of HCS students will implement usage of the recommended Reading-Language Arts curriculum (including writing) incorporating ongoing, curriculum-based assessment. Struggling students will be quickly identified and provided with strategic intervention.

Goal 3: California High School Exit Examination (CAHSEE): June 2012 3.1 Grade 10 - Math Subtest: from 72% to 77%; ELA Subtest: from 84% to 89% 3.2 Grade 11 from 80% to 90% overall 3.3 Grade 12 from 90% to 100% overall (including waiver exemptions) By June 2013 3.1 Gr. 10 Math from 77% to 82%; ELA: from 89% to 94% 3.2 Gr. 11 from 90% to 95% 3.3 Gr. 12 100% By June 2014, 3.1 Gr. 10 Math - from 82% to 87%; ELA: from 94% to 99% 3.2 Gr. 11 from 95% to 99% 3.3 Gr. 12 100% Barrier(s): There exists a lack of teachers who are able to utilize effective intervention strategies and tools for targeted remediation. There is a lack of face-to-face teacher interaction for targeted instruction school-wide with either the ST, Intervention specialist, and/or parent educator. Program Objective: HCS will implement a well-articulated CAHSEE support program of (1) mandated intervention and test attendance incorporated into identified students' learning plans and (2) tied with ongoing professional development for staff and parents.


Further Questions As HCS’s data collection, reporting, disaggregation, and analysis improve, so too has HCS’s ability to probe more deeply into the causes of lower than desired student achievement. The subgroups of English Learners, Socioeconomically disadvantaged, Hispanic/Latino, Black/African-American, and Special Education students demonstrate lower proficiency rates. The Response to Instruction and Intervention (RtI2) process begun February 2011 has required all supervising teachers to analyze three years’ worth of multiple assessment data, instructional methodology used, current curriculum, and other relevant factors in an effort to determine the need for Tier 1 or Tier 2 interventions and support. As Intervention Specialists conduct diagnostic assessments on Tier 2 students, those whose English learner status interferes with their ability to learn academic content will need to be provided additional English Language Development support. In response to their subgroup’s 2010 CST performance, the Special Education Department determined which students with Individualized Education Plans (IEPs) should take the California Modified Assessments (CMAs) in 2011 rather than the California Standards Tests (CSTs). It was determined that too many CSTs were modified for students with disabilities, thus making the results invalid. Continued analysis of CMA achievement is needed.


Chapter 3: Progress Report

Action Plan #1: Improve Student Achievement Based upon individual student needs and abilities, HCS Administration, staff, and parents will develop long-range plans to align curriculum, instruction, and assessments in order to ensure mastery of California Academic Content Standards and high school graduation requirements. The Educational Services Leadership Team, consisting of all administrators in the Educational Services Division, used a Data-Driven Decision Making (DDDM) process (WestEd, 1999) to develop Schoolwide Academic Achievement Goals in Mathematics, English-language arts and passing the California High School Exit Examination. The results of the WASC Self-Study and the Schoolwide Improvement Action Plans detail barriers identified to achieving these goals, program objectives, implementation steps, and specific strategies. The Student Academic Achievement Goals for 2010-2011 are listed below. HCS’s results toward achieving these goals are also indicated. Modest progress was made in mathematics and ELA proficiency. However, performance on the Algebra 1 CST and the Math Subtest of the CAHSEE declined. 2010-11 Academic Achievement Goals Goal 1: MATHEMATICS 1.1 Gr. 2 - 7 (CSTs)

Proficient/Advanced from 42% - 47% RESULTS: 46% (+4%) BB/FBB from 31% - 21% RESULTS: 30% (-1%)

1.2 Algebra 1 (CSTs) Proficient/Advanced from 23% - 28% RESULTS: 16% (-7%) BB/FBB from 51% - 41% RESULTS: 55% (+4%)

Goal 2: ENGLISH-LANGUAGE ARTS 2.1 Gr. 2-11 (CSTs)

Proficient/Advanced from 52% to 57% RESULTS: 55% (+3%) BB/FBB from 22% - 12% RESULTS: 22% (0%)

Goal 3: CALIFORNIA HIGH SCHOOL EXIT EXAMINATION (CAHSEE) 3.1 By June 2011, the percentage of students in grade 10 who pass the CAHSEE will

increase as follows: Math Subtest: from 77% to 85% Results: 72% passed math Subtest (-5%) ELA Subtest: from 80% to 85% Results: 84% passed ELA Subtest (+4%)


Progress on WASC Identified Tasks The following is a summary of the progress made on the tasks identified in the 2005 WASC Self-Study Report of Horizon Charter School. The reported progress includes the activities conducted in the academies and cooperative programs that are now a part of Partnerships for Student-Centered Learning (PaSCL).

1. Review standards pamphlets and revise as necessary HCS’s Student Information System (SIS) program, School Pathways, includes all relevant California Content Standards and pacing guides. Students and parents receive the standards as part of the Work Assignments from the Supervising Teachers. HCS website and Curriculum Resource Center online catalog provide additional access to California Standards.

2. Continue to align approved curriculum, Learning Records, ESLRS, Report Cards, etc. to grade level standards that extend beyond skills development to higher order thinking skills. Curriculum Institutes were held in the summers of 2007, 2008, 2009, 2010, and 2011 to select recommended standards-based curriculum and develop benchmark assessments. Teacher resource guides aligned to the recommended curriculum are available. Pacing guides have been developed. Benchmark assessments in math, English-Language Arts (ELA), and writing were selected, paced, and are refined annually. Supervising Teachers utilize the California Content Standards listed in ReportWriter to assign and evaluate student work. College preparatory (a-g) classes are offered at HCS at area classes. APEX Learning, an online system that is taught by both HCS highly qualified teachers and APEX teachers, provides additional access to a-g classes. Virtual Learning Instructors provide common curriculum and assessments for high school students. New graduation requirements are in place beginning with the class of 2011. (See Appendix). These increased requirements include a 10-unit Personalized Learning Project (PLP). Training has been provided to promote Higher Order Thinking Skills (H.O.T.S.). In 2006, teachers attended a Roger Taylor workshop, and LMCC provided a workshop for advanced learning. H.O.T.S. skills are a part of our Educational Technology Plan.


3. Develop curriculum “bundles” aligned to grade level standards Curriculum ordering processes have changed significantly since the initial development of the Schoolwide Action Plan. The “Stores” purchasing process was eliminated due to audit recommendations. The Curriculum Resource Center (CRC) offers full standards-based curricula. In addition, the teacher-selected and State Board-adopted (SBE-adopted) recommended curricula is an option for all high school students. The Online Purchasing System (OPS) includes standards-aligned catalogs. The recommended High School Plan outlines specific courses for each grade level. A Course Catalog is under development.

4. Expand a-g program resources and student participation The recommended High School Plan and increased graduation requirements encourage students to enroll in college preparatory classes. The Personalized Learning Project (PLP) freshman course provides students additional information regarding college entrance requirements. Comprehensive a-g classes are offered through:

• Roseville Independent Study Enrichment (RISE) • Auburn Area Classes • Roseville/Rocklin Area Classes • Lincoln Area Classes • APEX Learning

Enrollment in online APEX classes has increased. Biology and chemistry site-based labs are provided for high school and virtual students. Many high school students take courses at local community colleges. Virtual Learning Instructors oversee high school classes, thereby expanding the number of highly qualified teachers at the secondary level.

5. Expand targeted intervention program offerings and resources for all grade levels Benchmark assessments in mathematics are used, together with three years of multiple measures, to identify students in need of intervention. Teachers and parents received training in several intervention programs, including, but not limited to:

• Math Coach • Systematic Instruction in Phoneme Awareness, Phonics, and Sight word

(SIPPS) • Read Naturally • Prentice Hall Intervention


HCS has a comprehensive Response to Instruction and Intervention (RtI2) system in place. Intervention Specialists implement classroom-based, targeted support for students needing intensive intervention. Multiple measures are used to assess student needs. These students are scheduled for intensive, accelerated academic support to close the achievement gaps within six months to a year. The Accelerated Reader program is offered in several resource centers. Problem Solving Teams (PSTs) support students with recommended educational interventions and instructional strategies. Teachers in each of the six regions analyze student achievement data in order to identify students who are not making adequate progress in mastering academic standards. To provide additional resources and support to struggling students, teachers in each region work collaboratively as members of a Professional Learning Community (PLC). Tutors support the intervention work of the specialists and assist Parent Educators in areas assessed as persistent achievement gaps. The Excel Program targets high-risk students grades 9-12. This program uses strategic interventions, direct instruction, mentoring, and weekly meetings to support the students in completing high school.

6. Improve student assignment process The current admission process lessens the time from application to enrollment. The enrollment application is now online and can be electronically submitted. Siblings of current students are “fast-tracked” through the process. Telephone screening interviews provide for more responsive enrollment and assignment to STs. Students are assigned by Regional Administrators (RAs). Several options have proven to be effective in meeting the “Highly Qualified Teacher” (HQT) requirements of the No Child Left Behind (NCLB) Act. These include teacher assignment based on K-8 or high school qualifications, the co-op model, Virtual Learning Instructors, online and virtual offerings, and enrollment in community college classes. New teacher hiring has been focused on single-subject teachers.

7. Develop CRC multimedia plan The CRC Plan components have been developed and services vastly expanded. Online resources have been enhanced as part of an effort to provide expanded access to CRC materials. The online catalog has been updated and expanded to allow for online requests for materials. This enhancement allows for more timely shipping of requested materials.


The CRC also provided students and families opportunities for world/community outreach via participation in the African Library Project during the 2009-10 school year. The donation of 2,105 books by our students and shipped to Cana Primary School and St. Anne’s High School in Swaziland, Africa was part of this effort. In August 2010, the CRC moved from Roseville to Lincoln to accommodate more room for classes in the Roseville facility.

8. Develop and implement written long-range staff development plan that includes certificated, classified, and parent components that communicate the requirements, expectations, best practices, and provides necessary support. The Educational Leadership Team utilizes the Data-Driven Decision Making process to determine areas of academic need. Once indentified, these areas form the basis of planning staff development and are outlined in the Continuous Improvement Action Plans. Over the past two years the focus has been on the development of Professional Learning Communities. Staff has participated in training presented by Rick and Rebecca DuFour. This training has been used to develop collaborative, professional dialogue/staff development in each of the six regions. New teachers are supported in the Beginning Teacher Support and Assessment (BTSA) program. Several general education and special education staff have participated in Response to Instruction and Intervention (RtI2) training. Several opportunities have been provided for parents to attend specific workshops focusing on literacy and math skills provided by the former Staff Development Director. Classified staff has been working through Soft Skills training and also participating with certificated staff in in-house web training. The Technology Plan addresses specific staff development needs and resources at all levels. The Curriculum and Instruction Coordinator provides ongoing training to Regional Administrators and Supervising Teachers, focusing on standards-based instruction and implementation of SBE-adopted curriculum.

9. Involve the Information Technology (IT) Department in future development of strategies that can expand and use current IT capacity to support communication, staff development, and curriculum delivery by way of distance and online learning. The Strategic Plan for IT addressed the potential for the HCS IT Department to improve communication, support staff development, and facilitate curriculum delivery. The Educational Technology Plan outlined the potential for improved educational support/resources. The structure of the IT Department changed and hardware was updated. As a result, all Supervising Teachers have laptops and air cards. Computer


labs and work stations have been expanded and upgraded. Laptops have also been purchased for student use. The HCS website has been completely redone. Regional websites and an RtI2 portal are in the early implementation phase. The HCS enrollment application is now available in an electronic version. Online core and supplemental classes are offered including:

• APEX • ALEKS • EPGY • Accelerated Reader/Math • Revolution Prep • Rosetta Stone

All IT resources are supported by two highly qualified, skilled technicians and vendors who provide outsourced services.


