north valley charter academy wasc/cde · web viewduring grade 8, more so than grade 6 and...

NORTH VALLEY CHARTER ACADEMYMIDTERM PROGRESS REPORT

16651-A Rinaldi StreetGranada Hills, California 91344

Los Angeles Unified School District

April 15, 2013

Accrediting Commission for SchoolsWestern Association of Schools and Colleges

CONTENTS

SECTION I: STUDENT/COMMUNITY PROFILE SPRING 2013 UPDATE...............................................................................................4

DEMOGRAPHIC DATA................................................................................................................................................................................4Introduction:....................................................................................................................................................................................4Enrollment Data by Grade Level, Ethnicity, Socioeconomic Status and Student Mobility:...............................................................6Enrollment Data by Gender:............................................................................................................................................................7Special Education Enrollment Data:.................................................................................................................................................8Enrollment Data by Language.........................................................................................................................................................9Attendance Data..............................................................................................................................................................................9Suspension and Expulsion Rates and Crime Statistics....................................................................................................................10Student Participation in Co-Curricular and Extra-Curricular Activities:..........................................................................................11Safety, Cleanliness, and Adequacy of School Facilities:..................................................................................................................12

DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT:.........................................................................................................................................12Preliminary Finding:.......................................................................................................................................................................13Staff:.............................................................................................................................................................................................. 13Staff Development:........................................................................................................................................................................14

STUDENT PERFORMANCE DATA.................................................................................................................................................................17Academic Performance Index (API):...............................................................................................................................................17Adequate Yearly Progress (AYP)....................................................................................................................................................18California Standards Tests (CST)....................................................................................................................................................19California English Language Development Test (CELDT)................................................................................................................20Local Assessments:........................................................................................................................................................................21College Preparation.......................................................................................................................................................................30

REFLECTION: NORTH VALLEY CHARTER ACADEMY 2008-2013.........................................................................................................33NOVA Benefits LAUSD and the Community....................................................................................................................................33NOVA Benefits Students................................................................................................................................................................33NOVA Achieves its Mission............................................................................................................................................................33NOVA is a Competitive Option.......................................................................................................................................................36NOVA Employs Research-Based and Data-Driven Best Practices...................................................................................................37

SECTION II: SIGNIFICANT DEVELOPMENTS.................................................................................................................................. 40

AREAS OF STRENGTH...............................................................................................................................................................................40CRITICAL NEEDS..................................................................................................................................................................................... 40

Further Academic Growth especially in Mathematics....................................................................................................................40Greater use of technology.............................................................................................................................................................40Greater breadth of curriculum.......................................................................................................................................................40Greater stability in staffing, board membership, and parent involvement....................................................................................41Long-term sustainability................................................................................................................................................................41

SECTION III: ONGOING SCHOOL IMPROVEMENT.......................................................................................................................... 42

ADDRESSING THE CHALLENGES..................................................................................................................................................................42OMI MODEL REFINES NOVA’S VISION AND EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLRS).......................................................................42THE NOVA/NVMI TRANSITION – PROCESS AND PERCEPTION DATA:..............................................................................................................44

SECTION IV: SCHOOLWIDE ACTION PLAN PROGRESS................................................................................................................... 45

GOAL #1: EXPAND NOVA’S BOARD OF TRUSTEES AND EXTEND THE KNOWLEDGE BASE AND SKILLS OF BOARD MEMBERS.........................................45GOAL #2: EXPAND NOVA’S CURRICULUM TO SUPPORT AT-RISK STUDENTS BY FOCUSING ON COLLEGE AND CAREER PREPARATION..............................46

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GOAL #3: IMPROVE STUDENT ACHIEVEMENT IN ALL CURRICULAR AREAS WITH PARTICULAR ATTENTION TO MATH AND SCIENCE AND TO MEETING THE NEEDS OF STUDENTS WITH SPECIAL NEEDS...................................................................................................................................................47GOAL # 4: INCREASE AVAILABILITY OF, ACCESS TO, AND USE OF COMPREHENSIVE STUDENT ACHIEVEMENT DATA......................................................49GOAL # 5: ENHANCE STUDENT ENGAGEMENT AND SCHOOL-CULTURE BY INCREASING EMPHASIS ON COLLEGE AND CAREER READINESS.........................50

SECTION V: SCHOOLWIDE ACTION PLAN REFINEMENTS............................................................................................................... 53

APPENDIX 1: SCHOOLWIDE ACTION PLAN – REVISED JUNE 1, 2010..............................................................................................55

APPENDIX 2: SCHOOLWIDE ACTION PLAN – 2013........................................................................................................................ 76

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SECTION I: STUDENT/COMMUNITY PROFILE SPRING 2013 UPDATE

DEMOGRAPHIC DATA

INTRODUCTION:

North Valley Charter Academy (NOVA) is a small independent charter middle and high school, currently enrolling approximately 200 students in grades 6-12. Strongly focused on college and career readiness, personal growth, and the development of positive interpersonal relationships, NOVA is characterized by a welcoming atmosphere and inclusive environment that crosses grade levels, racial boundaries, and ethnic differences. Students value NOVA as a place where they can be accepted and valued for who they are.

Located in Granada Hills, NOVA draws students from throughout the San Fernando Valley with approximately 85% of the student population residing within a six mile radius of the school, representing the communities of Sylmar, San Fernando, and Pacoima to the east, and Mission Hills, North Hills, and Panorama City to the south and southeast. NOVA’s student population reflects the demographics of these communities with 77% self-identifying as Hispanic, 5% African-American, 15% White, and 3% representing other ethnicities. While half of NOVA’s parents report having attended some post-secondary education, 45% of area residents are foreign born and fewer than 50% speak English in the home. Additionally, although the median household income for the area is $51,000, more than 70% of NOVA’s students qualify for free or reduced price lunch. Although considered to be suburban neighborhoods, these communities nevertheless are plagued by many of the same problems afflicting the inner city: high unemployment, gang activity, active drug dealing, significant numbers of single parent households, lack of affordable housing, and abandoned businesses.

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Perhaps most significantly, major reasons parents cite for choosing NOVA are its strong academic support program, small size, safe campus, and positive school culture. Many of NOVA’s students have been unsuccessful in previous public, private, and home-school environments, frequently transferring to NOVA in high school with credit deficiencies and low GPAs. Students who transferred to NOVA after attending 9th grade elsewhere enrolled needing to recover 10 credits and with a GPA of 2.1, with 59% having earned less than 60 credits. Parents turn to NOVA to provide a second or third chance for their students.

Founded upon the ideals of Academic Excellence, Democratic Leadership, and Personal Growth, North Valley Charter Academy provides a psychologically safe environment which facilitates personal growth through self-reflection and behavioral and emotional awareness. At NOVA all students develop the academic and practical skills necessary to graduate career-focused, college-ready, and prepared to be contributing citizens of a global society.

To this end, the NOVA community has developed the following Expected Schoolwide Learning Results (ESLRs). NOVA Graduates will be:

Effective Communicators able to read, write, speak, and listen in a variety of contexts Informed Thinkers able to locate, access, organize, evaluate, and apply information in a complex and

technological world Productive Problem-Solvers able to apply acquired analytical skills to find solutions to practical and hypothetical

problems Active and Capable Citizens able to demonstrate emotional intelligence and collaborate effectively as members

of the diverse global community Lifelong Learners able to establish and achieve educational and career goals, accept responsibility for making

choices, and value learning as a lifelong process

NOVA received a six-year accreditation term from the Western Association of Schools and Colleges in 2010. This progress report updates the self-study completed at that time. The ESLRs were developed by the faculty and administration in 2006 with input from student leaders, parents, and Board Members and have been reviewed and revised annually.

In the spring of 2012, NOVA’s Board of Directors approved a plan to incorporate, as part of the 2013 charter petition renewal, the implementation and replication of the Oakland Military Institute’s highly successful educational model. The process was initiated in 2012-2013 with a pilot program with plans for full implementation in 2013-2014. The renewal charter for the North Valley Military Institute College Preparatory Academy (NVMI) was approved by LAUSD, the school’s authorizer, in January of 2013. Further description of this model, the reasons for its adoption, and its suitability for NOVA’s students are described later in this report.

NOVA is a targeted assistance Title I school. While NOVA has shown a net gain of 51 API points since 2009, the school is in Program Improvement (PI 2). NOVA entered PI in 2009, having not made AYP for the 2008 and 2009 academic years. In 2008 the sole AYP criterion not met was achievement in Mathematics for the Hispanic subgroup. In 2009 NOVA met schoolwide targets in English-Language Arts achievement, but failed to meet subgroup targets and did not meet schoolwide or subgroup achievement targets in Mathematics. NOVA entered PI-2 in 2011 meeting only 6/13 criteria, but met all AYP criteria in 2010 and 2012.

The following data charts were examined by the school leadership team, faculty, and administrators. Preliminary findings were discussed and analyzed by faculty, staff, and administration.

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ENROLLMENT DATA BY GRADE LEVEL, ETHNICITY, SOCIOECONOMIC STATUS AND STUDENT MOBILITY:

Number of Students Enrolled by Grade 2008-2013

6 7 8 9 10 11 12* Total2008-2009 29 30 53 50 52 30 27 2712009-2010 17 30 28 57 45 36 16 2292010-2011 22 26 30 41 52 43 31 2452011-2012 29 27 30 28 35 38 37 2242012-2013 24 25 29 28 29 24 33 192

* Includes only students with sufficient credits as of October to graduate in Spring Semester

2008-09 2009-10 2010-11 2011-12 2012-130%

10%20%30%40%50%60%70%80%90%

100%Percent of Students Enrolled by Ethnicity 2008-2013

Percent of Students Receiving Free/Reduced Lunch 2009-2013

% of enrollment2008-2009 71%2009-2010 72%2010-2011 71%2011-2012 76%2012-2013 77%

PRELIMINARY FINDING:

NOVA’s ethnic composition has remained essentially constant since 2009, with a student population averaging 77% Hispanic, 12% White, 5% African-American, and 5% of other ethnicities, however the proportion of socio-economically disadvantaged students, as measured by the percent of students receiving free or reduced lunch, has increased from

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72% to 77% during that time period. Of concern is the steady decline in enrollment since 2010, attributable in the most part to the increase in charter middle schools located within the areas from which NOVA had generally drawn students and the opening of two large district high schools within a five mile radius of NOVA.

Student Mobility as Enrollment Trends 2006-2012

Entry GradeTotal

EnrolledCurrentlyEnrolled

TotalGrad

TotalWithdrawn

Withdrewin MS

Withdrewin HS

SCHOOLWIDE 745 190 102 453 218 235

26% 14% 61% 29% 32%6 31% 35% 1% 64% 52% 12%7 16% 21% 7% 72% 57% 16%8 9% 22% 7% 71% 45% 26%

Total MS 417 120 16 281 218 6356% 29% 4% 67% 52% 15%

9 25% 26% 21% 54%10 11% 14% 25% 61%11 6% 20% 35% 46%12 2% 14% 79% 7%

Total HS 328 70 86 17244% 21% 26% 52%


Analysis of enrollment trends from 2006 to 2012 reveals that NOVA enrolled 745 students, with 56% entering in middle school and 44% in high school, and with the highest proportions of students enrolling as 6 th graders (33%) and 9th graders (25%). Of the 745 total enrollees, 26% are currently enrolled, 14% have graduated, and 61% have withdrawn. Of greater concern are the observations that slightly over half of all students who enroll as middle schoolers withdraw before entering NOVA’s high school and that the same proportion of students enrolling as high school students withdraw before graduating from NOVA. Student retention is affected by a variety of factors. Students frequently transition to larger traditional public high schools that offer a broader range of academic, athletic, or social options, particularly after eighth grade. Others, having been unsuccessful in previous academic settings, develop stronger work habits and study skills at NOVA, improve academically and thrive socially in NOVA’s small community. Families frequently then conclude that their students are sufficiently prepared to succeed in the relative anonymity of a larger more traditional setting. It is clear that NOVA must address this issue by creating a program that will ensure long term enrollment stability.

ENROLLMENT DATA BY GENDER:

Percent of Students Enrolled by Gender (Male) 2008-2013

6 7 8 9 10 11 12Averag

e2008-09 45% 50% 72% 50% 69% 63% 41% 56%2009-10 41% 40% 50% 56% 44% 75% 63% 53%

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2010-11 55% 38% 50% 46% 58% 44% 71% 52%2011-12 52% 52% 43% 61% 46% 55% 43% 50%2012-13 50% 56% 55% 57% 59% 46% 48% 53%Average 48% 47% 54% 54% 55% 57% 53% 53%


From 2005 to 2009 NOVA had consistently enrolled a larger proportion of males than females in an overall ratio of about 60:40. Data for the fall of 2009 had begun indicate a trend toward greater schoolwide gender balance. While this has occurred, grade level data shows fluctuations from 38% males to 75% males. Examination of year cohorts does not show identifiable trends with some classes becoming more predominately male over time, while for others the reverse occurs.

SPECIAL EDUCATION ENROLLMENT DATA:

Students Enrolled in Special Education Programs (IEPs and 504s) 2008-2013

Total SpEd EnrollmentTotal School Enrollment % School Enrollment

2008-2009 39 271 14%2009-2010 33 229 14%2010-2011 41 245 17%2011-2012 38 224 17%2012-2013 42 192 22%

Students Enrolled in Special Education Programs by Type

Total SpEd Enrollment IEPs 504

Plans

Specific Learning Disability

Other Health

Impaired

Hard Of Hearing

Speech Or Language

ImpairmentAutism

2008-2009 39 31 8 20 6 2 1 12009-2010 33 26 7 20 4 1 0 12010-2011 41 36 5 25 8 0 0 32011-2012 38 33 5 25 4 0 0 42012-2013 42 37 5 23 9 0 0 5


The proportion of students with special education needs has steadily increased in the past five years, so that this group now comprises 22% of NOVA’s enrollment. Nearly all of the students receiving special education services fall into the

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mild to moderate category. NOVA has justifiably earned a reputation for success with these students within the school’s full inclusion program. From 2011 to 2012 students with disabilities experienced the greatest growth in a single year of all subgroups in the five year period.

ENROLLMENT DATA BY LANGUAGE

Percent of Students Enrolled by Primary Language 2008-2013

English Spanish Filipino Arabic Russia

n Chinese German Armenian Taiwanese Dutch

2008-2009 53% 45% 1% 1% <1% -- -- -- -- --

2009-2010 47% 50% 1% 1% -- <1% <1% <1% -- --

2010-2011 48% 50% 1% 1% -- -- -- 1% -- --

2011-2012 46% 50% 0% 1% -- -- -- 1% <1% <1%

2012-2013 50% 46% 1% 2% -- -- -- 2% -- --

English Learner Students 2008-2013

Spanish Arabic Filipino Russian Total % of

Enrollment% EL Students

Redesignated FEP2008-2009 53 2 2 1 58 21% 7.7%2009-2010 46 2 -- -- 48 21% 18.0%2010-2011 40 -- 1 -- 41 17% 27.6%2011-2012 36 -- 1 -- 37 17% 0.0%2012-2013 26 -- 1 -- 27 14% 7.3%

18 12.1%


While Hispanic students have comprised a fairly consistent 77% of NOVA’s population since 2010, the data continues to show the percentage of students identifying Spanish as their primary language has been significantly lower. Nevertheless, Spanish predominates as the primary language of those students identified as English Learners at NOVA. NOVA reclassifies English Learners at an average annual rate of 12.1%.

ATTENDANCE DATA

Average Daily Rate of Attendance2008-2013

ADA2008-2009 94%

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2009-2010 95%2010-2011 95%2011-2012 94%2012-2013 95%


NOVA maintains a high rate of daily attendance. Parents of absent students are phoned daily for confirmation of excused absence, so truancy is a negligible issue. NOVA’s staff takes seriously the obligation to know where students are at all times during the school day. To that end attendance is taken in each period and staff follow up in locating any students not present for class. The fact that it is clear to students that staff notice and care about students’ class attendance has virtually eliminated “ditching” as a discipline problem and engenders a high level of student engagement in class and commitment to the school.

SUSPENSION AND EXPULSION RATES AND CRIME STATISTICS

Number and Percent of Suspensions, Expulsions, and Crimes 2008-2013# of

SuspensionsSuspensions

% Enrollment# of

ExpulsionsExpulsions

% Enrollment Crimes

2008-09 24 9% 2 <1% 02009-10 5 2% 1 <1% 12010-11 5 2% 0 - 02011-12 7 3% 0 - 12012-13 6 3% 0 - 1

Number of Suspensions Shown by Reason for Suspension, 2008-2013

Type of Suspension 2008-09 2009-10 2010-11 2011-12 2012-13

Sexual Harassment - - - 2 2Knife /Explosive/Dangerous Object - - - - -Willful Use of Force/Violence 8 2 3 - -Stole /Attempted to Steal Property - - - - -Damaged Property 2 - - - -Disruption/Willful Violence 2 - - 2 1Aiding and abetting physical injury to student - - - - -Harassed/Threatened/Intimidated 3 - - - 1Harassed/Threatened/Intimidated Pupil - 1 - -Obscenity/Profanity/Vulgarity 9 - - 1 1Threat/Cause/Attempt Injury 1 2 - 2 1Sold Controlled substance - 1 - - -Tobacco - - 1 - -Less than 1 oz Marijuana - - 1 1 1Possession of Controlled Substance - - - - 1Totals 25 5 6 8 8

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Number of Expulsions Shown by Reason for Expulsion, 2008-2013

Type of Expulsion 2008-09 2009-10 2010-11 2011-12 2012-13

Assaulted/Battered School Employee 1 0 0 0 0Willful Use of Force/Violence Sold Controlled Substance 1 0 0 0 0

Totals 2 1 0 0 0


In reviewing the suspension records, it should be noted that of the 34 students suspended in 2008-2009, 9 were involved in a single incident and 4 were involved in another separate incident. Since that time the number of suspended students has returned to previous low levels. Suspension remains a response to students who make choices in direct opposition to the California Education Code §48900-48915. The intensive level of interventions is successful, as demonstrated by NOVA’s low number of expulsions.

