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WESTERN SIERRA

COLLEGIATE ACADEMY

Western Association of Schools and Colleges, California Department of Education

FOCUS ON LEARNING 2014 SELF STUDY REPORT

April 6–9, 2014

Western Sierra Collegiate Academy 660 Menlo Drive

Rocklin CA 95765 (916) 778-4544

WESTERN SIERRA COLLEGIATE ACADEMY 2014 SELF STUDY REPORT

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660 Menlo Drive

Rocklin CA 95765

SUPERINTENDENT Phil Spears

B OARD OF DIRECTORS Doug Johnson, Chair

Margaret Broussard, Voting Member

Pat Teilh, Voting Member

Rick Miller, Voting Member

Adam Schwartz, Voting Member

WASC VISITING COMMITTEE John Pimental, Chair/Guidance Counselor

Nataliya Burko, Member/Principal

Eric Nilsson, Member/Principal, Inspire School of Arts and Sciences

Matt Pressly, Member


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WESTERN SIERRA STAFF

ADMINISTRATION Gregg Moses, Principal

Chip Kling, Assistant Principal/Counselor

Scott Crosson, Dean of Students

Mike Wells, Athletic Director

CERTIFICATED STAFF

Andrea Adams Science, Assessment & Accountability

Marie-France Alegrett-Galvan World Language, Culture

Ron Anaya ELA, Organization

Martha Avina World Language, Assessment & Accountability

Tim Noha Physical Education, Culture

Brittany Burton Special Education, Curriculum

Angel Call ELA, Organization

Juliana Carlson World Language, Curriculum

Lynette Chappell Sixth Grade, Instruction

Richard Dahl Social Science, ELA, Assessment & Accountability

Lyman Dayton Social Science, ELA, Assessment & Accountability

Miken Dayton VAPA, Instruction Focus Group Lead

Rachel Defer ELA, Curriculum

Robin Dierksen Academic Support, Curriculum

Bethany Dixon Science, Instruction

Amira Elmukhtar Academic Support, Culture

Andrew Grames Social Science, ELA, Assessment & Accountability

Mark Hennager VAPA, Culture

Peggy Kao World Language, Culture

Debra Kopp Social Science, Instruction

Ellen Lehman Social Science, ELA, Curriculum

Carol Leonard Mathematics, Organization

Joan Lutz Mathematics, Organization

Rahni Malik Mathematics, Instruction

Shelli McClain Sixth Grade, Organization

Juliette Monaco VAPA, Assessment & Accountability

April Noke ELA, Culture Focus Group Lead

Deborah Pfeffer Mathematics, Curriculum

Raymond Rice ELA, Organization Focus Group Lead

Robert Romanowski Science, Curriculum

Kate Smith Social Science, ELA, Curriculum

Kenneth Smith VAPA, Mathematics, Curriculum

Keri Lee Smith Science, Mathematics, Curriculum Focus Group Lead

Kathleen-Grace Stout Sixth Grade, Culture


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CLASSIFIED STAFF

Michelle Allen

Sergio Bowser

Wendy Devore

Brian Dierksen

Terri Gessaro

Becky Kling

Kimberly Madak

Greg Mahaffey

Linda Morales

Teresa O’Hanlon

Leesa O’Neill

Carol Repetti

Kim Reyne

Sunny Roccucci

Cheri Stewart

WASC PARENTS

Connie Arney Amanda Berteig

Cecile Blackmore Randy Blackmore

Greg Buch Edith Chavez

Autumn Davis Cathy Eason

Rich Hale Cris Hoover

Bridget Hopper Sara Houser

Heather Johnson Sheng Wendy Lin

Allisun Martin-Crain Shelli McClain

Betsey Vanderpool Michael Walsh

Michelle Walsh Aileen Yap-Lacap

Phyllis Zerrudo Angela Ziegler

Registrar Custodian Special Education Aide District IT Attendance Clerk Academic Advisor Student Services Aide Building Superintendent School Secretary Special Education Instructional Aide Administrative Assistant Middle School Aide Administrative Assistant Account Clerk Student Proctor/Aide


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TABLE OF CONTENTS

Preface ........................................................................................................................ 5

Chapter I: Student Community Profile and Supporting Data and Findings ............. 6

Chapter II: Progress Report .................................................................................... 45

Chapter III: Student Community Profile – Overall Summary from Analysis of

Profile Data and Progress ..................................................................................... 50

Chapter IV: Self-Study Findings ............................................................................ 54

A: Organization: Vision and Purpose, Governance, Leadership, Staff and Resources .........55

B: Standards-based Student Learning: Curriculum ..............................................................85

C: Standards-based Student Learning: Instruction ..............................................................102

D: Standards-based Student Learning: Assessment and Accountability .............................111

E: School Culture and Support for Personal and Academic Growth ..................................140

Chapter V: School-wide Action Plan .................................................................... 161

Appendix ................................................................................................................ 167 Copy of Core Values Campus Map Copy of Master Schedule Copy of Parent Survey Tool Copy of Calendar year Copy of Bell Schedule Copy of School Quality Snapshot Copy of Graduation Requirements List of Clubs List of Members of OPS Committee Copy of Mission, Vision Statements Copy of SMART Goals Copy of Student Survey Grading Policy Overview


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PREFACE

Western Sierra Collegiate Academy first opened its doors to 150 students in September 2009,

and was located in the Sunset Christian Center in Rocklin California. The following year, the

student population grew to 225 students, remaining in the same location. During the spring of

2010, Western Sierra participated in an initial WASC visit and the school was granted a term of

Initial Accreditation for three years. From 2010 until the present day, Western Sierra has seen a

tremendous amount of change. Student population has grown to 723 students and in June of

2013 we graduated our first senior class. During the same time span, the teaching staff has seen

tremendous growth in order to keep up with student growth. During that time span, the school

has had three different principals, two different executive directors, a student population growth

of over 500%, and a complete physical relocation. The entire staff, teachers, as well as

administration, has only now begun to stabilize.

We have welcomed the WASC process as an effort to contribute to that stabilization. Going

through the process has allowed us the time to step back and look at where we began, where we

are going, and how we can best serve our students and stakeholders. We have examined our data

on student achievement, we have surveyed our parents and students, and we have attempted to

include as many stakeholders as possible in the WASC process. We have identified our areas for

growth as well as acknowledging our areas of strength, and we have constructed a school-wide

action plan, based upon our findings, and designed it to become our focus for the next few years.


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CHAPTER I

STUDENT COMMUNITY PROFILE

AND SUPPORTING DATA AND FINDINGS


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CHAPTER I – STUDENT/COMMUNITY PROFILE

Western Sierra Collegiate Academy (WSCA) is a public charter school located in Rocklin,

California drawing students from a variety of neighboring school districts mainly from Placer

and Sacramento Counties. Rocklin was incorporated in 1893 and encompasses 19.87 square

miles sitting roughly 249 feet above sea level providing for a very temperate climate. Average

rainfall is 21 inches. The city of Rocklin maintains an AA credit rating and is home to more than

58,000 residents with population growing at an average 6% annually. 95% of Rocklin residents

hold a high school diploma or higher and 39% hold a four-year degree. Projected growth by

2030 is to more than 76,000. Unemployment sits at 6.7% with the median household income of

$82,771 and per capita income of $36,589. 19,042 households call Rocklin home, with 2.7

persons making up the average household size. The median home price in May 2012 was

$268,000 with a 2-bedroom apartment renting for $549 to $1,070. (www.rocklin.ca.us)

Population demographics for Rocklin in comparison with Placer County and the State of

California are:

ROCKLIN PLACER COUNTY CALIFORNIA

Population (2010) 58,295 347,102 38,648,090

Caucasian 74.1% 66.8% 39.4%

Hispanic 10.3% 17.8% 38.2%

Asian/Pacific

Islander

1.3% 7.6% 14.4%

Multi-Race 6.7% 4.7% 3.6%

African American 1.3% 2.2% 6.6%

American Indian 0.6% 0.9% 1.7%

http://www.rocklin.ca.us/


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The top ten major employers for the city of Rocklin are:

Rocklin Unified School District

Oracle

United Natural Foods

Sierra Community College

Educational Media Foundation

United Parcel Service

City of Rocklin

RC Willey

Financial Pacific Insurance

VeriFone

The city has 25 parks managed and operated by the City of Rocklin Parks and Recreation

Department, with many situated adjacent to existing elementary school campuses and providing

additional recreation space. There are two 18-hole golf courses located within the city

boundaries and an extensive network of bike and electric vehicle lanes as well as walking trails

for residents to use. There are also two large swimming pools located at the two public high

school campuses that provide services to the public during summer months.

The local school district, Rocklin Unified (RUSD) operates two comprehensive senior high

schools, one alternative high school, two middle schools, and eleven elementary schools.

Thirteen private pre-schools, one private K-1, one private K-2, and one private K-12 school are

also found in Rocklin. Sierra Community Junior College and William Jessup University are also

located within the city boundaries. California State University Sacramento and the University of

California Davis, as well as Brandman University, University of Phoenix, DeVry University, and

Lincoln Law School are all within easy commuting distance.

WESTERN SIERRA COLLEGIATE ACADEMY:

Western Sierra Collegiate Academy is a public, tuition-free charter school of choice for students

in the greater Placer County, California area. Founded by a group of experienced educators and

parents, WSCA prepares graduates to enter and thrive at the world’s finest universities and

colleges.

WSCA features a small school community, with high academic standards and a student code of

conduct. WSCA believes that all students are capable of thriving in a demanding college-

preparatory program. Student success requires hard work and commitment by students, parents,

and teachers. Students will flourish in an environment that allows them to achieve to their full


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potential. Dedicated to excellence, the school is structured to recognize and respond to the

developmental, cognitive, and creative needs of students.

Western Sierra is in its fifth year (2013-2014) of operation as a charter school in Placer County.

Authorized by the California State Board of Education on March 12, 2009, Western Sierra is

currently in the process of re-authorizing its charter. Western Sierra officially opened its doors to

150 students in grades 7–9 in September 2009 and was located in the Sunset Christian Center. In

2010, Western Sierra remained in the same location and grew to grades 7–10 with 225 students.

During the spring of 2010, Western Sierra participated in an Initial Visit by a WASC

representative and was granted a term of Initial Accreditation for three years. At the same time, it

became necessary to secure a new location, as the lease at the Sunset Center was not to be

renewed. This situation found parents as well as teachers uncertain about the school’s status for

the following year, and many sought enrollment and teaching positions at other schools. Only

three and one-half teachers carried over to the 2011-2012 school year. Despite the uncertainty,

Western Sierra’s population grew as enrollment was filled with new students as well as students

who had previously been on waiting lists.

In 2011, Western Sierra moved to its current location in the Atherton Business Center with 340

students in grades 7–11. This move allowed the school to include sixth graders and expand to

twelfth grade. As a result of the move, Western Sierra was able to provide expanded resources to

students in technology, physical education, student services, grade level articulation, and post-

secondary preparedness. The new facility also ensures students, parents, and the community a

long-term efficiently and effectively operated educational institution. Accompanying the move,

2011 also saw tremendous growth in the teaching staff.

2013 saw the first graduating class of 27 students and a student body of 540 students in grades 7–

12. This year (2013-2014), Western Sierra enrolled 723 students in grades 6–12. Western Sierra

was always envisioned to be a small school with 60–120 students per grade level and a maximum

of 720 students. The focus of Western Sierra is to provide an engaging and rigorous academic


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curriculum, focusing on math, science, social sciences, world language, and the arts. All students

are enrolled in courses meeting the a-g entrance requirements for the Universities of California, the

California State Universities, and the most selective private universities. Western Sierra offers the

nationally recognized Core Knowledge curriculum in grades 6–8, with depth and rigor in grades 9–

12 providing a solid foundation for success in the college preparatory coursework.

Western Sierra Collegiate Academy has experienced a rather tumultuous history in its brief five-

year existence. During that time span, the school has had three different principals, two different

executive directors, a student population growth of over 500%, and a complete physical relocation.

The entire staff, teachers as well as administration, has only now begun to stabilize.

GOVERNANCE:

WSCA is part of the Rocklin Academy Family of Schools and is organized as a California

nonprofit, public benefit corporation 501(c)3 and is governed by a Board of Directors pursuant to

its bylaws. The Board is responsible for guiding the Academy in the pursuit of its vision and

mission. There are currently five Board members. Doug Johnson is the Chairman. The other four

members are:

Rick Miller, Voting Member

Margaret Broussard, Voting Member

Adam Schwartz, Voting Member

David George, Voting Member

Mr. Phil Spears is the Executive Director of the Rocklin Academy Family of Schools and is a non-

voting member of the school board.


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The WSCA Vision Statement is:

“All students achieve their personal best and will become productive compassionate and engaged

citizens.”

The Mission statement reads:

“The Rocklin Academy Family of Schools are public charter schools that embody high standards,

parent partnership, rich core content, and collaborative use of data resulting in high quality

teaching and learning in a nurturing environment.”

During the 2011-2012 school year, the Rocklin Academy Board called for a Task Force to develop

the school’s Core Values. A board retreat was held with participants from all of the Rocklin

Academy Schools. Out of this retreat came a group of core values, which were then discussed

with staff for fine-tuning and implementation. The final set of five core values was formally

adopted by the Rocklin Academy Board of Directors in November 2011 and revised again in June

2012.


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The Five Core Values for WSCA are:

1) The future we want to create includes a community of leaders who have strong shared

beliefs and values that all students have the ability to learn at high levels and the

expectations of our organization are for schools to meet or exceed that level.

2) The future we want to create includes a community of leaders who are data savvy; they

embrace and monitor data, and use it to drive continuous improvement.

3) The future we want to create includes a community of leaders who have a collaborative

relationship and establish a strong communication structure to inform and engage both

internal and external stakeholders in setting and achieving district-wide student

learning and achievement goals.

4) The future we want to create includes a community of leaders who are knowledgeable,

ethical, responsible, critical thinkers, and engaged members of society.

5) The future we want to create includes a community of leaders who utilize research-

based, varied, differentiated, and effective instructional practices to ensure all students

learn at high levels.

Seniors from the first Graduating class of

Western Sierra participate in their ceremony.


