SCHOOLWIDE TITLE I PLAN

Updated July 2013

Comprehensive Needs Assessment

ANALYTICAL SUMMARY OF DISAGGREGATED AND INTERPRETED STUDENT

ACHIEVEMENT DATA

AREAS OF STRENGTH

1. New Heights has increased overall student performance, as measured by the state standardized test scores, since opening. The school’s API scores have

increased each year:

2009: API 740, 2010: API 774, 2011: API 787, 2012: API 804

Schoolwide the percentage of proficient students has increased by 7.2 in ELA and by decreased by -2.3 in Math from 2010 to 2012.

From 2010 to 2012, the percentage of students who scored Far Below Basic and Below Basic on the CST in ELA decreased from 21.79% to

16.82% and in Mathematics the percentage decreased from 18.98% to

17.05%.

2. Latino students at New Heights scored an API of 825 in 2012 and improved their academic performance in ELA and Math from 2010 to 2012.

In math, Latino students increased by 1.5% from 2010 to 2012 (although they scored higher in 2011 than in any other year).

In ELA, Latino students increased their performance by 11.3 percent.

3. African American students scored an API of 798 in 2012 and achieved AYP in 2012 in both ELA and Math.

4. Economically disadvantaged students scored an API of 806 in 2012.

5. Students in eighth grade scored 61% proficient or above in Algebra I, compared to the state average of 49%.

Two areas that were weaknesses in the first full WASC report in 2009 are

now strengths:

6. Special Education students scored an API of 783 in 2012 and increased percent proficient in ELA by 25.6 percentage points from 2010-2012.

7. New Heights first CST scores for Science in fifth grade in 2009 show that only 14% of students are proficient or above. In 2012, students in fifth grade scored

61% proficient or above and 52% of students in eighth grade scored 52%

proficient or above the first time the school gave the 8th

grade test. Science Grade 5

61% (2012) 53% (2011)

46% (2010) 14% (2009)

Science Grade 8 52% (2012)

8. New Heights has been successful moving English Language Learners to the next level, especially moving students to Intermediate, Early Advanced, and

Advanced, as measured by the CELDT.

AREAS OF NEED

1. New Heights needs to improve overall student achievement math and continue to make improvements in ELA. In 2012, New Heights did not

meet AYP in Math for all student sub-groups, except African American

students. Each year from 2007-2011, students performed better in Math than

ELA, however, in the 2011-12 school year students’ made significant

improvements in ELA, and showed a decrease in their math performance.

1. Eighth grade students scored 37% proficient or above in History, while the state average was 52%. This was the first time students took the state test, and teachers

are planning for how to better prepare students for next year.

2. Continue to support ELL students in their English Language Arts performance in order to help students become reclassified.

GROWTH OR CHANGE FOR THE ENTIRE SCHOOL AND DESIGNATED

SUBGROUPS OF STUDENTS

The following charts were created on Data Director, the tool New Heights uses to track

student data through the CST as well as on internally generated tests. The trend analysis

highlights the movement of students upward from the bottom tiers of the state’s

performance bands.

Figure #1 (above) and Figure #2 (below)

Figure #3 and #4

Figure #5 and #6

ENGLISH LANGUAGE ARTS (ELA)

2010 2011

2012

Valid

Scores

Part.

Rate

Prof.

Rate

Valid

Scores

Part.

Rate

Prof.

Rate

Valid

Scores

Part.

Rate

Prof.

Rate

Schoolwide 153 98 44.4 172 99 41.9 215 100 51.6

(safe

harbor)

African

American

88 100 43.2 86 98 41.9 73 100 46.6

Hispanic 64 95 45.3 84 100 42.9 122 100 56.6

Economically

Disadvantaged

149 98 45 158 99 41.1 169

100 49.7

English

Learner

30 92 30 40 100 22.5 61 100 50.8

Students with

Disabilities

16 95 37.5 23 96 30.4 29 100 62.1

MATHEMATICS

2010 2011 2012

Valid

Scores

Part.

Rate

Prof.

Rate

Valid

Scores

Part.

Rate

Prof.

Rate

Valid

Scores

Part.

Rate

Prof.

Rate

Schoolwide 153 98 61.4 172 99 65.7 215 100 59.1

African

American

88 100 60.2 86 98 53.5 73 100 54.8

(safe

harbor)

Hispanic 64 95 64.1 84 100 79.8 122 100 65.6

Economically

Disadvantaged

149 98 61.1 158 99 66.5 169

100 60.4

English

Learner

30 92 53.3 40 100 90.0 61 100 57.4

Students with

Disabilities

16 95 62.5 23 96 65.2 29 100 55.2

Table #2 and #3

Figure #7

Figure #8

STATUS OF THE SCHOOL WITH RESPECT TO GOVERNING AUTHORITY EXPECTATIONS

New Heights Charter School continues to meet governing authority expectations for

clean audits, increasing API (and meeting API targets each year) and improved

performance in ELA.

New Heights failed to meet federal AYP growth targets in math for the first time in the

school’s history. The one sub-group that failed to meet math targets in 2011 was African

American students. This same group was the only sub-group to meet AYP targets in

Math in 2012.