The Cadet program has added an additional layer of peer responsibility and conflict resolution through leadership. Cadets are now working on resolving conflicts among the rank structure of the California Cadet Corps, through their squads, platoons and often companies before involving the adults on campus. Cadets are also responsible for making sure students enter class quietly and appropriately getting classes off to a good start.

STUDENT PARTICIPATION IN CO-CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES:Student Participation in Afterschool and Weekend Activities

Spring 2013

Activity #of Students

% of enrollment

Athletics (Team Sports) 40 21%Student Government 9 5%HS Cadet Leadership 21 18% of HSMS Cadet Leadership 30 37% of MSStudent Outreach Committee 20 10%Theater club events 45 23%Yearbook 8 4%PowerHour and Tutoring 50 26%


NOVA continues to field athletic teams according to student interest and availability. This year we are participating in soccer, basketball and girls’ volleyball. The High School Theatre Class continues to participate in California Educational Theater Association and California State Thespians workshops and festivals.

At the end of 2012 the school was anticipating the award of a 21st Century YPI after school program grant which would have allowed NOVA to expand after school programs to include more sports, more tutoring and a varied schedule of

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enrichment programs based on student interest such as dee-jay classes and fencing. Unfortunately, with budget cuts new schools were not funded in the program. NOVA has reapplied for this grant for 2013-2014.

Another changing piece of the landscape that has been affected by budget cuts is PowerHour. With traditional summer school opportunities at the high school, adult school and community college levels disappearing, it has become ever more important that students pass classes on the first attempt, or that an on-campus alternative to regaining credits be found. NOVA’s answer to these problems, ICR or Individual Credit Recovery has led to an increase in the number of students who now attend PowerHour on a weekly basis. In any given week up to 35% of students may be attending PowerHour and in the second semester of the 2011-12 school year approximately 85% of students had been referred to PowerHour for one or more weeks.

SAFETY, CLEANLINESS, AND ADEQUACY OF SCHOOL FACILITIES:

Safety – of students, staff and facility – is a top priority. NOVA’s safety plan is on file in the office and safety drills (fire, earthquake, shelter in place and stay put) are held regularly. Faculty and staff receive training in school safety procedures during professional development. Opportunities to participate in required first aid and CPR classes are made available to every employee. In each classroom a clearly marked map with emergency escape route is posted as well as an outline of emergency procedures.

The NOVA community makes every effort to maintain a clean, orderly, safe campus. Families are particularly impressed with NOVA’s athletic field, as well as the safety gate and well-maintained quad area where students eat lunch. In addition to a contracted janitorial crew, NOVA contracts a Handy Man service whose duties include regular inspection of the property for both routine maintenance and potential safety hazards and making repairs as needed.

NOVA’s campus consists of six modular classroom buildings housing twelve classrooms, a bathroom building, a PE building with changing rooms and small weight training room, and an administration building which serves as the main office. Although an additional modular building was to be installed in the spring of 2010 to house the school library, storage, and a conference room, increased state budget cuts and deferrals required that the school change its focus to retention of cash reserves.


Facilities issues, both in time and cost, place an excessive burden on NOVA’s budget and have threatened to compromise the school’s progress, particularly in a year of declining state funding for schools. As NOVA’s location is not zoned for school use, it was necessary to obtain a Conditional Use Permit (CUP) in order to operate. Not only was the process of obtaining the CUP costly, but the conditions stipulated by the CUP include limitations on enrollment, numbers of staff, numbers of days and hours of operation, parking, and types of use of the property; prohibitions against noise, rental or use of facility for fee or not for fee, and the use of school facilities for evening or Saturday school,; and requirements that certain types of on-campus landscaping and off-site public land improvements be made. Additionally the school must absorb costs for meeting all related code requirements required to obtain and renew Certificates of Occupancy for each of the buildings used. These costs derive from policies which hold all charters responsible for purchasing or leasing the space upon which they operate. Without additional funding beyond income derived from the state, these costs serve to divert a disproportionate amount of funds which otherwise ought to be used for program improvements.

DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT:

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Percent of Budget of Funding Sources 2011-12 Per Pupil Expenditure, 2006-2012Source Percent Year AmountADA 83% 2008-2009 $8390.90Title I & Title II 4% 2009-2010 $9274.40State Lottery 2% 2010-2011 $8597.40CAHSEE Supplemental Hours 1% 2011-2012 $9658.11

Facilities Funding and Grants 6%Ed Jobs/Arts & Music Block/SupplementalOther Local Revenue

3%1%


North Valley Charter Academy’s fiscal outlook mirrors that of many California public charter schools. The school’s Board of Trustees and Administrators have worked closely to maintain fiscal viability in spite of the devastating cuts in funding and the havoc wreaked by inter and intra year deferrals. School year 2012-2013 reflects the sharpest downturn in enrollment. The effect on funding will be dramatic from March 2013 through February 2014 when adjustments are made for the increased enrollment in school year 2013-2014.

STAFF:

Administrative, Teaching, and Support StaffSpring 2013

Admin Staff Teaching Staff Support StaffTotal

Total Staff 4 13 6 23

Gender Female 4 8 4 16 70%Male 0 4 2 6 26%

Ethnicity White 3 10 2 15 65%African-American 1 1 1 3 13%Hispanic 0 1 3 4 17%Chinese 0 1 0 1 4%

Education AA 0 0 3 3 13%BA 4 13 0 17 74%MA 2 7 0 9 39%

Years in Ed 25-40 2 1 0 3 13%11-24 1 4 1 6 26%6-10 1 8 4 13 57%1-5 0 0 1 1 4%

Years at NOVA 6-10 4 6 2 12 52%3-5 0 4 2 6 26%1-2 0 3 2 5 22%

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Teaching Staff Credentials Prelim/Clear 10PIP 1STSP 1Cert of Clearance 1BTSA 6CLAD 9

NCLB Yes 9No 1N/A 3

Teaching outside subject area 0


All of NOVA’s teaching staff hold the appropriate teaching credentials and, except for one pending transfer of an out-of-state credential, the appropriate NCLB qualifications for their positions. NOVA has built a stable administrative and core teaching staff with all administrators having held their positions for six or more years. In 2012 the implementation of the California Cadet Corps program required the hiring of one new teacher. Declining enrollment compounded by statewide budget cuts necessitated the replacement of the full time Spanish teaching position with a part time one and a subsequent change in personnel. Although NOVA’s small size is one of its strongest assets, staffing a school of this size has posed significant challenges. Scheduling requirements result in teachers rarely teaching more than two sections of the same course with some teaching four different courses.

STAFF DEVELOPMENT:

NOVA values the intellectual enterprise of life-long learners and emphasizes among the teaching staff the value of ongoing continuous professional development, persistent innovation, intellectual curiosity, and tolerance and believes that these values and attitudes will be conveyed to students through example.

While the long-term goals of the educational program and ongoing analysis of assessment data determine the over-arching direction of professional development, the selection of topics for professional development is further defined by priorities set during the annual week-long Self-Assessment held in June.

Professional Development is provided throughout the year by school administrators and staff, Educational Growth consultants, and other education professionals. One week of professional development is conducted immediately prior to the beginning of the academic year in order to introduce any new school policies and procedures and to introduce faculty to the professional development themes for the year. Additionally, professional development is provided for all faculty and staff in eight full day workshops. Mini-workshops held during weekly faculty meetings and weekly grade level teacher collaboration meetings provide additional opportunities to pinpoint specific areas and to plan trans-disciplinary curriculum design, discuss specific student concerns, and share successful practices.

Opportunities to update teaching staff about IEP laws and regulations regarding special education students, instructional strategies, accommodations, and modifications for special education students, state test requirements for students with IEPs and 504s, rights and responsibilities of parents, students and teachers including discipline procedures , are held throughout the year.

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Classroom observation and instructional coaching are provided on an individual basis to teachers by the Principal, Vice-Principal/Dean of Students and an Educational Consultant. Additionally, teachers and staff are encouraged to pursue other professional development opportunities such as conferences and independently sponsored workshops and are granted time and funding when possible.

RECENT TOPICS INCLUDE Instructional Design

o Unwrapping Standards (Ainsworth)o Identifying Power Standards (Ainsworth)o Finding Big Ideas (Ainsworth)o Writing Essential Questions (Ainsworth)o Designing and Teaching Learning Goals and Objectives (Marzano)o Bloom’s Taxonomy and The New (Marzano) Taxonomyo Strategies for Rigor (Marzano; Robyn Jackson)

Instructional Strategieso Accountable Talk (Resnick)o Questioning Strategies (wait time, response chaining, “no opt-out”, etc)o Differentiation Strategies (tiering, R.A.F.T, Tic-Tac-Toe, Cubing, etc.)o Modifications and accommodations for moderate to severe learning disabilitieso Instructional strategies for English Learners

Standards-Based Gradingo Classroom Assessment and Grading that Work (Marzano)o A Repair Kit for Grading (O’Connor)o Grades Don’t Matter (Donen)o Advisory and Life Skills Assessment and rubricso PowerSchool and Standards-Based Gradingo Formative and Summative Assessment tools:

Common Core State Standards o Standards-Based Grading and the Common Core State Standards (PowerSchool Training)o CCSS Literacy Standards in History Social Science, Mathematics, and Technical Subjects - Writing across

the Curriculumo Alignment of CA State Standards and CCSS

Data analysis using DataDirector (CSTs and Benchmarks) School Culture

o Transition to North Valley Military Institute College Preparatory Academyo Responsibility-Centered Discipline (Larry Thompson)o Bullying and sexual harassmento Grade level collaborations to plan Middle School/High School Character Development activities and

assemblies,


Professional development remains the driving force behind NOVA’s focus on continuous improvement of student achievement. Recognizing the central role that clearly defined standards and expectations play in student’s ability to

15

643

680

719689

731

500

550

600

650

700

750

800

2008 2009 2010 2011 2012

2008-2012 NOVA API

643

625

62868

0

656

665

64671

9

712

704

670

689

651 68

6 747

686

678

461

731

719 78

2

718

688

539

200

300

400

500

600

700

800

900

Schoolwide Black/Afr-Amer Hisp/Latino White SED EL SWD

2008-2012 NOVA API : Subgroups2008 Growth 2009 Growth 2010 Growth 2011 Growth 2012 Growth

643 68

1 742

680

694 75

5

719

709 76

7

689 72

9 779

731 745788

200

300

400

500

600

700

800

900

NOVA LAUSD STATE

2008-2012 API: NOVA, LAUSD, CA State2008 2009 2010 2011 2012

master content, skills, and cognitive processes, professional development has, over a three year period, provided a scaffolded means by which teachers have sharpened and focused their skills in both instructional design and instructional strategies which support student mastery of standards. The implementation of standards-based grading connects the assessment of student achievement solely to students’ ability to demonstrate their level of mastery.

With the shift in focus to the Common Core State Standards, it will be essential for teachers to have expertise in analyzing standards, determining appropriate learning objectives, and designing effective learning activities to develop and reliable means to assess student mastery. Questioning strategies and Accountable Talk will be necessary to support the level of rigor demanded by the new standards.

As NOVA transitions to NVMI, opportunities for staff collaboration will be especially crucial. A successful transition will depend upon all staff working in unison to define the military culture and implement its framework in support of student achievement.

STUDENT PERFORMANCE DATA

ACADEMIC PERFORMANCE INDEX (API):


NOVA has shown an overall API growth of 88 points over the past five year, on average increasing API by 22 points annually. The application of statistical methodology to a school the size of NOVA is somewhat clumsy, and large fluctuations are the norm. However NOVA’s API data confirms a clear trend of continuously improving academic achievement.

This rate of growth is comparable to and, in fact, exceeds that of both LAUSD and the state of California as a whole. Over this time period LAUSD’s annual API growth averaged 18 points. The state’s API growth averaged 11.5 points annually.

When considering the data regarding the performance of NOVA’s subgroups, it is important to note that a full five years of API data is available for the Hispanic/Latino and Socioeconomically Disadvantaged subgroups only. Numerically significant subgroup data for the Black/African American subgroup is not available for 2008, 2009, 2011, and 2012. No API was determined for the English Learners subgroup in 2008, nor was API calculated for the White and Students with Disabilities subgroups prior to 2011.

The same general growth pattern is observed for each subgroup as is indicated in the schoolwide data demonstrating an upward trend at roughly the same rate, with an annual average growth rate of 23.5 points for the

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31% 37

% 48%

23%

43% 51

%

47%

50% 58

%

40% 54

% 60%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

NOVA LAUSD State NOVA LAUSD State

ELA MATH

2008-2012 AYP NOVA, LAUSD, & State: ELA & Math % Proficient & Advanced2012 ELA Target 77.8% 2012 Math Target 77.4%

2008 2009 2010 2011 2012 2012 Target

31%

28%

29%

23%

17%

21%

47%

42%

37%

40%

37%

38%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Schoolwide Hisp/Latino SocEcon Disadv

Schoolwide Hisp/Latino SocEcon Disadv

ELA MATH

2008-2012 AYP NOVA Subgroups: ELA & Math % Proficient & Advanced2012 ELA Target 77.8% 2012 Math Target 77.4%

2008 2009 2010 2011 2012 2012 Target

Hispanic/Latino subgroup and 22.5 points for the Socioeconomically Disadvantaged subgroup. The annual growth rate over the four years of data for the English Learners subgroup, while significantly less at 10.5 points, is however continuous.

While the API of the Students with Disabilities subgroup is significantly lower than that of the others, from 2011 to 2012 students with disabilities experienced the greatest growth in a single year of all subgroups in the five year period. It is important to note that students with disabilities comprise 17% of the student population and that they are most significantly represented in the middle school. The single greatest change in the middle school program was the introduction of the online instructional website Study Island to the middle school coaching program and the expansion of that program to four days per week. It is possible to conclude that middle school students with disabilities benefitted the most from this program. Further analysis of individual student test results and other benchmark data support this conclusion.

ADEQUATE YEARLY PROGRESS (AYP)


2012 AYP data yields further evidence of NOVA’s continuous progress, with the school meeting 13/13 AYP criteria including the API additional indicator for AYP. The graduation rate indicator is not applicable for schools with fewer than 50 graduates plus dropouts.

While NOVA is in Program Improvement Year 2, having entered PI in 2009, AYP targets present a significant challenge to the district and state as well. LAUSD entered PI in 2005, is currently in Year 3, and in 2012 met 33/50 AYP criteria. California met only 27/50 AYP criteria statewide. Neither the state, the district, nor NOVA met the 2012 AMO targets for ELA and Math, and NOVA lags behind both. Over the four-year period all three made progress towards the 2012 targets. However NOVA’s growth in the proportion of students scoring Proficient and Advanced (16% ELA, 17% Math) outpaced that of both the district (13% ELA, 10.4% Math) and the state (9.9% ELA, 8.5% Math). Thus NOVA’s higher rate of growth resulted in NOVA approaching the 2012 targets by one-third, the same amount as the district and the state.

During this charter term, NOVA’s AYP was based on proficiency levels of three groups: Schoolwide, the Hispanic/Latino subgroup, and the Socioeconomically Disadvantaged subgroup. Proficiency levels for the English Learners subgroup were included in 2009 only. In 2008 the proficiency levels of all three groups were essentially the same, approximately 30% for ELA and

17

Criteria Met API

Grad Rate AYP PI

2008 13/14 Y Y N N2009 11/18 Y Y N PI-12010 13/13 Y Y Y PI-12011 6/13 N NA/U50 N PI-22012 13/13 Y NA/U50 Y PI-2

34%

34%

35%

36% 51

%

15%

4%

22%

18% 32

%

25% 42

%

33%

33%

60%

-32%

-49%

-25%

-37% -34%

-35%

-46%

-46% -3

5%

-50% -3

4% -26%

-34%

-35% -2

1%

-34%

-17%

-40%

-27%

-15%

-50%

-50%

-32% -4

7%

-18% -4

1%

-32%

-34%

-32%

-19%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

2008 2009 2010 2011 2012 2008 2009 2010 2011 2012 2008 2009 2010 2011 2012

History Science EOC Science CST

2008-2012 NOVA CST Summary: History and Science by Performance Band

% Pro or Adv % Basic % FBB or BB

32%

33% 41

%

38% 44

%

13%

10%

33%

25%

29%

-38%

-37%

-38%

-39% -2

8% -24%

-34% -2

7%

-32%

-33%

-30%

-30% -2

1%

-23% -2

8%

-63%

-56%

-41%

-43% -38%

-100%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

2008 2009 2010 2011 2012 2008 2009 2010 2011 2012

ELA Math

2008-2012 NOVA CST Summary: ELA and Math by Performance Band

% Pro or Adv % Basic % FBB or BB

22% for Math, with the Hispanic/Latino subgroup somewhat lower at 17%. Except for a growth in ELA proficiency of the SED subgroup of about half that of the other groups, increases in proficiency levels in both ELA and Math resulted in all three groups approaching the 2012 targets by one-third. It should be noted that in doing so, the 2008 gap in Math proficiency between the Hispanic/Latino subgroup and the other two groups was closed.

The above analyses notwithstanding, it is important to note that NOVA’s AYP, based on data from grades six through eight and grade ten, derives from a schoolwide population including on average 120 students and subgroup populations of 90 students. Data for such small group sizes is notoriously volatile and spikes, such as that observed in 2010 Math, are expected. Further analysis suggests that in this case results were skewed by a somewhat stronger than average performance by a somewhat larger eighth grade. Follow-up with this cohort, to the degree that it still exists, shows continued higher than average performance in grades nine and ten.

CALIFORNIA STANDARDS TESTS (CST)


While AYP captures a snapshot, an analysis of all student CST scores provides a more detailed picture of school performance. A review of performance data not only for English Language Arts and Mathematics, but also for History and Science, and examining changes in all performance bands shows NOVA’s students making steady and significant progress over the five year period.

In all core courses, the proportion of students scoring in the Proficient (Pro) and Advanced (Adv) performance bands increased while the proportion of students scoring in the Below Basic (BB) and Far Below Basic (FBB) performance bands decreased, frequently by large amounts.