Action Plan #2: Improve Customer Service Develop and implement an exemplary Customer Service Culture at HCS

1. Develop a strategy to improve HCS Customer Service Culture Customer Service Coordinators were identified and charged with the development of strategies and processes to improve customer service. The staff members meet on a regular basis to discuss strategies and ongoing needs. They have provided customer service training to both certificated and classified staff members. In order for all of Horizon’s stakeholders to be represented on the Customer Service Team, it is made up of two Customer Service Coordinators: the Director of Human Resources under the CBO and the Administration Support Supervisor under the CEO. The new HCS website, Facebook page, Google region/site webpages, and the Intervention webpage are also focused on improving customer service and enhancing communication. Trainings have been provided to parents in the PLP workshop, SIPPS, Special Education, and proctoring end-of-course exams. All classified staff participates in Soft Skills training provided by the Director of Human Resources. There is also a strong emphasis placed on the value of a “live voice” versus voicemail. Other customer service activities/trainings include:

• Exit Survey (both families and staff) • STAR Awards Ceremonies • Parent Recognition for Longevity with HCS • Responding to email within 24 hours • Site Principals and teachers strive for “best practices” by holding PLCs in their

staff meetings regularly. These PLCs focus on student achievement needs, interpreting data to determine needs, parent and student needs, and using a regular time at each staff meeting to address RtI2.

2. Establish HCS Customer Service Guidelines Overall Customer Service Guidelines have been developed by each department.

3. Establish and implement Customer Service training for all administration, certificated, and classified staff. Training is ongoing and has included workshops on Fabled Service, the Collaborative Workplace, Soft Skills, phone etiquette, and crisis response.


4. Review, define, and implement the Instructional Fund (IF) purchase policy The Purchasing Committee developed new written procedures that were implemented in 2007-2008. The Funding Model Committee developed new IF policies which were implemented in 2009-2010. The purchase order process is now under direct supervision of certificated staff with the OPS ordering system.

5. Establish and support a process for building capacity in all STs to support best practices The position of Regional Administrator was implemented in 2007-2008. These six administrators report to the CAO and supervise, monitor, and evaluate approximately 30 plus Supervising Teachers in each of their respective regions. In 2008 the Regional Administrators, along with the CAO and the Director of Curriculum, Compliance, and Staff Development began the development of Professional Learning Communities (PLCs) in each region. The monthly ST meetings focus primarily on student academic achievement and less on processes and procedures. In addition, teachers in each region meet in grade level groups to better collaborate on student academic needs. Teachers are provided laptops and air cards in order to facilitate the successful completion of job requirements.

6. Initiate administrative field observations, reviews, and evaluations of all STs that are conducted annually to ensure consistent practices and accountability to high professional standards. The Regional Administrators conduct field observations of STs at least on a bi-annual basis. The newly developed teacher evaluation instrument is based upon the California Standards for the Teaching Profession (CSTPs). Program teachers and Special Education staff are evaluated annually by their supervisors. All supervisory staff has received training in the CSTPs and the observation and evaluation instruments.


Action Plan #3: Improve Communication Improve communication among administration, staff, students, parents, and community in order to better serve the needs of our students and families.

1. Revisit mission, vision, and motto to ensure representation of all HCS stakeholders As part of the Governing Board’s move to Policy Governance, the traditional mission and vision statements no longer apply. Both are now part of the Board adopted ENDS which serve as the overarching direction of the organization. The Board continually reviews and revises the ENDS as part of Policy Governance. The most recent revision was completed in September 2010. The school motto remains unchanged.

2. Develop a common understanding of roles and responsibilities for students, parents, staff, and administration The HCS Independent Study Policy was revised and updated in 2006. The policy clearly defines the roles of students, parents, and STs in the educational process. The HCS Student and Parent Handbook, as well as handbooks for specific programs, have been finalized and are distributed annually and posted on the HCS website. Updated job descriptions, evaluation procedures, employee handbooks, and bargaining unit agreements are all posted on the HCS website. Required parent letters are mailed out and also posted on the school website.

3. Develop and implement a long-range public relations plan Since the original Self-Study in 2005, the school name changed from Horizon Instructional Systems (HIS) to Horizon Charter School (HCS). Budget constraints have precluded the hiring of a professional public relations expert but several steps have been taken in-house including:

• New HCS website • Automatic email notifications for News and Events • Facebook page • HCS T-Shirts, pens, tote bags, etc. • Press Releases to local news agencies • Theater/Movie/Radio/Television public relations campaigns


4. Develop and implement a communication plan which includes additional avenues to provide better communication to parents, students, and community The HCS public website and parent and staff sections were developed to improve and increase communication to staff, students, parents, and the greater community. The automatic alert emails provide daily notification to staff and parents regarding newly posted news and events at HCS. In addition, Governing Board minutes, Administration meeting notes, Budget Advisory Committee notes, and other committee news are available on the website. The CEO writes and mails letters directly to parents regarding budget, curriculum ordering, and other important updates. A Curriculum Fair was held in January 2010, but the annual HCS Open House was canceled the past two years due to budget reductions. Individual programs now hold back-to-school nights, open house events, and other informational events.

5. Improve interdepartmental communication processes and procedures Administration Team meetings are held monthly to discuss current activities and identify potential issues. Notes from these meetings are posted on the website for all staff. Procedural manuals regarding attendance accounting and purchasing guidelines were developed and disseminated. Technology improvements have enhanced communication. Minutes from Administration Team, Budget Advisory Committee, Benefits Committee, and Governing Board meetings are routinely posted on the HCS website. In addition, shared calendars and shared documents are available to office staff. Beginning in 2009-2010 school year, Student Records staff attend all regional ST meetings to collect attendance documents and other required paperwork. Their attendance at these meetings augments the collaborative partnership between certificated and classified staff regarding compliance requirements.

6. Develop a mechanism that provides a forum for regular collaboration among STs with respect to best practices and to alleviate isolation The Educational Services Leadership Team has been actively engaged in the development and implementation of Professional Learning Communities in each of the six regions. Regional Administrators and several staff have attended professional development sessions focused on developing and nurturing Professional Learning Communities. Monthly ST meetings facilitate the sharing of ideas and best practices. Grade level and subject area committees are in place in each region.


Chapter 4: Self-Study Findings

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

Rhonda Chance, Chair: Director of Human Resources LuAnn Boone: Chief Executive Officer Cliff Bautista: Chief Business Officer Pat Winget: Chief Academic Officer Yvonne Allen: Fiscal Analyst Brenda Clark: Administration Support Supervisor Mike Basile: Director of Facilities Support Services Lorena Rainbow: CSEA Sandy Frame: Governing Board Jessica Klemp: HCEA

Summary The Governing Board has adopted ENDS that clearly state the vision and purpose of Horizon Charter School (HCS) and layout clear expectations for students and staff. “Horizon Charter Schools exist to ensure students achieve academic excellence that meets or exceeds State Standards. Horizon Charter Schools will support parent choice, exercise fiscal prudence, and provide a safe environment.” The Governing Board follows the Carver Model of Policy Governance that delineates clear lines of responsibility and authority. The Board Policy Manual includes Timelines for Monitoring ENDS and Executive Limitations. The CEO, CBO, and CAO prepare Internal Monitoring reports throughout the year per the Board adopted timelines. Each of the ENDS and Executive Limitations are reviewed at least once annually. HCS has Employee Handbooks for all employee groups. Policies and procedures may be found in the various handbooks as well as on the school website. Job descriptions and salary schedules are also available for all staff. Adequate time for staff development has been challenging due to the reduction in school funding. However, staff development is a regular part of department and program staff meetings. Staff and parents indicated that additional training would be beneficial. Student achievement data drives school decision-making. The Board regularly reviews reports on current student data from the CAO. The CAO works collaboratively with the Ed Leadership Team to review and analyze student assessments to create and implement the Continuous Improvement Action Plan.


Although HCS has an active website with current news and event announcements, HCS needs to improve communication. The large, six-county area covered by our school presents challenges to consistent, effective communication. Parents, students, and staff have indicated a need for improved two-way communication. HCS is divided into six regions, each with a Regional Administrator (RA). The teachers in each region and program have been working in a Data-Driven Professional Learning Community. Teacher evaluations support improving student learning and are based on the California Standards for the Teacher Profession (CSTPs). The Governing Board and the school leadership take seriously their responsibility in planning for a sound fiscal future. HCS has annual external audits and has strong internal cash controls. The Budget Advisory Committee (BAC) is the most well attended public meeting of the school. All stakeholders are represented and provided the opportunity to participate in the budget development process.


A1. Organization Vision and Purpose Criterion To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards?

Findings Supporting Evidence

The mission, vision, and purpose for Horizon Charter School (HCS) are clearly stated in the Governing Board’s adopted ENDS. The Governing Board analyzed student achievement data, current research, demographics, federal and state requirements in developing the ENDS. Utilizing Data Driven Decision Making (DDDM), the Educational Leadership Division continues to review and revise goals based on current and relevant student data. The Governing Board follows the Policy Governance model developed by Dr. John Carver. Policy Governance separates issues of organizational purpose (ENDS) from all other organization issues (Means) placing primary importance on those ENDS. The Board has a regular schedule for review and analysis of Internal Monitoring reports for the monitoring of the ENDS and Executive Limitations. The Governing Board reviews and revises the ENDS based on student needs, global, national, local needs, and community conditions. The adopted ENDS drive all curricular and instructional goals and activities including staff development and program development.

• Governing Board

ENDS • Board Meeting

Minutes • Ed Leadership

Meeting Minutes

Areas of Strength

• The Governing Board ENDS are clear and specific • The vision and purpose are continually reviewed • The Internal Monitoring Reports are research-based, presented in public forums, and

specify progress toward achievement of academic goals

Areas of Growth Needed

• Ensure all processes and resources support the vision • Build conviction in all stakeholders that EVERY student can succeed


A2. Governance Criterion To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan?


HCS has an extremely well-functioning governance structure following the Carver Model of Policy Governance. One of the major roles of the Governing Board is to fully empower the CEO in all administrative functions and procedures. The Board Policy Manual establishes and sets clear lines of authority and responsibility. The vision (Board ENDS) is the expected schoolwide learning results (ESLRs) and academic standards are the focus of all HCS efforts. Five of the seven Board Members are parents and ensure parent involvement in the governance process. Complaint and conflict resolution policies and procedures are clearly defined in Student/Parent and Employee handbooks as well as in Board Policy.

As an independent charter school, the single school action plan and the LEA plan are one in the same. The Board Policy Manual includes Timelines for Monitoring ENDS and Executive Limitations. This timeline requires all matters under the purview of the Board be reviewed annually at a minimum. The Internal Monitoring Reports prepared and presented by the CAO monitor progress toward the ENDS related to student achievement. Internal Monitoring Reports prepared and presented by the CBO monitor policies and compliance related to finance. Internal Monitoring Reports prepared and presented by the CEO focus on adherence to the adopted policies outlining roles and responsibilities of the Board and administrative staff.

The Governing Board does not automatically approve the reports submitted by administration and often requests additional follow-up information. The Board focus is on making adequate progress toward achievement of the adopted ENDS. The Board completes a self-evaluation at each monthly meeting in order to monitor their adherence to adopted policies. Although staff understands the role of the Board, the majority of parents and students indicated they do not.

• Board Policy Manual o ENDS o Executive

Limitations o Governance

Process o Board Member Code

of Conduct o Timelines for

Monitoring ENDS/Executive Limitations

o Board Checklist for Monitoring ENDS

• Governing Board Meeting Schedule

• Board Meeting Notes • Internal Monitoring

Reports • Uniform Complaint

Procedures • Employee Handbook • Student/Parent

Handbooks • Surveys


Areas of Strength

• Internal Monitoring Reports are based on current and relevant data. • The Governing Board does not simply “rubber stamp” their approval on Internal

Monitoring Reports. • The Board Meeting Monitoring Form helps ensure the Board stays focused on its roles

and responsibilities in an appropriate manner.

Area of Growth Needed

• Although the Board has clear policies and procedures, there still seems to be a lack of understanding of the Board’s roles and responsibilities by some of the school community.