2. SCHOOLWIDE REFORM STRATEGIES

a) Opportunities for all Children: Through active inquiry and in-depth learning, New

Heights instills students with the following competencies necessary for the 21st Century:

The ability to read, write, speak, calculate, experiment, and reason with clarity and precision and to creatively express oneself through the arts.

The ability to participate thoughtfully and responsibly with concern for the common good.

The educational philosophy of New Heights supports students’ academic achievement as

well as their ability to become self-motivated, competent, lifelong learners. To do this,

New Heights’ educational program is based on knowledge of how to support students’

intrinsic motivation to learn and how to organize learning to promote understanding.

INTRINSIC MOTIVATION: We have designed New Heights’ education program in

recognition that children’s academic, ethical, social, and emotional development are

inter-related and interdependent. Students who feel connected to their school tend to have

higher academic motivation and perform better academically, while being more unlikely

to engage in problem behaviors such as violence and drug use (Blum, McNeely, &

Rinehart, 2002; Resnick et al., 1997). We work with the research-based Caring School

Community program because of its emphasis on creating a school culture that meets

students’ basic needs and helps students become capable, motivated readers. Caring

School Community was identified as a “Select SEL” program, receiving one of the two

highest ratings of the nearly 250 programs reviewed in Safe and Sound: An Educational

Leader’s Guide to Evidence-Based Social and Emotional Learning Programs.

STUDENT UNDERSTANDING: New Heights prepares students to transfer what they learn in

school to their lives outside of school. We use Understanding by Design (UbD) as our

framework for improving student achievement through standards-driven curriculum

development, instructional design, assessment, and professional development. Developed

by nationally recognized educators Grant Wiggins and Jay McTighe, UbD is based on the

premise that the primary goal of education is the development and deepening of student

understanding.

The principles and practices of UbD reflect contemporary views of learning based on

research in cognitive psychology and are validated by specific studies of factors

influencing student achievement. Through UbD teachers learn to clarify learning goals,

focus on the “big ideas” of a subject, devise revealing assessments of student

understanding, and craft effective and engaging learning activities.

New Heights is a small, caring learning community, with a personalized structure that

supports meaningful relationships among students, teachers, administrators, and parents.

New Heights strives to meet all the requirements of No Child Left Behind to ensure that

all students meet the California education standards with the supports they need to be

successful. New Heights fosters success in the classroom as well as the community. To

this end, the school will set forth the following program goals:

1.Prepare students to learn to use their minds well.

2.Prepare students to become active democratic citizens.

3.Develop students’ social, emotional, and physical health.

New Heights has a specific goal of non-discriminatory and inclusive policies, practices,

and pedagogies. It will model democratic practices that involve all who are directly

affected by the school.

The New Heights curriculum is aligned with the California State Standards and

applicable No Child Left Behind regulations. The guiding principles from the

Curriculum Frameworks for California Public Schools: Kindergarten through Grade

Twelve will be incorporated into each of the core content areas. Literacy will be

emphasized in all content area learning and all teachers will be responsible for increasing

student’s skills in literacy. Through this intensive effort, students gain access to the core

curriculum and academic language of their grade level content. For the purposes of this

petition, New Heights has identified the following as core subjects: English Language

Arts, Mathematics, History and Social Science, and Science.

ENGLISH LANGUAGE ARTS

The English Language Arts curriculum prepares students to read, write, and speak with

clarity and precision and to creatively express their ideas. New Heights’ language arts

curriculum will incorporate the curriculum content specified in the English-Language

Arts Content Standards for California Public Schools: Kindergarten through Grade

Twelve (California Department of Education).

New Heights follows a balanced approach to literacy, with daily opportunities for

students to read, write, and speak. New Heights will explore the use of Systematic

Instruction in Phonics, Phonemic Awareness, and Sight Words (SIPPS) and Making

Meaning – both have proven track records of increasing student achievement among

student populations similar to our own. Faculty also use Text Talk to increase students’

vocabulary, Writer’s Workshop to support their writing, and Reader’s Workshop to

encourage student conversation about books.

Beginning reading is taught carefully and well because learning and using spelling-sound

strategies are unnatural and because the English system of phonics is complex (Adams

1990; Chall 1979; Snider 1995). SIPPS is a proven, research-based approach developed

by Dr. John Shefelbine. The SIPPS program develops the word recognition strategies and

skills necessary for students to become independent, confident, and fluent readers.

Evaluation findings reveal that SIPPS is particularly effective for English-language

learners and socio-economically disadvantaged students. SIPPS includes initial

placement assessments to ensure students receive instruction at the appropriate level and

regular mastery tests to regroup students as necessary. SIPPS Plus will be used as a

decoding intervention program for struggling older readers in grades 4–8. SIPPS is a

streamlined approach to teaching decoding that allows intensive time for other

challenging tasks such as developing academic language, comprehension, and reasoning.

Making Meaning is a carefully sequenced, reading comprehension curriculum, based on

the research of P. David Pearson and Michael Pressley, who described the strategies that

proficient readers naturally use to make sense of text. Making Meaning draws on the

portraits of successful classrooms as described by Ellin Keene and Susan Zimmerman in

their book Mosaic of Thought. Making Meaning focuses on specific comprehension

strategies, using a combination of read-alouds, discussions, partner work, guided practice,

and independent daily reading.