Increases occurred in the proportion of student scores in the upper performance bands in the range of 12%-17% for ELA, Math, History, and End of Course (EOC) Science (Physics and Biology). The proportion of students scoring in the lower

18

64% 72

%

72%

54% 68

%

71%

94%

77% 83

% 94%

78% 84

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

NOVA LAUSD State NOVA LAUSD State

ELA MATH

2008-2012 10th Grade Census CAHSEE:NOVA, LAUSD, State

2008 2009 2010 2011 2012

7%

33%

44%

12%

5%

10%

44%

41%

5% 0%

0%

10%

20%

30%

40%

50%

60%

Advanced Early Advanced Intermediate Early Intermediate Beginning

2008-2012 NOVA CELDT Annual Assessments 2008 2009 2010 2011 2012

performance bands in ELA decreased by only 2% as the improvement in ELA primarily consisted of students’ scores moving from the Basic to the Proficient performance Bands.

Achievement in EOC Science doubled in the upper performance bands to 32% with a decrease of 32 percentage points in the lower performance bands. Increases in achievement in the Science CST given in eighth and tenth grades are evidenced by 60% of students scoring Proficient or Advanced with 19% scoring Below Basic or Far Below Basic. Similarly increases in achievement in History have resulted in a majority of students scoring in the upper performance bands with only 15% scoring in the lowest performance bands.

Although mathematics achievement still remains in need of greater improvement, the outstanding increases in Science achievement must at least in part be attributed to solid progress in Mathematics. Beginning in 2008 with 63% of students scoring Below Basic or Far Below Basic in Mathematics, that proportion has shrunk to 38% in the four intervening years.

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)

NOVA’s English Learner (EL) population represents 20% of the total enrollment, approximately 45 students annually although EL enrollment has declined somewhat in recent years. Annual CELDT test results over time show a relatively stable distribution of students across the levels, Beginning to Advanced. It can be seen, however, that during the charter term the distribution has shifted towards the Advanced level with a 14% increase in the Advanced and Early Advanced levels with a commensurate decrease in the lower levels

NOVA reclassifies English Learners at an average of 12.1% annually, a rate comparable to that of the district and the state. Nevertheless, annual rates vary widely, once again, in response to changes in the composition of a small population.

CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE)

Perhaps the clearest indicator of the success of NOVA’s program is the rate at which grade ten students pass the CAHSEE. Over the term of the charter this rate increased by 30% for English Language Arts and by 40% for Mathematics with students currently passing both parts of the CAHSEE at a rate of 94%, far exceeding that of both the district and the state.

19

% EL Students Redesignated FEP

2008 2009 2010 2011 2010

NOVAaverage

LAUSDaverag

e

Stateaverage

7.7% 18.0% 27.6% 0.0% 7.3% 12.1% 14.2% 10.9%

By a variety of indicators, a significant proportion of students enrolling at NOVA would be considered “at risk” of dropping out of school or not graduating. Many have lost faith in the education system and themselves. For these students passing the CAHSEE is a turning point, providing tenth grade students at a crucial point in their education, clear validation of NOVA’s message that all students can achieve.

LOCAL ASSESSMENTS:

STANDARDS-BASED GRADING

Recognizing that the most accurate and effective means of measuring and reporting student progress is one that is based solely upon students’ mastery of published standards, NOVA introduced a standards-based grading system in 2011 and fully implemented it in 2012. Students are given multiple opportunities to provide evidence of standards mastery. The grading system was amended to reflect the following rubric, although percentages are also integrated.

Grade Label

Grade Points

Percentage Description

A 4.0 90-100% Advanced: In addition to exhibiting Proficiency, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class.

B 3.0 80-89% Proficient: The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

C 2.0 70-79% Basic: The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes.

NP 1.0 50-60% Below Basic / Not Passing (no credit): The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. When given as a final grade, student may recover credit for the course through an Individual Credit Recovery (ICR) plan.

F 0 Below 50% Far Below Basic (no credit): The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. When given as a final grade, student has not mastered sufficient content to be eligible for ICR and must repeat the course

DATA DIRECTOR ASSESSMENTS

NOVA uses DataDirector’s item bank and test writing features to create both summative unit and quarterly benchmark assessments. The reporting features allow instructional staff to compare beginning and end of the year assessments and other measures including CSTs to show student growth over time with respect to the standards. Professional development time is afforded for analysis of these reports and serves as focus for departmental and grade level collaborative planning. Samples of these reports are provided with this update.

20

ENGLISH LANGUAGE ARTS

NOVA conducts the San Diego Quick Reading Assessment to obtain an estimate of students’ ability to read grade-level material.

6

7

8

9

10

11

12

1 2 3 4 5 6 7 8 9 10 11 12

SDQR Instructional Level: Grades 6-12 2012-2013

Instructional Reading Grade Level

Clas

s Gra

de Le

vel

PRELIMINARY FINDING

Departmental Observation: We need strategies to focus on raising students to their appropriate reading levels. We noticed a difference between some students’ performance and ability; therefore, we must bridge this gap. In the near future, we are going to implement a Summer Reading Program as a way to address academic loss over the summer months. We see a need to administer the San Diego Quick Assessment at the start and end of each school year. The range of achievement gets wider as students progress through the grades. We need to figure out why some students are not making gains in high school.

Sixth Grade: The entire 6th grade class is reading within two years of grade level. Most students are within one year and ten are reading above the 6th grade level.

Seventh Grade: All seventh graders are reading within two years of their grade level. Three students are at the 5 th grade level and the rest are at 6th, 7th and above.

Eighth Grade: Approximately 75% are reading within two grade levels. Several are reading two levels above grade level.

Ninth Grade: Half of the class is at or near their reading level within two years while the other half ranges from three to four years below their targeted reading level.

21

Tenth Grade: Seventy-five percent of the class is at or near their reading level within two years. Of the seven students who are three or more years below their targeted reading level five have IEP’s.

Eleventh Grade: Although there is a range of achievement, the class divides into three bands of students who are basically at the same levels. One interesting anomaly, two students who score advanced and proficient on the CST's, scored extremely low on this assessment. The range of the class was as expected. Several students with IEP's scored very well on this test. These students have been in the school for a long period of time.

Twelfth Grade: There is a huge range of achievement in this group. It should be noted that our lowest performing student has a significant range of challenges and has shown significant progress over the last few years. The independent reading levels are surprisingly low for several students who perform on a higher level on other types of assessments.

MATHEMATICS

MATH ENROLLMENT:

Math 6 Math 7 Math 8 Alg 1A Alg 1B Geom Alg 2 Pre-Calc none0

5

10

15

20

25

30

35

40 Math Enrollments Semester 1 2012-2013

Num

ber o

f Stu

dent

s


NOVA currently offers sixth through twelfth graders a math program including Algebra Readiness, Algebra I, Geometry, and Algebra II. Students may also elect to take higher level mathematics courses through the online APEX program, and in 2012-2013 one student is enrolled in APEX PreCalculus.

For the academic years 2011-2012 all eighth graders were enrolled in Algebra Readiness and all ninth graders were enrolled in Algebra IA. In 2012-2013 ninth graders are enrolled in Algebra 1A, Algebra 1B, and Geometry. In 2011-2012

22

only those eighth graders scoring proficient or above on the seventh grade Math CST were enrolled Algebra IA as ninth graders. In 2012-2013 all ninth graders were enrolled in Algebra 1A. Some of the ninth graders who scored advanced were moved ahead to Algebra 1B. One ninth grader came from another school, having completed Algebra 1, and was enrolled in Geometry. Similarly, some tenth graders, having completed Algebra 1 as a one year course, were enrolled in Geometry. All students who had been enrolled in Algebra 1A for the 2011-2012 school year were enrolled in a second year of Algebra (Algebra 1B) for the 2012-2013 year. In 2011-2012 five students took an online Honors Geometry course. In 2012-2013 there is one Algebra 1A course, one Algebra 1B course, two Geometry courses, and one Algebra II course. The majority of these math students are also enrolled in a daily Math Tutoring Lab. Several students in unique placement and scheduling situations are taking online math courses.

MATHEMATICS DIAGNOSTIC TESTING PROJECT

All NOVA students enrolled in Mathematics were assessed in the fall of 2012 using the Mathematics Diagnostic Testing Project sponsored by the University of California. The MDTP provided an analysis of results of this test for the group as a whole, by test topics, by test items, and also created an Individual Student Letter. The MDTP based their analysis upon students’ achievement of a critical level in each topic, i.e. what was considered to be the minimum number of correct responses for a student to show adequate preparation in that topic.

PRE-ALGEBRA READINESS TEST

The sixth and seventh grade students took the Pre-Algebra Readiness Test. This test looked at individual students’ mastery of each of the following six test topics in forty items:

Topic Topic Code Item Count Critical Level

Fractions, Decimals, and Percents FRDM 12 8Measurement of Geometric Objects GEOM 6 4Coordinate Plane, Graphical Representation, Data Analysis GRDA 5 4Integers INTG 7 5Literal Symbols LITS 5 4Proportional Reasoning PROP 5 3

FRDMGEOMGRDAINTGLITS

PROP

0 5 10 15 20

Grade 7: Pre-Algebra Readiness

# Students at or Above Critical Level

23

FRDMGEOMGRDAINTGLITS

PROP

0 5 10 15 20

Grade 6: Pre-Algebra Readiness


In looking at the 6th grade readiness results, it is notable that GEOM had the largest number of students reaching critical levels. This likely means that this was a set of standards that these students met in 5 th grade because the MDTP is administered at the beginning of the 6th grade school year. On the other hand, the main area of weakness for 6th grade was for FRDM and GRDA. This indicates that in 5th grade, very few students mastered the standards related to fractions, decimals, percents, coordinate plane, graphical representation, and data analysis. This is expected, as these are topics that math students typically struggle with for multiple years, which makes sense because these topics are present in all of the middle math standards. To address this issue for incoming 6 th graders, these are topics that are heavily focused on during their math coaching class, which is an additional math period twice a week designed to support their traditional math class.

For the 7th grade, it is notable that PROP and INT had the largest number of students reaching critical levels. This likely means that this was a set of standards that these students met in 6th grade. The majority of current 7th grade students were at NOVA for 6th grade last year, so this indicates that proportional reasoning and integers were standards that were met most frequently in their 6th grade year. On the other hand, the main area of weakness for 7th grade was from GRDA and FRDM. This is the same weakness experienced by the 6th grade students. This data indicates that these standards are particularly challenging to meet and that the math coaching intervention needs to be redesigned. To help address this weakness, students now consistently use the program called Study Island to work on meeting challenging standards such the ones in the strands of GRDA and FRDM. This program is unique because it allows for automatic differentiated instruction. When a student cannot perform at their grade level, the program drops them down level by level until they are working on the basic skills they are missing.

ALGEBRA READINESS TEST

Students in the eighth grade Algebra Readiness and the predominately ninth grade Algebra 1A classes took the Algebra Readiness Test, consisting of the following seven topics in forty-five items:

Topic Topic Code Item Count Critical LevelIntegers INTG 6 4Fractions and their Applications FRAC 8 6Decimals, their Operations & Applications; Percent DECM 8 6Exponents and Square Roots; Scientific Notation EXPS 4 3Literals & Equations LTEQ 7 5Geometric Measurement & Coordinate Geometry GMCG 6 4Data Analysis, Probability & Statistics DAPR 6 4

24

INTGFRAC

DECMEXPSLTEQ

GMCGDAPR

0 5 10 15 20 25 30

Grade 8 Algebra Readiness


INTGFRAC

DECMEXPSLTEQ

GMCGDAPR

0 5 10 15 20 25

Algebra 1A: Algebra Readiness


In 2009-2010 NOVA divided Algebra I into a two year course after analysis of student achievement. As shown by the Grade 8 Algebra Readiness chart, the majority of students are below the critical level. The grade 8 Algebra Readiness course has a large focus on Number Sense skills, while introducing basic Algebra concepts.

As expected, Algebra IA shows more students approaching the critical level for all of the topics except for DAPS—Data Analysis, Probability, and Statistics. This is understandable since Data Analysis, Probability, and Statistics are a larger part of the California Content Standards in Middle School, during grades 6 and 7. During Grade 8, more so than Grade 6 and Grade 7, students focus more on incorporating Algebra concepts rather than learning high levels of the same Number Sense skills. The National Common Core Standards have a large focus on the Data Analysis, Probability, and Statistics in Algebra I, Geometry, and Algebra II. We have begun the transition from California State Standards to the National Common Core Standards to some extent this year, however, next year Data Analysis, Probability, and Statistics will become a larger part of the curriculum.

CAHSEE PREP DIAGNOSTIC TEST

All 10th grade students took the CAHSEE Prep Diagnostic test consisting of the following six topics in forty-five items:

Topic Topic Code Item Count Critical Level

Integers and Exponents INTX 7 5Fractions, Decimals, and Percents FRDM 7 5Data Analysis, Probability, and Statistics DAPS 7 5Measurement of Geometric Objects GEOM 8 6Algebra and Functions ALGF 8 6Number Line, Coordinate Plane, and Graphing GRPH 8 6

INTXFRDMDAPS

GEOMALGFGRPH

0 5 10 15 20 25

Grade 10 CAHSEE Prep Diagnostic


All tenth graders took the CAHSEE Prep Diagnostic test. These tenth graders were enrolled in Algebra 1A (repeating the course), Algebra 1B, Geometry, and Algebra 2. The majority of the students were beginning Algebra 1B when this diagnostic was administered. Since they were coming from all different course levels it is difficult to make a direct correlation between the results and the students’ previous course. However, it is notable that all students experienced at least two years, some even three, of Algebra concepts. Therefore it understandable that the highest number of students reaching the Critical Level were in topics of Algebra and Functions and Integers and Exponents, since those are major topics in the Algebra course. It is also understandable that the smallest number of students reaching the Critical

25

Level occurred in Measurement of Geometry Objects. The students had far less exposure to Geometry concepts since this is a relatively small portion of the California Algebra 1 Content Standards, and except for one student, had not yet taken Geometry.

The majority of tenth graders also have a period of Math Tutoring Lab. During this remediation time, students work on their individual areas of weakness such as those shown the graph above. They use personal computers to view customized lessons. They also use Quizdom clickers to practice as a group, to receive immediate feedback, and to track their progress.

GEOMETRY READINESS TEST

Students in the predominately tenth and eleventh grade Geometry classes took the Geometry Readiness test consisting of the following six topics in forty-five items:

Topic Topic Code Item Count Critical LevelExponents and Square Roots; Scientific Notation EXPS 5 4Graphical Representation GRPH 6 4Informal Geometry and Logic INGL 12 8Linear Equations and Inequalities LINR 7 5Polynomials, Including Quadratic Equations POLQ 8 6Rational Expressions RATL 7 5

EXPSGRPHINGLLINR

POLQRATL

0 5 10 15 20

Geometry: Geometry Readiness


In looking at the Geometry Readiness results, it is notable that POLQ—Polynomials, Including Quadratic Equations had the largest number of students reaching critical levels. This is understandable since the focus of Algebra 1B is to perform arithmetic operations with polynomials. It is also understandable that there are no students reaching the critical level for INGL—Informal Geometry and Logic, since this topic is not covered in Algebra IB. Next year, the National Common Core Standards will guide the curriculum to include this topic. It is however surprising that there are no students approaching the critical level in EXPS—Exponents, Square Roots, and Scientific Notation, since Exponents, including Scientific Notation are a major part of the curriculum. Square roots, however, is a topic that is primarily taught in Geometry and Algebra 2.

SECOND YEAR ALGEBRA READINESS TEST

Students in the predominately tenth and eleventh grade Algebra 2 class took the Second Year Algebra Readiness test consisting of the following six topics in forty-five items:

26

Topic Topic Code Item Count Critical LevelExponents and Square Roots; Scientific Notation EXPS 5 4Geometry and Logic GEOM 12 8Graphical Representation GRPH 7 5Linear Equations and Inequalities LINR 8 6Polynomials, Including Quadratic Equations POLQ 7 5Rational Expressions RATL 6 4

EXPSGEOMGRPHLINR

POLQRATL

0 2 4 6 8 10 12 14 16 18 20

Algebra 2: Second Year Algebra Readiness


PRELIMINARY FINDING

In looking at the Algebra 2 results, overall, there are no significant strengths across the strands. This raised the question in the math department as to whether it makes sense for students to take Algebra 2 immediately following Algebra 1, as opposed to after Geometry. Students are spending three years building algebra skills, interrupted with one year of Geometry, and then likely struggling to recall these Algebra 1 skills when taking the MDTP at the beginning of the year in Algebra 2. The math department and administration are considering making this change so that students will have had three years of consecutive Algebra content and then go directly into Algebra 2 instead of Geometry.

27

REPORT CARD ANALYSES:

2012-2013 S1

2011-2012 S2

2011-2012 S1

2010-2011 S2

2010-2011 S1

2009-2010 S2

2009-2010 S1

2008-2009 S2

2008-2009 S1

33%

29%

30%

34%

35%

41%

34%

31%

32%

33%

33%

33%

32%

32%

26%

32%

26%

32%

23%

27%

28%

27%

26%

25%

26%

29%

26%

12%

10%

8%

7%

7%

8%

7%

14%

10%

Gr 9-12 Semester Final Grade Dis-tribution

2008-Fall 2012

Gr 9-12 A Gr 9-12 B Gr 9-12 C Gr 9-12 F


NOVA’s minimum passing grade is 70% on a grading scale which does not include a D. While the general distribution of semester final grades of approximately one-third A’s, one-third B’s, and one-third C’s and F’s, has remained fairly constant over the period 2008-09 to 2011-12, the first semester of 2012-2013 shows an increase in the number of courses for which non-passing grades were given. This can be attributed to two factors, both embedded in the implementation of the standards-based grading system. The inclusion of such factors as homework completion, and

28

2012-2013 S1

2011-2012 S2

2011-2012 S1

2010-2011 S2

2010-2011 S1

2009-2010 S2

2009-2010 S1

2008-2009 S2

2008-2009 S1

27%

26%

20%

32%

34%

45%

41%

32%

36%

30%

36%

38%

35%

33%

32%

31%

32%

32%

28%

33%

34%

28%

29%

19%

24%

28%

28%

15%

5%

8%

5%

3%

4%

4%

8%

4%

Gr 6-8 Semester Final Grade Dis-tribution

2008-Fall 2012

Gr 6-8 A Gr 6-8 B Gr 6-8 C Gr 6-8 F

extra credit inaccurately skew grades. Students’ reliance on these factors to compensate for poor performance on assessments is frequently reflected in lower grades during the initial stages of implementation. Teachers as well require time to adapt instructional strategies that place greater focus on formative rather than summative assessments,

To address the needs of low-performing students, NOVA requires students at risk of failing courses to attend PowerHour four days per week from 3:30-4:30. Teachers assign students to PowerHour for the following week on Thursdays and families are notified by mail. During PowerHour teachers re-teach concepts, provide extra practice time, and allow students to makeup missing work, retake tests and quizzes, and complete projects. A quiet study room is monitored for students to complete independent work as well.