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SCHOOLWIDE LEARNING OUTCOMES:

Western Sierra Collegiate Academy will develop:

Academic Achievers who:

Meet or exceed WSCA and CDE standards in all curricular areas

Are critical thinkers and problem solvers who effectively gather and evaluate

information

Communicate clearly and effectively orally and in writing, formally and informally

Are informed and capable users of data

Responsible individuals who:

Respect themselves and others

Encourage social responsibility and respect for cultural diversity

Demonstrate civic awareness and responsibility

Critical thinkers who:

Apply skills and knowledge from all subject areas both within and beyond the

academic setting

Gather, organize, and evaluate information and resources to solve problems and

make informed decisions

STAFFING:

Daily operations of the school are the responsibility of the Western Sierra Leadership team, which

is composed of Gregg Moses (Principal), Chip Kling (Assistant Principal), Scott Crosson (Dean of

Students/Activities Director), Mike Wells (Athletic Director), Keri Smith (Science Chair), Richard

Dahl (SS Chair), April Noke (ELA Chair), Miken Dayton (VAPA Chair), and Carol Leonard

(Mathematics Chair).

Thirty-three full-time and three part-time credentialed teachers comprise the Western Sierra

teaching staff. Western Sierra recruits and employs the most qualified credentialed teachers. All

met their credential requirements in accordance with the State of California guidelines and are all

NCLB compliant. Twenty-seven are women and nine are men. An Academic Advisor, an Athletic

Director, four full-time and six part-time classified staff plus one part-time Instructional Aide and a

full-time janitor assist them. An Academic Intervention Specialist also is on staff to support

students needing assistance with organizational skills, academic development, and one on one time

to assist them to complete assignments; they operate out of the Academic Commons area where

students have either been assigned a class period for academic support or have chosen to ‘drop-in’


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for help. This area is located off of the administrative office area. Future plans are to increase

classified staffing to include additional instructional aides. In previous years, due to low

enrollment in Special Education, Western Sierra contracted services with a local private office,

Behavior STEPS, which is located in Roseville, California. For the 2013-14 school year, Rocklin

Academy Family of Schools (RAFOS) has been able to hire a Director of Special Education and

Student Services.

Western Sierra seeks to provide students with a challenging and comprehensive college

preparatory education in a small public school setting. In partnership with parents, they inspire

students to strive for intellectual and creative excellence, to develop a deep appreciation for the

arts and different cultures, and to employ technological tools of our modern age. Our vision is to

instill a strong sense of personal and civic responsibility, the capacity to think critically, and the

skills to communicate and contribute to an increasingly global community.

Western Sierra believes that comprehensive, on-going, job-embedded professional development is

central to school improvement and student success. To that end, WSCA Professional

Development promotes continuous professional growth in a supportive environment by enhancing

the knowledge and skills of all staff, with the expectation that doing so will also raise the levels of

student performance. Morning times, before school, are slated for student conversations, data

analysis, goal setting, and study groups. Minimum-day Mondays are slated for professional

learning focused on research-based instructional strategies. Strategies identified for professional

learning are data-driven and aligned to specific student learning processes or achievement gaps.

Most staff development is based on conference attendance along with some expert-led discussions,

e.g. DataWise. There has also been some time directed towards internal philosophy training, Core

Value discussions, rubric creation, etc.. Staff meetings that focus on school business are held at

different times or addressed through email. For the 2012-13 school year, an average of eight hours

per month, approximately one full day per month, were dedicated to professional development.

All new teachers are required to participate in BTSA training. As a whole, the staff is working on

development of their own PLC model, but current practice is to use customary department time on


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collegial, subject-focused conversations. Staff anticipates moving forward to a more data-based

inquiry model in order to better support our students.

Fiscal responsibility for Western Sierra is under the Rocklin Academy Family of Schools, which is

currently reviewing and assembling a comprehensive policy overview. Procedures are currently in

place directing fiscal practices; however, these policies are due to be updated and will be discussed

at upcoming Board meetings during the 2013-14 school year. The principal submits the budget to

the superintendent who either approves or modifies it, and then the Board approves it. Salaries are

a district responsibility and all teachers are on yearly contracts. The school initially opened with

some smaller start-up grants and lottery funds; however, there is currently no active parent

foundation for fundraising. The Parent School Partnership (PSP) parent group does fundraising for

activities and for other school supporting items. For example, in the 2012-13 school year, the PSP

was the major contributor to the sound system for the gym/theater for the facility.

The PSP is an active parent group organized as a non-profit entity. PSP representation is an

expectation for school activities, and it has representation during board meetings and with Western

Sierra’s Operations Committee. The charter asks for a 30-hour volunteer commitment from each

family, and the PSP organizes and tracks these hours.

Expenditures are $7,134 per pupil, which includes special education. For this school year,

Western Sierra has been awarded a Silicon Valley Grant, Student growth funding for $181,000 and

a Rural Education Achievement Program grant in the amount of $35,479.

The school maintains 30 traditional style classrooms with two additional learning spaces for

individualized instruction and lab classrooms. All classrooms have projectors and teacher

computers; most have at least three student computers. There is a gymnasium and two locker

rooms available for students, plus a band room, choir room, a dedicated art room and a computer

lab. Additionally an Academic Commons area staffed by our Academic Intervention Specialist is

accessible to students requiring additional help.


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Students from the Multi-Cultural Dance Club

pose in their costumes. Below: Spanish students

explore the Day of the Dead traditions.


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PARENT SATISFACTION SURVEY:

Recently Western Sierra conducted a parent satisfaction survey to assess parents’ satisfaction with

1) the teaching staff, 2) the office staff, 3) the administration, and 4) do parents feel that the

Governing Board adopts sound policies that support high academic standards and a safe school

environment. One hundred and forty five parents responded to this survey.

91% of parents responding were either satisfied or highly satisfied with the teaching staff.

90% of parents responding were either satisfied or highly satisfied with the office staff.

92% of parents responding were either satisfied or highly satisfied with the administration.

100%, or all 145 responders felt that the Board adopted sound policies that support high

academic standards and promote a safe environment for their student.

Sample parent responses were:

“I have five students at WSCA and we are all very happy and satisfied.”

“The Board is able to debate issues and reach consensus. They have proven they can tackle

the toughest issues.”

“They are usually well thought out, logical, inclusive of all stakeholders and

communicative to all parties.”

“However, I have a great deal of concern re: common core and the effects and costs of it.”

“The teachers and staff seem very focused on high achievement and the safety of all

students.”

Western Sierra

students sign an

anti-bullying pledge

During Hero Week.


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ENROLLMENT DATA:

2010-2011 School Year:

GR

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DIA

N

OR

AL

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KA

N-

AM

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ICA

N

7 35 39 74 44(59%) 12(16%) 11(15%) 7(9%) 0(0%) 0(0%)

8 30 49 79 52(66%) 8(10%) 15(19%) 3(4%) 0(0%) 1(1%)

9 24 27 51 33(65%) 7(14%) 9(18%) 1(2%) 1(2%) 0(0%)

10 13 11 14(58%) 14(58%) 2(8%) 6(25%) 1(4%) 0(0%) 1(4%)

TOTAL 102

(45%)

126

(55%)

228

(100%)

143

(63%)

29

(13%)

41

(18%)

12

(5%)

1

(1%)

2

(1%)

*During the 2010-11 school year, WSCA did not enroll 6th

grade students, nor did they have juniors or seniors.


GR

AD

E

BO

YS

GIR

LS

TO

TA

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WH

ITE

HIS

PA

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PA

CIF

IC

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TW

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AC

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AF

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AN

-AM

.

AM

. IN

DIA

N

OR

AL

AS

KA

N

AM

ER

ICA

N

7 50 54 104 60(58%) 13(12%) 16(15%) 12(12%) 1(1%) 1(1%)

8 40 47 87 47(54%) 13(15%) 16(18%) 11(13%) 0(0%) 0(0%)

9 24 46 70 44(63%) 11(16%) 10(14%) 4(6%) 0(0%) 1(1%)

10 16 24 42 25(60%) 7(17%) 5(12%) 5(12%) 0(0%) 0(0%)

11 12 13 25 16(64%) 4(16%) 3(12%) 1(4%) 0(0%) 0(0%)

TOTAL 142

(43%)

186

(57%)

328

(100%)

192

(59%)

48

(15%)

50

(15%)

33

(10%)

1

(.3%)

3

(1%)

*During the 2011-12 school year, WSCA did not enroll 6th

grade students nor did they have seniors.


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2012-2013 School Year: G

RA

DE

BO

YS

GIR

LS

TO

TA

L

WH

ITE

HIS

PA

NIC

AS

IAN

/

PA

CIF

IC

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TW

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MO

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CE

S

BL

AC

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AF

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AN

-AM

.

AM

. IN

DIA

N

OR

AL

AS

KA

N

AM

ER

ICA

N

6 27 33 60 38(63%) 3(5%) 12(20%) 6(10%) 0(0%) 1(2%)

7 42 72 114 72(63%) 11(10%) 15(13%) 14(12%) 2(2%) 0(0%)

8 68 66 134 85(63%) 16(12%) 18(13%) 13(10%) 1(1%) 1(1%)

9 41 48 89 66(74%) 7(8%) 7(8%) 1(1%) 8(9%) 0(0%)

10 24 49 73 43(59%) 12(16%) 11(15%) 6(8%) 0(0%) 1(1%)

11 25 24 49 34(69%) 9(18%) 3(6%) 3(6%) 0(0%) 0(0%)

12 12 10 22 13(59%) 4(18%) 3(13%) 1(4%) 0(0%) 1(4%)

TOTAL 239

(44%)

302

(56%)

541

(100%)

351

(65%)

62

(11%)

69

(13%)

32

(6%)

23

(4%)

4

(1%)

*This was the first school year for both 6th

grade and seniors on the WSCA campus.


GR

AD

E

BO

YS

GIR

LS

TO

TA

L

WH

ITE

HIS

PA

NIC

AS

IAN

/

PA

CIF

IC

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DE

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TW

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MO

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S

BL

AC

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AF

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AN

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.

AM

. IN

DIA

N

OR

AL

AS

KA

N

AM

ER

ICA

N

6 45 45 90 49(54%) 12(13%) 24(27%) 2(2%) 3(3%)

7 76 94 170 102(60%) 14(8%) 49(29%) 4(2%) 1(.5%)

8 60 86 146 86(59%) 16(11%) 33(23%) 5(3%) 6(4%)

9 57 59 116 75(65%) 17(15%) 21(18%) 1(.8%) 2(1%)

10 45 44 89 65(73%) 7(8%) 13(15%) 4(4%) 0(0%)

11 26 43 69 47(68%) 7(10%) 11(16%) 1(1%) 3(4%)

12 25 23 48 31(65%) 10(21%) 5(10%) 1(2%) 1(2%)

TOTAL 336

(46%)

392

(54%)

728

(100%)

455

(63%)

83

(11%)

156

(21%)

18

(2%)

16

(2%)


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The school population will not grow much larger than the current year as the building limits

enrollment at 750 students. Western Sierra accepts all students who apply, up to that grade’s

capacity number. After that, students are placed on a waiting list and enrolled as space becomes

available. The waiting list is populated by date-and time-stamping applications as they arrive at

Western Sierra and the waiting list remains active as long as the student and their parents express

interest. There are 90 spaces available for students at the sixth grade level. Applications for this

grade are filled as they arrive; however, if there are more than 90 applications, Western Sierra will

conduct a lottery to determine which students will be admitted. Females outnumber males roughly

55% to 45%. Student ethnicity approximately follows the demographics of Placer County while

greatly differing from California.

Students enroll in Western Sierra from a variety of neighboring school districts, mainly Rocklin

Unified School District, Western Placer School District, and Roseville City Elementary &

Roseville Union High School Districts.

WSCA ROCKLIN PLACER COUNTY

CALIFORNIA

White 62% 75% 66.8% 39%

Hispanic 13% 11% 17.8% 38%

Asian/Pacific Islander

15% 2% 7.6% 13%

Two or more races

7% 9% 4.7% 3%

Black or African-

American

2% 2% 2.2% 6%

American Indian or

Alaskan-Am.

1% 1% 0.9% 1%


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DISTRICT OF ORIGIN Rocklin Unified 32% Loomis Union 2% Western Placer 25% Placer 2% Roseville 24% San Juan 2% Eureka Union 8% Auburn/Elk Grove .8%/.8% Dry Creek 5% Natomas 0.30%

The calendar for Western Sierra students runs for 180 days with 20 minimum days providing for

staff collaboration, PSAT testing, and first and last days of school. Sixth graders are in self-

contained classrooms with a schedule that runs from 8:25 AM through 3:35 PM daily. They have

10-minute breaks both mid-morning and mid-afternoon with a 30-minute lunch break. Their

minimum day schedule runs from 8:25 AM to 12:35 PM. Middle school and high school students

have a six-period day on Mondays running from 8:25 AM through 3:35 PM, with a morning

nutrition break, a 30-minute advisory and 30-minute lunch. Tuesdays through Fridays, students in

grades 7-12 have alternating Blue/Gold schedules (periods 1, 3, 5 or 2, 4, 6) which provide

additional time each period (96 minutes) for further depth of curriculum. Their day closes with a

43-minute enrichment period. Advisory period serves two purposes. It’s an opportunity for

teachers to informally assess their students’ progress – teachers can use the time to reach out to

students who are struggling and give them some guidance and support to help them become

successful. It also provides a more utilitarian purpose of allowing the school an opportunity to flip

lunches as well as to provide school-wide messaging such as school announcements and reminders

of school policies. Enrichment period provides students an opportunity to choose where they need

to go to get support from teachers focusing on reteaching, relearning, reassessing, and enrichment

activities such as guest speakers or specific extra-curricular learning pieces. Students are

scheduled with enrichment to specifically see every teacher within a two-week cycle, but students

are allowed some flexibility.

There are currently only two EL students enrolled at Western Sierra, and they are performing well.

There is also a small group of R-FEP students who are also performing well. During the current

school year, 42 students are on IEPs (5.7%) with 28 additional students on 504s (3.8%). These


22

students receive the same support as all WSCA students with both Advisory and Enrichment

support during the regular school day.

During the current school year (2013-2014), Western Sierra offers eleven different Advanced

Placement courses for our students: Biology, Physics, Calculus, Statistics, English Composition

(11th

), English Literature (12th

), World History (10th

), United States History (11th

), Government

(12th

), Psychology, and Chinese. We are preparing to offer the following additional courses during

the 2014-2015 school year: Spanish and Chemistry. All students in grades 10 through 12 are

enrolled in at least one AP course.

For the 2012-2013 school year, 174 AP total tests were administered. Out of that number, fee

reductions were granted for 12 tests, or 6% of the total tests.