MATHEMATICS

Students acquire a combination of mathematical skills and conceptual understanding. In

the area of curriculum development and mathematic instruction, New Heights’

mathematics curriculum will incorporate the curriculum content specified in the

Mathematics Content Standards for California Public Schools: Kindergarten through

Grade Twelve (California Department of Education).

New Heights uses Singapore Math for students in grades K-8k. The curriculum supports

teachers’ efforts to provide a balanced and comprehensive approach to mathematics that

includes conceptual understanding and procedural fluency. Research in high-poverty

schools has shown that this is more effective for developing students’ mathematics skills

and knowledge than simply learning discrete skills alone shown (Knapp, Adelman, et

al.’s, 1995). Through the use of pictorial and hands-on experiences, students will engage

in conversations and writing about math, using calculators and computers when

appropriate.

HISTORY AND SOCIAL SCIENCE

Students learn about important events, ideas, and documents shaping history as well as

develop literacy in ethics, culture, geography, economics, and politics. Students will also

develop understandings of democratic ideals and civic values. New Heights’ history and

social sciences curriculum will incorporate the curriculum standards specified in the

History-Social Sciences Content Standards for California Public Schools: Kindergarten

through Grade Twelve (California Department of Education).

New Heights emphasizes the use of fiction and nonfiction literature and the arts in social

studies (poetry, novels, plays, essays, music, varied primary sources, and biographies) to

shed light on the life and times of the people and incorporate multiple perspectives.

Local and oral history projects, writing projects, debates, role-playing, dramatizations,

and cooperative learning will be used to stimulate students’ thinking and develop

understanding. Teachers use technology, such as web-driven research, to supplement

reading and classroom activities.

Central to our vision of students becoming capable, caring citizens, students reflect on

individual responsibility and the behaviors that create a good society; and students will

develop a commitment to the common good.

New Heights uses materials from the Teachers’ Curriculum Institute (TCI), which

weaves educational research with active instructional strategies. Social Studies Alive!

(K-5) and History Alive! (6-8) provides standards-based, spiral curriculum in which

students work in cooperative groups to learn progressively more difficult concepts

through a process of step-by-step discovery.

SCIENCE

Students study Earth Science, Life Science, and Physical Science as well as understand

scientific processes, scientific thinking, and scientific writing. New Heights’ science

curriculum will incorporate the curriculum content specified in the Science Content

Standards for California Public Schools: Kindergarten through Grade Twelve (California

Department of Education).

New Heights uses Full Option Science System (FOSS), a research-based science

curriculum for grades K–8 developed at the Lawrence Hall of Science, University of

California at Berkeley. The program features core curriculum content integrated with

scientific thinking processes arranged as a developmental sequence related to cognitive

stages. New Heights’ science program will build on the natural curiosity and questions

children have about the world around them. Students often fail to see any relationship

between their study of science and their daily lives and/or any likelihood that their study

will benefit them in the future. Students at our school learn science by doing science.

Teachers use an inquiry approach to develop students’ understanding of key science

concepts and academic language, improve their ability to think creatively and critically,

and learn to problem-solve through experiences in the natural environment. The science

program integrates current social and environmental events in the community as well as

supports student learning in language arts, mathematics, and social studies.

PHYSICAL EDUCATION AND HEALTH

New Heights’ Physical Education curriculum is based on the Physical Education

Framework for California Public Schools: Kindergarten through Grade Twelve

(California Department of Education). The curriculum will promote excellent physical,

social, and emotional health among students. The Physical Education curriculum uses the

research-based SPARK program to provide a comprehensive curriculum for all students.

New Heights also focuses on nutrition and helps students to reflect on ways physical

education and health impact their lives.

The approach to physical fitness includes the goals of personal challenge, sportsmanship,

and fun. Rather than focusing on competition and native athletic ability, the program is

inclusive allowing less able students and highly able students to benefit. Building on the

caring community ethos of the school, the Physical Education program supports conflict

resolution, cooperative activities, and teamwork.

VISUAL AND PERFORMANCE ARTS

New Heights’ visual and performance arts curriculum is integrated into the life of the

school, incorporating the curriculum content specified in the Visual and Performing Arts

Content Standards for California Public Schools: Kindergarten through Grade Twelve

(California Department of Education).

The arts are part of the teaching and learning process, helping students to explore their

prior knowledge through multiple means of expression, develop aesthetic literacy,

explore multiple perspectives, develop keen observation skills, and better understand

cultures of today and long ago. The arts are also be part of the school’s community

building efforts, building students’ self-confidence, energizing the school environment,

and celebrating diverse cultures.