A3. Leadership and Staff Criterion To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

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


HCS’s schoolwide achievement plan is developed and updated annually using a Data-Driven Decision Making (DDDM) process. The schoolwide plan is based on a comprehensive analysis of various demographic, performance, and stakeholder satisfaction data focusing on the Governing Board ENDS and achievement of identified state Standards. Input is thoroughly analyzed from the yearly stakeholders’ surveys of HCS parents, elementary and secondary students, and all staff. The Educational Services Leadership Team (every Principal, Regional Administrator, Area Coordinator, and department head as well as the CEO and CAO) develops the schoolwide plan in collaboration with key administrative staff. The Governing Board reviews the plan for alignment with the Board ENDS as well as monthly reports on progress toward the accomplishment of the goals and ENDS.

Every region and program also develops annual academic achievement plans that support accomplishment of the schoolwide goals. All teachers and staff in each region collaboratively develop their own specific achievement plan. Parents are encouraged to contribute through their advisory bodies. Students are marginally involved through the Student Council. Regional committees meet monthly to implement, monitor, and refine strategies identified on their action plans. Benchmark assessment data is examined monthly and direct instruction and instructional oversight is adjusted accordingly. The accomplishment of regional/program goals is celebrated each fall as is the academic growth and performance of our students. HCS’s Educational Foundation awards several scholarships to high achieving seniors during our graduation ceremonies. The schoolwide academic achievement plan and the regional plans specify the following:

• Individual(s) responsible • Resources (people, time, materials) • Means to assess improvement • Timelines • Reporting

• Benchmarks • Program Academic

Achievement Plans • Board Timelines • Staffing Guidelines • Decrease in student

funding • Student presentations

to the Board • Surveys


As much as possible, staffing and fiscal allocations support the implementation steps and strategies delineated in the schoolwide plan. The public, broad-based Budget Advisory Committee collaboratively gathers and analyzes strategies to develop a balanced budget that supports the accomplishment of the academic achievement goals and the Board ENDS. However, current and past budget deficits have presented major challenges to adequately focus and allocate resources toward accomplishment of the ENDS and academic goals. Areas of Strength

• Annual review and update of the Schoolwide Academic Achievement Plan • Teacher meetings focus on student achievement and development of Regional Action

Plans • The Response to Instruction and Intervention program was initiated in February 2011


• There is still a greater need for parent and student involvement • Need for more core academic classes • Creative ways to address the budget deficit


A4. Leadership and Staff Employment Policies and Procedures To what extent, based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?


Policies and procedures continue to be developed and refined as needed. The main purpose of HCS’ website is to disseminate information in an easily accessible and organized manner that is convenient for HCS’s internal and external customers. Employee handbooks and agreements are given to new employees and reissued when a revision has been approved. Current handbooks and agreements are available on the HCS website.

A highly qualified teacher as defined by the No Child Left Behind (NCLB) Act and California certificated requirements teaches every student. In addition, every independent study student is assigned a Supervising Teacher (ST) who acts as a case manager. The student is assigned to the ST based on their status as elementary or secondary and credential. Appropriately credentialed single subject teachers teach all high school courses. Appropriately credentialed specialists and paraprofessionals provide all Special Education services.

HCS has clear Administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

HCS has existing structures for internal communication, planning, and resolving differences. Every region and department meets at least monthly face-to-face. Academies and programs meet weekly or bi-monthly. There are also regular monthly meetings of the Administration Team, Educational Services Leadership Team, and the Regional Administrators. The Cabinet (CEO, CBO, CAO, Director of Human Resources, and the Special Education Coordinator) meets bi-monthly. HCS also has clearly written policies and procedures for grievances and complaints (Uniform Complaint Procedure). These policies and procedures are published in the Employee Handbook, CSEA Handbook, and the HCEA Handbook. The Uniform Complaint Procedure is also published in the annual Student and Parent Handbook.

• Hiring processes and procedures

• Job descriptions • Employee

handbooks and agreements

• Employee evaluations

• Meeting agendas


Although HCS has an active website with daily announcements and stakeholder e-mail list serves, HCS is challenged to improve our communication. The large area covered by HCS, six counties, presents great challenges to consistent, effective internal communication. Additionally, the limited number of regional ST meetings is a barrier to internal communication and collaborative decision-making. Web-based meetings and resources are beginning to be utilized. Areas of Strength

• The creation of Data-Driven Professional Learning Communities • Program staff meetings are a place for teacher collaboration


• Communication outside of programs is still challenging • Need to continually review job descriptions to reflect the changing needs for skills

required


A5. Leadership and Staff Professional Development To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs?


The reduced funding for K-12 education has resulted in fewer staff development days. However, staff development is imbedded in the monthly ST meetings in the PLC model, which has created the opportunity to have more targeted training. Reduction in school funding has impacted opportunities for staff development. However, HCS continues to provide support for staff. New teachers receive training and support through the Beginning Teacher Support and Assessment (BTSA) program. New Special Education staff is provided training by their department and the Placer County Special Education Local Plan Area (SELPA). New administrators are supported directly by the CAO. A challenge identified is the need to provide ongoing support and capacity training to support staff as the school restructures to improve students’ academic achievement. The majority of staff is evaluated at least yearly. Classroom teachers are evaluated using a five-level rubric based on the California Standards for the Teaching Profession (CSTPs). Supervising Teachers (STs) are evaluated on an adaptation of this tool that they collaborated in developing. Administrators are evaluated using a rubric based on the Education Leadership Policy Standard: ISLLC 2008. All educational leaders have been trained to develop and maintain Professional Learning Communities (PLCs). The PLCs exist for every region, program, academy, and in the Educational Services Leadership Team. A PLC focuses on:

• Learning, rather than teaching • Working collaboratively • Holding yourself accountable for results

PLCs collaborate to address the Four Critical Questions of Learning:

1. What do we expect students to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

• PLC training • PCOE training • Staff meetings • Employee

evaluations • Job descriptions • Program action

plans


Every teacher meeting addresses these questions, analyzing student benchmark exam data, standardized test data, writing samples, and progress monitoring results of students receiving intervention services. Each regional/program PLC also addresses these questions through their continuous improvement action plan and committee activities. Ongoing professional development is embedded in the monthly ST meetings and weekly/bi-monthly program and academy staff meetings. The Curriculum and Instruction Coordinator has provided recent training in use of the ancillary material in the recommended curriculum, benchmark exam protocol analysis, and developing Individualized Learning Plans. Again, the limited number of regional teacher meetings, a single day of all-staff inservice, and the isolation and independence of the ST provide difficult challenges in the provision of high quality, comprehensive professional development and support. Although analysis of student achievement and growth and teacher formal observations provide identified area of needed professional development, limited fiscal and staff resources as well as limited meeting time hamper the delivery of a comprehensive professional development program. Within the programs and academies, time is more accessible for sharing, mentoring, and visitations. Areas of Strength

• Enhancing Education Through Technology (EETT) Grant for Montessori • The teacher evaluations based on CSTPs • Regional Administrator positions • The Curriculum and Instruction Coordinator position • Filling 1.5 FTEs High School Guidance Counselor positions with qualified personnel


• Support staff need more targeted staff development • More days/time for staff development • Supervisory training


A6. Resources Criterion To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results? Findings Supporting Evidence

There are strong links between data analysis and the achievement of academic standards and the expected schoolwide learning results by all students. The allocation of resources grows out of systematic focus on learning and continuing the assessment of results. Assessment data determines the qualifications, requirements, and placement of staff, as well as all decisions regarding professional development.

HCS compiles data on its assessment of standards and learning results, as well as other established indicators, and analyzes the data in relation to the school’s vision.

The CBO has the responsibility to project how much revenue will be received and then determine how much funds will be available. The CAO has the responsibility to build the educational programs within the allotted budget while supporting the ESLRs/ENDS.

The purpose of the Budget Advisory Committee (BAC) is to create a forum to share ideas and suggestions from all stakeholder groups. While maintaining a focus on the ENDS, participants are informed of current budget information and asked to recommend solutions to address the current budget situation.

HCS has processes and practices in place for developing an annual budget, conducting an annual audit, and at all times conducts quality business and accounting practices, including protections against mishandling of funds.

HCS has several resource centers throughout the six counties served. All of the buildings are well maintained, functional, attractive, clean, free of graffiti, and support the safety of all who enter.

There is an adequate supply of current textbooks, other resource materials, and technology. The Curriculum Resource Center (CRC) is well supplied with up-to-date materials, including SBE-adopted instructional programs in the four core content areas, and technology to support student learning.

• Continuous Improvement Action Plan

• Governing Board Policy Manual

• Written policies and procedures

• Audit from Gilbert and Associates

• Student/Parent Handbook

• Year budget projection • BAC Agendas/Notes


Areas of Strength

• Sound fiscal practices/procedures • Internal and external audits • Written employee policy and procedures • Long term plan and budget projections

Area of Growth Needed

• Support staff need more targeted staff development • More days/time for development • Supervisory training


A7. Resources – Budgeting Process To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future


HCS’s Governing Board and the Cabinet have worked diligently in the execution of their duty for responsible planning for the future of the school. The Governing Board receives regularly scheduled reports from all members of the Cabinet throughout the year as they monitor the Board ENDS.

According to Board Policy 2.3: Financial Condition and Activities: The CEO shall not cause or allow the development of financial jeopardy or material deviation of actual expenditures from Board priorities established in the ENDS policy.

According to Board Policy 2.4: Financial Planning and Budgeting: The CEO shall not cause or allow financial planning for any fiscal year or the remaining part of any fiscal year to deviate materially from the Boards’ ENDS priorities.

The staff, materials, physical, and financial resources are utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the ENDS.

The staff of HCS follows ethical accounting practices including budgeting/monitoring, internal controls, audits, and all required reporting.

HCS develops and monitors its annual budgeting process to ensure transparency through the BAC and the Governing Board reports.

• Board ENDS • Ed Services Goals • Department Goals • Multi-year

projections • Budgets and interim

reports • Board Policy

Timelines • Negotiated and

approved salary schedules

• Board Meeting Agendas and Minutes

• State Reporting

Areas of Strength

• Sound fiscal policies and procedures • Adherence to ethical accounting practices


• Financial planning that supports accomplishment of the ENDS while facing draconian budget reductions

• Improve understanding of budget process • Need for a strategic long-term marketing plan


A8. Resources – Financial Practices To what extent has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards?


Horizon Charter School has developed policies and procedures that are used in controlling and managing the financial operations that meet state laws, generally accepted practices, and ethical standards. HCS implements suggestions from our auditor. HCS has an annual independent financial audit that employs generally accepted accounting principles, including a listing of audit exceptions and deficiencies, which HCS has resolved to the satisfaction of the charter-granting agency. HCS has written policies on the scope and responsibilities related to an independent financial audit. HCS sends the audit reports to the authorizing agency and other government entities as required by law. All employees are expected to follow the fiscal policies and procedures. HCS has processes and protections in place for who is authorized to sign contracts, write checks, release funds, for the monitoring of payroll information, review of bank reconciliations and deposits/withdraws of all school financial accounts, as well as policies and procedures for the use of credit cards and other lines of credit. The Governing Board must approve any purchases of over $50,000 including contracting for services, equipment, and materials.

• Governing Board

Policy Manual • Internal Cash Policy • Travel &

Conference Policy • Cash Disbursement

Policy • Batch Process • Payroll Process • Personnel/Payroll

Process

Areas of Strength

• Well written Governing Board Policy Manual • Written Personnel/Payroll process • Written Internal Cash Policy • Board approves all purchases over $50,000


• Make policies and procedures easily accessible to all staff


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

Overall Areas of Strength

• A well-functioning Governing Board that understands their role and responsibilities

• Scheduled internal monitoring reports

• Collaboration building by developing the Professional Learning Communities

• Well-written policies and practices

• Strong financial reserve

Overall Areas of Growth Needed

• Improve communication

• Increase professional development


Category B: Standards-based Student Learning: Curriculum Category B Focus Group Membership:

Craig Heimbichner: Chair, CEO (formerly Coordinator of Curriculum and Instruction) Cheryl Kealy: Regional Administrator Diana Bull: CSEA Representative Mayer Wisotsky: HCEA Representative Linda Frank: Special Education Representative Cindy Moore: Governing Board

Summary A rigorous curricula that provides opportunities to apply knowledge across disciplines, to construct new knowledge, and to apply knowledge and skills in meaningful, real-world settings is available to all students at Horizon Charter School. Students develop a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals. HCS students are able to meet the requirements of graduation upon completion of the high school program. B1. Curriculum Criterion To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.