NOVA also celebrates the academic success of students with recognitions in monthly assemblies and the award of merits and California Cadet Corps ribbons.

29

COLLEGE PREPARATION

North Valley Charter Academy Academic Program 2012-2013

Grade 6 Grade 7 Grade 8English English EnglishMath Math Algebra ReadinessAncient History World History US HistoryLife Science Life Science Physical ScienceArt Art ArtCalifornia Cadets/Physical Education California Cadets/Physical Education California Cadets/Physical EducationReading & Math Coaching Reading & Math Coaching Reading & Math Coaching

Grade 9 Grade 10 Grade 11 Grade 12English English English EnglishComposition 9 Composition 10 Geometry Algebra 2Algebra 1A Algebra 1B US History Government (1 sem)Math Tutor Lab Math Tutor Lab Biology Economics (1 sem)Career Choices Biology VPA: Theater 1 or Art 1 ElectivePhysical Education/Health Physical Education Elective Senior Seminar

Required UC approved g-elective

Electives Currently Enrolled APEX (online) Courses and ElectivesTheater 2 Ecoliteracy Geometry Pre-CalculusArt 2 Urban Agriculture Spanish 2 Earth SciencePOV in Modern Media (1 sem) Screenwriting World History Art AppreciationPsychology (1 sem) Fit Lifestyle US HistoryCACC Leadership

NOVA is committed to developing a college-going culture which includes preparation for a wide variety of post-secondary school options.

Besides studying the California State Content Standards aligned core courses of English, Mathematics, Social studies and Science, middle school students participate in the California Cadet Corps curriculum which also meets the Physical Education standards as described in the school’s charter. Additionally middle school students receive art instruction one day per week and use the Study Island online software four days per week in small groups for supplemental practice in reading and mathematics. These small group coaching sessions allow students to focus on mastering course standards and provide opportunities for highly performing students to study advanced topics and pursue special projects.

NOVA had piloted a six-week Freshman Summer Institute for all returning and incoming ninth grade students in the summer of 2009. Designed to both consolidate the language arts and mathematics skills necessary for high school

30

success and introduce students to NOVA’s college and career focus, students studied English Language Arts and mathematics, and participated in a business simulation, BizWorld. Statewide budget cuts forced the program to be discontinued, although NOVA has applied for a 21st Century grant to fund its reimplementation.

The Career Choices course encourages students to investigate their interests, values, and preferred work styles to project a lifestyle they would like to have in ten years. Students then research a variety of possible careers for which they would be suited and create a ten-year plan that includes secondary and post-secondary educational goals and which will lead them to the lifestyle to which they aspire. Designed as a freshman transition course, Career Choices is also offered to eleventh graders in 2009-2010 and 2010-2011, after which time it became solely a ninth grade course.

Virtually all high school students complete the UC “a-g” requirements in order to graduate from NOVA. Students must earn 60 credits annually, graduating with 240 credits. As community college options for credit recovery have declined, exceptions have been made for students who enter NOVA in eleventh grade. Generally these are students who have eared no credit in Algebra 1 prior to enrollment and are deficient in other required courses as well. In these cases, students are counseled regarding post-secondary options and alternative routes to earning a four-year college degree. Some students elect to remain at NOVA for an additional year to complete the UC “a-g” requirements, while others have been granted diplomas that meet all state requirements, with plans to enroll in the community college programs that enable them to later transfer to the UC system.

PSAT SCORES 2007-2013

Year # StudentsAve

Reading Ave Math Ave Writing2008-2009 28 37.9 35.7 37.42009-2010 26 38.3 38.3 37.42010-2011 33 37.5 39.1 35.52011-2012 36 36.6 36.6 35.42012-2013 21 41.9 39.0 38.7

SAT SCORES 2007-2013

Year # Students Critical Reading Math Writing Skills Multiple Choice Essay2008-2009 5 380.0 354.0 380.0 37.6 6.62009-2010 14 445.7 383.6 435.7 43.6 6.92010-2011 15 437.3 454.0 441.3 44.7 6.72011-2012 12 436.7 440.0 425.8 42.5 6.92012-2013 5 484.0 432.0 426.0 41.8 7.0


NOVA’s academic program, though limited, is carefully structured around the identified needs of its students. The California Cadet Corps Program for all middle school students and volunteer high school students, English Language Arts and mathematics coaching in the middle school, the Career Choices freshman transition course, and the two-year Algebra 1 course were introduced to address deficiencies in student academic preparation, achievement, and motivation. NOVA has increased the number of elective courses for 11th and 12th grade students both by designing new classroom based courses (Urban Agriculture, Ecoliteracy, POV in Modern Media, and Psychology) and by providing students access to the APEX online courses (PreCalculus, Earth Science, and Art Appreciation among many others).

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NOVA has shown significant gains on college admission tests, however it is clear that further gains are needed for students to compete successfully for more selective programs. While NOVA’s academic program is designed to ensure that all students meet the admission requirements for the UC/CSU system and other four-year colleges, students are encouraged to pursue post-secondary educational options that most match their interests and strengths. Admission pathways for students interested in careers in fields such as culinary arts, fire-fighting, and music production frequently differ from those for typical four-year colleges and universities.

GRADUATION RATES AND POST-ENROLLMENT:

Graduation Rate 2007-2011

Grad Year Data Source Grad Rate2007 AYP 66.7%2008 AYP 76.9%2009 NCES 78.9%2010 Cohort Rate 77.3%2011 Cohort Rate 81.6%

Post-Graduation Information 2007-2012

Grad Year # Grad 4-yrUniversity

Community orVocational College Military Employment No Info

2007 4 2 2 0 0 02008 9 1 6 0 0 22009 23 7 10 0 1 52010 17 4 6 1 4 22011 32 6 14 1 5 62012 37 3 17 2 6 9Total 122 23 55 4 16 24

% grads w/ info 80% 23% 56% 4% 16%


The California Department of Education has published graduation rate data calculated by a variety of means during the last five years, making it difficult to make longitudinal comparisons. However, despite this instability the state data supports the conclusion that NOVA’s graduation rate has increased since its first graduating class in 2007.

NOVA post-graduate data, collected from approximately 80% of its graduates, indicates that 79% of students pursue post-secondary education, with 23% attending four year universities and 56% attending community and vocational colleges.

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REFLECTION: NORTH VALLEY CHARTER ACADEMY 2008-2013

NOVA BENEFITS LAUSD AND THE COMMUNITY

North Valley Charter Academy (NOVA) supports LAUSD’s commitment to provide school choice to the families of the district. There is a clear need to improve public education in California and the United States and the need to offer additional high-quality educational choices is equally important in Los Angeles. NOVA offers an additional educational opportunity for students and families in the San Fernando Valley by providing a school that is:

A free independent public school option open to all families and students committed to the school’s mission and educational vision, without tuition or entrance requirements.

Grounded by an academically rigorous, standards-aligned, continuous curriculum for grades 6-12 which ensures that all students graduate and are college-ready.

Dedicated to supporting its members in developing the skills necessary for democratic leadership in a global society.

A psychologically safe environment which facilitates personal growth and in which students can develop and practice the skills of behavioral and emotional awareness and self-reflection.

NOVA serves the larger community by increasing the number of successful college-ready graduates, and the pool of local residents with the high level skills needed by companies in our region and nationally.

NOVA BENEFITS STUDENTS

NOVA’s college preparatory academic program meets all University of California requirements and ensures that students are prepared to enter four-year universities, confident they have the necessary skills for success. However, were they to have remained in their resident schools, nearly two-thirds of NOVA’s students would be attending schools with a lower API than NOVA. When the High School alone is considered that figure rises to ninety percent. Students who transferred to NOVA after attending 9th grade elsewhere enrolled with an average of 50 credits and a GPA of 2.1, with 59% having

earned less than 60 credits. Yet NOVA’s students graduate at a rate that outpaces both the district and the state and NOVA’s Middle School provides young adolescents the safe and caring environment of a close knit school culture in which they can grow academically and personally as they transition from elementary to high school. These student successes derive from a committed professional staff with a proven ability to identify the individual needs of all students and an academic program structured to implement supportive interventions.

NOVA ACHIEVES ITS MISSION

Founded upon the ideals of Academic Excellence, Democratic Leadership, and Personal Growth, NOVA defined a mission to serve all students from the culturally diverse San Fernando Valley, irrespective of ethnic, cultural, socio-economic backgrounds, gender, or disabilities. NOVA acknowledged a particular responsibility to students identified as “at-risk” of dropping out of high school who are attracted to NOVA’s intimate campus, Reflective Discipline Process, and customized credit recovery options. NOVA envisioned graduates who were prepared for college and career, ready to assume positions of leadership as self-reliant and reflective life-long learners. NOVA has maintained contact with over 80% of graduates who indicate that 23% of them enrolled in four-year universities; 56% are enrolled in community or vocational colleges; 4% joined the military; and 16% immediately entered the workforce. NOVA’s 82% GRADUATION RATE and the success of our graduates in universities, colleges, the military, and the workforce attest to the realization of this mission.

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CURRICULUM FRAMEWORK AND IMPLEMENTATION

NOVA’s academic successes derive from the implementation of the curriculum framework essentially as outlined in its charter petition. Each program component has undergone revision and improvement and the WASC Visiting Committee noted as a particular strength NOVA’s “ability to recognize and diagnose problems and the willingness to propose and implement change in a timely manner.” This has included eliminating components that were not successful (LINC), not found to be feasible (International Baccalaureate Middle Years Program), or were no longer sustainable by California State budget limitations (on-campus Community College courses). Thus California State Content Standards continue to be the foundation of the Middle School and High School programs, as does the rigorous UC APPROVED “a-g” COURSE LIST remain a High School graduation requirement. Advisory provides the structure for developing a school culture based on emotional awareness, self-reflection, and the skills and character traits necessary for personal and professional success as well as providing academic counseling and support.

INNOVATIVE PROGRAM

NOVA’s approach to innovation is grounded in a commitment to provide the most effective pathways for students to access the curriculum defined by California State Content Standards, Common Core State Standards.

STANDARDS-BASED GRADING

Standards based grading is a means to clearly assess student progress and achievement by focusing solely on what students know and are able to do. Reporting this information to students allows them to work as collaborators with their teachers in identifying where they need to focus and what they need to improve.

EXPANDED CURRICULUM

New courses at NOVA are rigorous and relevant to the reality of students’ lives. Designed to expand upon and apply the concepts and skills learned in the core subjects, these courses demand close reading of informational text, research, writing, and critical thinking about issues of personal, national, and global significance. Courses developed during the term of the charter include those listed below.

American Social Issues introduces students to the study of sociology by focusing on contemporary issues as represented in The Simpsons television program. Modeled after a similar course offered at UC Berkeley and developed in conjunction with Berkeley faculty, this course was approved as an “a-g” elective in its first year.

Career Choices asks 9th graders transitioning from middle to high school to consider the questions “Who am I?”, “What do I want?”, and “How do I get it?” Incorporating Language Arts and Mathematics standards, the course guides students in building research, budgeting, planning, organizational, and self-analytic skills to develop a personalized, career-inclusive 10-year educational plan.

Urban Agriculture uses the NOVA school garden, a registered USDA Peoples’ Garden, as a lens through which students examine issues of national and global food production and consumption and propose local solutions. For the 2012-2013 school year, the Urban Agriculture class has been awarded a State Farm Youth Service Grant to share information with the community about the feasibility and techniques of urban home gardening and will focus specifically upon returning veterans through the local Veterans Administration Ambulatory Care Center.

EcoLiteracy identifies the impact of humans on the earth’s ecosystem and analyzes efforts to reduce our ecological footprint. Course study includes the role of the National Park System in protecting and preserving America’s open spaces, culminating with a five-day trip to Yosemite National Park.

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POV in Modern Media examines the role of mass media in determining how information is disseminated and how societies are shaped and function. Students develop the tools to critically evaluate, analyze and interpret media messages in order to become wise consumers of media.

Senior Seminar is based on the Expository Reading and Writing Course (ERWC) developed by Cal State as part of the college readiness program. Focusing predominately on non-fiction texts, the course emphasizes the in-depth study of expository, analytical, and argumentative reading and writing. Students apply these skills in a variety of real-world situations, not the least of which is completing the college essay and application process.

Blended learning options make it possible for students to take additional electives and AP courses through APEX Learning’s digital curriculum. Advisory

The Advisory curriculum for all grades, six through twelve, defines school culture by focusing on positive character traits and goals such as respect, loyalty, courage, diligence, and leadership through standards that require students to define, identify examples, and evaluate the importance of these concepts in relationships and as citizens in the community. Students reflect daily in their journals about related quotations read during morning announcements. They share their reflections with the school community about the month’s character trait in monthly assemblies through readings, videos, songs, and skits and are recognized for the ways in which they have integrated the trait into their lives.

REFLECTIVE DISCIPLINE

The Reflective Discipline Process remains central to NOVA’s commitment to the efficacy of positive discipline. All teachers and staff received training in Responsibility-Centered Discipline developed by Larry Thompson. “Give ‘Em 5” guides teachers in constructing interactions with students which are mutually respectful and through which students recognize and accept responsibility for the consequences of their choices. Reboot and Give Back replace traditional detention, requiring students to reflect on the ways their actions affect the community and to be held accountable for their actions through service to the community. Piloted in 2012-2013, NOVA’s Merits/Demerits Program provides concrete feedback about clearly defined expectations regarding preparedness, tardiness, and attendance while acknowledging superior positive actions within the community as well.

ACADEMIC SUPPORT

Academic Support is multi-tiered, beginning with daily homework checks in Advisory. Students requiring help with homework or who have not completed assignments are referred to Lunchtime Homework Club. Afterschool PowerHour provides tutoring and additional time for students to meet course standards. NOVA’s standards-based grading scale affords eligible students who have failed a course at NOVA the opportunity to recover credit through an Individual Credit Recovery (ICR) plan. Students recovering credits through an ICR plan or an online course meet weekly in Saturday School.

INDIVIDUAL CREDIT RECOVERY (ICR)

ICR is designed for students who have received a grade of NP (student indicates a distinct lack of understanding of the knowledge, but with help demonstrates partial understanding of some of the knowledge). Students are provided with a study plan which will allow them to focus on and demonstrate mastery of those specific standards which had previously not been mastered. In the past students who had achieved a nearly passing grade would have been required to repeat the entire course, usually in summer school, before moving on to a higher level. Instead, ICR requires that the student recognize and remediate specific knowledge gaps. With the current education economic climate limiting access to summer school courses, ICR has proved a valuable and effective credit recovery method.

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NOVA IS A COMPETITIVE OPTION

As schools of choice, charter schools do not attract students from a single geographical area. NOVA draws students from throughout the San Fernando Valley with approximately 85% of the student population residing within a six mile radius of the school, representing the communities of Sylmar, San Fernando, and Pacoima to the east, and Mission Hills, North Hills, and Panorama City to the south and southeast. In choosing NOVA families and students have opted not to attend their resident schools, thus it seems reasonable that it is to those schools that NOVA’s academic performance be compared.

In this analysis the resident high school or resident middle school was identified for each of NOVA’s students whose scores were included in the 2012 API calculation. The frequency distribution shown is a tally of the number of NOVA’s students for whom each school is the middle school or high school for the geographical area in which they reside. For example, Sylmar High School is the resident school of 28 (or 16.5%) of NOVA’s students, while Holmes Middle School is the resident school of only 1 (or 0.6%) of NOVA’s students.

Any meaningful comparison of NOVA’s performance with that of these schools must take into account the distribution of NOVA’s students among the schools they would otherwise attend based upon their residence. Thus, rather than an arithmetic mean of the selected performance measures, in which each of the data points contributes equally to the final average, a weighted mean, in which higher frequency data points contribute proportionally more than others, has been used. Similar frequency distributions were prepared in which only those students included in the AYP calculation and the CAHSEE pass rate were counted. The entire school population was included in the frequency distribution prepared for comparing the graduation rate. Weighted means for these performance measures were calculated as well.

731

719 78

2

718

688

539

717

708 75

6

701

624

516

200

300

400

500

600

700

800

Schoolwide Hisp/Latino White SED EL SWD

API

2012 API Schoolwide and Subgroups: NOVA & Comparison Schools

NOVA Comparison Schools

47%

40%

94%

94%

82%

45%

43%

80%

82%

78%

0%10%20%30%40%50%60%70%80%90%

100%

ELA % Pro Adv

Math % Pro Adv

ELA Pass Rate

Math Pass Rate

AYP CAHSEE GRAD RATE

2012 AYP, CAHSEE, & Graduation Rate: NOVA & Comparison Schools

NOVA Comparison Schools

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# Students % of totalHS Sylmar 28 16.5%

Kennedy 21 12.4%San Fernando 12 7.1%Monroe 11 6.5%Arleta 3 1.8%Chatsworth 3 1.8%Polytechnic 3 1.8%Granada Hills 3 1.8%Panorama 2 1.2%Van Nuys 2 1.2%Cleveland 2 1.2%Taft 2 1.2%Canoga Park 1 0.6%Birmingham 1 0.6%Verdugo Hills 1 0.6%

MS Olive Vista 27 15.9%San Fernando 20 11.8%Sepulveda 8 4.7%Henry 6 3.5%Porter 4 2.4%Pacoima 3 1.8%Fulton 2 1.2%Lawrence 2 1.2%Maclay 1 0.6%Byrd 1 0.6%Holmes 1 0.6%

With respect to API, AYP, CAHSEE pass rate, and Graduation Rate, NOVA scores higher than the weighted mean of the students’ resident home schools in every measure except the AYP measure of mathematics proficiency.