The five components of the Visual and Performing Arts standards -- Artistic Perception,

Creative Expression, Historical and Cultural Content, Aesthetic Valuing, and

Connections, Relationships, and Application -- will be integrated into a comprehensive

approach to arts education. Students develop the “habits of mind” that will produce

thoughtful artists and critical viewers of art. Students have opportunities to engage in

visits to museums, theaters, and concert halls as well as participate in workshops lead by

community artists.

b) Effective Methods and Instructional Strategies: New Heights supports students’

academic achievement as well as their ability to become self-motivated, competent,

lifelong learners, through an academically rich program incorporating the following

characteristics. New Heights has a rigorous, standards-based curriculum. Students are

challenged and supported to meet California content standards using the Understanding

by Design curriculum design framework to facilitate student understanding. The

Instructional Program includes the following components:

Teaching for Understanding. Students engage in rigorous learning with the goal of

deep understanding -- transfer of knowledge to novel settings. New Heights uses the

Understanding by Design framework to organize curriculum, instruction, and assessment

around powerful ideas and essential skills. Students engage in skill-building, in-depth

investigation, analytical and systems thinking, and meaningful demonstrations of

mastery.

Personalization. Teaching and learning are personalized to support students’ academic

and social development. Teachers come to know each student individually and are able to

address his or her academic and social needs. These deep relationships support the use of

differentiated instruction in the classroom.

Active Inquiry and In-depth Learning. Students actively engage in the learning

process, rather than passive recipients of teachers’ knowledge. Students engage in units

of study that build students’ knowledge and skills. The units integrate multiple content

and performance standards, while building on students’ prior knowledge, allowing time

for reflection and self-assessment, and relating learning to the world that surrounds them.

Students will apply classroom learning to tangible problem solving in a way that brings

learning alive and grants it real-life relevance.

Performance Assessment. Multiple forms of assessments are used on an ongoing basis

to better understand the learner's progress and needs, and to plan for further assistance. At

least once a year, students have opportunities to exhibit their expertise before family and

community during their Exhibitions of Mastery. The Exhibitions of Mastery actively

demonstrate students’ competence to their teachers, peers, parents, and community.

Authentic performances of understanding will seek to meet the following criteria:

1.Essential: focused on the heart of the discipline, not arbitrary.

2.Enabling: constructed to point students to towards more sophisticated use of their

skills and knowledge.

3.Contextualized and Complex: intellectual challenges that require students to make

connections, apply their knowledge to novel situations, and have real-world

relevance.

4.Feedback and Refinement: include multiple opportunities for students to improve

their work based on feedback.

New Heights utilizes standards-based and proven research-based instructional

materials with a demonstrated track record of increasing student performance among low

achieving, Title I eligible, urban students--our targeted student population. The

instructional materials, listed above in the Academic Core Curriculum section for each

content area, have been carefully chosen by the Development Team to because they are

standards-based, research-based, and in alignment with Understanding by Design

principles. All curriculum resources used in the school meet the following criteria:

Alignment with state standards

Research-base and evaluation data showing success with similar student populations

Accessibility for students

Alignment with school’s vision

c. Address the Needs of All Children

A SCHOOL CLIMATE OF DECENCY AND TRUST. The school is a place that is comfortable

and inviting to all. The school cultivates a feeling of respect, trust, and partnership

between students, parents, and teachers. Students have opportunities to reflect on their

behavior towards others and contribute suggestions for how to improve the climate of the

school to support learning.

DEMOCRACY AND EQUITY. The school demonstrates non-discriminatory and inclusive

policies, practices, and pedagogies. It models democratic practices that involve all who

are directly affected by the school. Students come to see themselves as vital contributors

to the democratic culture of their school community.

SCHOOL-WIDE COMMUNITY BUILDING/CLASSROOM MANAGEMENT. New Heights uses the

nationally recognized, research-based Caring School Community program, developed by

the Development Studies Center. The program includes classroom management, school-

wide events to increase the bonds among all stakeholders, literacy-based activities for

parents and students to do together at home, and cross-age buddy activities to support

learning and build relationships. Evaluation studies have consistently shown that Caring

School Community has widespread positive effects on urban students, including increased

achievement motivation and performance, more positive attitudes toward school, greater

trust in and respect for teachers, improved social and ethical attitudes and interpersonal

behavior, and reduced involvement in drug use and other problem behaviors.

VOCABULARY IS INTEGRAL TO LANGUAGE DEVELOPMENT

Vocabulary is an essential element in the development of each of the language domains:

listening, speaking, reading, and writing. The development of vocabulary and related

skills will be emphasized throughout the curriculum. Whether an ELL student is just

beginning to learn English, or is moving toward competency, vocabulary is fundamental

to accessing English, as well as to gaining knowledge and understanding in the other

academic content areas. New Heights uses Text Talk to promote students’ vocabulary

development, while supporting reading comprehension.

ROLE OF ORAL LANGUAGE IN THE DEVELOPMENT OF ACADEMIC ENGLISH PROFICIENCY

Activities that include oral interaction are used to promote acquisition of academic

English and provide critical opportunities for comprehension of academic content.

Whenever possible, oral language activities (listening and speaking) will precede reading

and writing activities.

ENGLISH LANGUAGE ACQUISITION AND OTHER ACADEMIC SUBJECTS

Academic content learning need not be delayed or weakened while limited English

proficient students acquire English since language acquisition is enhanced when

integrated into academic instruction and activities.

d) Determining if Needs Have Been Met:

Through active inquiry and in-depth learning, New Heights will instill students with the

following competencies:

The ability to read, write, speak, calculate, experiment, and reason with clarity and precision and to creatively express and demonstrate understanding through

the arts.