Ethnic Enrollment in AP courses:

Eng. Lang.

Eng. Lit.

Psych US Govt.

US Hist

World Hist

Calc AB

Bio. Chinese Total

American Indian

1 1

Asian Pacific

4 2 2 4 7 2 2 24

African American

1 1 2

Mexican 3 1 1 1 3 4 13

Other Hispanic

2 2 2 6

White 23 11 1 13 23 26 9 7 113

Other 2 1 1 2 2 8

Don’t Care to Report

3 1 3 7


23


24

SAFETY:

Western Sierra maintains a safe, clean, and adequate school facility. Staff is dedicated to the

functionality and beautification of the campus. Western Sierra follows a School Safety Plan and

conducts regular crisis response drills, including fire, earthquake and evacuation drills. The school

operates under the provisions of the Safety Plan of the facility where it is housed and implements

its own school safety and disaster preparedness plan under the responsibility of the Operations

Committee. Included in this plan is the provision that each classroom must have a Crisis Response

protocol that outlines safety procedures and is reviewed by teachers at the start of each term. In

the event of an emergency all phone lines are forwarded to the emergency information line in an

effort to free administration to execute crisis response planning. Western Sierra complies with all

applicable federal environmental laws and the school complies with Education Code § 47610 by

utilizing a leased facility that is compliant with State Building Code. The annual School Facility

Good Repair Status for the 2012-13 school year reports that all WSCA systems are in “good”

repair and gives the facility an overall “good” rating.

Student behavior at WSCA is indicative of the high expectations that parents and staff alike hold

for their children.

SUSPENSIONS EXPULSIONS

2010 – 11 School Year 11 (4%) 0 (0%)

2011 – 12 School Year 9 (3%) 0 (0%)

2012 – 13 School Year 6 (1%) 0 (0%)

Administration notes that the only reasons for suspensions have been alcohol or tobacco on

campus, and a few bullying issues. There have been no expulsions.

Annually, upon registration, all students are required to sign and honor the Honor Code

Student Pledge where each student pledges that, “As a member of the Western Sierra

Collegiate Academy community, I pledge to conduct myself at all times honorably and in a

way that shows pride in self, family, school, and community. As a person of honor, I will

show respect for academic honesty, others, property and self.”


25

Parents and students realize the importance of daily attendance as demonstrated in Western

Sierra’s relatively stable rate of attendance:

2010-11 school year --- 96%

2011-12 school year --- 96%

2012-13 school year --- 96%

The percentage of students qualifying for Free and Reduced Lunches has also remained relatively

static:

2010-11 school year --- 16 (7%)

2011-12 school year --- 28 (8%)

2012-13 school year --- 36(6%)

This statistic differs greatly from Placer County at 28% and California at 55.8%.

Western Sierra parents highly value education as demonstrated by their own levels of education

achievement; at least 75% of Western Sierra parents have achieved a college education.

PARENT EDUCATION LEVEL

2010–11 2011–12 2012-13

Graduate Degree or Higher 81 (35%) 112 (34%) 192 (35%)

College Degree 91 (40%) 135 (42%) 208 (38%)

Some College 51 (22%) 70 (21%) 124 (23%)

High School Diploma 3 (1%) 8 (2%) 14 (3%)

No High School 2 (1%) 2 (1%) 3 (.5%)

GRADUATION REQUIREMENTS:

Students who meet the graduation requirements for Western Sierra will simultaneously fulfill the

a-g course requirements for admission to either the University of California or the California State

University systems. In addition to the following chart, beginning with the class of 2014, 20 hours

of community service are also required. The number of hours increases annually maxing out at 80

with the Class of 2017.


26


27

STUDENT PERFORMANCE DATA:

CAHSEE:

Following the March 2011 CAHSEE test administration when all 10th

grade students took the test

for the first time, Western Sierra students were extremely successful. Students passed at the 100%

level for both the English Language Arts and the Mathematics tests. They exceeded the Placer

County’s pass rate and outperformed the State of California by almost 25%.

Western Sierra administered the CAHSEE for the second time in March 2012, and results took

only a small downturn. English Language Arts took a small drop to 95% pass, but Mathematics

took a harder drop to 83% making it 2% less than the pass rate for Placer County, but still

comfortably above the state pass rate of 79%. WSCA staff addressed this by creating a SMART

goal for 2012-13: The goal of Western Sierra Collegiate Academy is a 95% pass rate on the

California High School Exit Exam (CAHSEE) for Math and English Language Arts.

Staff assessed individual classes to determine which students could be at highest-risk and created

support systems to insure their success.

The February 2013 CAHSEE administration saw scores return back up to their accustomed

position, with a 100% pass rate for English Language Arts and 98% pass rate for Mathematics.

Again, Western Sierra students surpassed all of Placer County by almost 10%, and outperformed

the state of California by nearly 30%.

CAHSEE Results - School, County, State - March 2011 Administration

ELA MATHEMATICS

# Tested # Passed % Pass # Tested # Passed % Pass

WSCA 22 22 100% 21 21 100%

Placer County 1,745 1,473 84% 1,724 1,478 86%

California 402,004 309,359 77% 401,803 310,803 77%

CAHSEE Results - School, County, State - March 2012 Administration

ELA MATHEMATICS


Western Sierra 37 35 95% 35 29 83%

Placer County 1,794 1,515 84% 1,747 1,480 85%

California 388,027 300,951 78% 383,349 302,193 79%


28

CAHSEE Results - School, County, State - February 2013 Administration

ELA MATHEMATICS


Western Sierra 64 64 100% 65 64 99%

Placer County 4,146 3,765 91% 4,079 3,808 93%

California 148,021 99,294 67% 144,342 101,625 70%

PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT):

Western Sierra endeavors to have all students take the PSAT every year. With that in mind, it is

given to all 9th

, 10th

, and 11th

graders in-house. With the exception of the Class of 2014’s initial

year, all classes and grades have scored higher than both the state of California and the nation for

all three sub-tests. In fact, as Western Sierra enrollment has grown and as the population begins to

top off, the degrees of variance between our students and the state and national averages continue

to widen. The 2012-13 school year saw the best performance for Western Sierra students on the

PSAT as sophomores scored 4.6 points higher than the national average on Critical Reading and

4.8 points better than the national average on Writing. The same year saw the freshmen class

outperforming the national average on Critical Reading by 5.5 points and on Writing by 6.2.

SAT:

Western Sierra students again outperformed their counterparts from around the country with

sizeable discrepancies, especially in the area of Critical Reading. Western Sierra’s students in

2011-12 surpassed the national average by 90 points and then again in 2012-13 by 83 points. In

the area of Critical Reading, they passed the California average in 2012 by 87 points and then

again in 2012-13 by 82 points. Western Sierra students outperformed both the California and

National Mathematics averages in 2012 by 22 points and then again in 2013 by 48 points and 34

2011-2012 2012-2013

WSCA CALIFORNIA NATIONAL WSCA CALIFORNIA NATIONAL

# Tested 10 46

Critical

Reading 583 496 497 579 497 496

Mathematics 536 514 514 548 500 514

Writing 543 488 489 544 496 488


29

points respectively. In the area of Writing, Western Sierra students outperformed their California

and national counterparts by 55 points and 54 points respectively in 2012 and 48 and 36 points

respectively in 2013.

COLLEGE ADMISSION RATES:

Western Sierra Collegiate Academy has graduated one class of 27 students – in the spring of 2013.

Out of a class of 27 students, 16 (or 59%) were accepted at four year colleges or universities, such

as BYU, UC Merced, UC Berkeley, and UN Reno to name a few. Nine students (or 33%) were

accepted at two-year institutions, all at local Sierra College in Rocklin. Two other students were

accepted at specialized institutions, a Leadership Academy for Nursing and a Ministry School.


30

STUDENT PERFORMANCE DATA --- PSAT TEST

CLASS OF 2014

Total

Enrollment #

Tested % Of

Enrollment

Critical Reading Average

Mathematics Average

Writing Average

2010-11

(9th grade) 51 30 59% 46.1 43.5 42.3

State 42.3 44.6 43.0

Nation 45.2 47.2 44.8

2011-12

(10th

grade) 42 39 93% 46.2 42.5 42.3

State 40.3 40.8 42.3

Nation 42.3 39.2 40.3

(38.5% college ready/Nation = 46.3%)

2012-13

(11th

grade) 49 48 98% 50.8 47.9 49.7

State 46.0 47.0 45.7

Nation 46.9 47.8 46.0



CLASS OF 2015

Total

Enrollment #

Tested % Of

Enrollment

Critical

Reading Average

Mathematics Average

Writing Average

2011-12

(9th grade) 70 65 93% 43.7 40.8 40.4

State 39.8 39.7 38.6

Nation 40.7 40.2 38.8

2012-13

(10th

grade) 73 69 95% 47.1 44.6 46.1

State 41.2 41.9 40.7

Nation 42.5 42.8 41.3



31

ADVANCED PLACEMENT:

As a relatively new school with beginning AP classes, Western Sierra students are performing

fairly well.

The first year of classes and AP exams saw good results as 64% of students testing earned college

credit. This kept them on a par with students in California and 4% higher than all students across

the US. The following year saw a bit of a drop in that percentage as Western Sierra students fell to

48%. However, last year students made an impressive 13% improvement over the previous year

joining the national average of 61% but missing the California average by only 3%.

EARLY ASSESSMENT PROGRAM:

Results from the Early Assessment Program (EAP) tests that are administered to high school

juniors as a supplement to their CST tests demonstrate proficiency on college level entrance exams

in the respective subject areas. Western Sierra students demonstrate a high level of participation

on these tests as 100% of eligible students took the ELA exam in both 2012 and 2013. Western

Sierra surpassed Placer County in 2012 by 8% and in 2013 by 13%; they surpassed California in

2012 by 13 % and in 2013 by 13%. 83% of eligible Western Sierra students participated in the


CLASS OF 2016

Total

Enrollment #

Tested % Of

Enrollment

Critical Reading Average

Mathematics Average

Writing Average

2012-13

(9th grade) 89 90 100% 46.8 45.0 46.5

State 40.5 41.0 40.1

Nation 41.3 41.6 40.3

WESTERN SIERRA ADVANCED PLACEMENT TEST RESULTS (AP)

YEAR

# of AP students/

# of Exams Administered # of 3+

% Earning College Credit

CA % Earning College Credit

National % Earning

College Credit

2010-11 22/22 14 64% 64% 60%

2011-12 48/63 23 48% 64% 62%

2012–13 100/174 61 61% 64% 61%


32

2013 Mathematics EAP; this found them shy of their Placer County counterparts by 8% and

California counterparts by 1%. Western Sierra students had a higher level of college-ready ELA

proficiency in 2012 (73%) than they did in 2013 (56%). Both years Western Sierra passed both

Placer County as well as California. However, in 2013 Mathematics, Western Sierra students

demonstrated a higher level of college proficiency than both their counterparts in Placer County

and the state of California with 73%: 66% and the entire state with 73%: 60%.

WSCA Early Assessment Program (EAP)

School Year

# Students Taking ELA

EAP

% of Students Taking ELA

EAP

# Students Passing ELA

EAP

% Students

Ready for College

English

2011-12 22 100% 16 73%

2012-13 40 100% 15 56%

English EAP Results - 2011-13 - County, State

2011-12 PC 4904 92% 2701 55%

2011-12 CA 383,565 87% 145,593 38%

2012-13 PC 4976 92% 2574 52%

2012-13 CA 384,722 88% 143,870 38%

School Year

# Students Taking

Mathematics EAP

% of Students Taking

Mathematics EAP

# Students Passing

Mathematics EAP

% Students Ready for College

Mathematics

2011-12 6 * * *

2012-13 25 83% 19 73%

Mathematics EAP Results - 2011-13 - County, State

2011-12 PC 3259 92% 2191 68%

2011-12 CA 203,972 83% 123,280 61%

2012-13 PC 3336 91% 2218 66%

2012-13 CA 212,836 84% 128,159 60%


33

CST:

The following charts identify the number and the percentage of students scoring at either the

Advanced or Proficient levels of the California Standards Tests, and their comparisons against

similar students in Placer County as well as the entire state of California. Western Sierra has only

one numerically significant sub-group and that is White.

Volunteers from the Lions Club assist with judging

the science projects. Below: Band students warm up for a

performance.