NOVA EMPLOYS RESEARCH-BASED AND DATA-DRIVEN BEST PRACTICES

NOVA’s record of continuous improvement derives from a conscious commitment to a positive school culture, a rigorous focus on standards, powerful research-based instructional strategies, a comprehensive system of student academic support, and a responsive curriculum driven by the analysis and application of a variety of student assessment data.

SCHOOL CULTURE

Advisory program focusing on character development in a positive, supportive environment. Reflective Discipline Program emphasizing student accountability and self-reflection. Merit/Demerit system supporting clear expectations with positive recognition and fair and predictable

consequences

STANDARDS FOCUS

Core and noncore courses alike based on California State Content Standards, Common Core State Standards, or internally developed course standards.

Curriculum planning integrating power standards with unifying big-ideas, essential questions, and clearly identified learning goals.

Standards-focused instruction emphasizing what students are expected to know and be able to do Standards-based grading requiring mastery learning. A single standards-referenced common rubric for the assessment of student work and student self-assessment.

POWERFUL INSTRUCTIONAL STRATEGIES

Rigorous expectations through Accountable Talk Focus on “Writing for Learning” in all classes Use of both linguistic and non-linguistic instructional strategies including Thinking Maps and Unit Organizers Technology integration for accessing the wealth of digital instructional resources including Smart Boards, laptop

computers, tablets, and student response systems (i.e. “clickers”) Differentiation of instruction including student assessment and individual learning plans created through Study

Island and Khan Academy

STUDENT SUPPORT

Advisory Homework Check for all grades and immediate follow-up in daily Lunchtime Homework Club. PowerHour for students at risk of not mastering standards. Individual Credit Recovery (ICR) plans provide reteaching and allow additional time for students to demonstrate

proficiency of specific course standards rather than repeat entire courses.

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DATA-DRIVEN INSTRUCTION

ZOOM! DataDirector used to create standards-aligned quarterly and other periodic assessments, reports to measure student achievement and a system to calibrate internal assessments with external sources.

MDTP data used to identify deficiencies in student preparation for Pre-Algebra, Algebra 1, Geometry, Algebra 2, and CAHSEE Math.

Regular periodic analysis of student achievement data included as a routine component of professional development.

Since 2006-2007 NOVA has had a clear history of being forerunner in data analysis and its application to instruction, having been one of the original 30 schools who participated in CCSA’s pilot program which resulted in the development of the ZOOM! Data Source program. Case studies were subsequently conducted by the Institute at Indian Hill, Claremont Graduate University, to formulate an understanding of the implementation and impact of the ZOOM! program. NOVA was selected as one of five ZOOM! case study schools and was one of only two schools who participated in the entire two-year study upon which the evaluation of CCSA’s signature program was based.

The observations below describing how data analysis and professional development are conducted and used to improve instruction at NOVA are excerpted from the report of that study.

SUCCESSFUL DATA USE PRACTICES

The following observations and findings were recorded concerning successful data use at North Valley School.

Through structured observations of collegial meetings, analysis of focus group discussions, and examination of pertinent documents, researchers found that the majority of teachers use ZOOM! Data Source. Staff reported, and documents confirm, that data are regularly and customarily used for planning and decision-making.

The results of CST, math tests, teacher-developed tests, English Language Arts diagnostic tests and CAHSEE are all examined by staff in meetings. Comparisons of prior and current years are made, and possible future indicators and trends are identified.

The principal and teachers work together to find solutions to common problems based on analysis of data, such as cross-discipline strategies for common skill needs

Researchers observed that teachers identify higher- and lower-than-expected scores. They also list most common errors, determine reasons for them in grade level or subject-area groups, and report the results to the principal.

Researchers observed, and the principal confirmed, that there is a climate of trust among teachers as they work together with data. Teachers freely ask for and receive help from one another with questions about the use of the ZOOM! Data Source program, and offer suggestions. Several teachers indicated that the general feeling is that they are definitely on board with using ZOOM! Data Source, but that some technical difficulties make data use harder or slower than they would like.

Teachers reported a raised level of awareness about the importance of using data, and the advantages of having common themes across grades to use in targeting student needs, as well as, having reliable and relevant data to support instructional decisions. Re-teaching in the classroom for individuals and groups of students is based on data, including analysis of errors.

SUCCESSFUL LEADERSHIP PRACTICES

The principal provides a structure for working with data in collegial meetings and other settings to draw conclusions about the meaning of the data and how data can best be used.

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Often an analysis guide is provided as a part of meeting agendas. Sometimes rather than a meeting agenda, a set of thought-provoking questions is provided by the principal

to be discussed among the staff. Questions from the principal are designed to prompt meaningful dialogue and lead to application in the

classroom. A frequently-noted question from the principal is, "So what are the implications for your teaching?"

The principal requires reports from teachers at the end of collegial meetings, documenting progress and plans based on the data analyses and discussions carried out.

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SECTION II: SIGNIFICANT DEVELOPMENTS

AREAS OF STRENGTH

NOVA counts as its greatest strengths:

A proven ability to provide a learning community that identifies and meets the academic and personal growth needs of an under-served and “at-risk” population as indicated by generally overall continuous academic improvement, significant API Growth, and high CAHSEE pass rates, graduation rate, and post graduate success

The commitment of Staff and Administration to NOVA’s students and to the vision of the school. A close knit school culture that provides a safe and caring environment where students can grow academically and

personally. Supportive interventions for struggling students provided through a variety of programs such as Advisory,

Homework Club and Power Hour. The commitment that all graduates complete the rigorous “a-g” UC/SCU requirements The ongoing commitment of administration and staff to growth through professional development.

CRITICAL NEEDS

FURTHER ACADEMIC GROWTH ESPECIALLY IN MATHEMATICS

NOVA sets high academic goals and further work is needed to fully achieve them, particularly in mathematics. The addition of two ELA and two Math coaching periods per week in Middle School and the use of the Study Island program allows teachers to pinpoint student strengths and weaknesses and provide remediation and enrichment resources. The teacher dashboard allows for the customization and real time monitoring of each student’s Study Island session thus providing a differentiated instructional program attuned to each student’s unique needs. Piloted in 2011-2012 for grade ten mathematics only and with CAHSEE scores to attest to its efficacy, the addition of one period of ELA and one period of Math per day in grades nine and ten provides standards-based reteaching, additional practice, and enrichment.

GREATER USE OF TECHNOLOGY

The current explosion of quality digital instructional materials available to support student learning demands that schools have and make frequent and efficient use of the necessary hardware. In 2012-2013 NOVA doubled its student internet access capability with the purchase of refurbished tablets. Already used extensively in the middle school coaching program, tablets are proving as versatile as laptops, but easier to include as an instructional tool within the daily lesson structure and routines. Additionally NOVA is supporting further professional development for teachers to expand the use of student response systems (“clickers”) as a formative assessment tool.

GREATER BREADTH OF CURRICULUM

NOVA’s ability to offer a wide range of electives has always been constrained by its small size. In response, NOVA ensures that those few electives provide distinctive learning experiences of the highest quality. Innovative electives such as Urban Agriculture, EcoLiteracy, American Social Issues, and POV in Modern Media meet these criteria.

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Additionally, expansion of blended learning options through access to the APEX Learning catalog’s digital courses has allowed NOVA to offer that greater breadth previously impossible, from courses in French and Music Appreciation to Advanced Placement offerings in English, Math, Science, History and Spanish.

GREATER STABILITY IN STAFFING, BOARD MEMBERSHIP, AND PARENT INVOLVEMENT

Understanding that competitive compensation packages promote long term staffing stability, NOVA’s Board of Trustees had planned to offer retirement benefits by 2010-2011. The postponement of those plans as a result of the current statewide education fiscal crisis was unfortunate but necessary. The cumulative effect of ongoing budget cuts, unpredictable deferrals, and lower than expected enrollment in 2012-2013 has resulted in the temporary elimination of one teaching position. However while many of NOVA’s charter peers have been forced to make cuts in both salaries and staffing, NOVA’s Board did provide cost of living salary increases in 2011-2012, and NOVA’s current staff averages nearly five years of service since 2005.

The transition from a founding to a sustaining Board of Trustees during NOVA’s second charter term resulted in short-term Board instability. However by February of 2012 the Board was complete at five members and has increased by an additional three members since then.

The lack of an active parent group has challenged NOVA throughout this charter term, however in the fall semester of 2012 a newly elected Board member, herself the parent of a NOVA student, assumed an active role in reviving that group, improving school-family communication, and coordinating a variety of fundraising efforts.

LONG-TERM SUSTAINABILITY

NOVA is not alone in facing the financial uncertainties arising from state budget cuts, deferrals and changes in LAUSD’s SELPA structure and special education funding. NOVA’s conservative and judicious financial management has thus far allowed the school to maintain a sufficiently robust reserve to weather these fiscal challenges, but the situation is not sustainable for the long term. Furthermore, the impact on NOVA’s enrollment of several newly opened charter middle schools and newly built LAUSD High School campuses within the neighborhoods of NOVA’s traditional target population threatens the school’s long term viability in this location. Although stakeholder interviews revealed an interest in the expansion of extracurricular activities and clubs as a component of the school program, the lack of such opportunities on any significant scale has traditionally been a consequence NOVA’s small size, and current declining enrollment limits their development even further. Long-standing NOVA goals to expand the size of its facility to allow the inclusion of a Library and well-equipped science labs appear even further from reach.

NOVA’s founding vision was of a community of learners who succeed through Academic Excellence, Democratic Leadership, and Personal Growth, and NOVA has had much success in realizing that vision. Academic Excellence is well-defined through a rigorous standards-aligned curriculum requiring completion of the University of California “a-g” course list. Student achievement is supported by PowerHour and Individual Credit Recovery plans, and instruction is based on data-driven and research proven best practices. Personal Growth is encouraged through an Advisory program focused on character development and a discipline program requiring self-reflection, conflict resolution, and commitment to the community. Yet beyond an active Student Government, NOVA has not defined a satisfactory means by which to operationalize a Democratic Leadership program that benefits all students. While NOVA is rightly praised for its safe and caring environment, student motivation and self-reliance remain a challenge. Additionally NOVA recognizes that greater coherence between its founding principles would enhance the achievement of the vision as a whole.

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SECTION III: ONGOING SCHOOL IMPROVEMENT

ADDRESSING THE CHALLENGES

NOVA’s identification of the previously described challenges impeding student achievement led to the consideration of a variety of programs consistent with NOVA’s mission and vision. It was essential that any program under consideration be successful with a demographically similar population, provide opportunities unique to the area while meeting the needs of a wider population. NOVA’s leadership and governing board identified the Oakland Military Institute (www.oakmil.org) as an appropriate model.

OMI MODEL REFINES NOVA’S VISION AND EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLRS)

While replicating the OMI model was initially considered as a means to formalize and operationalize the Democratic Leadership component of NOVA’s vision it immediately became evident that in doing so the Academic Excellence and Personal Growth components could be more effectively realized as well.

NOVA’s VISION NVMI’s VISIONAcademic Excellence

Democratic Leadership Personal Growth Academic

ExcellenceResponsible Leadership

Honorable Citizenship

An academically rigorous, standards-aligned, continuous curriculum for grades 6-12 which ensures that all students graduate and are college-ready

A community dedicated to active public service which supports its members in developing the skills necessary for democratic leadership in a global society

A psychologically safe environment which facilitates personal growth and in which students can develop and practice the skills of behavioral and emotional awareness and self-reflection

A standards-aligned, continuous curriculum for grades 6-12 characterized by rigorous academic excellence which ensures that all students graduate college-ready and prepared for their roles as future leaders.

A learning community supported by a military framework in which cadets develop and practice the habits of personal discipline, physical wellbeing, health, fitness, and teamwork that are required for responsible leadership

A safe and structured environment in which cadets value themselves as honorable citizens and exhibit self-awareness, compassion for others, and respect for the planet

NOVA ESLRs (2008-2013) Components of OMI Model NVMI ESLRs (2013-2018)Academic ExcellenceNOVA’s Graduates will be: Effective communicators, who read,

write, speak, and listen for a variety of purposes

Informed Thinkers, who are able to locate, access, organize, evaluate, and apply information in a complex and technological world

Productive Problem-Solvers, who are able to apply the analytical skills they have acquired to find solutions to practical and hypothetical problems

Additional instructional time for English Language Arts and Mathematics

Extended morning and afternoon Academic tutoring and enrichment classes

Weekend and summer California Cadet Corps curriculum enrichment opportunities

Academic and athletic CACC competitions

Academic ExcellenceNVMI graduates will be able to: think critically and creatively demonstrate effective oral communication skills write coherent, organized, and grammatically

correct compositions read, analyze, and comprehend a wide variety of

written materials investigate and solve problems through a variety of

logical means possess sufficient content knowledge to succeed in

post-secondary education use technology successfully in an academic and

real-world settingDemocratic LeadershipNOVA’s Graduates will be: Active and capable citizens who

Military framework Scaffolded levels of

responsibility and leadership

Responsible LeadershipNVMI graduates will be able to: work successfully for a greater purpose as a

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http://www.oakmil.org/

NOVA ESLRs (2008-2013) Components of OMI Model NVMI ESLRs (2013-2018)demonstrate emotional intelligence and collaborate effectively as members of the diverse global community

Peer Accountability Intramural and league

athletic competitions

member or leader of a team envision and set goals display confidence and poise

Personal GrowthNOVA’s Graduates will be: Confident, self-motivated, lifelong

learners who establish and achieve educational and career goals, accept responsibility for making choices, and value learning as a lifelong process

TAC Teams Fair and predictable

disciplinary system, patterned after the military model California Cadet Corps curriculum

Military subjects and patriotic activities

Community Service

Honorable CitizenshipNVMI graduates will be able to: be an honorable person respect oneself and others believe in the core values of justice, moderation,

wisdom, patriotism, democracy, and compassion support the local and greater community of

mankind respect the environment in which we live

The OMI model accords well with NOVA’s founding vision, orienting personal growth to honorable citizenship and formalizing a structure by which young men and women become responsible leaders. Discussions between NOVA’s and OMI’s leadership teams regarding a collaboration to replicate that model at NOVA have been positive, supportive, and productive.

All students at OMI participate as cadets of the California Cadet Corps, assuming increased responsibility through various positions of leadership and achieving promotions and awards for accomplishments. The overall success of the military framework at OMI is in fostering and supporting achievement of the academic, leadership, and physical fitness goals of cadets at the Institute. This framework is characterized by the expectation that students observe military customs and courtesies, wear California Cadet Corps uniforms, maintain military standards of dress and hair, and adhere to a disciplinary system, patterned after the military model, which is fair and predictable and consistent with applicable public school laws and rights afforded to students. As evidenced by OMI’s continuing success with a population similar to NOVA’s, it is a framework well-suited to supporting the development the independence, self-reliance, confidence, and perseverance required of life-long learners and democratic leaders.

NOVA’s governance structure is acutely attuned to the mission and vision of the school. Board Members are frequently present on campus for special events and to observe NOVA’s day-to-day routines. The Board’s decision-making process draws upon the professional expertise of its members including retired LAUSD administrators, a former Commandant of Cadets at a LAUSD Middle School, and other business professionals, entrepreneurs, and parents, and as such they are knowledgeable about the financial, academic, and social challenges posed in today’s schools. The Board functions effectively as a unit committed to ensuring the highest quality educational options for NOVA’s students with support, management and oversight. To assess the proposed replication, the Board endorsed the school leadership’s suggestion to pilot selected components of the OMI program during the 2012-2013 school year.

A limited merits/demerits system has provided the Reflective Discipline program with greater clarity, a structure for greater student accountability, and incentives for positive behavior. The integration of the California Cadet Corps curriculum in the middle school physical education program has provided a framework for peer accountability and self-discipline, leadership opportunities for high school students as Cadet officers, and optional extra-curricular and weekend training and competition events, receiving enthusiastic support from students, parents, and teaching staff alike.

OMI is committed to collaborating with NOVA in replicating their educational model. As North Valley Military Institute College Preparatory Academy, NVMI would provide a unique educational option not only in the San Fernando Valley but in all of LAUSD and would fill a clearly apparent need. But most importantly, in replicating the OMI model, NVMI would

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further NOVA’s mission to be a learning community in which student academic success is assured and personal growth as individuals and leaders is endemic.

THE NOVA/NVMI TRANSITION – PROCESS AND PERCEPTION DATA:

During the summer of 2012 all teaching and support staff were informed of the decision to replicate the OMI program. 100% of staff expressed support for the move and have been enthusiastic in implementing the pilot program during 2012-2013. In November 2012 the transition from NOVA to NVMI was officially announced to students and families. At that time approximately 60% of families indicated that they were supportive of the new program. Currently more than 80% of students in grades 6-11 have indicated that will enroll in NVMI for the 2013-2014 academic year, a return rate higher than any other year in NOVA’s history. Similarly the cadre of high school cadet leader volunteers has grown from seven in November of 2012 to more than twenty in March. Student support of the program is best exemplified by their enthusiasm and willingness to participate in the many weekend trainings and NVMI recruiting events.

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SECTION IV: SCHOOLWIDE ACTION PLAN PROGRESS

GOAL #1 : EXPAND NOVA’S BOARD OF TRUSTEES AND EXTEND THE KNOWLEDGE BASE AND SKILLS OF BOARD MEMBERS.

GROWTH TARGETS:

NOVA’s Board of Trustees will expand from five members plus three ex-officio members (school administrators) to eight members plus one student and at least one teachers’ representative.

Board will participate in a minimum of three training sessions focusing on governance, strategic planning, and finance.

TASKS

1. Fill all vacant seats on the Board of Trustees to ensure a full capacity of nine members.

2. Provide training3. Identify and pursue additional income sources4. Research and identify ways to support and

maintain staffing stability.

COMMENTS:

GROWTH TARGETS:

Board membership has increased to seven, but does not and is not permitted to include students or teachers as voting members.

Board members have participated in one training session per year per category (governance, strategic planning, and finance.)