The ability to participate thoughtfully and responsibly in the life of the community with concern for the common good.

New Heights expects its graduates to develop the following skills, knowledge, and

attitudes as they progress through the school.

Students demonstrate they can integrate knowledge, skill, and analysis to produce

authentic work. Multiple methods of assessment, including standardized test schools

(disaggregated to show how various sub groups perform), will be used to understand

student performance. Periodic analysis of longitudinal data serves as a guide for

programmatic and operational decisions.

New Heights meets all statewide standards and conduct the pupil assessments required

pursuant to Section 60602.5 and any other statewide standards authorized in statute or

student assessments applicable to students in non-charter public schools.

Methods to Measure Student Outcomes

New Heights uses the following collection of methods to assess student progress:

STATE STANDARDIZED TESTING is used as required by NCLB and state

requirements. Students are expected to meet or exceed the standard educational

benchmarks established by the California Department of Education and

demonstrated by the California Standardized Testing and Reporting (STAR)

exams.

DIAGNOSTIC AND MASTERY TESTS (also known as PERIODIC ASSESSMENTS) illuminate students’ weaknesses and inform teachers of the areas where students

need support. These tests are given on a regular basis to assess student learning.

For example, students are assessed on their reading fluency skills every 2-4

weeks.

CLASSROOM QUIZZES AND ACADEMIC PROMPTS reflect unit objectives and provide opportunities to check progress on students’ knowledge and skills development.

Quizzes and Academic Prompts are designed by teachers and taken from content-

based instructional materials to provide ongoing analysis of student progress on a

regular basis.

PORTFOLIOS provide students with the opportunity to demonstrate and reflect

upon their learning. Students at New Heights document their mastery of skills

and knowledge over time through academic portfolios. Throughout this process,

students analyze their academic progress and with a teacher set new short and

long term goals. Teachers and staff evaluate student portfolios according to a

scoring rubric.

EXHIBITIONS OF MASTERY demonstrate student learning of enduring

understandings. These authentic performances of understanding meet the

following criteria: (1) Essential: exhibitions are focused on the heart of the

discipline, not arbitrary, (2) Enabling: constructed to point students to towards

more sophisticated use of their skills and knowledge, (3) Contextualized and

Complex: intellectual challenges that require students to make connections, apply

their knowledge to novel situations, and have real-world relevance, and (4)

Feedback and Refinement: include multiple opportunities for students to improve

their work based on feedback.

Rubrics have been developed for evaluating student performance. Rubrics are in

alignment with educational goals of the school and developed for Digital Portfolios and

Exhibitions of Mastery.

The following chart outlines the learning outcomes and assessment methods for New

Heights’ students:

LEARNING

COMPONENT LEARNING OUTCOMES ASSESSMENT

METHODS

ENGLISH/

LANGUAGE ARTS

Students will:

Read fluently with ease and enjoyment.

Analyze, identify, define, explain, and critique text.

Identify and trace the development of an author’s argument.

Write reports that use the formal research process.

Deliver persuasive oral presentations that employ well-articulated evidence, and

analyze characterization.

Engage in advanced presentations on problems and solutions, and speak with

clarity and meaning.

State Mandated Tests

Diagnostic and placement tests for

reading.

Mastery reading tests.

Observations and Dialogues.

Classroom Quizzes.

Writing Prompts.

Portfolios of Student work with rubrics.

Exhibition of Mastery (including oral and

visual presentations,

writing, and other

performance

assessments) with

rubrics.

Self-Assessment/ Reflection.

MATHEMATICS Master the four arithmetic operations with whole numbers, positive fractions,

positive decimals, and positive and

negative integers; they accurately compute

and solve problems.

Apply their knowledge to statistics and probability.

Understand the concepts of mean, median, and mode of data sets and how to calculate

the range.

Conceptually understand and work with

State Mandated Tests

Diagnostic tests for math.

Mastery tests.

Observations and Dialogues.

Classroom Quizzes.

Academic Prompts.

Portfolios evaluated with rubrics.

ratios and proportions; compute

percentages, compute percents of increase

and decrease, and compute simple and

compound interest.

Know about p and the formulas for the circumference and area of a circle.

Use letters for numbers in formulas involving geometric shapes and in ratios

to represent an unknown part of an

expression.

Understand and use factoring of numerators and denominators and

properties of exponents.

Solve problems using the Pythagorean theorem, computing the surface area and

volume of basic three-dimensional

objects.

Make conversions between different units of measurement.

Know and use different representations of fractional numbers.

Graph linear functions and understand the idea of slope and its relation to ratios.

Understand algebra, geometry and measurement, as well as number and data

analysis.

Exhibition of Mastery with rubrics.

Self-Assessment/ Reflection.

HISTORY/

SOCIAL SCIENCE

Understand the concepts of rights and responsibilities in civic life.

Understand the story of California, its geography, and its many waves of

immigration.

Understand the development of American politics, society, culture, and economy and

understand the principles of the American

republic.

Explain why ancient civilizations developed where and when they did, why

they became dominant, and why they

declined.

Explain how social and cultural traditions, geography, economics, politics and

technological changes influence cultures.