34

2011 WSCA STAR TEST RESULTS

7th 8th 9th 10th 11th EOC

ELA

# tested 70 75 50 24 NA

Mean Scale Score 412 391 406 403 NA

PC Mean Scale Score 384 385 383 366 NA

% Adv/Prof. 93% 79% 86% 94% NA

PC % Adv/Prof. 76% 74% 74% 65% NA

MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested 36 NA NA NA NA NA

Mean Scale Score 383 NA NA NA NA NA

PC Mean Scale Score 372 NA NA NA NA NA

% Adv/Prof. 84% NA NA NA NA NA

PC % Adv/Prof. 63% NA NA NA NA NA

GENERAL MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested NA 11 1 NA NA 12

Mean Scale Score NA 325 * NA NA 322

PC Mean Scale Score NA 336 327

% Adv/Prof. NA 27% * NA NA 25%

PC % Adv/Prof. NA 41% * NA NA 35%

ALGEBRA I 7th 8th 9th 10th 11th EOC

# tested 34 40 12 NA NA 86

Mean Scale Score 411 343 317 NA NA 366

PC Mean Scale Score 433 362 332 NA NA 346

% Adv/Prof. 100% 48% 17% NA NA 64%

PC % Adv/Prof. 91% 56% 37% NA NA 45%

GEOMETRY 7th 8th 9th 10th 11th EOC

# tested NA 1 5 11 NA 17

Mean Scale Score NA * * 397 NA 405

PC Mean Scale Score NA * * 311 NA 335

% Adv/Prof. NA * * 100% NA 94%

PC % Adv/Prof. NA * * 52% NA 38%

ALGEBRA II 7th 8th 9th 10th 11th EOC

# tested NA 23 31 11 NA 65

Mean Scale Score NA 366 321 307 NA 335

PC Mean Scale Score NA 368 382 336 NA 332

% Adv/Prof. NA 65% 27% 18% NA 38%

PC % Adv/Prof. NA 63% 69% 35% NA 33%


35

HIGH SCHOOL SUMMATIVE MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested NA NA NA 2 NA 2

Mean Scale Score NA NA NA * NA *

PC Mean Scale Score NA NA NA 379 NA 352

% Adv/Prof. NA NA NA * NA *

PC % Adv/Prof. NA NA NA 94% NA 52%

SOCIAL SCIENCE - GRADE 8 7th 8th 9th 10th 11th EOC

# tested NA 75 NA NA NA NA

Mean Scale Score NA 393 NA NA NA NA

PC Mean Scale Score NA 377 NA NA NA NA

% Adv/Prof. NA 72% NA NA NA NA

PC % Adv/Prof NA 68% NA NA NA NA

WORLD HISTORY


Mean Scale Score NA NA NA 414 NA 414


% Adv/Prof. NA NA NA 71% NA 71%

PC % Adv/Prof NA NA NA 58% NA 56%

SCIENCE - 8 & 10 LIFE SCIENCE 7th 8th 9th 10th 11th EOC

# tested NA 75 NA 24 NA NA

Mean Scale Score NA 424 NA 377 NA NA

PC Mean Scale Score NA 416 NA 378 NA NA

% Adv/Prof. NA 82% NA 75% NA NA

PC % Adv/Prof. NA 77% NA 67% NA NA

CHEMISTRY 7th 8th 9th 10th 11th EOC


Mean Scale Score NA NA NA 359 NA 359


% Adv/Prof. NA NA NA 62% NA 62%

PC % Adv/Prof NA NA NA 61% NA 52%

PHYSICS 7th 8th 9th 10th 11th EOC

# tested NA NA 49 NA NA NA

Mean Scale Score NA NA 359 NA NA NA

PC Mean Scale Score NA NA 350 NA NA NA

% Adv/Prof. NA NA 59% NA NA NA

PC % Adv/Prof NA NA 52% NA NA NA


36


7th 8th 9th 10th 11th EOC

ELA

# tested 103 84 66 39 22 NA

Mean Scale Score 422 408 397 377 392 NA

PC Mean Scale Score 390 387 385 365 365 NA

% Adv/Prof. 91% 87% 86% 82% 82% NA

PC % Adv/Prof 79% 76% 74% 64% 63% NA

MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested 70 NA NA NA NA NA

Mean Scale Score 368 NA NA NA NA NA

PC Mean Scale Score 378 NA NA NA NA NA

% Adv/Prof. 63% NA NA NA NA NA

PC % Adv/Prof 65% NA NA NA NA NA

GENERAL MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested NA 34 12 NA NA NA

Mean Scale Score NA 364 355 NA NA NA

PC Mean Scale Score NA 338 305 NA NA NA

% Adv/Prof. NA 65% 58% NA NA NA

PC % Adv/Prof NA 42% 20% NA NA NA

ALGEBRA I 7th 8th 9th 10th 11th EOC

# tested NA 33 20 14 4 71

Mean Scale Score NA 443 377 293 * 385

PC Mean Scale Score NA 439 370 332 * 350

% Adv/Prof. NA 79% 50% 14% * 53%

PC % Adv/Prof NA 92% 60% 37% * 48%

*

GEOMETRY 7th 8th 9th 10th 11th EOC

# tested NA NA 30 39 22 100

Mean Scale Score NA NA 418 352 368 378

PC Mean Scale Score NA NA 357 310 291 337

% Adv/Prof. NA NA 90% 49% 59% 64%

PC % Adv/Prof NA NA 54% 20% 9% 38%


37

ALGEBRA II 7th 8th 9th 10th 11th EOC

# tested NA NA 1 9 2 12

Mean Scale Score NA NA * * * 304

PC Mean Scale Score NA NA * * * 331

% Adv/Prof. NA NA * * * 8%

PC % Adv/Prof NA NA * * * 33%

HIGH SCHOOL SUMMATIVE MATHEMATICS 7th 8th 9th 10th 11th EOC

# tested NA NA NA 2 11 13

Mean Scale Score NA NA NA * 340 354

PC Mean Scale Score NA NA NA * 349 358

% Adv/Prof. NA NA NA * 27% 38%

PC Adv/Prof NA NA NA * 45% 52%

7TH 8TH 9TH 10TH 11TH EOC

SOCIAL SCIENCE - GRADE 8 7th 8th 9th 10th 11th EOC

# tested NA 85 NA NA NA NA

Mean Scale Score NA 397 NA NA NA NA

PC Mean Scale Score NA 382 NA NA NA NA

% Adv/Prof. NA 76% NA NA NA NA

PC % ADV/PROF NA 70% NA NA NA NA

WORLD HISTORY 7th 8th 9th 10th 11th EOC

# tested NA NA 1 40 NA 41

Mean Scale Score NA NA * 359 NA 359

PC Mean Scale Score NA NA * 367 NA 366

% Adv/Prof. NA NA * 53% NA 53%

PC % Adv/Prof NA NA * 60% NA 59%

US HISTORY 7th 8th 9th 10th 11th EOC

# tested NA NA NA NA 22 NA

Mean Scale Score NA NA NA NA 387 NA

PC Mean Scale Score NA NA NA NA 366

% Adv/Prof. NA NA NA NA 72% NA

PC % Adv/Prof NA NA NA NA 62% NA

SCIENCE - 8 & 10 LIFE SCIENCE 7th 8th 9th 10th 11th EOC

# tested NA 84 NA 39 NA NA

Mean Scale Score NA 445 NA 366 NA NA

PC Mean Scale Score NA 426 NA 383 NA NA

% Adv/Prof. NA 83% NA 67% NA NA

PC % Adv/Prof NA 81% NA 69% NA NA


38

BIOLOGY 7th 8th 9th 10th 11th EOC

# tested 1 23 17 41

Mean Scale Score * 358 398 375

PC Mean Scale Score 363 378 376

% Adv/Prof. * 52% 77% 63%

PC % Adv/Prof * 60% 69% 70%

CHEMISTRY 7th 8th 9th 10th 11th EOC

# tested NA NA NA 16 2 18

Mean Scale Score NA NA NA 355 * 351

PC Mean Scale Score NA NA NA 365 * 358

% Adv/Prof. NA NA NA 57% * 55%

PC % Adv/Prof NA NA NA 63% * 56%

PHYSICS 7th 8th 9th 10th 11th EOC

# tested NA NA 57 1 1 59

Mean Scale Score NA NA 337 * * 336

PC Mean Scale Score NA NA 331 NA NA 361

% Adv/Prof. NA NA 35% * * 36%

PC % Adv/Prof NA NA 66% NA NA 66%


39


6th 7th 8th 9th 10th 11th EOC

ELA

# tested 59 121 133 90 67 42

Mean Scale Score 409 414 408 408 387 384

PC Mean Scale Score 379 383 381 384 366 361

% Adv/Prof. 88% 86% 87% 90% 82% 65%

PC % Adv/Prof 75% 73% 72% 77% 64% 59%

MATHEMATICS

# tested 58 82 NA NA NA NA

Mean Scale Score 416 367 NA NA NA NA

PC Mean Scale Score 385 374 NA NA NA NA

% Adv/Prof. 80% 66% NA NA NA NA

PC % Adv/Prof 67% 63% NA NA NA NA

GENERAL MATHEMATICS

# tested NA NA 45 2 NA NA 47

Mean Scale Score NA NA 350 * NA NA 349

PC Mean Scale Score NA NA 340 * NA NA 333

% Adv/Prof. NA NA 47% * NA NA 47%

PC % Adv/Prof NA NA 43% * NA NA 39%

ALGEBRA I

# tested NA 37 54 31 11 NA 133

Mean Scale Score NA 411 367 329 336 NA 368

PC Mean Scale Score NA 440 364 338 393 NA 350

% Adv/Prof. NA 84% 61% 26% 9% NA 55%

PC % Adv/Prof NA 92% 57% 42% 17% NA 47%

GEOMETRY

# tested NA NA 35 32 14 10 91

Mean Scale Score NA NA 392 365 293 * 356

PC Mean Scale Score NA NA 422 356 304 * 331

% Adv/Prof. NA NA 74% 50% 0% * 46%

PC % Adv/Prof NA NA 91% 53% 15% * 25%

ALGEBRA II

# tested NA NA 1 25 29 5 60

Mean Scale Score NA NA * 333 293 * 309

PC Mean Scale Score NA NA * 381 336 * 329

% Adv/Prof. NA NA * 40% 7% * 23%

PC % Adv/Prof NA NA * 69% 39% * 34%


40

HIGH SCHOOL SUMMATIVE MATHEMATICS

# tested NA NA NA NA 12 25 37

Mean Scale Score NA NA NA NA 374 345 355

PC Mean Scale Score NA NA NA NA 381 346 355

% Adv/Prof. NA NA NA NA 75% 44% 54%

PC % Adv/Prof NA NA NA NA 72% 46% 52%

SOCIAL SCIENCE - GRADE 8

# tested NA NA 135 NA NA NA NA

Mean Scale Score NA NA 414 NA NA NA NA

PC Mean Scale Score NA NA 380 NA NA NA NA

% Adv/Prof. NA NA 86% NA NA NA NA

PC % Adv/Prof NA NA 68% NA NA NA NA

WORLD HISTORY

# tested NA NA NA 1 65 1 67

Mean Scale Score NA NA NA * 360 * 360

PC Mean Scale Score NA NA NA * 366 * 364

% Adv/Prof. NA NA NA * 57% * 57%

PC % Adv/Prof NA NA NA * 59% * 57%

US HISTORY

# tested NA NA NA NA NA 40 NA

Mean Scale Score NA NA NA NA NA 401 NA

PC Mean Scale Score NA NA NA NA NA 365 NA

% Adv/Prof. NA NA NA NA NA 73% NA

PC % Adv/Prof NA NA NA NA NA 61% NA

SCIENCE - 8 & 10 LIFE SCIENCE

# tested NA NA 133 NA 67 NA NA

Mean Scale Score NA NA 466 NA 361 NA NA

PC Mean Scale Score NA NA 419 NA 380 NA NA

% Adv/Prof. NA NA 94% NA 67% NA NA

PC % Adv/Prof NA NA 90% NA 68% NA NA

BIOLOGY


Mean Scale Score NA NA NA 333 328 372 339

PC Mean Scale Score NA NA NA 378 357 374 372

% Adv/Prof. NA NA NA 32% 28% 92% 42%

PC % Adv/Prof NA NA NA 71% 52% 65% 65%


41

CHEMISTRY

# tested NA NA NA NA 41 15 56

Mean Scale Score NA NA NA NA 340 311 332

PC Mean Scale Score NA NA NA NA 362 341 353

% Adv/Prof. NA NA NA NA 42% 13% 34%

PC % Adv/Prof NA NA NA NA 59% 35% 48%

PHYSICS


Mean Scale Score NA NA NA 395 * * 392

PC Mean Scale Score NA NA NA 393 * * 368

% Adv/Prof. NA NA NA 90% * * 85%

PC % Adv/Prof NA NA NA 88% * * 63%


42

API DATA

API STATEWIDE RANK SIMILAR SCHOOL RANK

2009–2010 873 New school New school

2010-2011 893 9 2

2011–2012 879 9 6

2012–2013 891 10 5

CST Subgroup Data – Percentage Proficient or Advanced: 2010-2012

English/Language Arts

Mathematics

Science History/Social Science

Sub-Group 2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012

M Male

86%

91%

NA

64%

64%

NA

85%

85%

NA

75%

75%

NA

Female

86%

84%

NA

55%

53%

NA

76%

72%

NA

69%

65%

NA

Black or African

American

NA

0%

NA

NA

0%

NA

NA

0%

NA

NA

0%

NA

American Indian or

Alaska Native

0%

0%

NA

0%

0%

NA

0%

0%

NA

0%

0%

NA

Asian

100%

97%

NA

70%

78%

NA

0%

92%

NA

0%

71%

NA

Filipino

75%

83%

NA

67%

42%

NA

0%

0%

NA

0%

0%

NA

Hispanic or

Latino

87%

82%

NA

63%

49%

NA

0%

75%

NA

0%

67%

NA

Native Hawaiian or

Pacific Islander

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

White

86%

88%

NA

57%

56%

NA

83%

79%

NA

72%

72%

NA

Two or More

Races

79%

79%

NA

47%

67%

NA

0%

67%

NA

0%

56%

NA

Economically Disadvantaged

75%

69%

NA

19%

41%

NA

0%

50%

NA

0%

50%

NA

English Learners

NA

0%

NA

NA

0%

NA

NA

0%

NA

NA

0%

NA

Students with Disabilities

0%

59%

NA

0%

41%

NA

0%

0%

NA

0%

0%

NA

Overall

86%

87%

NA

59%

58%

NA

80%

78%

NA

72%

69%

NA


43


44


45

CHAPTER II

PROGRESS REPORT


46

CHAPTER II – PROGRESS REPORT

Western Sierra was granted provisional accreditation as a new school during the 2010-2011 school

year. At that time, the school had relocated to its current location and grew to include both 6th

and

12th grades; previously it had been 7th

through 11th

. WASC conducted an initial visit to the new

campus in May of 2010. At that time, they found four school-wide areas of strength:

1 – Attitude of charter to employ teaching staff that adheres to collaborative decision-making.

2 – Professionalism shown by entire staff toward embracing an engaging, multi-faceted

instructional program to address the data-driven needs of individual students.

3 – The Western Sierra philosophy of providing a rigorous standards-based curriculum geared

toward an individual’s acceptance into a post-secondary institution of his or her choice.

4 – The attitude of the entire learning community to acknowledge the need to constantly look at

revamping the instructional methods along with the curriculum to ensure each student is reaching

his or her full learning potential.

At this initial visit, the WASC Visiting Committee reported on four critical areas for follow-up:

1 – Continue to analyze curriculum needs for students to be successful adults in the 21st century.

2 – Continue to employ personnel having the same student learning philosophy as the present staff.

3 – Develop a comprehensive public relations department for the purpose of attracting students.

4 – Continue to explore means whereby students can participate in extracurricular activities.


47

PROGRESS REPORT

21st Century Curriculum:

Beginning in January 2014, 8th

grade English Language Arts and Social Studies students will begin

piloting a program whereby they become textbook free. In place of books, all 8th

grade students will be

given iPads, which teachers will use to deliver curriculum. The 8th

grade ELA and social studies

teachers are currently being trained and are planning the curriculum in order to smoothly transition into

this program. The plan is to use the tablets for both curriculum delivery as well as assessment purposes.