TASKS 1-4

New members were recruited and elected to the Board of Trustees of now seven members. The professional expertise of the board is reflected by its members which include retired LAUSD administrators, a former Commandant of Cadets at a LAUSD Middle School, and other business professionals, entrepreneurs, and parents

All board members have participated in training sessions as described above. The Board supported the application for the 21st Century Community Learning Center Grant, but has not been

successful in identifying other significant sources of funding. However, there is early evidence to support the projection that the unique program North Valley Military Institute offers will have broad appeal not only to students and families but to supporters and donors as well.

Research into ways to support and maintain staffing had been Board priority for 2010-2011 until decreased statewide funding for education necessitated the postponement of plans to enhance staff employment contracts. Nevertheless, unlike many of NOVA’s charter peers, NOVA’s substantial cash reserve enabled the school to avoid salary reductions. Neither were any staff positions eliminated or decreased until declining enrollment further diminished the school’s annual budget.

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GOAL #2 : EXPAND NOVA’S CURRICULUM TO SUPPORT AT-RISK STUDENTS BY FOCUSING ON COLLEGE AND CAREER PREPARATION.

GROWTH TARGET:

By June 2012 100% of NOVA’s students will graduate after four years of High School with well-developed post-secondary academic and career plans.

TASKS

1. Further develop Career Choices program as a motivator for student academic engagement.

2. Increase elective options.3. Increase credit recovery options.4. Establish for-credit student government organization

(SGO) to provide opportunities for student action and decision-making.

5. Produce single curriculum guide of all course offerings.

COMMENTS:

GROWTH TARGET:

All students who begin high school at NOVA and many who enter as tenth graders take the required Career Choices course in which they create ten-year plans for academic and career success.

TASK 1

1. Through a relationship with Operation Gratitude, NOVA has expanded its interaction with the community. This program provides volunteer opportunities as well the chance to interact with working professionals. Although outreach to the Chamber Of Commerce and other organizations has been expanded, more effort needs to be directed towards bringing outside community members to the school to make presentations on their careers..

2. The Career Choices course alone as currently implemented is insufficient to serve as a motivator for student academic engagement.

TASK 2

1. Elective options have been substantially increased in the form of both traditional and innovative classroom based courses, such as Psychology, Film-making, POV in Modern Media, and Urban Agriculture. Students also have access to the full catalog of APEX online courses, from which they have chosen Multicultural Studies, Art Appreciation, Health, Honors Geometry, and PreCalculus.

2. Beginning in 2012-2013, online courses were included in the master schedule with staff assigned to assist and monitor student progress.

TASK 3

1. Teachers provide Individual Credit Recovery plans for students who have failed courses. These plans are standards-based and target only those standards which the student did not master during the scheduled class.

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2. Students are supported in the completion of ICR plans in Saturday School and PowerHour.3. Online credit recovery options now include APEX courses and the SAS Curriculum Pathways Algebra 1 program.

TASK 4

1. Student government was established in 2010-2011 and remains active. 2. Additionally, the addition of the California Cadet Corps program, implemented as a mandatory component of the

middle school curriculum and as an elective volunteer opportunity in the high school, has greatly increased student leadership opportunities.

TASK 5

1. A single curriculum guide of all course offerings has been completed.2. All UC-approved course descriptions have been updated. 3. All courses are aligned to Common Core State Standards, California State Content Standards, or, for in-house

courses, teacher-defined content standards.

GOAL #3 : IMPROVE STUDENT ACHIEVEMENT IN ALL CURRICULAR AREAS WITH PARTICULAR ATTENTION TO MATH AND SCIENCE AND TO MEETING THE NEEDS OF STUDENTS WITH SPECIAL NEEDS.

GROWTH TARGETS:

Each grade will show continuous growth in CST results as indicated by an annual 5% increase in students scoring Proficient or Advanced.

By 2011 grades 6-8 will show a 20% increase and grades 9-11 will show a 30% increase in students scoring Proficient or Advanced in Math and Science CSTs compared with 2009 results.

By June 2011 the number of students failing courses will be reduced by 50%.

TASKS

1. Effectively align instruction to standards with particular attention to math and science content standards

2. Monitor implementation of research-based instructional strategies found to be successful with at-risk students using Marzano’s Observational Protocol Based on The Art and Science of Teaching

3. Formalize the process of identifying and supporting ELL students from intake to reclassification.

4. Implement research-based instructional strategies found to be successful with students with special needs.

5. Obtain data four times per year by implementing NWEA or Action Learning Systems (or comparable) Benchmark Assessment System

COMMENTS:

GROWTH TARGETS:

CST growth targets have been met.

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From 2011 to 2012 students with disabilities experienced the greatest growth in a single year of all subgroups in a five year period.

The number of students failing courses has not declined, however credit recovery options have been developed and expanded.

TASK 1

1. Ongoing professional development was and is provided as described in Section I.2. Most teachers are actively using backwards design. All are in the process of implementing it into their lesson

development.3. Middle school math and Algebra 2 students are provided with a progress chart which includes the section, objective

and standards that they will be addressing for the entire year and a place to mark their progress. This is a tool similar to the unit organizer.

4. All middle school teachers are using an interactive student notebook. This serves as a running portfolio – mastery project.

5. While not all teachers are using the unit organizer with the students, teachers employ them as a tool in lesson planning.

6. Lesson content provided by the student response system, Quizdom, is linked to California science content standards and is employed as a regular component of science instruction.

7. All grading is standards-based including assessment of Common Core standards beginning in 2012-2013 with an increased focus on writing across the curriculum.

TASK 2

1. NOVA’s Common Teaching Practices based on Marzano’s The Art and Science of Teaching form the basis of a common language of instruction and provide part of the criteria for teacher performance review.

2. It has been necessary to develop a common language for discussing student progress and achievement in a standards-based grading system.

3. Common practices and the language for discussing them include common rubrics, writing across the curriculum, Accountable Talk sentence starters, annotating, error analysis, and common Total Participation Techniques (TPTs)

4. While teachers have conducted classroom visits with peers, NOVA has not yet implemented the planned formalized structure of self-assessment and peer observation.

TASK 3

1. An average annual reclassification rate of 12.1% attests to the success of formalizing the process of identifying and supporting ELL students.

2. Informally teachers use Study Island from the beginning of the year for diagnostic purposes and to monitor progress.3. Teachers have participated in professional development to refine SDAIE teaching strategies and include them in

regular classroom instruction

TASK 4

1. Special Education coordinator provides professional development before the start of school in the fall outlining the disability and IEP goals of each student enrolled with special needs and modeling appropriate instructional strategies.

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2. Graphic and visual organizers, Concept mapping, Vocabulary boxes, Modeling, Peer Tutoring, Discussion Sentence Starters, Quick writes (help students organize their thoughts before sharing), Think/Pair/Share are used across curriculum

3. Teachers have access to resources for special needs students through Infinitec.4. Professional development has focused on differentiated instruction practices, such as RAFT, Tic-tac-toe, and tiering5. Adaptive software such as Study Island is used for middle school English and math and IXL for math.6. Streamlined communication between SPED office and faculty regarding tracking academic and behavioral progress

of special education students has been implemented in addition to regular collaborative meetings between teachers and special education staff.

TASK 5

1. Zoom! DataDirector was selected as a benchmark assessment system, primarily for its affordability. However, while it is useful in providing an excellent snapshot of mastery for the whole class and information about which standards require reteaching, the test generation feature is flawed and unreliable. Further research about affordable outside assessments in needed.

2. Quarterly assessments are calendared at mid-semester and at semester’s end.

GOAL # 4 : INCREASE AVAILABILITY OF, ACCESS TO, AND USE OF COMPREHENSIVE STUDENT ACHIEVEMENT DATA.

GROWTH TARGETS:

By August 2010 100% of teachers in their role of advisory leaders will be proficient in accessing and using student achievement data available through PowerSchool and Zoom! DataDirector.

By June 2011 100% of teachers in their role of advisory leaders will have implemented a system based on the full range available student achievement data by which students monitor and evaluate their academic progress and individual learning strategies.

By June 2012 100%of teachers will independently and consistently use the assessment and reporting capabilities of PowerSchool, Zoom! DataDirector, and an external benchmarks assessment system such as NWEA or Action Learning Systems in refining classroom instruction and differentiating instruction for individual students.

TASKS

1. Use customized report generating capability of Zoom! DataDirector to provide periodic information about schoolwide progress and that of subgroups towards mastery of standards.

2. Expand use of Zoom! Data Director, to make data available and easily accessible to all teachers.

3. Use individual student assessment data to inform students about their academic progress and to encourage students to adapt their learning strategies to increase their mastery of standards.

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COMMENTS:

GROWTH TARGETS:

Teachers regularly access and use the student achievement data available in DataDirector While not proficient at independently monitoring their academic progress, students are familiar with PowerSchool

and can use it to get information about current course grades. The implementation of standards-based grading has provided a new opportunity for students to recognize how their

learning strategies impact their academic performance. Decreased statewide funding for education necessitated the postponement of the purchase of an external

benchmarks assessment system

TASKS 1-3

1. Uploads of CST results and other electronically reported test results are conducted throughout the year, however further development is needed to enable teachers to prepare other test results for upload so that they can be used to generate comparison reports.

2. The prebuilt reports available through Zoom! DataDirector are being used to facilitate the access to and use of data by all teachers.

3. Daily classroom achievement data is available through PowerSchool and students who are not able to access it independently are provided assistance and training.

4. Advisory teachers are skilled in obtaining Student Profile Reports for their students and using them to follow up with advisees regarding their general academic progress.

5. Advisory teachers use the weekly published PowerHour list which delineates standards-based objectives for students to master in PowerHour as a means to follow-up with advisees academic progress.

6. Classroom teachers can access standards based grading data by means of the interactive Standards Visualizer.

GOAL # 5 : ENHANCE STUDENT ENGAGEMENT AND SCHOOL-CULTURE BY INCREASING EMPHASIS ON COLLEGE AND CAREER READINESS.

GROWTH TARGETS:

By June of 2011 100% of students in grades 6-8 will be able to state the requirements for high school graduation and identify themselves as actively preparing to pursue and confident in their ability to succeed in post-secondary education for a field of interest.

By June 2011 100% of students in grades 9-12 will have completed a 10-year plan including secondary, post-secondary, and career goals.

By June 2012 90% of all parents will have attended at least one workshop presented by NOVA about the requirements, strategies, and attitudes necessary for

TASKS

1. Expand and formalize academic counseling.2. Increase access to and prominence of college and

career information.3. Increase awareness of Expected Schoolwide Learning

Results.4. Increase student access to before- and after-school

activities which reflect student interests and provide opportunities to identify and prepare for post-secondary and career goals.

5. Identify and implement proven strategies to engage parents in a partnership with the school to supporting their students achievement of academic

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student success in secondary and post-secondary education and career.

and career goals

COMMENTS

GROWTH TARGETS:

Middle schoolers are not yet fully cognizant of high school graduation requirements, although some focus been directed to developing an awareness of post-secondary educational options and requirements.

All students who begin high school at NOVA and many who enter as tenth graders take the required Career Choices course in which they create ten-year plans for academic and career success.

Not until 2012-2013 has NOVA begun to successfully engage parents in forming an ongoing parent group. Information about requirements, strategies, and attitudes necessary for student success in secondary and post-secondary education and career is provided through one-on-one conversations with administrative staff and the school registrar and via mail.

TASK 1

1. Planners are used in Advisory throughout the school to check for homework completion and to communicate with parents.

2. Decreased statewide funding for education resulted in NOVA being unable to create a specific college counseling position. NOVA’s CBO currently provides individualized comprehensive post-graduation, college admission, and financial aid counseling to all students.

3. High School advisory teachers assist with the college application process and the college essay is a requirement of the Senior Seminar course.

TASK 2

1. Decreased statewide funding for education resulted in the postponement of the acquisition of a new modular building to house the school library. Students are counseled regarding and given assistance in accessing college and career information online.

2. Students and their families are provided assistance in completing the FAFSA application via workshops either at NOVA or at other college events

3. The student run college fair was somewhat successful in achieving the goal that students understand the variety of post-secondary options and their requirements, it attracted only limited enthusiasm and achieved little in establishing “a school culture that exudes a climate of success.” It will be necessary to determine other events that could produce the desired results.

TASK 3

1. The Expected Schoolwide Learning Results are embedded in the school’s character building program. Begun in 2011-2012 and further defined in 2012-2013, this program identifies a different character trait each month. In 2011-2013 NOVA focused on character traits that support citizenship and in 2012-2013 on those that support the California Cadet Corps ideal of leadership.

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2. Student presentations in monthly assemblies introduce the character trait of that month and summarize students’ reflections about the previous month’s trait.

3. In advisory students write journal reflections about daily quotations on the month’s character trait and participate in related activities to gain insight into the month’s trait.

TASK 4

1. NOVA offers participation in CIF and a charter school athletics league in a variety of team sports, but has had difficulty maintaining teams because players were frequently ineligible to play due to poor academic performance.

2. The single most successful afterschool and weekend activities have arisen from student participation in the California Cadet Corps. Offering weekend bivouacs, trainings, and competitions, the CACC has inspired more positive behavior and greater academic commitment, as well as participation in CACC sponsored events.

3. The Student Outreach Committee, whose purpose is to recruit students for the 2013-2014 NVMI program has also drawn significant membership and enthusiastic afterschool and weekend participation.

4. NOVA applied for and was awarded a 21st Century Community Learning Center grant for 2012-2013, although it was not funded. NOVA has reapplied for 2013-2014.

TASK 5

In 2012-2013 a NOVA parent and Board member established a Parent Group which functions as a Parent Advisory committee as well. She and the group have been successful in attracting the largest parent membership in NOVA’s history.

Among its many activities, the Parent Group schedules parent group meetings, fundraisers, and NVMI recruiting events, organizes communication between families and the school, and sponsors students of the month.

Parent group members meet with and work with Advisory leaders to keep families informed about outreach events, school events, and student progress.

The parent group has not yet established educational workshops, but has assisted the school by encouraging attendance at NVMI information meetings.

In replicating the OMI model, beginning in 2013-2014 the NVMI program will mandate twenty-five parent volunteer/participation hours annually.

NOVA is reevaluating the benefits and drawbacks of administrators and advisory leaders establishing family contact by making home visits.

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SECTION V: SCHOOLWIDE ACTION PLAN REFINEMENTS

The following Action Plan Goals, Targets, and Tasks were met in ways other than those described in the 2010 Revised Action Plan:

GOAL TASK ACTION PLAN ITEM2 Expand NOVA’s curriculum to support at-risk students by focusing on college and career preparation.

3b Integrate Mastery Projects into High School course design3c Provide Mastery Project completion as credit recovery option

Alternate action: Focus was shifted to the implementation of standards based grading as a first step towards the development of mastery projects. Individual Credit Recovery plans were designed so that students could recover credit for failed courses, by demonstrating mastery of standards previously not mastered.

4c Determine course credit and create time in master schedule for cross-grade SGO course

Alternate action: Research into a variety of forms of student government suggested that a cross-grade SGO would be less effective for both middle and high school students and would limit the leadership opportunities for younger students. Thus separate Middle and High School student government organizations were created. Enthusiasm for this model was sufficiently high and there was little interest in attaching academic credit to the organization.

GOAL TASK ACTION PLAN ITEM3 Improve student achievement in all curricular areas with particular attention to Math and Science and to

meeting the needs of students with special needs.2 Monitor implementation of research-based instructional strategies found to be successful with at-

risk students using Marzano’s Observational Protocol Based on The Art and Science of Teaching.Alternate action: While the strategies emphasized in Marzano’s protocol are still emphasized, other sources are

employed to address identified classroom and student needs and/or to provide more detailed explanation of approaches and strategies. In particular these include strategies for differentiation of instruction, Accountable Talk, and in 2013-2014 Direct Interactive Instruction.

3e Provide EL students with bilingual support from Instructional AideAlternate action: To date no EL student has required this type of support and other strategies have been successful.

5 Obtain data four times per year by implementing NWEA or Action Learning Systems (or comparable) Benchmark Assessment System.

Alternate action: Neither the NWEA nor Action Learning Benchmark Assessment systems were affordable, which resulted in reliance upon the DataDirector item bank as the source of standards aligned assessments. Teachers continue to employ other print materials and online materials such as Study Island and Quizdom as external assessment tools, but collecting and uploading student data from these sources is either impossible or, given the time constraints on teachers, too cumbersome to be worthwhile.

GOAL TASK ACTION PLAN ITEM4 Increase availability of, access to, and use of comprehensive student achievement data.

3a Create Student Profile Reports for advisory studentsAlternate action: The difficulties encountered in uploading student data from outside assessment sources into

DataDirector has proved prohibitive, although the built-in student reports for each assessment are

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valuable. PowerSchool’s Standards Visualizer is also used to report on individual student’s and whole class’s level of standards mastery.

GOAL TASK ACTION PLAN ITEM

5 1 Expand and formalize academic counseling (to address: What is the school’s plan for increasing college counseling and SAT preparation? and How can the school create student personal motivation systems so that students become more engaged and more personally responsible for their own education?).

5 1c Create position and hire College CounselorAlternate action: The creation of this position was postponed due to the effects of decreased statewide funding for

education. However, NOVA’s CBO has undertaken the responsibility and has been successful in implementing the school’s college-going emphasis, ensuring that students have the information needed to effectively consider the post-secondary educational options available to them.

5 2c Display photos of NOVA graduates, college acceptances, and symbols of graduation in main office5 2d Display High School Credit Accumulation Board for each class

Alternate action: The specific approaches described above are not currently employed. Rather the focus has been upon displaying photos and symbols of cadet leaders and activities, which create a positive regard for next year’s NVMI program in addition to encouraging students to become more personally engaged in and responsible for their own education.

5 5c Establish an educational program for parents about the high school curriculum and requirements, strategies, and attitudes necessary for student success in post-secondary education and career

Alternate action: At this time the focus of the newly formed Parent Group is to provide financial support for school programs and assist in the recruitment campaign for NVMI. However, attendance has been high at the information meetings outlining the new program, its expectations and its advantages. Since the goals of the NVMI program are the development of these strategies and attitudes, it is anticipated that in the near future parents interested in an NVMI education for their child will also be receptive to parent programs designed to enable them to support their students throughout their secondary school experience.