State Mandated Tests

Diagnostic tests.

Mastery tests.

Observations and Dialogues.

Classroom Quizzes.

Academic Prompts.

Portfolios evaluated with rubrics.

Exhibition of Mastery with rubrics.

Self-Assessment/ Reflection.

SCIENCE Know the workings of the human body, animals, and plants.

Understand the hydrologic cycle (water

State Mandated Tests.

Observations and Dialogues.

cycle) and the solar system.

Know the foundations of geology and geophysics, including plate tectonics and

earth structure, topography, and energy.

Understand resource management and ecology.

Understand cell biology, genetics, evolution, earth and life history, structure

and function in living systems, and

physical principles in living systems.

Interpret and apply what it means to have a healthy lifestyle.

Understand physical science concepts; learn about principles of chemistry.

Express measurements in metric system

units.

Formulate and justify predictions based on cause-and-effect relationships,

differentiate observation from inference,

and conduct multiple trials to test their

predictions.

Interpret and follow a written set of scientific instructions.

Classroom Quizzes.

Academic Prompts.

Lab Reports.

Portfolios evaluated with rubrics.

Exhibition of Mastery with rubrics.

Self-Assessment/ Reflection.

THOUGHTFUL AND

CARING

PARTICIPATION

Develop habits of working effectively with other students and adults.

Contribute ideas.

Consider others’ thoughts and feelings.

Observations and Dialogues.

Self-Assessment/ Reflection.

Writing Prompts.

HEALTHY

LIFESTYLE Develop attitudes and practices that

develop and maintain a healthy lifestyle,

physically, mentally, and socially.

Develop habits that contribute to a healthy environment.

Observations and Dialogues.

Self-Assessment/ Reflection.

Writing Prompts.

SELF-ASSESSMENT

AND REFLECTION Assess work against criteria.

Make appropriate revisions and changes in academic work, behavior, and

attitudes.

Observations and Dialogues.

Self-Assessment/ Reflection.

Writing Prompts.

Longitudinal Data Analysis

New Heights staff monitors student and school progress though the collection of the

school assessments listed above and school-wide community surveys. This data is

analyzed twice a year as part of the school’s Reflection on School-wide Progress

Meetings. In these meetings, the school disaggregates student test data, determines

learning priorities, and analyzes effectiveness of strategies used. Each end-year

Reflection on School-wide Progress Meeting will include analysis of data compared to

prior years’ data to determine student progress and the effectiveness of the school

curriculum. This information will be used to drive instruction.

ACCESS TO CORE CONTENT: Students learning English have access to core content at their

grade level. Teachers identify appropriate resources with accessible vocabulary so that

students will develop understanding of the concepts, knowledge, and skills related to the

core content. New Heights has mechanisms in place to help the ELL student manage

critical elements of subject matter as well as practice continually with learning their new

language, English.

PARENT INVOLVEMENT: New Heights explores multiple ways for parents to get involved

with their ELL students. For example, the school hosts family math nights for parents to

get involved in their children’s learning. New Heights invites parent volunteers to stay

after-hours to keep the school open to give parents the opportunity to gain English

language skills, and help them to monitor their child’s progress. New Heights reaches

out to parents by sending home translated letter discussing students’ progress and

providing tips on how parents can help encourage their children to read and develop their

English skills. New Heights provides students and parents with a wide variety of books at

different levels. Students and parents learn how to determine what students can read, at a

pace that is appropriate for them individually.

e) Consistency This plan of action is consistent with our charter petition and with all other improvement

efforts at our site. We have reviewed our Local Education Agency plan in order to create

this school wide plan and ensure alignment.

3. HIGHLY QUALIFIED TEACHERS

New Heights adheres to all requirements outlined by No Child Left Behind with respect

to teachers and paraprofessional employees as outlined in the California Department of

Education’s NCLB Teacher Requirements Resource Guide, March 1, 2004. All teachers

are highly qualified as defined by No Child Left Behind. Teachers of core academic

subjects, as defined in this petition, have: (1) a bachelor's degree; (2) a state credential (or

other state-approved NCLB-compliant certification, such as the forthcoming Special

Temporary Certificate that will be used to replace the Individual Internship Certification)

and (3) demonstrated core academic subject matter competence.

Appropriate records of credentials held by New Heights’ teachers and supporting

documentation will be monitored and maintained by the school administration.

Credentials are monitored annually in compliance with state and federal law. In addition

to meeting these requirements, teachers must be willing to work collaboratively with the

whole school staff, parents, and students.

TEACHER QUALIFICATIONS: New Heights Charter School recruits teachers that hold either

a BCLAD or CLAD credential and can use their bi-cultural training to better serve our

ELL students. Teachers are well-versed in Specially Designed Academic Instruction and

in English (SDAIE) and English Language Development (ELD) techniques.

4. Professional Development

New Heights is committed to a formalized, ongoing professional development program to

support student achievement. A growing body of research shows that the most effective

professional development addresses teachers’ need for pedagogical content knowledge —

a deep understanding of how best to represent the core ideas of a subject to students.

Through content-based training that utilizes frameworks such as Understanding by

Design, New Heights builds teachers’ pedagogical content knowledge.