At Horizon Charter School, all students have access to a rigorous academic curriculum aligned with district, state, and national standards, and state frameworks. All students have access to, and many use daily, a recommended curriculum approved by the State Board of Education (SBE) in English-Language Arts (ELA), mathematics, science, and social science. Other curricula are aligned to California Content Standards and student mastery is assessed through schoolwide Benchmark Assessments. All courses are consistent with the academic standards and the expected schoolwide learning results/ENDS. A particular strength of Horizon is that all students have access to a variety of curricular choices that will enable them to meet the graduation requirements. Increasing numbers of students enroll in academic courses that prepare them for college eligibility, particularly as Horizon has developed more hybrid options, combinations of classroom instruction and independent study, which are in high demand. All students have the option of

• Recommended

curricula • Pacing guides • Teacher resource

guides • Online options • ROP courses

available • a-g courses • Personalized

Learning Plan (PLP) binder

• RtI2 Data Binder • Core Knowledge • Graduation

requirements • UC approved course

submissions


enrolling in these courses and participating in school to career and technical opportunities, including Regional Occupation Program (ROP) career preparation and Personal Learning Projects (PLPs) which encompass career exploration, based on availability. Horizon employs current educational research in order to maintain a viable, meaningful instructional program for all students, including the latest Response to Intervention and Instruction (RtI2) research, research supporting a data-driven curricular culture, and research supporting effective intervention and acceleration models. Horizon has defined academic standards for each subject of the four core academic content areas, employing the California Standards and assessing student mastery using curriculum-based assessments and standards-based benchmark assessments in ELA and mathematics. Supervising teachers ensure congruence between the actual concepts and skills taught, academic standards, and the expected schoolwide learning results/ENDS. In addition, Horizon employs a team for curriculum review and evaluation. Graduation requirements, credits, grading policies, and homework policy are reviewed to determine the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. The Horizon curriculum and guidance team (the Chief Academic Officer, Coordinator of Curriculum and Instruction, and two guidance counselors) also assesses the curriculum and its rigor, relevancy, and coherency after examination of policies regarding course completion, credits, grading policies, and homework. Horizon also articulates with the sponsoring school district and local colleges and universities.

• Project Based

Learning examples • Schedule of

Intervention (Tier 2) support classes


Areas of Strength

• All students have access to a rigorous, SBE-adopted academic curriculum in the four core subject areas (the recommended curriculum)

• Support for non-classroom based instruction includes a teacher resource guide which details pacing, California Standards, and online support. Supervising Teachers provide content coaching and monitor pacing

• Students have access to a variety of curricular choices, including hybrid classroom and independent models of instructional delivery that combine high-interest with rigorous expectations

• Project-based learning is often employed to apply knowledge across disciplines to real-world, meaningful settings


• Ensuring consistent alignment and pacing of alternative curriculum to enable student mastery of State Content Standards where such curriculum is employed

• Increasing support for parent educators in non-classroom based instruction to ensure consistent rigor and standards mastery for students receiving such instruction


B2. Curriculum Criterion Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?


At Horizon Charter School, all students (K-12) have educational plans that are viewed as flexible blueprints that allow them to meet or exceed academic standards and result in the achievement of the expected schoolwide learning results/ENDS. Starting with Master Agreements, secondary students additionally have PLPs that support their postsecondary goals, as well as suggest a wide range of options for achieving those goals. Based on multiple measures of data, students who are not performing at grade level standards also receive Individualized Learning Plans (ILPs) that are regularly reviewed to plan and monitor additional instructional support. Students receiving Special Education services have an Individualized Educational Program (IEP) and Section 504 Plans are created for eligible students. The variety of programs offered at Horizon Charter School gives students many flexible options and combinations to pursue their goals in an extremely specialized manner. Master Agreements are used to plan and monitor student progress. These semester-long contracts are developed through collaborative approaches involving the student, the Supervising Teacher, and the parents. The planning process provides students with multiple opportunities to make decisions about how to acquire appropriate skills and experiences to support accomplishment of their goals. Secondary students consult with their parents and with the school to choose both their academic core courses and their electives based on their post-secondary plans, performance levels, and interests. Secondary students’ learning styles, interests, and post-secondary goals are reflected in their PLPs, which guide the selection of their courses and their supporting co-curricular activities and experiences. Students’ PLPs and programs are regularly revisited by the Supervising Teacher and changes are made reflecting a student’s current interests, goals, and needs in consultation with the Guidance Counselor. Post-high school transitions are supported by the Supervising Teacher and the Guidance Counselors.

• ILP sample • 4-Year Educational

Plan • Sec. 504 Plan • Specialized Health

Needs Plan • PLP binder • PLP Bridges website

link • Sample PLP • Master Agreement • Handbook (pages

regarding Master Agreement)

• Data binder and Individualized Learning Plan

• IEPs


Areas of Strength

• Learning Plans that are flexible and allow students to exceed standards • Master Agreements regularly reviewed by the Supervising Teacher • PLPs are developed through a collaborative approach • Learning styles of students are incorporated in the plans • Monthly meetings with students for academic reporting allow evaluation with options to

change goals according to learning styles and needs • Counselors review PLPs and oversee PLP process • Individualized Learning Plans are used to plan targeted intervention and additional

instructional support • IEPs and Sec. 504 plans are developed and reviewed for eligible students


• Increase rigor of the PLP exit presentation for graduation


B3. Curriculum Criterion To what extent are students able to meet all the requirements of graduation upon completion of the high school program?


Upon completion of Horizon Charter School’s high school program, most students meet the graduation requirements. The staff at Horizon monitors progress of students through the Supervising Teacher and Guidance Counselors in particular toward meeting these requirements, ensuring student and parent understanding of these expectations. Support is provided to ensure students are meeting all requirements successfully. The counseling staff was increased in 2010-2011 to further support parent and student needs. Upon graduation from Horizon, students are prepared to choose from a variety of options that include college and/or post-secondary career-technical preparation or employment. Horizon maintains linkages with post-secondary institutions aimed at students performing at the high end of the academic spectrum, as well as community colleges. Horizon has many UC-approved courses, tracks NCAA requirements, and coordinates with college admissions offices of the California State University system. Horizon collaborates with post-secondary institutions and their entrance requirements and standards to encourage students of varying backgrounds to gain academic success in order to pursue higher education and professional career opportunities. These goals are undertaken with student interests, aptitudes, and objectives in mind, as outlined in the Master Agreement and Personalized Learning Project. Horizon is exploring more systematic follow-up reporting from colleges and programs to track student success, including coordination through the California Longitudinal Pupil Achievement Data System (CalPADS).

• High school

plans/Master Agreements

• Personalized Learning Project

• Benchmark Assessments

• Handbook information • CST and CAHSEE

data • Samples of project-

based learning • Roster of students

enrolled in ROP


Areas of Strength

• Counseling staff increased in 2010-2011 • Students and parents understand graduation requirements • School implements academic support programs to ensure students are meeting all

requirements, including the CAHSEE requirements • CAHSEE intervention and support is provided for students who have not passed the

exam • Upon completion of the high school program at Horizon, students have met all the

requirements of graduation • Students have many opportunities to access real world applications and project-based

learning through a wide variety of educational connections to their interests • Upon entering high school, students, parents, and the Supervising Teacher review,

monitor, and complete a high school plan • Students have access to information presented on vocational education opportunities

such as ROP and community colleges, work experience, and other opportunities • Multiple measures are used to monitor mastery of standards and progress toward

graduation, including curriculum-embedded assessments, benchmark assessments, end-of-course assessments, CAHSEE and CST results

• Graduation requirements and student transcripts are regularly reviewed by the counselors


• Ensure greater consistency of rigor in all high school courses and regular review of alignment to mastery of key standards as assessed by benchmarks

• Develop follow-up system of graduates and student leavers • Address student retention through refinement of truancy and exiting reporting

procedures


Category B: Standards-based Student Learning: Curriculum: Overall Areas of Strength and Growth Needed Overall Areas of Strength

• Response to Instruction and Intervention implemented • Governing Board has clear, specific ENDS


• Improve communication • Increase Professional Development opportunities and participation • Increase parent and student involvement at all levels


Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category C Focus Group Membership: Cheryl Kealy, Chair Eric Sweiven: Ed Tech Specialist Heidi Ainscow: HCEA Representative Melinda Moyn: CSEA Representative Laura Kelly: ST Darlene Schwartz: Special Education Representative Carmen Del Prado: Parent Representative/Governing Board


HCS focuses on students meeting or exceeding academic standards and achieving the expected schoolwide learning results/ENDS. Academic standards, expected schoolwide learning results, and state curriculum frameworks are utilized to determine curricular content and instructional strategies. Instructional strategies are used that engage the active involvement of the learner. Technology is available to help students improve their skills, apply knowledge, and work on projects. Courses are evaluated on an ongoing basis to ensure the instructional program is challenging, satisfying, and rigorous. All instruction is personalized and much of it is individualized. For secondary students, Virtual Learning Instructors or highly qualified teachers oversee each core academic course, following a posted syllabus, with specifically prescribed assignments and performance standards. Due to the nature of home/independent study, the rigor of instruction may vary. Students with special needs receive specialized instruction and support from specially trained resource teachers, speech and language specialists, and/or occupational therapists. Students identified at “high risk” of school failure are enrolled in the Excel program. This specialized program assigns a trained mentor to each student who guides and motivates them to successfully complete their personalized learning plan. Curricula have been identified for these students including the Covey training for teenagers and credit recovery.

• VLI portal • Course syllabi • Course Catalog • Sample Work

Assignments and Work Summaries

• Excel program description

• ILP sample


Students identified by their parents and/or teachers as struggling (based on the RtI2 criteria) are referred to regional Problem Solving Teams that examine multiple measures to determine the level of instructional support needed. These students (identified as Tier 1 or 2) have Individualized Learning Plans (ILPs) developed that are progress monitored at least bimonthly. Areas of Strength

• Instructional strategies used to engage active student involvement • Focus on helping all students meet or exceed California Standards • Instruction based on individual student’s needs and abilities

• Assessment data regularly analyzed to monitor student achievement


• Additional support for English learners • Increase number of AP classes • Increase support and guidance of independent/home study math and reading

instruction • Increase collaboration between special and general education staff to improve

provision of appropriate accommodations • Provide training in differentiated instruction


C2. Instruction Criterion To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? Findings Supporting Evidence

Teachers often function as coaches and facilitators of learning as well as content area experts for students and parents. The focus is to help all students meet or exceed academic standards and achieve the expected schoolwide learning results. Teachers examine student work and provide feedback to help the students revise and improve their work. Students are encouraged and given the opportunities to apply knowledge in classes and in situations outside of school. Opportunities are abundant for students to engage in community and project based learning activities. Several group field trips are sponsored regionally each year and parent cooperatives often organize community-based experiences. The Community Service Independent Study Course provides detailed guidance regarding this 5 unit secondary course. Many secondary students are enrolled in work experience and/or community college courses. Due to the virtual nature of Horizon Charter School, staff and students readily use technology. Several area classes are offered in advanced technology. Students have many web-based courses and resources to choose from. Our Curriculum Resource Center is web-based and links to many useful web resources.