5 5g Administrators and Advisory leaders establish family contact by making occasional home visits as needed

Alternate action: After consideration it was concluded that home visits would be construed as excessively invasive and possibly not produce the desired effect. Instead families are encouraged to take advantage of administrators’ “open-door” policy. Whenever possible administrators do not require appointments and are available for phone or in-person meetings with families..

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APPENDIX 1: SCHOOLWIDE ACTION PLAN – REVISED JUNE 1, 2010

GOAL #1 : EXPAND NOVA’S BOARD OF TRUSTEES AND EXTEND THE KNOWLEDGE BASE AND SKILLS OF BOARD MEMBERS.

CATEGORY A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES

RATIONALE

Charter school boards are ultimately responsible for the oversight of the core values and mission, academic success, and financial stability. Expanding the membership and knowledge base of the Board will enable them to work more effectively with administration in long-term strategic planning which ensures fiscal stability and the academic success of all students.

GROWTH TARGETS:

NOVA’s Board of Trustees will expand from five members plus three ex-officio members (school administrators) to eight members plus one student and at least one teachers’ representative.

Board will participate in a minimum of three training sessions focusing on governance, strategic planning, and finance.

ESLRS ADDRESSED: Effective communicators Informed thinkers Productive problem solversActive and capable citizens Confident self-motivated lifelong learners

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Goal #1 Tasks Personnel Responsible Resources Timeline Means to Assess

Improvement Means to Report

Task 1: Fill all vacant seats on the Board of Trustees to ensure a full capacity of nine members.

Board Members Administration All community

members can have input

Community Professional

Organizations

April- September 2010

Activation of new members

Board Minutes

Task 2: Provide training Administration Board training materials

Sessions facilitated by experienced trainers

September 2010 – June 2011

Calendared sessions Reflections placed on Board Agenda

Task 3: Identify and pursue additional income sources

Administration Ensure that applications are submitted for all public school grant opportunities

June 2010 –June 2011

Acquiring grants School Budget

Board Members Identify outside funding sources

Create and implement fundraising campaigns


Acquiring grants and other funding

School Budget

Task 4: Research and identify ways to support and maintain staffing stability.

Board Members Administration

CCSA and CSDC Input from teaching

staff


Revised employment contract and/or pay scale

School Budget

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GOAL #2: EXPAND NOVA’S CURRICULUM TO SUPPORT AT-RISK STUDENTS BY FOCUSING ON COLLEGE AND CAREER PREPARATION.

CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM

RATIONALE:

While NOVA’s program of study meets UC “a-g” requirements, it provides limited options for students to recover credits, prepare for high school exit and college entrance exams, and explore academic and career options. Student surveys revealed a high demand for such electives. Full implementation of the Career Choices program and increased opportunities for student leadership would allow NOVA to fully realize its commitment to drop out prevention

GROWTH TARGET:

By June 2012 100% of NOVA’s students will graduate after four years of High School with well developed post-secondary academic and career plans.

ESLRS ADDRESSED: Confident self-motivated lifelong learners Active and capable citizens

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Task 1: Further develop Career Choices program as a motivator for student academic engagement.a. Provide Career Choices teachers

with course specific professional development

Administration Career Choices

Teachers

Career Choices Focus on Freshmen Conference and Lead Teacher Training

July 2010 Principal walk-throughs indicate that best practices are being implemented

Documentation of walk-throughs

b. Increase participation of community in Career Choices course

Career Choices Teachers

North Valley Regional Chamber of Commerce

Board of Trustees NOVA community

August 2010 –June 2011

Examples include: On-campus

speakers and panel discussions

Job shadowing and/or intern opportunities for students

Faculty Meeting Agenda and notes

Principal’s Report to Board of Trustees

c. Increase community awareness of Career Choices course

Administration Career Choices

Teachers

NOVA website Monthly newsletter Morning

announcements On-Campus

notices, posters, banners

NVRCC Newspaper


Informal interviews of stakeholders indicate awareness of Career Choices goals and activities.

Faculty Meeting Agenda and notes

Principal’s Report to Board of Trustees

Task 2: Increase elective options(to address: What is the school’s plan for increasing college counseling and SAT preparation?)a. Provide access to online AP

courses, career, technical, and vocational electives, and SAT/CAHSEE preparation

Administration Faculty

APEX and other online course offerings

June 2010 through June 2011

Student enrollment and credits earned through online courses

Faculty Meeting notes

Principal’s Report to Board

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b. Schedule time, location, and supervision of online courses

Principal Faculty

Master Schedule June –August 2010

Schedule planning notes

Master Schedule

Task 3: Increase credit recovery optionsa. Provide students with access to

online courses to recover deficient credits acquired prior to enrollment at NOVA


APEX and other online course offerings

June 2010 through June 2011

Student enrollment and credits recovered through online courses



b. Integrate Mastery Projects into High School course design

Principal Faculty

Samples of Mastery Projects and grading rubrics

June –August 2010

Course outlines indicate implementation of Mastery Project design

Fall 2010 Orientation Agenda and notes

c. Provide Mastery Project completion as credit recovery option


High School courses designed around Mastery Projects

August 2010 – June 2011

Credits recovered through Mastery Project completion



Task 4: Establish for-credit student government organization (SGO) to provide opportunities for student action and decision-making(to address the student concern about the lack of quality in the lunch program).a. Research and select most

effective options for SGO structure

Dean of Students Online and print materials

April 2010 Research notes SGO proposal

b. Establish student committee to conduct needs assessment and organize 2010-2011 SGO

Dean of Students Students

Student opinions April-May 2010

Meeting notes Faculty meeting agenda and notes

c. Determine course credit and create time in master schedule for cross-grade SGO course

Principal Master Schedule April-August 2010

Master schedule plans

SGO published as for-credit course in curriculum guide

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d. Enroll students in 2010-2011 SGO by selection, self-selection, or election

Principal Dean of Students Registrar

Student course selection forms

May-June 2010

Numbers of students requesting SGO

Fall 2010 Orientation Agenda and notes

Task 5: Produce single curriculum guide of all course offerings.a. Update all course descriptions Faculty UC approved

course descriptions Current middle

school and elective course descriptions

Current Scope and Sequences

April 2010 Weekly progress reports from teachers

Faculty meeting agenda and notes

b. Create 2010-2011 Curriculum Guide

Faculty Committee

Updated course descriptions

Work-time provided during weekly faculty meetings

May-June 2010

Bi-Weekly progress reports

Published Curriculum Guide

GOAL #3: IMPROVE STUDENT ACHIEVEMENT IN ALL CURRICULAR AREAS WITH PARTICULAR ATTENTION TO MATH AND SCIENCE AND TO MEETING THE NEEDS OF STUDENTS WITH SPECIAL NEEDS.

CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION

RATIONALE:

NOVA needs to ensure that all students are mastering standards. Faculty express that not all students are motivated, invested, or engaged in their learning. Achievement scores across the board, but especially in Math and Science, suggest that disengaged learners are not progressing at a sufficient rate. Analysis of Profile Data identified the following critical academic needs:

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Curriculum and instructional strategy support for teachers to improve problem solving and critical thinking skills in math and science. Transference of basic reading and writing ELA skills to higher level thinking and analytical skills with the use of Bloom’s Taxonomy. Implementation of research based special education instructional strategies across the board for all students with the rationale that the

strategies that are beneficial for students with special needs are beneficial for all students.

GROWTH TARGET:

Each grade will show continuous growth in CST results as indicated by an annual 5% increase in students scoring Proficient or Advanced.

By 2011 grades 6-8 will show a 20% increase and grades 9-11 will show a 30% increase in students scoring Proficient or Advanced in Math and Science CSTs compared with 2009 results.

By June 2011 the number of students failing courses will be reduced by 50%.

ESLRS ADDRESSED: Effective communicators Informed thinkers Productive problem solversActive and capable citizens Confident self-motivated lifelong learners

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Task 1: Effectively align instruction to standards with particular attention to math and science content standards(to address: How will the school meet its API and AYP targets?)a. Provide access to

professional development in: unwrapping

standards “Backwards Design” integrating

Frameworks with instructional planning

defining mastery Project Based

learning Mastery Lessons and Mastery Projects

Educational Consultant

Principal

California Content Standards, Frameworks, Blueprints, and released questions

Standards Finder PD 360 online

Professional Development modules

Funding for off-site professional development opportunities

August 2010 Participation of all faculty

PD 360 reflections

Faculty meeting notes

b. Design instruction around Unit Organizers, Mastery Lessons and Mastery Projects

Faculty Principal Educational

Consultant/

Lesson Design and Instructional Assistance and Coaching

Teacher Collaboration


Review and discussion with teachers of Unit Organizers, Lessons, and Projects

Discussion notes

c. Ensure effective implementation of the Unit Organizer Routine, Mastery Lessons, and Mastery Projects

Faculty Educational

Consultant/Instructional Coach

Principal

Planning and Instructional Coaching


Principal classroom walk-throughs and observations

Student grades Benchmark

assessment results CST results

Walk-through notes NWEA (or

comparable) reports and projections

STAR test reports

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Task 2: Monitor implementation of research-based instructional strategies found to be successful with at-risk students using Marzano’s Observational Protocol Based on The Art and Science of Teaching(to address: What strategies for instruction does the school have to transform the academic performance of high school students who transfer from other schools with credit deficiencies or students currently in the high school program who fail one or more courses?)a. Develop common

language of instruction based on Marzano’s 10 design questions organized around 3 types of lesson segments

Faculty Principal

The Art and Science of Teaching

April – August 2010

Participation of faculty in development

Discussion notes Common language

of instruction

b. Review instructional strategies in Marzano’s Classroom Instruction that Works

Principal Faculty

Classroom Instruction That Works

The Art and Science of Teaching

April – June 2010

Participation of faculty in development


c. Collect self-perception data using the snapshot version of the protocol

Faculty Observational Protocol – Snapshot Form


Participation of faculty

Completed self-assessment

d. Collect self-observation data by using the short form of the protocol to score a video-recorded lesson

Faculty Observational Protocol – Short Form



Completed self-scored video-recorded lesson

e. Collect data by peer observation using the long form of the protocol

Faculty in pairs Observational Protocol – Long Form



Completed scored long forms

Task 3: Formalize the process of identifying and supporting ELL students from intake to reclassification(to address: How does the school plan to more effectively teach and support its ELL population?).

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a. Obtain available students’ ELL assessment data prior to enrollment at NOVA

Principal Registrar

CALPADS Student cum

August – September 2010

Weekly updates from Registrar regarding student data

ELL classification and prior CELDT data available in PowerSchool and Zoom! DataDirector

b. Administer ELA diagnostic test to all enrolled students

English Department

Diagnostic tests August – September 2010

Results of assessment of all enrolled students

Zoom! DataDirector Reports

c. Identify possible ELL students

Registrar ELL Coordinator Classroom

teachers

Student enrollment forms

Teacher referrals


Weekly updates on identification process

List of possible ELL students to be assessed

d. Administer and score CELDT assessment for all identified and possible ELL students

ELL Coordinator CELDT tests Scoring keys


Weekly updates on hand-scoring process

Report of students’ ELL classification

e. Provide ELL students with bilingual support from Instructional Aide

ELL Instructional Aide

ELL instructional materials


Evaluations of ELL IA performed by Principal and host teachers

Follow-up collaborative meeting notes

Principal observation notes

f. Incorporate SDAIE teaching strategies into regular classroom instruction

Faculty PD 360 August 2010 – June 2011

Principal walk-throughs

Learning snapshot reports

Task 4: Implement research-based instructional strategies found to be successful with students with special needs(to address: How will the school respond to the documented achievement gap between its special education population and non-special education population?)

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a. Identify to faculty specific needs of students receiving special education services

Special Education Coordinator

Staff binders of students’ summarized IEP and 504 goals and plans

August 2010 with periodic updates

Staff participation in faculty meeting


b. Provide professional development for instructional strategies for students with mild to moderate special needs


Common modifications and accommodations

August 2010 with periodic updates

Staff participation in professional development


c. Review and track academic and behavioral progress of all students with IEP or 504 plans during weekly faculty collaboration meetings.

Dean of Students Principal Faculty


April 2010 and ongoing

Teacher follow-up reports

Principal classroom walk-throughs

Students meeting IEP goals

Dean of Students notes to special Education Coordinator

d. Verify that students’ IEPs and 504 plans are being implemented


Special Education Assistant

Principal



Teacher collaboration with resource specialist


Students meeting IEP goals

Collaboration notes Principal walk-

through notes

Task 5: Obtain data four times per year by implementing NWEA or Action Learning Systems (or comparable) Benchmark Assessment System(to address: How does the school plan to ensure that all instruction given is resulting in all students achieving mastery of the state standards?)a. Research and select

appropriate assessment system

Principal Faculty

Committee

Company websites May – June 2010

Selection of system Purchase Order

b. Determine dates for administering assessments

Principal Faculty

School calendar May – June 2010

Scheduled dates for Benchmark testing

Published school calendar

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c. Provide professional development on interpretation of results

Company representative

Company program September - October 2010



d. Administer assessments and upload test results into Zoom! DataDirector

Faculty Registrar

Test results August 2010 – June 2011

Informal student and teacher interviews

Confirmation of upload

e. Use system’s classroom resources to implement intervention strategies

Faculty Accompanying classroom resources



Student progress from benchmark to benchmark

System reports

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GOAL # 4: INCREASE AVAILABILITY OF, ACCESS TO, AND USE OF COMPREHENSIVE STUDENT ACHIEVEMENT DATA.

CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY

RATIONALE:

Continuous school improvement depends upon accurate, comprehensive student achievement data, but in order for students to realize gains, all stakeholders must have ready access to a full range of data and be skilled in its use.

GROWTH TARGET:

By August 2010 100% of teachers in their role of advisory leaders will be proficient in accessing and using student achievement data available through PowerSchool and Zoom! DataDirector.

By June 2011 100% of teachers in their role of advisory leaders will have implemented a system based on the full range available student achievement data by which students monitor and evaluate their academic progress and individual learning strategies.

By June 2012 100%of teachers will independently and consistently use the assessment and reporting capabilities of PowerSchool, Zoom! DataDirector, and an external benchmarks assessment system such as NWEA or Action Learning Systems in refining classroom instruction and differentiating instruction for individual students.

ESLRS ADDRESSED: Effective communicators Informed thinkers Productive problem solvers

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Goal #4 Tasks Personnel Responsible Resources Timeline Means to Assess Improvement Means to Report

Task 1: Use customized report generating capability of Zoom! DataDirector to provide periodic information about schoolwide progress and that of subgroups towards mastery of standards(to answer: How does the school plan to ensure that all instruction given is resulting in all students achieving mastery of the state standards?)a. Administer and upload

results of commercially produced Diagnostic and Benchmark assessments (MDTP, NWEA, Action Learning Systems, or similar systems)

Faculty Registrar

Commercially produced assessments


b. Generate and interpret reports showing schoolwide and subgroup achievement

Faculty Professional Development for creating customized reports


Task 2: Expand use of Zoom! Data Director, to make data available and easily accessible to all teachers.(to answer: How does the school plan to use Zoom! DataDirector to more effectively impact teacher instruction and student performance?)a. Create and administer

standards-aligned classroom assessments using Access2Know item bank or teacher created tests

Faculty Item Bank Instructional

Materials Faculty created

materials


Teacher created tests stored in Zoom! DataDirector

Faculty meeting and collaboration notes

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Goal #4 Tasks Personnel Responsible Resources Timeline Means to Assess Improvement Means to Report

b. Create customized reports correlating results of classroom test with those from externally produced assessments

Faculty Zoom! DataDirector online Help


Teacher created reports stored in Zoom! DataDirector


c. Use reports to make inferences about classroom instruction and make adjustments as needed.

Faculty Zoom! DataDirector multiple assessment reports


Observation of collaboration and conclusions about classroom instruction


Task 3: Use individual student assessment data to inform students about their academic progress and to encourage students to adapt their learning strategies to increase their mastery of standards.(to answer: How can the school create student personal motivation systems so that students become more engaged and more personally responsible for their own education?)a. Create Student Profile

Reports for advisory students

Advisory Leaders Zoom! DataDirector online Help

September 2010 through June 2011

Student Profile Reports stored by Advisory in Zoom DataDirector


b. Use reports as focus of discussion with students about their academic progress and effective learning strategies.

Advisory Leaders Zoom! DataDirector Student Profile Reports


Observation of Advisory discussions

Discussion notes

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GOAL # 5: ENHANCE STUDENT ENGAGEMENT AND SCHOOL-CULTURE BY INCREASING EMPHASIS ON COLLEGE AND CAREER READINESS.

CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH

RATIONALE:

Student engagement and achievement increase when linked to outcomes of relevance to and based on student interests. Focus on college and career readiness not only derives from students’ interests, but also underscores NOVA’s high expectations and commitment to success for all students. Self-Study findings indicate the need to communicate more effectively with parents and develop a closer relationship with NOVA families. An outreach strategy focused on responding to stated concerns and helping families support their students in defining and achieving their long-term goals would meet this need.

GROWTH TARGET:

By June of 2011 100% of students in grades 6-8 will be able to state the requirements for high school graduation and identify themselves as actively preparing to pursue and confident in their ability to succeed in post-secondary education for a field of interest.

By June 2011 100% of students in grades 9-12 will have completed a 10-year plan including secondary, post-secondary, and career goals.

By June 2012 90% of all parents will have attended at least one workshop presented by NOVA about the requirements, strategies, and attitudes necessary for student success in secondary and post-secondary education and career.