Some assignments may need to be printed out, but the overall plan is to use the tablets almost

exclusively. Staff will hold a parent information night in fall semester, prior to students receiving their

tablets. An additional 150 iPads are being purchased for student use and assessment. The longer-range

plan is to purchase iPads for all WSCA students in the 2014-2015 school year. Administration is

currently designing a professional development plan to prepare staff for this change in technology. Staff

will have iPads available in early November 2013 in order to begin professional development in their

respective curricular areas.

New Hiring:

Western Sierra administration has ensured that all new hires share the same philosophy as the current

staff did in 2011. Western Sierra Core Values and grading policy are actively involved in the selection

and hiring process. Potential staff are interviewed regarding their compatibility with the Core Values

and Grading Policy. Due to the relocation and accompanying growth at Western Sierra, the following

years saw tremendous growth in staff:

2010-2011 = 28% of staff selected and hired,

2011-2012 = 30% of staff selected and hired, and

2012-2013 = 33% of current staff selected and hired.

The past three years saw an almost complete addition of new staff; thereby ensuring that all staff share

the same philosophy regarding student learning.


48

Public Relations Department to Attract New Students:

With current enrollment at 728 students and the maximum set at 740, there does not appear to be any

need to attract new students. A healthy waiting list for all grades ensures that ADA will not drop.

However, as a community outreach, Western Sierra conducts weekly campus tours for interested parties

as well as conducts three annual informative evenings for potential families and students. These are held

during the spring semester.

Extra-curricular Activities:

Western Sierra administration and staff have made a strong and concerted effort to ensure that all

students find their niche here at Western Sierra. An Athletic Director plus an Activities Director/Dean

of Students oversee their respective areas. The Athletic Director position was created and selected in the

2012-2013 school year. Previously, athletics had been primarily a parent-led program. The addition of

the Athletic Director brought consistency and accountability to this developing program. During the

2012-13 school year, Western Sierra was able to field eight teams for our middle school students and

eight teams for our high school students. Athletic participation was fairly high, with 186 middle school

students and 134 high school students participating.

MIDDLE SCHOOL SPORTS:

FALL: Cross-Country, Boys Soccer, Girls Soccer, Boys Grass Volleyball, Girls Basketball and

Cheer.

WINTER: Boys Basketball.

SPRING: Girls Volleyball

HIGH SCHOOL SPORTS:

FALL: Cross-Country, Girls Volleyball, Boys Soccer, Girls Basketball, and Cheer.

WINTER: Boys Basketball.

SPRING: Track and Boys Volleyball.

EXTRA-CURRICULAR ACTIVITIES:

Currently there are 20 clubs on campus in addition to an ASB group. Each club boasts student rosters of

10–40 students each ranging in interest area from Interact Christian Club and Parallax Robotics to Jane


49

Austin Book Club. A process is in place for students or staff to create new clubs. The only prerequisite

is that students speak with the Activities Director and find a sponsor (either staff or parents) after which

the club can begin.

Prior to 2012-2013, ASB was primarily parent-led with parents creating and leading all student

activities. Current administration shifted the focus from parents to students. A new ASB group

designed student activities and dances, created leadership positions for students, and established fiscal

accounts, which are also student-controlled. By the 2013-2014 school year, the ASB group had saved

$10,000 in their account. ASB and student activities for the current school year are planned to interest

as many students as possible. They include: back-to-school, student body elections, spirit week and

homecoming, haunted house, quarterly awards assemblies, winter hallway decorating contests, winter

dance, science fair, spring fling spirit week, prom, and culminates in graduation.

Staff and administration have done an excellent job creating positive connections on campus for all

students, regardless of their particular interest areas.

Western Sierra Collegiate Academy placed first in the Placer County Academic Decathlon Super Quiz event.


50

CHAPTER III

OVERALL SUMMARY FROM ANALYSIS OF PROFILE AND PROGRESS DATA

STUDENT/COMMUNITY PROFILE


51

CHAPTER III – STUDENT/COMMUNITY PROFILE – OVERALL

SUMMARY FROM ANALYSIS OF PROFILE AND PROGRESS

DATA

1: What are the implications of the profile and progress data with respect to student performance

since the prior self-study (or initial visit)?

At Western Sierra Collegiate Academy, the Mission and Vision Statements, as well as the Core Values

influence all aspects of the school. These governing principles stress the common threads of high

standards, personal best, rich core content, collaboration, high-quality teaching, and strongly shared

beliefs and values. The initial accreditation found areas of strength through staff collaboration in

decision-making, staff professionalism as well as attitude of the learning community to acknowledge the

need to constantly look at revamping instructional methods. However, as previously noted, Western

Sierra staff has experienced a 70% growth and change since May 2010. Maintaining a common shared

vision amidst such growth and turnover is a tremendous endeavor. We believe that one of the most

important implications from this profile study would certainly include time invested in nurturing the

culture of Mastery Learning.

Students at Western Sierra are certainly learning, performing well on their assessments, and mastering

the curriculum that is being covered. The challenge for the future will be to find ways to not only

maintain this level of student performance but to increase and improve upon this model. Staff is not

content to only maintain the status quo, but rather to innovate in providing a rigorous standards-based

curriculum as we transition into the future of Common Core Standards.

We believe that time invested in collegial conversations and research into current best practices will

strengthen our staff and ultimately serve to better prepare our students for the world of the 21st century.


52

2: Based on the performance and current data, select two to three critical learner needs, noting the

correlated school-wide learner outcomes.

One of the critical learner needs, based on performance and current data, is to spend some time focusing

on mathematics skills. A desired outcome of this focus would be to increase students’ conceptual

understanding of fundamental mathematics leading to an increase in mathematically proficient students,

ready for college and careers. 7th

, 8th

, and 9th

grade students in the 2011 CSTs in Mathematics and

Algebra I had lower Mean Scale Scores than did other students in Placer County (411:433, 343:362, and

317:332). That same year 8th

, 9th

, and 10th

grade students also under-performed other Placer County

students in Algebra II (366:368, 321:382, and 307:336). The same pattern could be found in the 2013

CSTs in Algebra, Geometry and Algebra II, where multiple grades underperformed other students in

Placer County.

Staff is cognizant of this situation, as they had established the following SMART (Specific, Measurable,

Attainable, Relevant, and Time-Bound) goals for the 2012-2013 school year:

The goal of Western Sierra Collegiate Academy is to increase the number of students scoring proficient

and above on the following math clusters:

100% of students will achieve proficiency in Graphing and Systems of Linear Equations

(Algebra I),

100% of students will achieve proficiency in Angle Relationships, Constructions, and Lines

(Geometry), and

100% of students will achieve proficiency in Polynomials and Rational Expressions (Algebra II).

Another area of critical learner need is in the technology world as Western Sierra takes on the challenge

of providing iPads for all students in the 2014-2015 school year. A massive curricular change such as

this will take a great deal of strategic planning and development to ensure that staff feels comfortable

using the technology and is able to locate appropriate and challenging resources to make the

technological change beneficial for students as we prepare them for the global 21st century world. In

collaboration with the Western Sierra leadership team, administration sees the need to outline and


53

develop a comprehensive staff development program to ensure that this resource is professionally

utilized.

3: List 3-4 important questions that have been raised by the analysis of the student performance,

demographic, and perception data and the progress data.

Important questions that arise from this analysis are:

What are we doing to ensure that resources are available to grow and develop a shared

culture of Mastery Learning?

Do the Vision and Mission Statements, as well as the Core Values still reflect the

mission of Western Sierra Collegiate Academy and do all staff understand and share

these beliefs?

What are we doing to improve proficiency skills for all students in Mathematics?

How do we maintain our current proficient students at levels above proficiency while

increasing the proficiency level of students that are not proficient?

How do we best introduce iPads as the new curriculum resource?

What supports can we put in place to ensure that all staff can best use the new

technology for the benefit of all of our students?

Mandarin students practice for the “Dragon Dance”.


54

CHAPTER IV

SELF-STUDY FINDINGS


55

Chapter IV: Self-Study Findings

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

Staff, and Resources

A1. Organization Criterion

Western Sierra Collegiate Academy (WSCA) has a clearly stated vision and mission (purpose)

based on its student needs, current educational research, and the belief that all students can achieve

at high academic levels. Supported by the governing board and the central administration, the

school’s purpose is defined further by school-wide learner outcomes and the academic standards.

Western Sierra Collegiate Academy was originally established in 2009 by a group of experienced

educators and parents with the belief that all students are capable of thriving in a demanding

college-preparatory program. Dedicated to excellence, the school is structured to recognize and

respond to the developmental, cognitive, and creative needs of students.

During the 2011-2012 school year, the Rocklin Academy Board called for a Task Force to develop

the school’s Core Values. The board retreat was held with participants from all of the Rocklin

Academy Schools. Out of this retreat came a group of core values, which were then discussed

with staff to fine-tune and implement. The final set of Core Values were formally adopted by the

Rocklin Academy Board of Directors in November 2011 and revised again in June 2012.

Vision – Mission – School-wide Learner Outcomes – Profile

Western Sierra Collegiate Academy has established a clear, coherent vision and mission (purpose)

of what students should know and perform; it is based upon high-quality standards and is

congruent with research, practices, the student/community profile data, and a belief that all

students can learn.


56

Findings Supporting Evidence

Western Sierra Collegiate Academy’s

Core Values

Western Sierra’s Mission Statement

Class Standards linked to the

Common Core and California State

Department of Education Standards

2012-2013 Western Sierra SARC




Western Sierra’s Mission and Vision

Statements

Western Sierra’s Demographic

Information

Common Core related standards

Mastery Based Grading Policy

Development/Refinement of Vision, Mission, School-wide Learner Outcomes

The processes to ensure involvement of representatives from the entire school community in the

development/refinement of the vision, mission and school-wide learner outcomes are effective.

Western Sierra Collegiate Academy, as well as the district administration and school board,

utilizes multiple groups to ensure that the Vision, Mission, and Core Values are promoted and

supported.


Parent-Student-Pupil (PSP) meetings

Teachers, parents, and student

representatives at RAFOS Board

Meetings

Western Sierra Operations

Committee meetings

Western Sierra Leadership Team

meetings

Western Sierra Staff meetings

Minimum Day Mondays

RAFOS Board Minutes

Core Values’ report

Operations Committee minutes

Leadership meeting minutes

Staff Presentations


57

Understanding of Vision, Mission, and School-wide Learner Outcomes

Western Sierra Collegiate Academy students, parents, and other members of the school community

demonstrate understanding of and commitment to the vision, mission, Core Values, and the

school-wide learner outcomes.


Western Sierra Core Values

Western Sierra school tours

(Tuesdays)

Family presentations (3 annually)

Mission Statement

Core Values on school website and in

Western Sierra Parent and Student

handbook

Regular Review and Revision

Western Sierra Collegiate Academy plans to implement a process for regular review/revision of

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

national, and local needs, and community conditions. Weekly Leadership team meetings and

regular staff meetings, as well as Minimum Day Mondays allow time and opportunity for the

Western Sierra staff to ensure that the needs of students are being addressed and supported in

regard to the learner outcomes.


Revision process: begins in Leadership

Team, progresses to Operations

Committee, then presented to the Board

Western Sierra archives

Conclusions

Western Sierra Collegiate Academy has a clearly stated vision and mission (purpose) based on its

student needs, current educational research, and the belief that all students can achieve at high

academic levels.



Western Sierra SLOs

Western Sierra Mission Statement

Western Sierra Parent/Student

Handbook

Western Sierra Demographic Data


58

Western Sierra SARCs (2009 – 2013)

PSP Meetings

OPS Committee meetings

Mastery-based learning

RAFOS Board minutes

OPS Committee minutes

Core Values report

In order to ensure that the school culture continues to grow and support the school’s Core Values

and School-wide Learner Outcomes, in the face of the growing staff numbers beyond the initial

staff, we feel it would be very productive and profitable to revisit the Core Values and SLOs,

thereby continuing the excellent tradition that Western Sierra has already established.


Work on refining Student Learner

Outcomes

Review process of our Mission, Vision

and Core Value statements.



59

A2. Governance Criterion

Rocklin Academy of Schools’ governing board (a) has policies and bylaws that are aligned with

the school’s purpose and support the achievement of the school-wide learner outcomes and

academic standards based on data-driven instructional decisions for the school; (b) delegates

implementation of these policies to the professional staff; and (c) monitors results regularly and

approves the single school-wide action plan and its relationship to the Local Educational Agency

(LEA) plan.

Governing Board

Rocklin Academy policies and procedures are clear regarding the selection, composition and

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


The major roles of the Board of Directors

are to:

Set direction for Western Sierra

Provide basic structure for Western Sierra

Establish policies

Ensure accountability

The School Board meets monthly

Board of Directors’ Policies

Relationship of Governance to Vision, Mission, and School-wide Learner Outcomes

Rocklin Academy’s policies are directly connected to the school’s vision, mission, and school-

wide learner outcomes. The Board of Directors is the impetus to the creation and implementation

of the Core Values.


Western Sierra’s Core Value

statements developed by Board in

conjunction with staff

RAFOS Board Minutes from Core

Values’ meetings

RAFOS Core Values report


60

Understanding the Role of the Governing Board

The Western Sierra Collegiate Academy community understands the Board of Directors’ role,

including how parents can participate in the school’s governance.


PSP meetings

Board of Directors’ meeting minutes

are posted online and regulated by

the Brown Act

Board meetings are accessible to the

public and time is given at each

meeting for public comment

Western Sierra School Newsletter

(eblast)

PSP reports out during RAFOS

Board Meetings

Western Sierra’s Operations

Committee meetings

RAFOS Board Meeting minutes

Western Sierra webpage

Western Sierra Operations Committee

minutes

Governing Board’s Involvement in Review and Refinement

The governing board of Western Sierra Collegiate Academy is involved in the review and

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


RAFOS Board requests assessment

data regarding STAR, AP, and PSAT

tests as well as information on student

discipline reports

Operations Committee regularly

requests the same data reports

RAFOS Board Meeting minutes

Western Sierra’s Operations

Committee minutes

Professional Staff and Governing Board

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

responsibilities of the professional staff.


61


Western Sierra’s SARC 2012-2013




Western Sierra SMART Goals

Operations Committee annual report

(OPS Committee)

Mission & Vision

Safety Plans

Single Plan for Student Achievement


RAFOS Board minutes

Western Sierra Site plan

Board’s Evaluation/Monitoring Procedures

There is clarity of the evaluation and monitoring procedures carried out by the governing board,

including the review of student performance, overall school programs and operations, and the

fiscal health of the school.