Criteria for Professional Development and Practice:

Teachers utilize a common curriculum design and planning process to facilitate

team and school wide dialogue about teaching and learning.

Teachers develop a system of portfolio assessment to facilitate student reflection

and commitment to excellence.

Teacher teams analyze student work placed in portfolios and student data on a

regular basis to inform instructional decisions.

Teachers design exhibitions of mastery that provide students opportunities to

demonstrate what they know and are able to do.

To develop consistency and community, teachers at all grade levels engage in

community-building activities such as class meetings and cross-age buddies.

Regular sharing and observation of teaching practice provide non-evaluative peer

and administrative feedback and assistance aimed at deepening the work of both

teachers and students. These activities are conducted in the context of a long-term

professional development plan created by each teacher and refined each year.

Teachers and staff are engaged in continuous learning, which will effectively model for

students what it means to be a life-long learner. The processes used for professional

development includes: setting norms for collaborative work, use of protocols for review

of student work and lesson study, and inclusion of teachers in important educational

decisions.

The following chart outlines the professional development system for New Heights.

PROFESSIONAL

DEVELOPMENT

UBD UNIT

DESIGN

SUMMER INSTITUTES:

PEDAGOGICAL

CONTENT KNOWLEDGE

ONGOING

COACHING

REFLECTION

ON SCHOOL-

WIDE

PROGRESS

MEETINGS

2012-13 Teachers

design

sample units

of study with

performance

Content-based training

with curriculum

materials: Reading,

Math, Science, Social

Studies

Demonstration

lessons in core

content programs.

Observations and

Faculty

meets twice

a year to

disaggregate

student test

assessments

for Grades

K-8.

Introduction to

classroom management

and parent components

Caring School

Community and

Responsive

Classroom/Developme

ntal Designs

components.

coaching in core

content programs.

data,

determine

learning

priorities,

and analyze

effectivenes

s of

strategies

used.

2013-14 Teachers

refine units

of study for

Grades K-8

through a

peer review

process.

Deepen content-based

learning.

Introduction of cross-

age buddies component

of Caring School

Community and

Responsive

Classroom/Developme

ntal Designs

components.

Demonstration

lessons in core

content programs

for new teachers.

Observations and

coaching in core

content programs.

Faculty

meet to

twice a year

to

disaggregate

student test

data,

determine

learning

priorities,

and analyze

effectivenes

s of

strategies

used.

2014-15

(ONGOING)

Teachers

refine units

of study for

Grades K-8

through a

peer review

process.

School wide mapping

of UbD units (3 days).

Deepen content-based

learning.

Review and refinement

of Caring School

Community

components and

Responsive

Classroom/Developme

ntal Designs

components.

Demonstration

lessons in core

content programs

for new teachers.

Observations and

coaching in core

content programs.

Faculty

meets to

twice a year

to

disaggregate

student test

data,

determine

learning

priorities,

and analyze

effectivenes

s of

strategies

used.

5. Hiring/Selection Process

The Executive Director and Program Coordinator review the qualifications of candidates

that wish to apply for employment at the school. Individuals that wish to apply for a

position will be required to submit a resume and a New Heights employment application.

All submissions are reviewed to determine which candidates are best suited for the school

based on their qualifications. Interviews with select candidates will be conducted.

Candidates that are offered employment will receive a written notice from New Heights.

Teachers are selected by the Executive Director on an application and interview basis in

consultation with other staff members when appropriate. Selection of teachers is based

on their commitment to the school’s vision, teaching experience, degree of subject matter

expertise, and their ability to demonstrate classroom instructional capabilities. Teachers:

Design effective and engaging learning experiences that develop students’ understanding.

Design student assessments, including Performance Assessments, which provide evidence of student understanding and skill development.

Regularly review and analyze student progress, maintain records, and regularly communicate student progress to the Director and parents.

Create a caring classroom community to facilitate students’ academic and social development.

Engage in faculty collaboration, professional development, growth, and self-assessment.

Maintain regular communication with parents.

Maintain regular, punctual attendance.

6. Increasing Parental Involvement

Parents of New Heights’ students are actively involved in making decisions that directly

affect the creation of a caring school community. Parents have the opportunity to serve

on each of the schools’ four standing committees: 1) Instructional Program, 2)

Business/Fundraising, 3) Caring School Community, and 4) Performance

Assessment/Student Progress. Parents, in collaboration with the School Director and

Board President, may also choose to create new committees based on needs. Parents are

critical members on the school’s Community-Building Committee (working with

teachers, administrators, staff, and upper grade students) to offer leadership for the school

wide component of Caring School Community. The responsibilities of this committee

include a yearly needs assessment as well as the planning and assessment of school wide

events.

Parents of New Heights students are encouraged and expected to participate in the

educational process of their child(ren). Parents are fully engaged in enhancing their

child’s development through school wide community-building events as well as support

for activities such as independent reading, at-home read-alouds, and at-home math

games.

Parents are kept informed regarding their child’s progress through regular classroom

communications and monthly principal communications. Prior to the first day of school

parents/guardians are invited to attend an orientation and sign an agreement indicating

they understand the New Heights philosophy and expected outcomes. The agreement

includes information regarding parents’ participation in New Heights’ at-home literacy-

based activities, school wide community-building events, and student conferences. The

School provides translation services at school wide events and provide translated written

materials in the child’s home language when needed.