ESLRS ADDRESSED: Confident self-motivated lifelong learners Active and capable citizens

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Goal #5 Tasks Personnel Responsible Resources Timeline Means To Assess

Improvement Means To Report

Task 1: Expand and formalize academic counseling(to address: What is the school’s plan for increasing college counseling and SAT preparation? andHow can the school create student personal motivation systems so that students become more engaged and more personally responsible for their own education?).a. Establish use of

academic planners in Middle School

Registrar Principal Middle School

Advisory leaders

High School Academic Planners

April – June 2010

Observation of use of Middle School Academic Planners in Advisories

Completed Middle School Academic Planners

b. Create and implement academic counseling protocol and Progress in Doubt (PID) conferences as part of advisory program

Faculty Administration

Middle and High School Promotion and Graduation Requirements

Student academic planners

Progress to Graduation Reports

Sample goal setting and tracking protocols

Creation of protocol:April – August 2010Implemented in August 2010

Observation of PID conferences

Student Goal Sheets

Faculty meeting agenda and notes

c. Create position and hire College Counselor

Principal Board of Trustees

General Funds August 2010 Observation of College Counselor conferences with students

College Counselor notes and PowerSchool log entries

Task 2: Increase access to and prominence of college and career information(to address: What steps are necessary to create and maintain a school culture that exudes a climate of success?).

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a. Establish college and career information center in school library

Administration Faculty Committee

Informational materials from colleges

SAT, ACT, and financial aid information


Student and parent use of college and career information center


Principal’s report to Board

b. Produce student researched and run “College Fair”

Advisory leaders Online college information

January –May 2011

Participation and attendance at “College Fair”

Student and parent “College Fair” sign in sheets

c. Display photos of NOVA graduates, college acceptances, and symbols of graduation in main office

Administration Office Personnel

Yearbook photos Senior events

photos

April 2010 and ongoing

Student, parent, and other stakeholder comments about display



d. Display High School Credit Accumulation Board for each class

Registrar Office Personnel

Student grades and CAHSEE scores

August 2010 and ongoing

Student, parent, and other stakeholder use of and comments about board



Task 3: Increase awareness of Expected Schoolwide Learning Results(to address: How does the school plan to increase the integration of the ESLRs into the academic program?)a. Explicitly connect ESLRs,

lesson objectives and qualities necessary for career success

Classroom Teachers Departmental and grade level collaboration

Begin April 2010


Learning Snapshot reports

b. Define and promote “keys to success” for achieving ESLRS

Administration Faculty SGO

ESLRs August – September 2010

Principal classroom walk-throughs note “Keys to Success” language in use in classrooms

Learning Snapshot reports

“Keys to Success” posters

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Task 4:Increase student access to before- and after-school activities which reflect student interests and provide opportunities to identify and prepare for post-secondary and career goals(to address the student demand for more electives and more extra-curricular activities)a. Conduct survey to

determine student interests

Advisory Leaders SGO members

Advisory discussions

April – September 2010

Suggestions for electives and activities

Reports from Advisories and SGO

b. Identify on-staff and/or outside personnel for before- and after-school activities


NOVA staff Community

volunteers Additional Specialty

Personnel

April – September 2010 and ongoing

Addition of extra-curricular opportunities

Faculty meeting notesSchool calendar

c. Research and apply for grant funding for before- and after-school activities

Administrators SGO

Websites of outside funding sources

CDE website

April 2010 – June 2011

Grants obtained School Budget

Task 5: Identify and implement proven strategies to engage parents in a partnership with the school to supporting their students achievement of academic and career goals(to address: How can the school communicate more effectively with its families, thus developing a closer relationship with its families?)a. Establish a Parent

Advisory committee to report to Board of Trustees

Administration Board of Trustees

Sample Parent Advisory committee notes

June –August 2010

Increased parent communication with Board of Trustees

Board Minutes

b. Collect information about parent interests and concerns

Faculty Committee Previous results of parent surveys

June –August 2010

Parent Surveys and Interviews

Parent Advisory committee recommendations

Summary reports of surveys, interviews, and recommendations

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c. Establish an educational program for parents about the high school curriculum and requirements, strategies, and attitudes necessary for student success in post secondary education and career


Student Family Handbook

NOVA academic program information

STAR testing College and

financial aid information

Begin August 2010

Program agendas, notes, and presentation

Increase in parent engagement

Parent event sign-in sheets

d. Mandate parent volunteer/participation hours

Administration Sample School Handbooks

Notify July 2010Begin August 2010


Parent event sign-in sheetsPowerSchool logs

e. Create and publish, calendar of parent events and advertise by Phone Master, marquee, email, and mail


School calendar Samples of fliers

from other charter schools

August 2010 and ongoing


Parent event sign-in sheets

f. Advisory leaders inform parents of advisory students by phone regarding outreach events, school events, and student progress.

Advisory Leaders School Calendar Advisory students’

PowerSchool demographic, attendance, and academic information

Begin August 2010

Parent response and attendance

Advisory Leader phone logsParent event sign-in sheets

g. Administrators and Advisory leaders establish family contact by making occasional home visits as needed

Administrators Advisory Leaders

In-house coverage of classes

Begin August 2010

Improved student academic or social performance

Notes of home visit entered as PowerSchool log

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APPENDIX 2: SCHOOLWIDE ACTION PLAN – 2013

GOAL #1 : EXPAND NVMI’S BOARD OF TRUSTEES AND EXTEND THE KNOWLEDGE BASE AND SKILLS OF BOARD MEMBERS.

GOAL 1 TARGETS TIMELINE1. All vacant seats on the Board of Trustees will be filled to ensure a full capacity of nine members. Fall 2014

2. Members will possess and/or have access to outside resources that will effectively support the success of the mission and vision of NVMI.

Fall 2014

GOAL 1 TASKS TIMELINE1. Identify potential board members with an understanding of and a commitment to the mission and vision of a military academy in

general and the California Cadet Corps in particular.2013-2014

2. Provide training sessions focusing on governance, strategic planning, and finance. ongoing

3. Identify and pursue additional income sources. 2013-2014

4. Research and identify ways to support and maintain staffing stability. Fall 2015

GOAL #2: SUCCESSFULLY REPLICATE AND MAINTAIN FIDELITY TO ALL PROGRAM ELEMENTS OF THE OAKLAND MILITARY INSTITUTE.

GOAL 2 TARGETS TIMELINE1. NVMI will successfully initiate the implementation of the essential program elements of the Oakland Military Institute. 2013-2014

2. All program elements of the Oakland Military Institute will be replicated and effectively functioning. Fall 2018

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GOAL 2 TASKS TIMELINE1. Develop timeline and agenda for Parent/Community discussions regarding NVMI instructional model. Fall 2012

2. Develop strategy and timeline for recruitment of new and returning students to NVMI. Fall 2012

3. Produce informational materials about NVMI program including brochure and website. Spring 2013

4. Develop immediate and ongoing advertising strategy for NVMI. Spring 2013

5. Conduct Parent/Community discussion series to introduce NVMI instructional model. Winter/Spring 2013

6. Implement Recruitment Plan for new and returning students to NVMI. Winter/Spring 2013

7. Conduct professional development and training for and engage teaching and other staff in transition to NVMI instructional model. Winter/Spring 2013

8. Design and contract production of NVMI uniform items not provided by CACC. Winter/Spring 2013

9. Expand student store to include stocking and sale of NVMI clothing and items. Winter/Spring 2013

10. Recruit and hire new staff to implement CACC curriculum and teach LOC classes Spring/Summer2013

11. Collaborate with OMI to train current high school TAC Officers to conduct Entrance Camps. Spring 2013

12. Conduct Entrance Orientation for parents and returning students. Spring 2013

13. Conduct Entrance Camp for returning students. May 2013

14. Conduct enrollment lottery as needed. Spring 2013

15. Conduct Entrance Orientation for parents and new students. June 2013

16. Conduct Entrance Camp for new students. July 2013

17. Identify and install merit/demerit tracking and reporting system. Spring/Summer 2013

18. Evaluate Year One and develop strategic plan and timeline for full replication of the OMI model. Spring/Summer 2014

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GOAL #3: ENABLE NVMI TO ACCOMMODATE INCREASED ENROLLMENT TO 570 CADETS BY 2017-2018 AND SUPPORT A THE NEEDS OF A MILITARY ACADEMY.

GOAL 3 TARGETS TIMELINE1. NVMI will relocate to a facility within a 5 mile radius of the current geographic location and student population. Fall 2014

2. New NVMI location will have sufficient facilities or capacity for growth to support a college preparatory military academy for 570 cadets.

Fall 2014

GOAL 3 TASKS TIMELINE1. Conduct needs analysis for new facility to accommodate increased enrollment to 570 students by 2017-2018. Spring 2013

2. Evaluate relative benefits and disadvantages of lease vs. purchase. Spring 2013

3. Explore funding sources for new facility including loans, grants, donors, and capital campaign. Spring 2013

4. Create 5 year budget projection. Summer 2013

5. Locate potential new facility. Summer/Fall 2013

6. Relocate to new facility. Summer 2014

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GOAL #4: IMPROVE STUDENT ACHIEVEMENT IN ALL CURRICULAR AREAS WITH PARTICULAR ATTENTION TO MATH AND SCIENCE AND TO MEETING THE NEEDS OF STUDENTS WITH SPECIAL NEEDS.

GOAL 4 TARGETS TIMELINE1. Each grade will show continuous growth in CST results as indicated by an annual 5% increase in cadets scoring Proficient or

Advanced.Annual

2. 60% of students score Proficient or Advanced and 10% of students score Far Below Basic or Below Basic in ELA. Summer 2018

3. 60% of students score Proficient or Advanced and 25% of students score Far Below Basic or Below Basic in Math. Summer 2018

4. 50% of students score Proficient or Advanced and 25% of students score Far Below Basic or Below Basic in Algebra 1. Summer 2018

5. 70% of students score Proficient or Advanced and 15% of students score Far Below Basic or Below Basic in Science. Summer 2018

6. 70% of students score Proficient or Advanced and 15% of students score Far Below Basic or Below Basic in end-of-Course Science.

Summer 2018

7. 60% of students score Proficient or Advanced and 25% of students score Far Below Basic or Below Basic History/Social Science. Summer 2018

8. The number of cadets failing courses will be <5%. Spring 2016

GOAL 4 TASKS TIMELINE1. Provide teachers with professional development in Direct Interactive Instruction. Summer/Fall 2013

2. Design instruction around Unit Organizers, Mastery Lessons and Mastery Projects. Fall 2013

3. Establish a system of collaboration between teachers and the Principal/Director of Instruction to support, monitor, and ensure the effective implementation of Direct Interactive Instruction, the Unit Organizer Routine, Mastery Lessons, and Mastery Projects and other established research-based schoolwide instructional strategies.

Summer/Fall 2013

4. Employ an online observation and professional development tool such as PD 360 or Marzano's iObservation to assist in monitoring and supporting the implementation of established research-based schoolwide instructional strategies.

Fall 2014

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GOAL 4 TASKS TIMELINE5. Formalize the process of identifying and supporting EL students from intake to reclassification. Summer/Fall 2013

6. Incorporate SDAIE teaching strategies into regular classroom instruction. Fall 2013

7. Formalize the collaboration between the Special Education coordinator, Resource Specialist, and academic teachers to establish and implement differentiated instruction for students with special needs.

Fall 2013

8. Provide professional development regarding instructional strategies for students with mild to moderate special needs. Fall 2013

9. Establish a system of collaboration between the Principal/Director of Instruction and the Special Education Coordinator to monitor and support the implementation of research-based instructional strategies found to be successful with students with special needs.

Summer/Fall 2013

10. Develop partnerships with parents, local high schools and colleges, businesses and organizations to provide tutors and mentors for NOVA’s cadets.

2012-2013

11. Research and review currently available instructional applications of technology and implement as appropriate. ongoing

12. Research BYOD and other means to increase cadet onsite technology access. Spring 2013

13. Begin development of an electronic library to supplement new facility’s on-site library. Fall 2014

14. Hire a media resource person to oversee library and train both teachers and cadets in its use. Fall 2014

GOAL #5: SUCCESSFULLY IMPLEMENT COMMON CORE STATE STANDARDS AND SMARTER BALANCED ASSESSMENT.

GOAL 5 TARGETS TIMELINE1. Gradebooks of 100% of all ELA and Math teachers will reflect standards-based assessment of students’ progress relative to the

CCSS.Fall 2014

2. Gradebooks of 100% of all History/Social Science and Science teachers will reflect standards-based assessment of students’ progress relative to the CCSS Literacy Standards.

Fall 2014

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3. All instructional materials will be aligned to CCSS. Fall 2014

GOAL 5 TASKS TIMELINE1. Assess all current instructional materials for alignment with CCSS. Fall 2013

2. Replace and/or supplement current instructional materials to ensure alignment with CCSS. Fall 2013

3. Assess implementation of Standards-Based grading aligned with California State Content and Common Core State Standards and revise as needed.

Spring 2013

4. Address full implementation of CCSS and SBAC assessment through ongoing professional development and collaboration across disciplines, especially regarding literacy standards.

2012-2015

5. Access and use SBAC formative tools and resources for informal classroom assessment (available from online digital library) to inform classroom-level planning and improve individual student outcomes.

2013-2015

6. Re-evaluate the Zoom! DataDirector assessment feature and item bank for congruence with SBAC, alignment with CCSS, and ease of application for teacher-created assessments.

2013-2014

7. Research and select appropriate external assessment system for administering quarterly Benchmark assessments. Spring 2014

8. Obtain data four times per year by implementing external Benchmark Assessment System. 2014-2015

9. Provide professional development on interpretation of results. 2014-2015

10. Use system’s classroom resources to implement intervention strategies. 2014-2015

11. Administer assessments and upload test results into Zoom! DataDirector to access DataDirector custom report features. 2014-2105

12. Prepare for SBAC testing using the above resources. 2014-2015

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GOAL #6: INCREASE AVAILABILITY OF, ACCESS TO, AND USE OF COMPREHENSIVE CADET ACHIEVEMENT DATA.

GOAL 6 TARGETS TIMELINE1. 100% of company TAC officers and teachers in their role of company academic advisors will be proficient in accessing and using

cadet achievement data available through PowerSchool and Zoom! DataDirector.Spring 2014

2. 100% of company TAC officers and teachers in their role of company academic advisors will have implemented a system based on the full range of available cadet achievement data by which cadets monitor and evaluate their own academic progress and individual learning strategies.

Spring 2015

3. 100% of teachers will independently and consistently use the assessment and reporting capabilities of PowerSchool, Zoom! DataDirector, and an external benchmarks assessment system in monitoring student progress in mastering standards defined by the CCSS, California State content standards in Science and History/Social Science, and NVMI local course standards and in differentiating instruction for individual students.

Spring 2015

GOAL 6 TASKS TIMELINE1. Use customized report generating capability of Zoom! DataDirector (or comparable system) to provide periodic information about

schoolwide progress and that of subgroups towards mastery of standards.Fall 2013 and ongoing

2. Generate and interpret reports showing schoolwide and subgroup achievement. Winter 2013

3. Expand use of Zoom! Data Director, to make data available and easily accessible to all teachers. Fall 2013 and ongoing

4. Provide professional development to address issues with DataDirector, the Access2Know item bank or teacher created tests. Fall 2013 and ongoing

5. Create customized reports correlating results of classroom tests with those from externally produced assessments. Fall 2013 and ongoing

6. Use reports to make inferences about classroom instruction and make adjustments as needed. Fall 2013 and ongoing

7. Use individual cadet assessment data to inform cadets about their academic progress and to encourage cadets to adapt their learning strategies to increase their mastery of standards.

Fall 2013 and ongoing

8. Create Student Profile Reports for use by Company TAC Officers and academic advisors. Winter 2013

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GOAL 6 TASKS TIMELINE9. Use reports as focus of discussion with cadets about their academic progress and effective learning strategies. Winter 2013

GOAL #7: ENHANCE STUDENT ENGAGEMENT AND SCHOOL-CULTURE BY INCREASING EMPHASIS ON COLLEGE AND CAREER READINESS.

GOAL 7 TARGETS TIMELINE1. 100% of NOVA’s cadets will graduate after four years of High School with well-developed post-secondary academic and career

plans.Annual

2. 100% of cadets in grades 6-8 will be able to state the requirements for high school graduation and identify themselves as actively preparing to pursue and confident in their ability to succeed in post-secondary education for a field of interest.

Annual

3. 100% of cadets in grades 9-12 will have completed a 10-year plan including secondary, post-secondary, and career goals. Annual

4. 90% of all parents will have attended at least one workshop presented by NOVA about the requirements, strategies, and attitudes necessary for student success in secondary and post-secondary education and career.

Annual

GOAL 7 TASKS TIMELINE1. Expand NOVA’s curriculum to support at-risk students by focusing on college and career preparation. Fall 2013

2. Adapt the Career Choices program to support and enhance related standards of the CACC curriculum. Fall 2013

3. Integrate Mastery Projects into High School course design. Fall 2013

4. Provide Mastery Project completion as credit recovery option. Winter 2013

5. Update Curriculum Guide annually. Annual

6. Expand and formalize academic counseling. Fall 2013

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GOAL 7 TASKS TIMELINE7. Create and implement academic counseling protocol and Progress in Doubt (PID) conferences as part of company LOC program. Fall 2013

8. Create position and hire College Counselor. Fall 2014

9. Increase access to and prominence of college and career information. Fall 2013

10. Display photos of NOVA graduates, college acceptances, and symbols of graduation in main office. Annual

11. Increase cadet access to before- and after-school activities which reflect cadet interests and provide opportunities to identify and prepare for post-secondary and career goals.

Fall 2013

12. Conduct survey to determine cadet interests. Spring 2013

13. Identify on-staff and/or outside personnel for before- and after-school activities. Summer 2013

14. Research and apply for grant funding for before- and after-school activities. Spring 2013

15. Identify and implement proven strategies to engage parents in a partnership with the school to supporting their cadet’s achievement of academic and career goals.


16. Collect information about parent interests and concerns. Fall 2013

17. Establish an educational program for parents about the high school curriculum and requirements, strategies, and attitudes necessary for student success in post-secondary education and career.

Spring 2014

18. Monitor and provide incentives for mandated parent volunteer/participation hours. Fall 2013

19. Create and publish, calendar of parent events and advertise by Phone Master, marquee, email, and mail. Fall 2013 and ongoing

20. Establish system by which Company TAC officers collaborate with Parent Group representatives to inform parents of company cadets by phone regarding outreach events, school events, and student progress.


21. Increase community awareness and support of NVMI's college and career goals. Spring/Summer 2013

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