Board of Directors’ reports on student

achievement

DataWise

Minutes from board meetings

API scores

CST scores

Complaint and Conflict Resolution Procedures

Conflict resolution begins at the school level with an open door policy between administration and

staff. It is the focus to keep conflict resolution at the school site, as Western Sierra stresses a

professional and positive working environment.


RAFOS Board Policy Contract agreements

Uniform Complaint Procedure

form

Williams Uniform Complaint

Notification of Parental Rights?


62

Conclusions

Rocklin Academy of Schools’ governing board (a) has policies and bylaws that are aligned with

the school’s purpose and support the achievement of the school-wide learner outcomes and

academic standards based on data-driven instructional decisions for the school; (b) delegates

implementation of these policies to the professional staff; and (c) monitors results regularly and

approves the single school-wide action plan and its relationship to the Local Educational Agency

(LEA) plan.


Major roles of Board of Directors


PSP meetings


Western Sierra SARC reports (2009 –

2013)

Board of Directors’ policies

RAFOS Board minutes


The governing board of Western Sierra is driven to support all stakeholders and any concerns

developed around the learning experience. The Board of Directors is a supportive and

collaborative team member in conflict resolution.


Department-wide SMART goals

DataWise use

Evaluation policy under construction

(teachers, administrations, Board,

district)

SMART goals

DataWise


63

A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate

activities that focus on all students achieving the school-wide learner outcomes and academic

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

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

Broad-Based and Collaborative

Western Sierra’s planning process is broad-based, collaborative, and has commitment of the

stakeholders, including the staff, students, and parents. As a result there are multiple opportunities

for school leadership.


Leadership Team meetings

Department meetings

Grade level meetings

Operations Committee meetings

Leadership Class

RAFOS Board Meetings

Student representative to RAFOS

Board

Parents, Teachers, & Staff

representatives on Board and

Operations Committees

Department meetings


School Plan Correlated to Student Learning

The school’s Single Plan for Student Achievement is directly correlated to the analysis of student

achievement data about the critical learner needs, school-wide learner outcomes, and academic

standards.


Staff meetings – Department meetings

(discuss student achievement on

Western Sierra Common Assessments

as well as CST, AP, and other

assessment results

School-wide SMART goals

Annual Operating Policy (AOP)

Western Sierra Common Assessments

Common Pacing Guides

Assessment results

AP results

Master Schedule


64

Correlation between All Resources, School-wide Learner Outcomes, and Plan

Western Sierra correlates the allocation of time/fiscal/personnel/material resources and the

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


Staff meetings

PLC training

Concerted effort that every

department is equipped with current

textbooks and that classroom

resources and technology are

adequate

RAFOS budget

Bell schedule

Staff meeting minutes

Department meetings

Classroom technology

Conclusions

Based on student achievement data, the school leadership and staff make decisions and initiate

activities that focus on all students achieving the school-wide learner outcomes and academic

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

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



Department meetings

Grade level meetings


Leadership class (ASB)

RAFOS Board meetings

Parents, teachers, & Staff

representatives on Board and OPS

Committees

Department meetings

Western Sierra common assessments

Common Pacing Guides

Assessment results

Western Sierra Collegiate Academy has a robust team environment designed around creating a

positive learning environment for students. Flexibility and ability to change with student need are

key components to the success of this environment. Responding to data-driven decisions will be a

necessary focus as the school matures and enhances its ability to have a better process of data

acquisition.


65


Increase effectiveness of monitoring

process

Creation of SMART goals

Broaden use of data-analysis

Department meetings

Leadership team meetings

Staff meetings

DataWise training

Leadership team discussions

Staff evaluations

Western Sierra common

assessments

Common pacing guides

Assessment results


66


A qualified staff facilitates achievement of the academic standards and the school-wide learner

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

Employment Policies and Practices

The school has clear employment policies and practices related to qualification requirements of

staff.


RAFOS Employee handbook

EdJoin

Western Sierra Open-Door policy

100% CLAD certified teachers

All new teachers enrolled in BTSA

Department Groups

BTSA

AP training

Continuing Education and various

conferences for teachers

Qualifications of Staff

Western Sierra has procedures to ensure that staff members are qualified based on staff

background, training and preparation.


HR – screening process

All teachers are teaching in

credentialed subject areas

All teachers are CLAD certified

(100%)

100% NCLB compliant

Applicant screening process,

credential verifications, reference and

background checks

Maximum Use of Staff Expertise

The school has a process to assign staff members and provide appropriate orientation for all

assignments, including online instruction and specialized programs so that the expertise of the staff

members is maximized in relation to impact on quality student learning.


67


CPR training

Technology training

Backwards mapping (all curricular

areas)

Academic Intervention Specialist

Online courses (Safe Schools, etc…)

Core Values training

Power School online training

DataWise training

Common Core training

CPR training

New teacher orientation

Academic Commons

Defining and Understanding Practices/Relationships

Western Sierra has clear administrator and faculty written policies, charts, and handbooks that

define responsibilities, operational practices, relationships of leadership and staff, and where

applicable, decision-making processes to address new situations as they arise.


Staff, Leadership Team, and

Department meetings,

agendas, and notes

demonstrating collaboration

on a variety of issues

RAFOS policies and

procedures

Western Sierra policies and

procedures

Western Sierra PowerSchool

handbook

Employee Handbook

New teacher induction

Internal Communication and Planning

Western Sierra has effective existing structures for internal communication, planning, and

resolving differences.


68


Staff meetings

Emails

Department meeting times

Weekly articulation time on

minimum day Mondays

Open Door policy

Emails

Staff meetings

Leadership team

meetings

Staff meetings discuss

issues from Leadership

Staff Actions/Accountability to Support Learning

Western Sierra evaluates the effectiveness of the processes and procedures for involving staff in

shared responsibility, actions, and accountability to support student learning throughout all

programs. This includes an evaluation of the kinds of collegial strategies used to implement

innovations and encourage improvement, such as shadowing, coaching, observation, mentoring,

group presentations.


New teacher training

Creation of common assessments

BTSA training

Professional Development

Teacher presentations during staff

meetings

Peer Observations

BTSA support

Common Core trainings

Evaluation of Existing Processes

The school leadership regularly reviews the existing processes to determine the degree to which

actions of the leadership and staff focus on successful student learning.


Weekly Leadership Team meetings –

regularly address issues concerning

student learning

Leadership Team agendas and

minutes


69

Conclusions

A qualified staff facilitates achievement of the academic standards and the school-wide learner

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


RAFOS Employee handbooks

EdJoin

Western Sierra Open Door policy

100% CLAD certified teachers

All new teachers enrolled in BTSA

HR/Business Manager position

Backwards mapping


Department groups

BTSA

AP Training

Continuing Education

Applicant screening process

Core Values training

The school leadership team is a strong component of ensuring that change and student support is

guided by research and data analysis.


Western Sierra Peer to Peer

observations


Department meetings

DataWise trainings

Technology training

Weekly articulation time on minimum

day Mondays

Parent Survey for California School

Board of Education

Continuing education for various

conferences for teachers

New teacher induction


70


Western Sierra Collegiate Academy leadership and staff are involved in ongoing research or data-

based correlated professional development that focuses on identified student learning needs.

Support of Professional Development

The school effectively supports professional development/learning with time, personnel, material,

and fiscal resources to facilitate all students achieving the academic standards and the school-wide

learner outcomes.


Conferences & trainings (Both

suggested by Admin and requested by

staff – covering topics such as

technology and classroom

management strategies)

Staff presentations

Enhanced curriculum opportunities

for students

Supervision and Evaluation

The school implements effective supervision and informal evaluation procedures in order to

promote professional growth of staff.


Administration presents PD

opportunities available to teachers

Administration financially supports

teachers attending PD

Staff presentations

Enhanced curriculum opportunities for

students

Informal Walk-Through Form (Core

Values)

Peer-to-peer Classroom Observation

form

Measurable Effect of Professional Development

There are processes in place to measure the effect of professional development, coaching, and

mentoring on student performance.


71


Conferences and trainings

DataWise Training and use

Improved test scores

Improved classroom management

Teacher presentations during staff

meetings

Conclusions

Western Sierra Collegiate Academy leadership and staff are involved in ongoing research or data-

based correlated professional development that focuses on identified student learning needs.


Conferences and trainings

Administration presents PD

opportunities to Leadership and all

staff

Staff presentations

Enhanced curriculum opportunities

for students

Improved test scores for students

The current administration is in the process of developing procedures and protocols to ensure a

sufficient and efficient evaluation process for teachers.


Evaluation process needs to be

developed (mutual process with

Administration, staff, Executive

Director)

Exit interviews

Western Sierra leadership would like to

incorporate best practices into the

school culture and effective

observations and evaluations would

contribute towards that purpose

Staff presentations

Enhanced curriculum opportunities for

students

Informal Walk-Through Form (Core

Values)

Peer-to-peer Classroom Observation form


72

A6. Resources Criterion

Western Sierra Collegiate Academy finds a clear correlation between the department and

leadership team decisions pertaining to resource allocation, the school’s vision and purpose, and

student achievement of the student learning outcomes. Human, material, physical, and financial

resources are sufficient and utilized effectively and appropriately in accordance with the legal

intent of the program(s) to support students in accomplishing the academic standards and the


Allocation Decisions

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

mission, and student achievement of the school-wide learner outcomes, and the academic

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


Administration invites teachers to

submit wish lists for their classrooms

Administration allocates resources to

fulfill classroom needs

Teachers request resources to achieve

classroom learning goals and standards

API scores

CST scores

Results on Common Assessments

Technology plan

AP results

A – G fulfillment

Teachers’ Wish Lists

OPS Committee prioritizes items on

Wish Lists

Practices

There are processes operating in relationship to district practices for developing an annual budget,

conducting an annual audit, and at all times conducting quality business and accounting practices,

including protections against mishandling of institutional funds. (Note: Some of this may be more

district-based than school-based.)


Internal Audit

Business Manager/HR position

Budget

Report to the Board of Directors


73

Facilities

The school’s facilities are adequate to meet the school’s vision, mission, school-wide learner

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


Facilities have been modified to meet

the needs of both teachers and students

No teachers are assigned to multiple

classrooms

Students are held responsible for

keeping the campus clean which allows

custodial staff to concentrate on their

assigned responsibilities

Teacher room assignments

Safe School Plan

Career Center

Gym and dressing rooms

Music facility

Computer lab

Student intervention area

Instructional Materials and Equipment

Western Sierra policies and procedures for acquiring and maintaining adequate instructional

materials and equipment, such as textbooks, other printed materials, audio-visual, support

technology, manipulatives, and laboratory materials are effective.


Instructional materials are provided to

meet teacher needs and the majority of

requests are met

Technology availability is increasing on

campus

Textbooks and classroom

materials are sufficient for student

needs

New computer lab

Netbooks

iPad program

Well-Qualified Staff

Resources at Western Sierra are available to enable the hiring, nurturing, and ongoing professional

development of a well-qualified staff for all programs including a new college/career.


74


Funds are available for teachers to attend

trainings (AP, Common Core, BTSA,

subject matter, etc. )

Salary equity

Increased longevity of teaching

staff

Higher staff retention

Comparative salary study for all

staff positions

Long-Range Planning

RAFOS and Western Sierra’s processes for regularly and effectively examining a long-range plan

ensures the continual availability and coordination of appropriate resources supporting students’

achievement of the critical learner needs, the academic standards, and the school-wide learner

outcomes.


Subject area articulation mapped out from

7th

through 12th

grades

Materials and resources have been

planned to provide a consistent learning

process

SMART goals

Western Sierra SMART goals

Course mapping

Conclusions

Western Sierra Collegiate Academy finds a clear correlation between the department and

leadership team decisions pertaining to resource allocation, the school’s vision and purpose, and

student achievement of the student learning outcomes. Human, material, physical, and financial

resources are sufficient and utilized effectively and appropriately in accordance with the legal

intent of the program(s) to support students in accomplishing the academic standards and the



75


Admin invites teachers to submit wish

lists for their classrooms

Administration allocates resources to

fulfill classroom needs

Internal Audit

Business Manager/HR position

Facilities have been modified to meet

the needs of both teachers and students

API scores

CST results

Common Assessment results

Technology plan

AP results

A – G fulfillment

OPS Committee prioritizes with

lists according to resources

Western Sierra's Board of Directors has been the initial driving force in determining educational

philosophy and direction. The Board of Directors has also been the guiding force to develop the

Core Values of the organization, which ensures that choices are made with student learning as the

focus.


RAFOS Board of Directors

Western Sierra Parent Survey


SMART goals

RAFOS Board minutes

Core Values report

Parent Survey


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A7. Resources Criterion (Charter Schools only)

The governing authority and the school leadership execute responsible resource planning for the

future. The school is fiscally solvent and uses sound and ethical accounting practices

(budgeting/monitoring, internal controls, audits, fiscal health, and reporting).

Long-range Financial (and other Resources) Plan

The school’s long-range plan is regularly reviewed by RAFOS in relation to the school’s vision,

mission, and school-wide learner outcomes. Decisions about resource allocation are directly

related to the school’s vision, mission, and school-wide learner outcomes.


Board of Directors’ meetings

Cabinet meetings (principals & Executive

Director)

Minutes from Board of Directors’

meetings

Annual Operating Plan

(submitted by Western Sierra for

Board approval)

Regular Accounting and External Audit Procedures

The school has defined regular accounting and external audit procedures.


HR/Business Manager position Annual audit

Budgeting Process — Transparency

The school develops and monitors its annual budgeting process to ensure transparency.


Annually reviewed at regularly

scheduled Board of Directors’ meetings

Agendas and minutes from Board

of Directors’ meetings


77

Adequate Compensation, Staffing, Reserves

The school governing body provides adequate compensation to faculty, administrators, and staff;

adequate staffing for the school’s program; and reasonable accumulation of reserves.


Comparative salary schedule

Annual audit

Recent salary enhancements

Recent salary pay scale

Marketing Strategies

The school has marketing strategies to support the implementation of the developmental program,

including research and information to help develop future planning.


Currently, Western Sierra Leadership

and RAFOS Board of Directors see no

need for a marketing plan

Western Sierra at full maximum

enrollment

Stakeholder Involvement

All stakeholders are involved in future planning, including addressing long-range capital needs.