7. Plans for Assisting Preschool Children

New Heights uses a number of strategies to help students transition from preschool or

Head Start programs to our kinder program. Parents come to an Orientation Session in

the spring prior to the first day of school to learn about the educational programs and

policies of our school. Parents are given a list of activities to work on over the summer.

Parents and students also come to a Family Day just prior to the opening of school to

learn more about the unit of study for the first six weeks of school.

In the first six weeks of school, the kinder program focuses on helping students learn

about the norms of the classroom and the daily procedures. Students are allowed to take a

nap after lunch to help them transition to a full day kinder program. In addition, Kinder

and TK students are given a 3rd

grade buddy and start to build a relationship with this

student that continues for the full school year.

8. Measures to Include Teachers in Decisions Regarding Assessments

New Heights will implement a rigorous and comprehensive assessment system to

measure student outcomes, regularly review results, and make targeted adjustments to

curriculum and instruction to ensure all students achieve. Bi-annual Reflection on School

Wide Progress Meetings will provide opportunities for in-depth study of student progress.

New Heights’ small school structure, educational practices, instructional materials, and

assessment system are designed to ensure students meet standards and API growth

targets.

9. Effective, Timely Assistance for Students with Need: The New Heights is committed to challenging each student to achieve at his or her

greatest potential. Through personalized and differentiated instruction, students are

presented with tasks that are beyond them -- tasks that will challenge them. Students are

given the appropriate amount of support to ensure their success.

Using the Understanding by Design framework, students are introduced and given access

to the core tasks of each discipline, to “big ideas” that require serious thought, and to

performance tasks that require understanding. Through the use of essential questions that

get at the “heart” of the discipline, students are challenged to use their minds well to gain

understanding. This understanding is demonstrated through multiple facets including:

explanation, interpretation, application, perspective, empathy, and self-knowledge.

Students with a particular talent or interest are encouraged to develop these interests. In

addition to rich academic instruction, New Heights Charter runs an afterschool program

for students with enrichment programs following regular school hours for tutoring,

foreign language, recreation/sports, and the arts.

Academically low-achieving students are fully supported to ensure they meet grade-level

standards. An active support system fills in the gaps in students’ knowledge and skills

and helps them move ahead. The support system includes the following strategies:

Diagnostic assessment illuminates students’ weaknesses and inform teachers of the areas where students need support.

Teachers differentiate instruction so that students have the appropriate amount of challenge and a support system to ensure mastery.

Students receive instruction at their level of development and will be challenged to progress as quickly as possible.

Teachers adjust the pacing of their instruction to best support student learning.

Instruction is organized in a flexible manner so that students have multiple opportunities to master skills and content, rather than missing important skills and

being forced to move on before they are ready.

Small group instruction is used to support all critical skill development, such as reading fluency and numeracy.

Intensive, ongoing assessment in each content area is part of the regular classroom pedagogy, allowing teachers to target specific areas of need.

Each classroom strives to be a caring community to provide students with a safe learning environment.

Parents are fully engaged in enhancing their child’s development through at-home collaborative learning activities, support for independent reading and at-home

read-alouds, and at-home math games.

Teachers scaffold student learning in the following ways: 1) Teachers use Understanding

by Design to know precisely where students need to arrive at the end of a lesson, a unit,

and the school year, 2) Teachers know where each student is in relation to the goals and

in their own development, and 3) Teachers ensure growth by providing appropriate

scaffolds such as using multiple modes of teaching, a wide range of learning strategies,

varied materials, and modeling. This type of approach is sustained by a classroom and

school-wide learning environment that fully supports student development by creating

powerful relationships between teachers and students and effectively balancing

seriousness about intellectual work and celebrations of learning.

Plan for ensuring students meet standards and API growth targets

Regular, consistent assessment and analysis of student data allows teachers to target the

academic needs of each and every student. Diagnostic and mastery tests (also known as

Periodic Assessments) will illuminate students’ weaknesses and inform teachers of the

areas where students need support. Mastery tests are given on a regular basis to assess

student learning. For example, students are assessed on their decoding and fluency skills

every 2-4 weeks through the tests built into the Systematic Instruction in Phoneme

Awareness, Phonics, and Sight Words program. Through these assessments, students are

grouped according to their decoding-strategy needs. Teaching is oriented toward mastery,

with new material introduced gradually with regular and systematic review and

application.

In addition, New Heights has “scaffolds” to support each student struggling to meet state

standards. An active support system fills in the gaps in students’ knowledge and skills

and help them move ahead. The support system includes the following strategies: regular

reports to parents so they can support their children’s learning, differentiating instruction,

and small group instruction within the larger classroom setting.

10. Coordination and Integration of Federal, State, and Local Services

New Heights has created an integrated program that merges social, emotional, and

academic learning for students. All programs are available for all students. The before

school and afterschool programs are open to all students and include homework

assistance, tutoring, and enrichment. The educational program at New Heights is

personalized, and due to our small size, coordination among programs is seamless.