• Virtual Learning

course list • PLP • Field trip list • Sample course

syllabi • Regional activities,

such as Renaissance Fair, Science Fairs, Spelling Bee, Geography Bee

• Community Service course

• Area Class schedules

Areas of Strength

• Tiered Intervention support for struggling students • Availability of technology and web-based course offering • Monthly teacher collaboration in PLCs to evaluate student achievement


• Ensure access to challenging web-based courses • Develop ways to enable students to participate virtually in classes offered at resource

centers • Provide teacher training in use of web-based tools and resources


Category C.: Standards-based Student Learning: Instruction: Overall Areas of Strength and Growth Needed

Overall Areas of Strength

• Instruction based on individual students’ needs and abilities • Tiered intervention support for struggling learners • Assessment data regularly analyzed to monitor student progress


• Increase support for English Learners/Socio-Economically Disadvantaged students • Develop ways to enable students to participate virtually in classes offered at resource

centers • Provided differentiated instruction • Increase number of AP classes


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

Category D Focus Group Membership: Jeremy Ogzewalla, Chair: RA Lori Rodrigues: Assessment Coordinator Laura Blackburn: Special Education Travis Stull: HCEA Representative, ST Kelli Gnile: CSEA Representative Virginia Mason: HCEA Representative, ST

Summary

HCS uses a variety of assessment tools including regular benchmark assessments, curriculum-embedded assessments, STAR test data, CAHSEE, CELDT data, and end-of-course assessments. The use of Data Director allows educational leaders and teachers to disaggregate CSTs and benchmark data. Every student has an ST who meets with each student individually and adjusts the content delivery model of instruction based on the data received. The results of all assessments are provided to the ST and the parent. The Board receives regularly scheduled reports on all assessment data. Some homeschool parents do not value common assessments and benchmarks. This presents a challenge for the STs which STs have been working to resolve, giving an instructional focus to assessment results. The analysis of the assessment data by the PLCs throughout the regions has increased awareness and improved delivery of instruction.


D1. & D2. Assessment and Accountability Criterion To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? Findings Supporting Evidence

The Board has established the Expected Student Learning Outcomes/ENDS. HCS has communicated and set goals based on the outcomes. The CST results are one of the school’s primary marks of achievement and improvement. Regional independent study teachers and programs have developed their own specific goals that align and support the ENDS. Action plans for the goals have been developed in each region to ensure the goals are being monitored and accomplished. Horizon Charter School uses a variety of assessments and data used to assess students is collected through a variety of strategies. Examples include online exams, quizzes, lab results, and presentations. Students receiving Special Education services are also assessed annually and triennially to determine current academic levels, progress toward individual goals, and continued eligibility for services. CAHSEE and CST results are collected and distributed as per state guidelines. Benchmarks are administered, collected, and uploaded to Data Director each month. The CAO analyzes and disaggregates CST and benchmark data for the school and regions and presents it to the Board. The same information is presented to the education leaders and teachers at the beginning of each school year. Teachers are also able to access all state reporting and benchmark results via School Pathways and Data Director. Students and parents are provided results regarding benchmark and curriculum-based assessments on a weekly, biweekly, or monthly schedule. CELDT tests monitor language acquisition of our EL population. Special Education teachers provide ongoing assessments for

• Board ENDS • Actions Plans for

district, region, and program

• Data Director results (CST, CAHSEE, Benchmark exams, CELDT)

• Parent reports from CDE, Data Director

• Progress Reports • Report Cards • LP Work Summaries • Snap Grades • Benchmark exams

reporting protocol • Grading scale from

handbook • IEPs • ILP forms • Lesson plans • Parent Surveys • Performances • Physical Fitness Test • PLC groups

agenda/minutes • Portfolios • Posters • PowerPoint

presentations • Problem Solving

Teams notes and outcomes

• Projects • Rankings


improvement and assist with the appropriate test modifications for state testing and modify instruction based on the needs of the student. Regions are currently divided into subject committees (primarily ELA and Math) for the purposes of reviewing data to support student learning. One of the functions relating to assessment is that they review student progress using teacher generated Individualized Learning Plans (ILPs). The ILP is one way student data is recorded and reviewed. The purpose of the ILP form is to provide committees the ability to quickly review a group of pre-identified students based on a comprehensive look at data regarding their academic achievement. HCS also provides the Physical Fitness Test as part of state mandated testing. Teachers use a variety of strategies to formally and informally assess student learning and mastery of academic standards and ESLRs. They include kinesthetic, visual, and auditory evaluations. Examples include essays, portfolios, individual projects, performances, and paper and pencil assessments. Student grades are determined by the teacher. Teachers differentiate assessments to meet the needs of all students based upon the ILPs and/or their IEP. Student achievement is demonstrated through numerous methodologies which include grades, projects, essays and other written work, performances, portfolios, IEP goal completion, quizzes (verbal and written), tests, and oral presentations. Teachers use curriculum embedded assessments to gauge student learning from their texts and to help calculate final grades. Teachers modify their assessments to meet the needs of the EL students and based on IEPs. Students have regular opportunities to receive feedback through individual counseling with the teachers, counselors, report cards, and progress reports. Students also provide feedback to teachers through informal end of course communication and when exiting the school as graduates or transferring to another educational institution.

comparisons with other schools

• Regional and Program STAR and CAHSEE Goals

• Report Cards • Report Writer • Rubrics • School Exit Surveys • VLI midterms and

finals • Snap grades • Standards CST

scores and released questions

• Storybooks • Student projects • Syllabus grading

scales • Teacher surveys • Tests, essays,

quizzes, midterms, finals, and results

• VAPA projects


All students, both elementary and high school, have the opportunity to provide feedback in the annual online USC School Satisfaction Survey. Analysis of assessment data drives instruction as teachers modify lessons based on student need. Teachers examine tests, projects, presentations, and assignments to monitor mastery of curriculum content and standards. Benchmarks are evaluated at the PLC region level with discussion focused on the validity of the test and the variety of student home-based learning situations. Teachers at Horizon Charter School effectively monitor student growth through multiple modifications of the teaching/learning process.


D3. and D4.: Assessment and Accountability Criterion D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school's program, its regular evaluation and improvement and usage of resources?


The teaching staff analyzes and monitors student achievement on standardized tests using Data Director. Grades and attendance are monitored online through Report Writer. Assessment data is analyzed by the educational leaders and teachers of each program and region in PLC meetings to determine student achievement in relation to academic standards and Board ENDS. This analysis provides opportunities for teachers to adjust and improve the content and delivery model of instruction. School leadership examines school-wide, program, and regional data and reports the findings to the staff, stakeholders, and Board. These findings drive the school’s program. The CAO provides regularly scheduled Internal Monitoring Reports regarding achievement of the ENDS to the Governing Board. CST and CAHSEE scores, progress reports, and report cards are distributed to parents and students on a regular basis. Several modifications have been made as a result of assessment scores. The funding model has been changed to allow for more timely access at any point in the school year to acquire standards-based curriculum and services that meet student needs for all subjects, including special interests and intervention. Each region has identified additional academic support that can be accessed online or at home. The Virtual Learning Instructors (VLI) program is another way students access common and rigorous course requirements. Students are provided levels of educational service that include more frequent meetings with the teacher, tutoring, specific intervention curriculum, and intervention classes.

• Assessment

Surveys • Data Director • Benchmark exams • Informal student

observations • CST, CAHSEE,

CELDT results • Grades and

progress reports • PLC meeting

agendas • Report cards • Funding options 1-5 • Response to

Instruction and Intervention

• Recognition awards and activities

• “Hybrid” curriculum • AESS • Online services

(Aleks, EPGY, Rev. Prep, Brain Pop)

• VLI • IEP


Even though there is a professionally acceptable process by which CST scores and common assessments are provided, some teachers and parents do not value or use the common assessments to drive instruction. The teachers predominantly use curriculum-based and informal means of assessments that require little or no time to personally administer. They informally track student progress over the course of the school year. They mostly take “snap shots” of learning/achievement at each LP and make adjustments as needed at that time.


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

• Board and administration have clearly defined ENDS • Low performing students are identified and provided additional support • Benchmarks developed collaboratively and aligned to recommended curriculum


• Improve usage of student performance results to drive instructional decisions • Improve communication of Board ENDS to all stakeholders, especially parents • Increase understanding by teachers and parents on how benchmarks can positively

impact instruction


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

Category E Focus Group Membership: Cindy Garcia, Chair: Regional Administrator

Dennis Craft: Enrollment Coordinator Gary Pogue: Counselor Carole Daily: Parent Education Specialist

Andrea Rynberk: Parent/Governing Board Stacy Wursten: Special Education Paula Milbury: ST, HCEA Marianne Smith: CSEA Eric Johnson: ST, HCEA Eric Sweiven: Teacher Kathleen Taggett: CSEA Rachel Hodgson: Student Julie Haycock: Certificated Admin

E1.: School Culture and Student Support Criterion To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?


HCS is developing a system for involving parents and community members in problem solving and active decision-making by dividing the school into regions. Regional meetings with staff and parents allow school officials to meet with diverse members of the community. The Regional Administrator (RA) and assigned Supervising Teachers (STs) meet with parents to discuss particular problems/issues. HCS regularly informs parents and the community about upcoming programs, policies, procedures, and deadlines via email and the HCS website. School staff understands the families and communities they serve and utilize community resources by holding teacher/student meetings in the community, entering community contests, and reaching out to the community for donations for rewards for student achievement.

Information for Spanish-speaking parents are translated and distributed.

When appropriate, students are connected with community resources that support their physical, emotional, and social well being and academic achievement. Two community members serve on the Governing Board. HCS ensures parents and school community celebrate student achievement. Horizon holds regional recognition ceremonies, publishes achievement data, and recognizes students who demonstrate academic success.

• Parent Mentor

meeting agendas • HCS website • Area Classes

activity notices • STAR Awards • Honor Rolls • Parent training

agendas


Areas of Strength

• Unique direct connection with parents and our communities • Support for diverse and unique programs • Wide variety of vendors for elective opportunities • Community celebrations of student work (Open House, Science Fair, STAR

celebrations, etc.)


• Increase and improve parent communication, training, and support • Increase parent/community involvement in school • Increase support for parents who speak languages other than English • Revisit the goals of the parent mentor program • Review current field trip process • Provide additional professional meeting places for teachers and students • Increase community partnerships and fundraising efforts


E2. School Culture and Student Support Criterion To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Findings Supporting Evidence

The school environment is safe, secure, clean and orderly. Staff shares high expectations for students as they focus on measurable assessments and enhance student learning by promoting a climate of caring and nurturing. Teachers meet in safe locations one-on-one with students at least every twenty schooldays, and sometimes every week to ensure students are learning and making progress. Staff expertise is valued and regularly shared in informal ways at teacher meetings along with opportunities to extend knowledge. Opportunities to extend knowledge and share ideas are planned and occur in the regional teacher meetings. Teachers and administrator work together to identify and solve problems related to teaching and student learning through Professional Learning Community (PLC) groups and through the Response to Intervention and Instruction program. The staff is beginning to share a common sense of purpose on improving student learning by working in their regional PLC, creating Individualized Learning Plans (ILPs) for struggling students, and analyzing benchmark and CST data. There is a high degree of trust, respect, and professionalism within the school as staff and departments will “pitch in” when necessary in order to support student achievement.

• CRC rules,

procedures • Student & Parent

Handbooks • PLC agendas, staff

appreciation activities

Areas of Strength

• Clean professional facilities for testing • Safety trainings for staff • Response to Intervention and Instruction plan • Public recognition of student academic growth and achievement and parent longevity

with HCS • Professional Learning Communities (PLCs) in all regions


• Secure additional meeting spaces for teachers • Continue to work on guiding STs toward more collaboration and less teacher isolation • Improve access to information on website for parents and staff • Increase professional development opportunities for staff • Allow staff more time to collaborate on “pet” projects that will support their communities • Continue to improve communication and mutual trust between the classified staff and

teachers


E3. and E4.: School Culture and Student Support Criterion E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?


Many academic support opportunities are available at HCS. Students may attend an instructional “Boot Camp” before taking the CAHSEE. Students receive one-on-one teacher support and have access to online courses, Special Education Services, tutoring, career and academic counseling from teachers, the PLP curriculum, Guidance Counselors, and School Psychologists. Guidance Counselors focus on a student’s personal, career, and academic interests and goals. High risk students are served by the Excel program. Response to Intervention and Instruction (RTI2) and Sec. 504 plans are developed for eligible students. Support classes are provided to Tier 2 students across all HCS regions. Students may also be referred to outside agencies as needed for additional support. Teachers encourage students to enter ROP programs. Teachers know their students well enough as individuals to personalize assignments and instruction. Students also have access to technology through our laptop and desktop computer checkouts, online courses, Accelerated Reading and Math, DVD curriculum, and various recommended web sites. Horizon Charter School supports secondary students with Virtual Learning Instructors (VLIs) and AP online courses. HCS is supported by the administration in meeting the academic support needs of students by sponsoring curricular and co-curricular activities that are academically enriched, although these activities are somewhat limited. Parent and students surveyed responded they would like more co-curricular activities. Standards-based curriculum is easily accessible as teachers work to meet the academic challenge of raising school-wide learning results.