OPS Committee

Charter Renewal

Agendas from Board of Directors’

meetings

Agendas from OPS committee

meetings

Charter Renewal Introduction

Nights

Informing the Public and Appropriate Authorities

The governing authorities and school leaders inform the public and appropriate governmental

authorities about the financial needs of the organization.


78


Board of Directors’ meetings Agendas and Minutes from Board


Adequacy of Reserve Funds

The school ensures the adequacy of reserve funds to ensure the financial stability of the school.



Audit

HR/Business manager position

CA State Board of Education Oversight

Committee

Agendas and minutes from Board


Annual budget

SBE annual visit

Decisions — School-wide Learning Results

The school bases resource allocation decisions in relationship to the school-wide learner outcomes

and the critical learner needs of the students.



SMART goals (part of annual OPS plan)

Leadership team minutes

Annual operating plan

Conclusions

The governing authority and the school leadership execute responsible resource planning for the

future. The school is fiscally solvent and uses sound and ethical accounting practices

(budgeting/monitoring, internal controls, audits, fiscal health, and reporting).




Cabinet meetings (Executive Director &

principals)

Agendas and Minutes from Board

of Directors’ and OPS Committee

meetings

Annual Operating plan (submitted

by Western Sierra for Board


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Annual review at regularly scheduled


Comparative salary schedule

Annual audit


approval)

Annual audit

Recent salary enhancements

Critical learner needs are not impacted by the current state of this criterion. Western Sierra has a

robust plan to support student learning.


Annual Audit

California State Board of Education

Oversight Committee

Charter Renewal


Agendas and minutes from Board of

Directors’ meetings

Annual budget

SBE annual visit


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A8. Resources Criterion (Charter Schools only)

The school has developed policies, procedures, and internal controls for managing the financial

operations that meet state laws, generally accepted practices, and ethical standards.

Written and Adopted Policies/Procedures

The school has written adopted fiscal policies and procedures for internal controls.


Board of Directors’ regulations Western Sierra Charter

Annual Financial Audit

The school has an annual independent financial audit that employs generally accepted accounting

principles, including a listing of audit exceptions and deficiencies that the school has resolved to

the satisfaction of the charter-granting agency. There are written policies on the scope and

responsibilities related to an independent financial audit. The school sends the audit reports to the

authorizing agency and other government entities as required by law.


Annual audit performed by independent

auditors Audit report submitted back to

Board of Directors

Compliance of Personnel

Personnel follow the fiscal policies and procedures.


HR/Business Manager position Western Sierra Charter


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Processes for Implementation of Financial Practices

The school has processes and protections for the following: 1) who is authorized to sign contracts,

write checks, and release institutional funds; 2) the monitoring of payroll information; 3) the

review of bank reconciliations and deposits/withdrawals of all school financial accounts; 4) the

policies and procedures for the use of credit cards and other lines of credit.


HR/Business manager position Board of Directors’ regulations

Contracts — Accounting

The school has a contracting process for services, equipment, and materials and accounts for all

contracts of $75,000 or more and their purposes.


Board of Directors’ regulations Board of Director’s regulations

Conclusions

The school has developed policies, procedures, and internal controls for managing the financial

operations that meet state laws, generally accepted practices, and ethical standards.


Annual Audit

Board of Directors’ regulations


Western Sierra Charter

Annual Audit report to Board of

Directors


Critical learner needs are not impacted by the current state of this criterion. Western Sierra has a

robust plan to support student learning.


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Annual Audit

California State Board of Education

Oversight Committee

Charter Renewal


Western Sierra Charter

Annual Audit report to Board of

Directors



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

and Staff, and Resources:

Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion

is being addressed. Then determine and prioritize the strengths and areas of growth for the

overall category.

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

and Resources: Areas of Strength


Western Sierra’s Mission, Vision, and Statements

RAFOS Board Policy

PSP

Class Standards linked to the Common Core and the Education Standards of the CA

Department of Education

Western Sierra OPS Committee

Western Sierra Leadership Team

Western Sierra Minimum day Mondays

Western Sierra Board of Directors

Western Sierra SARCs 2009 – 2013

Western Sierra SMART goals

DataWise use

Leadership class

Western Sierra Staff meetings

RAFOS Employee Handbook

All teachers are CLAD certified

100% NCLB compliant


Backwards mapping

Western Sierra PowerSchool

Western Sierra Open Door policy


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

Resources: Areas of Growth

Parent Information Nights

Student Orientation Days

Review Process for Vision, Mission, and Core Values statements

Formalized Teacher Evaluation Procedure (Western Sierra leadership would like to

incorporate best practices into the school culture and effective observations and evaluations

would contribute towards that purpose

Work on refining Student Learner Outcomes

Department-wide SMART goals

DataWise use

Increase effectiveness of data-analysis process


85

Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that

supports the achievement of the academic standards and the school-wide learner outcomes.

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

Current Educational Research and Thinking

The school provides examples that document the effective use of current educational research

related to the curricular areas in order to maintain a viable, meaningful instructional program for

students.


Shared Research: 2012-2013 all staff read

TEACH LIKE A CHAMPION – getting

ideas that could be implemented in the

classroom

All Spanish classes are using TPRS

(Teaching Proficiency through Reading

and Storytelling)

AP classes/college board training for AP

teachers

BTSA – Staff are trained to be trainers

and all new staff are participating

All textbooks are State approved and are

research based; 2012-13 & 2013-14

integrating Common Core textbook and

standards into all departments

All high school courses are UC/CSU a-g

approved (except for yearbook and P.E.)

PCOE training for GATE, classroom

management, etc…

Standards & Objectives are written on the

board daily so students can see why and

what they are to learn

Writing Across the Curriculum

Shared Research

TPRS (Spanish Classrooms)

AP classes

BTSA training

Textbooks

UC/CSU a-g approval

PCOE Continuing Education

Standards & Objectives

Science & Foreign Language

emphasize more writing to meet

the new CCSS standards


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Academic Standards for Each Area

The school has defined academic standards for each subject area, course, and/or program and,

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

learning has always been a part of the accepted standard for all Western Sierra classes. Western

Sierra is the first school in the Sacramento area to be named as a Confucius Institute Classroom

and is proud to be partnering with San Francisco State University, offering classes in both

Mandarin and Chinese Culture. Both a physical classroom and a school-wide curricular and co-

curricular program, the Confucius Classroom offers Mandarin instruction and programs promoting

Chinese language, history, art, and culture.


Mastery-based learning with standards

and benchmarks is the philosophy of

Western Sierra

Currently using CA State Academic

Standards in all classes while

implementing Common Core

Confucius Classroom is an International

Standards based classroom

Using rubrics, curriculum maps, and

learning objectives

At the beginning of the year, parents

receive class syllabi that outline class

standards for students.

PowerSchool includes some standards,

but teachers are moving towards

inputting Common Core standards

CA State Standards

CA Common Core

Confucius Classroom

Subject alignment binders

Class syllabi

PowerSchool

Summative Assessments

Congruence

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



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Staff use grading rubrics for assignments

Assessments are linked to course

standards

Common assessments and grading

rubrics are used for all similar classes

Course rubrics

Common Assessments

Course standards

Student Work — Engagement in Learning

The school’s examinations of representative samples of student work and snapshots of student

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



Daily classwork and formative

assessments are discussed and graded to

help determine student proficiency which

dictates lesson plans for future class

instruction

Elective offerings begin with staff;

however, students are surveyed for

preferences

Parents are emailed weekly newsletters

regarding upcoming events and on-

campus news, success of sports teams,

student awards, etc.

Clubs are designed to help extend

classroom subjects and curriculum

Student work

Master schedule

Weekly parent newsletter

Co and Extra-Curricular Clubs


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Accessibility of All Students to Curriculum

A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all

courses/programs offered. The school examines the demographics and situation of students

throughout the class offerings. The school’s instructional practices and other activities facilitate

access and success for special needs students.


Academic Commons support is open to all

students – some are assigned as their

elective

Course syllabi list all course expectations

Teachers employ a wide variety of

instructional strategies (pre-teaching

concepts, scaffolding, academic vocabulary

support, review during advisory, and

enrichment periods)

Pacing guides and rubrics guide AP

instruction

Mastery-based learning and retake policy

allow all students to be successful at their

own pace

Advisory and enrichment periods are built

into the daily schedule to assist students

needing additional help and instruction

Teacher differentiations in the classroom

(length of assignment, accommodations,

higher expectations for some students)

Most students fully participate in the

curriculum, some with a few modifications

within the classroom

Special Ed push-in/pull-out when needed to

best suit the curriculum and student needs

(Goal is push-in)

CJSF Peer-Tutoring beginning Fall 2013-

2014

On-line courses are offered for a small

number of students (during the school day

in the school classroom) (ex: AP Physics)

Academic Commons

Course syllabus

Instruction strategies

AP courses

Mastery-based

instruction

Master schedule

IEP/504 guidelines

Special Ed process

CJSF Peer-Tutoring


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Integration Among Disciplines

There is integration among disciplines at the school and where applicable, integration of

outsourced curriculum into the program so that curricular integrity, reliability, and security are

maintained.


Teachers plan cross-curricular projects

using skills from many different

disciplines (science fair, math visual

aides made by students)

Science fair is using the UN global

issues as their theme for the 2013-2014

year – English and Science teachers are

focusing on integrating more writing

into the science curriculum

Academic Decathlon

Destination Imagination (national

competition)

Teachers collaborate on cross-curricular

planning

Some teachers teach multiple subjects

which naturally allows for cross-

curricular planning

Courses such as “Pop Culture” and

“Film As Lit”

Testing board in Staff Room helps to

prevent overwhelming students with

major projects and assessments

All teachers attend applicable IEP and

504 meetings for students enrolled in

their courses

Class projects

Science Fair

Academic Decathlon

Destination Imagination

Master Schedule

Testing Board/Staff Room

Media Classes

IEPs and 504 meetings

Curricular Development, Evaluation, and Revisions

The school assesses its curriculum review and evaluation processes for each program area,

including graduation requirements, credits, grading policies, and homework policy, to ensure

student needs are met through a challenging, coherent, and relevant curriculum. This includes the


90

degree to which there is involvement of key stakeholders (governing board members, teachers,

parents, and students).


Operations Committee solicits input from

staff and provides approval of curriculum

implementation

Grading and homework policy from

handbook

Graduation requirements

Parents have access to PowerSchool and

daily homework emails to track students’

grades

Staff use results from CST, CAHSEE,

and local assessments to evaluate

curriculum success and areas of weakness

– departments use this information to

improve instruction in areas of weakness

Homework and grading policy allow staff

to best deliver curriculum which meets

student needs

PSP and administration have good

communication – PSP President is

invited to attend Friday staff meetings so

information is easily transferred

Grading policy allows students and

teachers to periodically revisit instruction

and learning. Curriculum is modified as

needed


Parent and Student Handbook

PowerSchool

Assessment results (CSTs,

CAHSEE, local assessments)

Staff Meeting notes

Grading Policy

Policies — Rigorous, Relevant, Coherent Curriculum

The school assesses the curriculum and its rigor, relevancy and coherency after examination of

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


Course syllabi lays out rigorous

curriculum

Grading policy goal is to prevent students

from failing courses – students must

Course syllabi

Grading Policy

Master Schedule


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work with teacher on reteaching and

retaking tests that are not passed –

reinforcing the belief that the curriculum

is critical to learning

AP courses are the expected academic

track for all HS students

Teachers have academic freedom to

cover difficult topics but are relevant to

student’ interest

Teachers can create elective courses and

gain UC/CSU a-g approval

All students are expected to enroll in and

succeed in rigorous, challenging courses

Western Sierra SLOs

Western Sierra Mission and Vision

Statements

Articulation and Follow-up Studies

The school articulates regularly with feeder schools and local colleges and universities. The school

uses follow-up studies of graduates and others to learn about the effectiveness of the curricular

program.


College and Career Center created this year

Graduating Class (inaugural graduation class

– June 2013)

Senior Advisory in spring – college students

provide a panel discussion about college life

Seniors attend college presentations

Teachers make use of information provided

in cum folders

On-going articulation with Rocklin Academy

elementary schools, mathematics placement

tests for new students and all entering 7th

grade students

All 6th

grade teachers meet bi-weekly with

elementary campuses

Weekly staff meetings, department meetings,

grade level articulation, cross-curriculum,

common prep periods

IEP and 504 meeting follow-up

College /Career Center

Senior Advisory

College presentations

CUM folders

Staff meetings

Department meetings

Common Prep periods

IEPs and 504 meetings


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Conclusions

Western Sierra’s curriculum is relevant, coherent, and gives all students access to the UC/CSU a-g

requirements. Teachers collaborate across departments to create common rubrics, and formative

and summative assessments. Western Sierra staff provides multiple opportunities for all students

to be successful, from common rubrics and assessments, enrichment, peer-tutoring, to the

Academic Intervention Specialist.


Mastery based learning with standards and

benchmarks is the philosophy at Western

Sierra

Teachers are currently using CA State

Academic Standards in all classes while

implementing Common Core

At the beginning of every year, students

and parents receive class syllabi which

outline the class standards for students

Teachers link assessments to course

standards

Common assessments and grading rubrics

are used for all similar classes

Teachers use grading rubrics for

assignments

Academic Commons support is open to all

students – some students are assigned as

their elective

CJSF provides peer-tutoring

On-going articulation with Rocklin

Academy elementary schools,

mathematics placement tests for new

students and all entering 7th

grade students

Mastery Learning

Class syllabi

Common rubrics, assessments, and

pacing guides

Academic Commons

Peer-Tutoring

Articulation

As Western Sierra grows, it will be a continued challenge to support all students including those

with active IEP and 504 plans in a rigorous AP curriculum.


93


Most students fully participate in the

curriculum; some with a few

modifications within the classroom

Special Ed push-in/pull-out when

needed to best suit the curriculum and

the student needs – with push-in being

the final goal

Mastery-based learning and grading

policy allow all students to be successful

at their own pace

Advisory and enrichment periods are

built into the daily schedule to help

struggling students get additional help

and instruction as needed

IEP accommodations and

modifications

Special Ed push-in/pull-out

Advisory periods

Enrichment periods


94


All students have equal access to the school’s entire program and assistance with a personal

learning plan to prepare them for the pursuit of their academic, personal, and school-to-career

goals.

Variety of Programs — Full Range of Choices

All students are able to make appropriate choices and pursue a full range of realistic college/career

and/or other educational options. The school provides for career exploration, preparation for

postsecondary education, and pre-technical training for all students.