• CAHSEE

Intervention classes

• PLP • Excel description • Community

Resources Directory

• Virtual course offerings

• CRC catalog and report of materials checked out

• ILP • Intervention class

schedule • Sec. 504 Plans

and Policy Manual • Results of Parent

and Student Surveys


Areas of Strength

• HCS has a wide variety of student support services in place including Special Education, 504, RtI2, Virtual Learning Instructors, ROP, EPGY, APEX courses, online programs, Excel

• HCS provides an opportunity/alliance to support students who have had truancy and behavioral issues in other schools through our Administrative Panel and admission process


• Improve communication avenues enabling timely, two-way communication • Improve HCS website • Improve professional development increasing collaboration time and using in-house

staff expertise • Provide additional site-based classes • Provide additional EL support – teachers and curriculum • Expand Guidance Counseling • Offer grades 3-8 GATE support • Disseminate information school-wide of local community resources such as mental

health counseling and social services support • Increase co- curricular and extra-curricular activity offerings


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

• Response to Instruction and Intervention system • Support provided for diverse and unique programs • Clean and safe facilities


• Improved parent communication and community involvement • Increased professional development for staff • Provide professional meeting spaces for teachers • Expand secondary counseling • Offer GATE support grades 3-8


Prioritized Areas of Growth Needs from Categories A through E

HCS determined the need to continue to focus on the prior academic achievement goals

established in the original HCS Continuous Action Plans as well as in the area of

communication. HCS identified one additional school-wide areas of needed growth and

expanded the scope of communication growth needs.

Our prioritized areas of growth needs are the following:

1. Math:

Increase the proficiency of all students in Mathematics.

2. ELA:

Increase the proficiency of all students in English-Language Arts.

3. Special Interests and Needs:

Ensure access to appropriate course sequences for special populations that address

academic, personal, and career goals.

4. Communication, Staff development, and Involvement:

Improve and increase communication, staff development, and community involvement.

These focus areas have been consolidated from the 10.10.11 version of the Self-Study Report,

Chapter V.


Chapter 5: Schoolwide Action Plans

Horizon Charter School

CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 1 — MATH

Goal 1: Increase proficiency in Mathematics By June 2012, 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 46% to 52% as measured by the California Standards Test (CST). The percentage of HCS students scoring BB/FBB will decrease from 30% to 20%. 1.2 The percentage of HCS students proficient and above in Algebra 1 will increase from 16% to 25% as measured by the CST. The percentage of HCS students scoring BB/FBB will decrease from 55% to 45%. 1.3 The percentage of HCS students in Grade 10 who pass the CAHSEE Math Subtest will increase from 72% to 77%. By June 2013 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 52% to 57% as measured by the California Standards Test (CST). The percentage of students scoring BB/FBB will decrease from 30% to 20%. 1.2 The percentage of students proficient and above in Algebra 1 will increase from 25% to 30% as measured by the CST. The percentage of students scoring BB/BB will decrease from 45% to 35%. 1.3 The percentage of HCS students in Grade 10 who pass the CAHSEE Math Subtest will increase from 77% to 82%. By June 2014 1.1 The percentage of HCS students proficient and above in mathematics in grades 2 thru 7 will increase from 57% to 62% as measured by the California Standards Test (CST). The percentage of students scoring BB/FBB will decrease from 20% to 10%. 1.2 The percentage of students proficient and above in algebra will increase from 30% to 35% as measured by the CST. The percentage of students scoring BB/FBB will decrease from 35% to 25%. 1.3 The percentage of HCS students in Grade 10 who pass the CAHSEE Math Subtest will increase from 82% to 87%. Barrier(s): Students do not engage in a sufficient amount of standards-based learning in studying math. Independent study teachers have insufficient time and content knowledge to teach math and provide intervention. There is a lack of general education, intervention, and advanced math classes and curricula resources in all geographic areas. Program Objective: Implement recommended math instructional strategies, develop a schoolwide intervention program, and train teaching staff (including parent educators) to (1) understand Common Core and State content standards and (2) use multiple instructional and assessment methodologies.

Implementation Steps Individual

Responsible

Resources (People, Time, and Materials)

Means to Assess Improvement

Timeline Reporting

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

— 1.1 Disseminate strategies to deliver effective math instruction in the home/independent study environment using recommended and alternative curricula. C&I

Math Specialists, Intervention specialists, PLCs, STs

Presentations made at regional meetings. Web-based training offered. Improved BM

performance.

Started Fall 2007; continue through 2011-12

Training on recommended curriculum provided.


— 1.2 Identify and provide access to an effective math intervention program with strategies based on peer-reviewed research. RtI team

Math Dept/John, C&I, Area

Coordinators, Principals

Classes held. Specialists and tutors trained. Progress

monitoring indicates growth. Oct-11

Started Spring 2011.

— 1.3 Identify and provide access to effective web-based (HCS) Tier 1/Core+ and Tier 2/Intervention resources and programs. RtI Team

C&I, Intervention Specialists, RAs

Problem solving teams have list of web resources and programs and assign to students based on identified needs.

Progress monitoring indicates growth. Sep-11

Tier 1 resources identified.

Elluminate secured for possible Tier 2

intervention provided by

specialists. Web-based courses

identified

— 1.4 Develop specific strategies on what to do instructionally post-benchmark. RAs

Subject Specialists, C&I

Create template to report assessment

data and recommend appropriate instructional strategies Jan-12 Not started

2. Provide ongoing teacher and parent educator training on required Common Core and California Content Standards, research-based effective instructional strategies, recommended curriculum and resources, and assessment methodology. — 2.1 Provide regional and online training for STs in teaching strategies of the content standards to build consistency in math instructional strategies and necessary learning time with students. Utilize STs with math subject matter expertise to lead instruction and curriculum training.

John McClung

Math Specialists, Math Dept.

Web-based trainings offered. Voluntary

professional development activities held.

Pre/post-assessment. begin

Dec. 2011 Not started.

— 2.2 Develop and provide parent workshops on math instruction, curriculum, and assessment. RtI Team

Math Specialists, Math Dept, mentors

Required workshops held. Improved BM

performance. Sem 2 2012 Not started.

— 2.3 Provide training to STs, educators, and parents in the use of screening, diagnostic assessments and CBM embedded in standards-based curriculum, including assessing end-of-course standards mastery. C&I

John McClung/Math Dept, Math Specialists, Math Dept


performance. begin Fall 2011

Curriculum-embedded

assessments identified in

regional trainings.


— 2.4 Develop and provide training to STs and teachers in the implementation of a school-wide response to instruction and intervention system, including math intervention strategies. RtI team

Diane, Craig, Intervention specialists


performance.

Started Fall 2009; ongoing 2011-12

Started Fall 2010. Additional training

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

— 3.1 Refine and administer quick quarterly benchmark assessments using Action Learning Systems. Provide training to all STs and parents in understanding the results and applying to home/independent study. STs

Summer Institutes, RAs,

Craig

BMs administered, scored and tallied. Teachers trained to read data. PSTs use Data Director to

monitor progress of identified students.


Benchmark exams revised June 2011.

Training to be offered Oct 2011.

— 3.2 Ensure alignment of benchmark exams to pacing of key standards and update pacing guides. Cheryl

Subject Specialists, C&I, Assessment

Dept, SP, Data Director

Updated and accurate pacing

guides are available and all staff are trained on their valuable usage. Feb-12 Not started

— 3.2 Identify Tier 1/Core+ and Tier 2/Intervention students based on analysis of diagnostic, curriculum-based, and standardized assessment results and provide curricular and instructional options determined appropriate by the PST.

STs, Principals, Teachers

Intervention Specialists, RtI team, RAs,

PLCs

PSTs formed to follow identified

students.

Started Jan. 2011; ongoing 2011-12

RTI started Spring 2011. PST training and implementation needed for Fall

2011.

— 3.3 Use screening tools tied to curriculum for all incoming students as well as non-testers. Teachers RAs, STs

Pre-assessments identified and

available through CRC.


Math and ELA screening tools identified and available from

CRC. — 3.4 For currently enrolled students, use diagnostic tools and CBM determined to be appropriate by the ST/teacher that focus on areas of weakness identified through benchmark assessment. (Progress Monitoring)

John/Math Dept

Intervention specialists, RtI team, RAs, STs,

PLCs

Tools and CBM identified. Teachers trained. Progress monitoring shows

growth. by Nov 2011

Not started. Training needed.

— 3.5 Analyze 7th & 8th grade STAR test

results and compile list of target CAHSEE Prep students. Provide information to RAs and Principals to assist with assigning recommended strategic intervention. Gary

Craig, STs, Principals

Reports generated and provided to RAs

and principals. Jan-12 Not started


— 3.6 Implement a mandatory CAHSEE Needs Assessment by 9th grade and enroll identified students in an individualized program.

CAHSEE Specialists RAs, STs

Assessment identified and acquired. Fall 2012 Not started

— 3.7 Continue school wide tracking system to identify students not passing CAHSEE

Lori/Gary, RA's, ST's Data Director

Reports generated and provided to PA's

and principals

Started Fall 2009; ongoing

4. Require student and parent accountability for student learning. — 4.1 Involve students and parents in self-evaluation of academic progress and standards mastery STs

RAs, Professional Development

Self evaluation tool developed and

piloted Sep-12 Not started

— 4.2 Require additional ST services and/or required curricula for students identified as Tier 1/Core+ and Tier 2/Intervention. STs

RAs, Program Leaders

Increased AESS A and B.

Begun Spring 2011; ongoing 2011-12

Done for Tier 2 students. Continued monitoring necessary.

— 4.3 Require the consistent usage of the HCS recommended math intervention program as a condition of appropriate independent study when recommended by Problem Solving Teams. STs RAs, PLCs Written in ILPs.

ongoing 2011-12 Begun Springl 2011

— 4.4 Develop targeted intervention plan into each student’s Master Agreement and Personalized Learning Plan. STs

PLC, RA, Counselor

PSTs develop and implement ILPs.

Fall 2011; ongoing Begun through ILP

— 4.5 Implement the policy that failure to follow required intervention plan results in: Pulled work permit, pulled Drivers Training, and/or pulled elective classes. Reg Admin STs,Counselor

PSTs review progress periodically. 1/1/2012 Not started

— 4.6 Hold evaluation hearing if not followed by any intervention student and develop an appropriate action plan (with the possibility of dismissing the student). Pat STs, RAs

PST referral to hearing. ongoing

Begun Spring 2011.

— 4.7 Encourage, recognize and reward goal attainment.

RAs, Principals,

Coordinators

HCS Administration, Data Director

Regional and academy award ceremonies held.

Begun Fall 2009

Regional awards for growth and achievement.


5. Offer math classes in all geographic areas using recommended curriculum.

— 5.1 Increase offerings of classes meeting a-g requirements Pat/Jennifer

Principals, Area Coordinators

All areas offer full range of classes.

Student enrolment in classes increased.

Staretd 2005; ongoing

Facilities secured to enable increased class enrollment; online course

offerings increased.

— 5.2 Provide intervention classes and tutoring for students identified in Tier 2.

Intervention specialists

facilities for classes, Craig,

tutors, Elluminate

Classes and tutoring provided.

Started Spring 2011; ongoing 2011-12

Started Spring 2011.Need to povide more tutoring and

Elluminate as a platform for

distance-based intervention.

— 5.3 Standardize course descriptions aligning to State Content Standards. Begin with high school core academics. Gary/Nancy

Guidance, High School dept staff

High School Course catalog published. Pathways course titles narrowed.

by May 2012 for Fall 2012

Basic course list provided/trained on

at Fall 2011 Inservice and Sept

ST meetings.

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

IT, COEs, Equipment

1 class offered Spring 2011 Fall 2012

Elluminate secured. Classes not offered

yet.

— 5.5 Attain more space for more classes, including intervention classes and special ed support. Pat/Mike Business Office

Classes held as needed. Fall 2011

Done. Need additional space to

co-locate intervention and special ed support

services.

— 5.6 Hire qualified college students as low-cost/volunteer tutors for struggling students. RtI team RAs, HR

Tutors employed and trained. Nov. 2011

Need low cost tutors.



CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 2 — ELA

Goal 2: Increase proficiency in English-Language Arts By June 2012 2.1 The percentage of HCS students proficient and above in ELA in grades 2-11 will increase from 55% to 60% as measured by the CST. The percentage of students scoring BB/FBB will decrease from 22% to 12%. 2.2 The percentage of HCS students who pass the CAHSEE ELA Subtest will increase from 84% to 89%. By June 2013 2.1 The percentage of HCS students proficient and above in ELA grades 2-11 will increase fro 60% to 65% as measured by the CST. The percentage scoring BB/FBB will decrease from 12% to 2%. 2.2 The percentage of HCS students who pass the CAHSEE ELA Subtest will increase from 89% to 94% By June 2014 2.1 The percentage of HCS students proficient and above in ELA in grades 2-11 will increase from 65% to 70% as measured by the CST. The percentage scoring BB/FBB will decrease from 2% to 0%. 2.2 The percentage of HCS students who pass the CAHSEE ELA Subtest will increase: from 94% to 89%

Barrier(s): There exists a variety of curricula used to address state content standards. There exists a lack of consistent, frequent assessment of the learning of every student. Too little time is spent on writing instruction, practice, and evaluation. There is not sufficient communication on curricular options and classes available (boot camp calsses, online classes). There exists a lack of understanding of the benchmark assessments and how to use them with value. Program Objective: The majority of HCS students will implement usage of the recommended English-Language Arts curriculum (including writing) incorporating ongoing, curriculum-based assessment. Struggling students will be quickly identified and provided with strategic or intensive intervention.


Responsible



Timeline Reporting

1. Encourage widespread usage of the recommended standards-based curriculum.

— 1.1 Provide and encourage teachers to use recommended curriculum to support and evaluate standards based instruction by increasing ST understanding and familiarity. RAs

LT, C&I, Principals, Area Coordinators

Use of IF Options 2-5, CRC circulation, purchasing summary. Increased use of rec. curriculum results in improved BM/CSTs and reduced referral to PSTs.

Begin Fall 2006; ongoing

Training provided; Teacher resource guides updated;

various purchasing options offered. Additional training and resources

needed. — 1.2 Investigate research-based writing programs and/or strategies and implement school-wide in independent study, home study, and site-based classes. Increase teacher collaboration about writing - standards and evaluation.

Regional committees

Sherry N/English Dept, C&I, LT, RAs

Review regional PLC recommendations; select one and determine method of providing access, Growth on Writing Dec. 2012

Regional teams conducted preliminary

investigations. Eng Dept analyzing best

options.


BM2.

—1.3 Provide access to effective intervention curriculum that supports re-entry into grade-level, standards-based curriculum. Encourage STs to use resources available to improve instruction. RtI Team

CRC/Warehouse, C&I,

Curriculum specialists,

Business Office

Intervention purchased. Specialists trained. Classes/tutoring provided to identified students. Progress monitoring shows growth.

Begun Spring 2011; ongoing 2011-12

Tier 1 options provided and trained

on. Intervention curricula piloted Spring 2011.

Intervention classes start Oct 2011.

— 1.4 Provide education for parents and STs including the value, purpose, and use of CAHSEE,CSTs and benchmark assessments as a means to better teach/re-teach standards-based curriculum. Provide training to all STs and parents in understanding the results and applying to home/independent study. C&I

web-based options,

Elluminate, local parent mentors

Online information on use of assessment for instruction.

Trainings posted on website/provided through Elluminate. Training provided on

Data Drector Sem 2 2012 Not started.

2. Conduct ongoing curriculum-based assessment.

— 2.1 Administer quick benchmark assessments using Data Director to report results and progress. Teachers

RAs, Principals, Coordinators

BMs administered. PSTs supported in ILP development.

Started Fall 2008; Ongoing

Additional training and understanding

needed. — 2.2 Use and analyze multiple measures of assessment to gauge student learning and determine need for Tier 1 or Tier 2 supports and intervention including authentic assessment. STs

RAs, Principals, Coordinators,

PSTs

PSTs developed ILPs based on

comprehensive analysis.

Staretd Nov 2010; Ongoing

Started Spring 2011 with RTI

implementation — 2.3 Use pacing guides and common assessments developed by Summer Institute participants and Subject Matter Specialists to monitor mastery of essential state standards. STs

RAs, SMSs, Report Writer,

Website

Posted on SMS website; SMS mid-term and finals

results


Offered with SMS program

— 2.4 Explore feasibility of using research-based online benchmark assessments RtI Team

Assessment Dept, ALS, Data

Director

Report of findings from a minimum of 3 online benchmark

programs Mar-12 Initial research

conducted with ALS

— 2.5 Pilot the use of online benchmark assessments to provide instant feedback/results to both student and parent

1 RA, 1 principal

Assessment Dept, ALS, Data

Director Report of

findings/survey data Jun-12 Not started


— 2.6 Create "testing days/centers" for parents to bring students for benchmark testing.

Area Coordinators, Principals IT, STs, RA's

Testing rooms are secured in each

region, equipped with staff, computers, and

printer Oct. 2012 Not started — 2.7 Implement a system and of continuously monitoring progress of struggling students, providing interventions, and adjusting the intensity and nature of the interventions depending on the responsiveness of the student. RtI Team

Intervention specialists, STs, RAs, Principals

RtI guide disseminated.

Process implemented.

Staretd 2011;

Ongoing

RTI system developed and

implemented Spring 201. Classes to

resume Oct. 2011.

— 2.8 Train administrators and teachers on effective use of Data Director and refine usage in ongoing training.

Data Director rep

Gary, Lori, Craig, RAs, Principals,

Coordinators Training provided.

Staretd Fall 2010; Ongoing

Training provided to administrators.

Additional training needed for teachers. Program subsets need to be set up.

— 2.9 Develop template for student and program/region reporting of BM (Data Director) results and next steps. LT committee

RAs, Principals, Coordinators

Template develop and disseminated. Dec. 2011

Need to locate earlier version of "Roadmap."

— 2.11 Investigate the feasibility of implementing K-8 standards-based report cards beyond LMCC. RAs

Terri/LMCC, JaDene (T St), PLCs, RAs

Report card developed and used.

Spring 2012

Discussion started June 2011 Institute. Inservice workshops

with samples distributed.

3. Provide effective instructional strategies, including intervention.

— 3.1 Develop, disseminate, and model strategies for effective home-based instruction. C&I

ST's, RAs, Parent mentors

Monthly parent meetings in multiple locations; web-based

demonstrations Jan. 2012

Need specific instruction and

resource developed and provided.

— 3.2 Implement and continue to refine a method of disseminating strategies to parents and STs, including: organizing curriculum resources on website; posting samples of quality student work; developing an ST blog for sharing ideas. C&I

Web Team, Program

Leaders, RAs

Google sites for regions; HCS

regional website; additional training


Regional websites developed to share

resources.

— 3.3 Provide English Language Development support services by itinerant ELL specialists for identified Spanish- and Russian-speaking students with intensive intervention/Tier 2 criteria. Pat

Gary/Lori/Jennifer Q, CELDT Assessors, Craig; Rec. curricular anxilaries

Secure funding. Write, post and

interview for positions Jan. 2012 Not started.


— 3.4 Develop, promote, and implement a school-wide focus on writing including monthly writing assignments.

Curriculum Specialists/E

ng Dept

Craig, RAs, Principals, Area Coordinators,

regional committees

Writing assignments, resources

disseminated. Jan. 2012 Not started. 4. Develop, implement and monitor policies and procedures that support student mastery of standards.

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

RtI Development

al team RAs, principals, coordinators

Quarterly reports provided by Intervention

specialists and PSTs reviewed.

begin Oct. 2011

RTI developed and implemented.

Oversight function by RtI Team not institutionalized.

— 4.2 Explore the feasibility of narrowing the grade range of students assigned to special education teachers. Diane

HR, Business Depts RSP caseloads

Spring 2012 Not started.

— 4.3 Use end-of-course assessments for specific courses as challenge exams for newly enrolled students from unaccredited schools and all independent study students. Use Benchmark 3 and CST for K-8 students for instructional and program decision making.

Guidance counselors

Dennis/Admissions, C&I, RAs

Policy developed and implemented for

incoming students. Begin

2011-12

Not started. Will secure ALS BM 4 for

Fall 2011.

— 4.4 Develop and implement a policy and procedure for a credit recovery program. Counselors

Jeremy/Excel, C&I, RAs

Research successful models

Begin Fall 2011

Excel program developed with criteria for credit

recovery. Curriculum TBD.

5. Provide training, support, and coaching to teachers and ST's on interpreting test results, reporting results to students & parents, changing instructional strategies based on assessment results, and monitoring academic progress.

— 5.1 Develop specific strategies on what to do post-benchmark. RA's

Subject Specialists, Curriculum &

Instruction Dept,

Create template to report assessment

data and recommend appropriate instructional strategies Jan-12 Not started

— 5.2 Unify forms/tools and training throughout school for parents and teachers RA's

Subject Specialists, Curriculum &

Instruction Dept,

Assessment tools are provided to all staff,

i.e.: site, ST Jun-12 Not started


— 5.3 Provide a list of beginning, middle, and end of the year screening, CBM, and diagnostic tests by grade level and subject area including process for easily accessing testing materials. RtI Team

Assessment Dept,

CRC/Warehouse,Special Ed

Dept., SMSs/Dept Chairs

Updated catalog of assessments and

diagnostics is created and readily available. Fall 2012

Beginning of year screening tools in

CRC.

— 5.4 Incorporate regular training at meetings highlighting various aspects of diagnostic materials. Include all classroom-based staff in training.

RA's, Site Principals

Intervention specialists, RtI Team, Sp Ed

Dept, Assessment

Dept Agendas reflect staff

training Spring 2012

Some training provided during

Summer Institutes



SCHOOLWIDE CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 3 — SPECIAL INTERESTS AND NEEDS

Goal 3. Ensure access to appropriate course sequences for special populations that address academic, personal, and career goals. By June 2012, 2.1 An optional educational plan will be developed for students interested in Career-Technical Education. 2.2 The number of English Learners scoring at Levels 1 and 2 on the CELDT will decrease from 10 to 5 students. 2.3 A system to identify and support GATE students grades 3-12 will be developed including a recommended four-year high school plan. 2.4 The percentage of low socio-economic students scoring proficient and advanced in ELA and Algebra 1 will increase from 59% to 64% for ELA (Gr. 2-11) and 30% to 35%for Algebra 1.

Barrier(s): No system exists in which to identify special populations and provide appropriate support and course options. There is no schoolwide system to provide resources needed for instruction and support for students who are non-college bound, English Learners, gifted, or under-performing and socio-economically disadvantaged. Insufficient community options such as work experience and business partnerships have been developed for PaSCL students.

Program Objective: Develop a system of identification, increase awareness, and implement GATE, credit recovery, and CTE school-wide programs. Provide strategic academic support for struggling students, including those who are English learners and/or aref low socioeconomically disadvantaged.


Responsible



Timeline Reporting

1. Develop and implement an optional educational plan for career-technical education appropriate for ninth graders identified as non-college preparatory. 1.1 Develop systematic 8th and 9th grade counseling plan for high school non-college prep students.

Guidance Department

Guidance, RAs, ST's, four-year

plan Included in ILP Jun-12 Not started

1.2 Identify and train potential CTE staff by hiring from within or outside Administration

HR Dept, Guidance Dept.

LT

Evaluation of programs; increase course offerings Jan-13 Not started

1.3 Research effective CTE programs and the feasibility of implementing at PaSCl, especially SAEY.

Guidance Department

Micheal, HCS Task Force

Task Force Report of Findings. Pilot at

SAEY Jun-12 Not started

1.4 Elicit or pursue collaboration with community, businesses, and ROP.

Guidance Department

Micheal, Task Force members Student participation

Spring 2012 Not started

1.5 Investigate potential locations for additional class offerings Facilities Dept

Task Force members

List of potential locations



2. Develop and provide appropriate support and courses for English learners.

2.1 Expand differentiated instruction for all students. Teachers

C&I, RAs, Principals, Coordinators

Observation of classes; review of LP work assignments


2.2 Train staff, including parent educators, on how to differentiate instruction for all learners. C&I

RAs, Principals, Coordinators, Intervention

Specialists, Sp Ed staff

Training and resources provided,

posted on web Spring 2012 Not started

2.3 Research and obtain effective ELD curriculum appropriate for HCS service delivery model. C&I

ELD Intervention Specialists

Curriculum in warehouse Jan-12 Not started

2.4 Develop parent-to-parent support group for EL students

Site Admin, RA's


Parent group meetings held Fall 2012 Not started

3. Develop and implement a system to identify students for Gifted and Talented Education and define course sequence.

3.1 Investigate the use of assessments to identify GATE student.

School psychologists

RAs, principals, Assessment

Department,C&I Assessment tools

identified. Fall 2012 Not started

3.2 Train staff and parent educators on how to differentiate instruction for accelerated/gifted learners. Judi Hayes ALA staff

Training provided and posted on web.


3.3 Identify additional options available to enhance GATE students' learning. Pat

HCS Task Force

Report of Task Force recommendations Aug-12 Not started

4. Develop and implement a school-wide system to identify and support struggling students who may need credit recovery.

4.1 Investigate Excel program option for students behind in credits for graduation Jeremy

Excel staff, Admissions, PSTs, RAs

Credit recovery program developed

and piloted Jan-12 Not started

4.2 Explore summer school options for additional credit recovery options Pat Business Dept

Report of findings of feasibility May-12 Not started

5 Develop and implement a school-wide system to identify and support struggling


students who have low socio-economic status.

5.1 Regionally identify struggling independent/home study students who are socio-economically disadvantaged and develop strategies for support through the ILP. RAs

Data Director, STs, PSTs ILPs Jan-12 Not started

5.2 Investigate the feasibility of applying for Title I and III federal funds to support identified students. Pat

Business Dept, CDE Report of findings Jan-12 Not started



SCHOOLWIDE CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 3 — SPECIAL INTERESTS AND NEEDS

Goal 3. Ensure access to appropriate course sequences for special populations that address academic, personal, and career goals. By June 2012, 2.1 An optional educational plan will be developed for students interested in Career-Technical Education. 2.2 The number of English Learners scoring at Levels 1 and 2 on the CELDT will decrease from 10 to 5 students. 2.3 A system to identify and support GATE students grades 3-12 will be developed including a recommended four-year high school plan. 2.4 The percentage of low socio-economic students scoring proficient and advanced in ELA and Algebra 1 will increase from 59% to 64% for ELA (Gr. 2-11) and 30% to 35%for Algebra 1.

Barrier(s): No system exists in which to identify special populations and provide appropriate support and course options. There is no schoolwide system to provide resources needed for instruction and support for students who are non-college bound, English Learners, gifted, or under-performing and socio-economically disadvantaged. Insufficient community options such as work experience and business partnerships have been developed for PaSCL students.

Program Objective: Develop a system of identification, increase awareness, and implement GATE, credit recovery, and CTE school-wide programs. Provide strategic academic support for struggling students, including those who are English learners and/or aref low socioeconomically disadvantaged.


Responsible



Timeline Reporting

1. Develop and implement an optional educational plan for career-technical education appropriate for ninth graders identified as non-college preparatory.

1.1 Develop systematic 8th and 9th grade counseling plan for high school non-college prep students.

Guidance Department

Guidance, RAs, ST's, four-year

plan Included in ILP Jun-12 Not started

1.2 Identify and train potential CTE staff by hiring from within or outside Administration

HR Dept, Guidance Dept.

LT

Evaluation of programs; increase course offerings Jan-13 Not started

1.3 Research effective CTE programs and the feasibility of implementing at PaSCl, especially SAEY.

Guidance Department

Micheal, HCS Task Force

Task Force Report of Findings. Pilot at

SAEY Jun-12 Not started

1.4 Elicit or pursue collaboration with community, businesses, and ROP.

Guidance Department

Micheal, Task Force members Student participation


1.5 Investigate potential locations for additional class offerings Facilities Dept

Task Force members

List of potential locations



2. Develop and provide appropriate support and courses for English learners.

2.1 Expand differentiated instruction for all students. Teachers

C&I, RAs, Principals,

Coordinators

Observation of classes; review of LP work assignments


2.2 Train staff, including parent educators, on how to differentiate instruction for all learners. C&I

RAs, Principals, Coordinators, Intervention

Specialists, Sp Ed staff

Training and resources provided,

posted on web Spring 2012 Not started

2.3 Research and obtain effective ELD curriculum appropriate for HCS service delivery model. C&I


Curriculum in warehouse Jan-12 Not started

2.4 Develop parent-to-parent support group for EL students

Site Admin, RA's


Parent group meetings held Fall 2012 Not started

3. Develop and implement a system to identify students for Gifted and Talented Education and define course sequence.

3.1 Investigate the use of assessments to identify GATE student.

School psychologists

RAs, principals, Assessment

Department,C&I Assessment tools

identified. Fall 2012 Not started

3.2 Train staff and parent educators on how to differentiate instruction for accelerated/gifted learners. Judi Hayes ALA staff

Training provided and posted on web.


3.3 Identify additional options available to enhance GATE students' learning. Pat

HCS Task Force

Report of Task Force recommendations Aug-12 Not started

4. Develop and implement a school-wide system to identify and support struggling students who may need credit recovery.

4.1 Investigate Excel program option for students behind in credits for graduation Jeremy

Excel staff, Admissions, PSTs, RAs

Credit recovery program developed

and piloted Jan-12 Not started

4.2 Explore summer school options for additional credit recovery options Pat Business Dept

Report of findings of feasibility May-12 Not started

5 Develop and implement a school-wide system to identify and support struggling


students who have low socio-economic status.

5.1 Regionally identify struggling independent/home study students who are socio-economically disadvantaged and develop strategies for support through the ILP. RAs

Data Director, STs, PSTs ILPs Jan-12 Not started

5.2 Investigate the feasibility of applying for Title I and III federal funds to support identified students. Pat

Business Dept, CDE Report of findings Jan-12 Not started


Horizon Charter School SCHOOLWIDE CONTINUOUS IMPROVEMENT ACTION PLAN: FOCUS AREA 4 — COMMUNICATION, STAFF DEVELOPMENT &

INVOLVEMENT

Goal 4. Improve and increase communication, staff development, and community involvement. By June 2012, 4.1. Increase the percentage of staff that reporton the annual stakeholder survey that they are satisfied with the quality and quantity of communication received from administration from 45% to 55%. 4.2 Increase the percentage of parents that report there is adequate information regarding school activities from 69% to 79% and school performance from 40% to 50%. 4.3 Increase the percentage of staff and parents that report they are satisfied with the amount and quality of professional development received: staff from 49% to 59%; parents from 41% to 51%. 4.4 Increase the percentage of students, parents, and staff who report their input and/or participation is sought on how to improve the school: students from 46% to 56%; parents from 52% to 62%; staff from 49% to 59% 4.5 Increase parent and staff perception regarding the administration's effectiveness at raising public/community awareness of school activities and successes: parents from 34% to 44%; staff from 52% to 62% Barrier(s): There exists a lack of trust and fear of administration by staff and parents. The large territory served by the school and the virtual nature of home/independent study makes face-to-face communication and participation difficult. There exists a lack of (1) a strategic, long-term planning and (2) a variety of effective tools and modalities used for communication. There is a lack of time, incentives, and funds allocated for professional development.

Program Objectives: A school-wide communication process that is broad based, collaborative, and has the commitment of all stakeholders, including students, parents, staff, teachers, administrators, and the community will be developed and implemented. Frequent professional development resources and opportunities will be offered personally in local communities, by using technology and other media, and promoting free sources.


Responsible



Timeline Reporting

1 Develop and implement a strategic, long-term communication plan.

1.1 Identify needs of targeted stakeholder groups. CEO

LT, Admin Team, Survey

data Needs assessment

completed Jan-12 not started

1.2 Evaluate effectiveness of current communication and reporting tools. CEO Advisory Group Report of findings Feb-12 Not started

1.3 Determine purpose of website; evaluate other web sites CEO Advisory Group Report of findings Apr-12 Not started

1.4 Investigate methodology of communicative tools, i.e. newsletter, mail, face-face-face CEO

Advisory Group/Task

Force Convene task force; report of findings

Begin Jan 2012 Not started


2 Develop, implement, monitor and revise a 3-year professional development plan that addresses the needs of staff, administration, teachers, and parents.

2.1 Establish school wide (stakeholders, including parents) professional development advisory committee C&I/HR

Governing Board, PTOs, RAs, principals, coordinators, HCEA, CSEA

Committee is formed and meets Jan-12 Not started

2.2 Create a survey school wide and for parents C&I/HR

Professional development Advisory Committee

Survey is distributed and tallied Apr-12 Not started

2.3 Conduct a staff, administrator, teacher and parent needs assessment Gary/Lori

Assessment Dept, IT

Committee establishes goals based on survey May-12 Not started

2.4 Develop incentives and criteria for participation in professional development activities. C&I/HR

Advisory Committee, HCEA, CSEA

Recommended incentives provided in

written form Mar-12 Not started

2.5 Develop a plan that incorporates the program objectives including local communities, technology and other media and as well as free resources Craig/Rhonda

IT, Ed Technology Specialist, Advisory

Committee, PCOE

Plan developed and disseminated Sep-12 Not started

3. Increase opportunities for participatory decision-making and professional development.

3.1 Review monthly time/dates of stakeholder meetings to make more accessible to all stakeholders Brenda Advisory Group

Notify stakeholders of meeting time/date

changes Fall 2012 Not started 3.2 Utilize tools and web-based resources, such as Elluminate, for more distance participation in meetings and training activities. Eric

Chairpersons of meetings/group

s Meeting agednas and

membership Fall 2012 piloting Fall 2011

3.3 Ensure appropriate stakeholder participation in identified meetings. CEO

Advisory Group, Admin Team

Meeting agendas and membership Fall 2012 WASC LT 2011

3.4 Create training schedule for support staff to increase skill levels; bring trainer to them. Rhonda

HR, Brenda, CSEA Creation of schedule Nov-11

Initial training offered Sept 2011

4. Develop and implement a strategic, long-term marketing/public awareness plan.


4.1 Identify and provide increased awareness of school/student achievements Dennis Marketing Team

Determine if regions and programs are

increasing publications

Spring 2012

Some press coverage Fall 2011

4.2 Identify target audiences. Dennis Marketing Team Report of findings Fall 2012 Not started 5 Develop and provide parent-specific networking and training opportunities based on the guidance of a Parent Advisory Group.

5.1 After reviewing the self assessment need, create a list of what we can do and prioritize C&I

Parent Advisory Group

Prioritized list of networking and training needs Fall 2012 Not started

5.2 Consolidate resources and plan - break it down by parent experience Advisory Group

Business Dept, Principals,

Coordinators, RAs Plan developed Nov-12 Not started

5.3 Communicate by posting our plan on HCS website Brenda IT

Review posting, keep updating Dec-12 Not started

5.4 Create convenient, relevant parent training at sites, online (variety of media options) C&I

Advisory Committee,

RAs, Principals, Coordinators, PTOs, IT, Eric

Training agendas and schedules Fall 2012 Not started

5.5 Develop PTA/PAC parent groups for all stakeholders

RAs, Principals,

Coordinators

Governing Board,

Communication Advisory Group, Marketing Team

PTA/PAC membership lists and meeting schedules

Fall 2011; ongoing

LMCC, ALA have PTOs

horizon charter school self-study reportportal.horizoncharterschools.org/28/documents/linkmgr/hcs...

Documents