Master schedule provides diversity for

students to explore various areas to meet

graduation requirements

Wide variety of clubs for students to join

College and Career Center new 2013-

2014

NAVIANCE program helps to get

students ready for college applications

Assistant Principal/Counselor

Science Fair – all students enrolled in 7-

12 science courses are required to

participate – 2013-2014 we are focusing

on UN global issues for projects –

students will design experiments to test

ideas that address one of these issues

Community Service hours required for

graduation

ROP (through Placer County Office of

Education)

Master Schedule

Campus clubs

College/Career Center

NAVIANCE program

Science Fair

Community Service hours

ROP (PCOE)


95

Student-Parent-Staff Collaboration

Parents, students, and staff collaborate in developing and monitoring a student’s personal learning

plan, based upon a student's learning style and college/career, and/or other educational goals.


Positive collaboration between PSP and

staff. Staff plan and supervise some

events, parents plan and supervise some

events – good collaboration between the

two shareholders

Western Sierra doesn’t have a lot of

committees – Leadership team is the main

vehicle for information to flow between

administration and staff

Parents track student progress and grades

Parent Volunteer program under

development

Edlio program provides parents daily

homework email

Western Sierra clubs – need both staff and

parent sponsor

Counseling Office open to both students

and parents

College Panel and Senior Advisory classes

inform students about college life

Parents are invited to be guest speakers

(where appropriate) in regular classrooms

for enrichment opportunities

Parent/teacher/student meetings are held

throughout the year, as needed or

requested

Advisory and Enrichment class time is

built into the regular school day

ASB program and Media/Yearbook class

IEP and 504 meetings and follow-up

process help keep parents and staff

working together

PSP group

Leadership meeting notes

PowerSchool

Edlio program

Western Sierra Clubs

Western Sierra Counseling

Senior Advisory

Guest speakers

Parent/teacher/student meetings

Master Schedule

IEP and 504 meetings

Yearbook and ASB programs


96

Monitoring/Changing Student Plans

The school implements processes for monitoring and making appropriate changes in students’

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


Class changes

Academic Support as an elective course

and as an open opportunity for students

in the Academic Commons

Counselor/Counseling Office

Academic Mastery – grading policy

IEPs and 504 meetings – regularly

scheduled to update plans and meet

student needs

Schedule change form

Academic Support

Counseling Office

Western Sierra grading policy

IEP and 504 meetings

Post High School Transitions

The school implements strategies and programs to facilitate transitions to post high school options

and regularly evaluates their effectiveness.


College/Career Center new 2013-2014

school year

Senior Advisory

“Guest Speaker of the Month” initiated

this year, getting parents into the school

and providing students information about

post-high school possibilities

Only one (1) graduation class so far –

June 2013


Senior Advisory (spring)

Guest Speakers


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Conclusions

Western Sierra staff does a thorough job ensuring that all students have equal access to the

school’s entire program and assistance with a personal learning plan ultimately focusing on

preparing them for the pursuit of their academic, personal, and school-to-career goals.


Master schedule provides diversity for

students to explore various areas in order

to meet their graduation requirements

NAVIANCE program helps to get

students prepared for college applications

ROP is offered through the Placer County

Office of Education

Counseling Office is open to both

students and parents

College and Career Center is new to

Western Sierra this school year 2013-

2014

Parents, teachers, staff, and students can

initiate meetings as needed or as

requested

IEP and 504 meetings and follow-up

process helps keep parents and students

working together

Master Schedule

NAVIANCE program

ROP

Counseling Office

IEP & 504 meetings


98


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

graduation.

Real World Applications — Curriculum

All students have access to real world applications of their educational interests in relationship to a

rigorous, standards-based curriculum.


All core courses are aligned to State

Standards and are moving towards

Common Core Standards

Mock campaigns and elections were held

last year mirroring the national election.

Annually there are ASB campaigns and

elections

Science Fair – UN global issues theme

7th

grade “Allergy Study”

“Guest Speaker of the Month” program

initiated this year

Western Sierra Clubs – wide diversity

presenting wealth of real-world

application

Technology – increasingly used in many

classes

Newspaper/Yearbook/Media course

provides student real-world application

experience

Mandarin class field trip to San

Francisco’s Chinatown

Spanish classes provide cultural events

Course syllabi and rubrics

Science Fair

Western Sierra Clubs

Technology implementation

Field Trips

World Language classes


99

Meeting Graduation Requirements

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

requirements, including the CAHSEE.


Academic Commons provides student

support in meeting graduation

requirements (including the CAHSEE)

College/Career Center initiated 2013-

2014 school year

College visitations

PSAT testing done on-campus

AP testing done onsite – prep courses

offered by some teachers to prepare

students for the test

Community service hours

Academic Commons


PSAT testing

AP testing

Community Service

Conclusions

Western Sierra has created a rigorous, relevant, and challenging curriculum, which is accessible to

all students through all courses and programs offered. The school’s instructional practices and

other activities facilitate access and success for special needs students. The school regularly

reviews its curriculum, graduation requirements, credits, grading policies, and homework policies

to ensure student needs are being met.



Department meetings

Leadership team notes

Department meeting minutes

As California transitions over to the California Common Core State Standards and implements the

Smarter Balance Assessment, Western Sierra will need to continue to regularly review curriculum

to ensure that curriculum, standards, and assessments continue to align.



Department meetings

Leadership team notes

Department meeting minutes


100

Category B: Standards-based Student Learning: Curriculum:

Strengths and Growth Needs



overall category.

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

Standards and Objectives

UC/CSU a-g approval

AP courses

PCOE ROP classes

Science and Foreign Language emphasize more writing to meet the new CCSS standards

Subject alignment binders

Common rubrics

Common formative assessments

Common summative assessments

Master Schedule

California Common Core State Standards

Academic Commons

Mastery Based instruction

Special Education processes

CJSF Peer-Tutoring


Science Fair

Academic Decathlon


Western Sierra Mission Statement

Western Sierra Vision Statement

Western Sierra School-wide Learner Outcomes

Assessment Results

NAVIANCE program

College & Career Center


101

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

Most students fully participate in the curriculum; some with a few modifications within the

classroom

Special Ed push-in/pull-out when needed to best suit the curriculum and the student needs

– with push-in being the final goal

Mastery-based learning and grading policy allow all students to be successful at their own

pace

Advisory and enrichment periods are built into the daily schedule to help struggling students get additional help and instruction as needed


102

Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards and the school-wide learner outcomes, all students are involved

in challenging learning experiences.

Results of Student Observations and Examining Work

Western Sierra’s observations of students working and the examining of student work provide

information on the degree to which all students are involved in challenging learning to assist them

in achieving the academic standards and the school-wide learner outcomes. Western Sierra has

evaluated the degree of involvement in the learning of students with diverse backgrounds and

abilities and modified approaches based on findings.


Western Sierra initiates a journey

into social science predicated on

historical perspective and how it

applies to modern times. Students

participate in a variety of activities

that are designed to engage all levels

of academic proficiency.

Assignments involving “living

history” allow the students to have a

sense of how previous societies

functioned and how they might relate

to everyday lives. Additionally,

students are encouraged to evaluate

information and think as historians/

social scientists.

All math classes range from 7th

to

12th

grade students in classes from

Pre Algebra to AP Calculus.

Students can be challenged through

two AP math classes that are offered-

AP Calculus and AP Statistics.

Algebra Readiness is a support

course offered for students who

passed Pre Algebra but not quite

ready for the rigorous pacing and

curriculum in Algebra I. Students

Course Matrices

Common Course Rubrics

AP Classes

Academic Commons

Common Assessments

Multi-Disciplinary Projects

IEP modifications

Lesson Plans

Student Assessments (written &

performance based)

Music Journal

Art Portfolio


103

are involved in challenging learning

through differentiated instruction,

which is done through grouping and

varying level of problems.

The science department utilizes a

common assessment for all students in

all grades and of all levels in the third

quarter: the science fair. Through this

multi-disciplinary project, all students

are required to utilize the processes of

science to create and test a scientific

question. This long-term project is

scaffolded according to student needs

and levels. While higher-achieving

students have been successful at the

regional and state science fair

competitions, special education students

who are performing at a below-basic

level have completed successful science

fair projects using modifications

according to their IEPs. The science fair

implements a DUA: Due until Accepted

protocol, which allows for multiple

submissions and further scaffolding of

the project. School-wide learner

outcomes in science are based on the

newly-adopted Next Generation

standards.

All students taking a foreign language

are expected to be involved and learning

in the four domain areas: Listening,

Reading, Writing, and Speaking. All

students write an average of five short

stories per chapter using the chapter

structures and vocabulary and read five

stories with increasing level of

difficulty. Students are observed while

working and constantly asked to

participate in order for the teacher to

quickly assess understanding. Since

foreign language is a highly interactive

class, informally assessing

understanding and speaking are daily

activities. Writing skills are examined

by reading students’ short stories on a


104

daily basis. Feedback on written

material is given and students need to

make corrections and re-submit work to

teacher.

Students with varying levels of subject-

area understanding are the norm in

VAPA/PE classes. There are always

students that will come in with years of

private lessons in the same class with

someone that has never played or sung

before, or students that have played on

competitive teams in the same class as

students that have never participated in a

sport. Using the California CDE VAPA

or PE standards and rubrics, we

communicate to our students the

expectations of each project/assignment

or assessment. As students work in

class to complete projects and master

material for upcoming assessments,

teachers differentiate instruction to meet

the varying needs of their students.

The sixth grade teaching team utilizes

common assessments in all content

taught in the classroom. Students are

scored on a 3-Proficient, 2-Strategic, 1-

Instructional rubric. All students are

taught until a score of a 3 is achieved.

Multiple forms of proficiency may be

shown through written communication,

verbal communication, and technology

programs. For some students, re-

teaching and additional assessments to

show proficiency may be required.

Student Understanding of Performance Levels

Through the development and use of course syllabi and common scoring rubrics, students at

Western Sierra Collegiate Academy have access to a variety of resources that clearly identify the

standards and expected performance levels for each course. Assessment of student learning on

essential skills and concepts is measured on a variety of formats: tests, oral presentations,

performances essays, journals, and projects, to name the more common forms. Many of these use


105

a scoring rubric that informs students of expected performance level to achieve a specific grade.

Students definitely know beforehand the standards/expected performance levels for each area of

study.


In social studies, units follow

chronological order and, therefore,

transition from one era to the next. The

framework for the eras is established

through periodization as defined by the

AP programs taught at Western Sierra.

Our teachers display the standards that are

being covered by the prepared lessons and

activities.

In mathematics courses, daily goals and

learning objectives are posted on the

board. Each class period is started with a

‘warm-up’ where students review

prerequisite skills before starting the new

area of study. This allows the teacher to

assess student readiness for the new

materials or if remediation is necessary.

Prior to summative assessments, students

are able to complete practice tests, which

cover the standards that students are

expected to know.

In foreign language classes, California

standards are posted in the classroom and

daily objectives are communicated to

students and posted on the boards. At the

beginning of each chapter, teachers

explain to students: which cultural aspect

will be covered (idiomatic expressions,

language differences between countries,

cultural celebrations, etc.), what functional

objectives need to be accomplished in a

functional way (making requests, reacting

to news, driving a car, ordering at a

restaurant, etc.) and what grammatical

structures will be covered (appropriate use

of preterit and imperfect tenses, reflexive

verbs, gender agreement, etc.).

Course Syllabi

Course Rubrics

Course web sites

Student assignments &

assessments


106

In music classrooms, the California

standards are also posted in the

classrooms, distributed in the syllabi at the

beginning of the year, and daily objectives

are posted on the white board for students

to see. In addition, when rubrics are given

(art, choir, PE), the connection to state

standards is also given on the assignment.

Continuing to develop assessments and

assignments that are explicitly tied to

standards has been a focus for the

department.

All 6th

grade core curriculum content

standards are communicated to students

visually and verbally at the beginning of

each lesson. This is completed in a

variety of ways. On thematic units in

science and social studies, it is stated on

the student handout packets and/or posted

on the board in the classroom. In

mathematics it is printed and posted on the

board for each individual lesson.

Language Arts objectives are verbally

communicated for each lesson. All

assessments are explicitly tied to the

standards that have been focused for the

lesson.

Differentiation of Instruction

Western Sierra’s instructional staff members differentiate instruction through the use of

multimedia, technology, alternative assessments, and re-teaching. Instructional staff evaluates the

impact of differentiated assessments on student learning.


Western Sierra provides instructors with

an excellent choice of technological

teaching aids. Our social science teachers

avail themselves of the advanced

technology ranging from our ceiling

mounted projectors for Power Point

presentations and videos to our document

projectors. Classroom instruction is

Lesson Plans

Power Points

Sound files (music)

Music Warm-Ups

Art Projects

Document cameras and ceiling-


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definitely enhanced by the world of

information available at our fingertips.

Mathematics classes use different types

of multimedia in their classrooms,

including Power Point, ceiling-mounted

projectors, document cameras, scientific

and graphing calculators, Khan

Academy, and response cards.

Instructional staff members differentiate

instruction daily through various methods

that include grouping peer teaching

whiteboard use and varying levels of

worksheets and problems. Through

feedback from exit passes, struggling

students are identified in order to receive

extra support in the next class meeting.

Extra support is provided through peer

and group support or instructor

remediation within small groups or

individually.

Instruction differentiation in foreign

language is done 100% of the time due to

the nature of the class. Everyone in the

classroom is a language learner, which is

different from other subjects. Some of

the differentiation strategies constantly

used in the foreign language classroom

are: slow and well-pronounced speech,

plenty of visual aids, gestures, music, and

videos. These strategies impact student

learning in a very positive way as they

learn a new language in a similar way to

a child learning their first language.

Multimedia is used in the department in

the form of: movies, music,

presentations, and authentic materials

(commercials, novellas, etc.).

The band teacher uses music writing

software to create warm-ups specific to

the needs of the students in band class.

Document cameras and projectors are

used regularly in all classes (band, choir,

and art). For example, in the studio art

classes, teachers use the technology to

mounted projectors

Calculators (scientific and

graphing)

Classroom response cards

Sample worksheets and Warm-

Ups

Individualized software

iPads

Academic Commons


108

demonstrate skills and techniques so that

all students can see. Vocal music uses

software to record students singing, in

order to track ensemble or individual

progress. Vocal music has been using

iPads to practice music theory concepts

and ear training (note recognition,

singing intervals, etc.).

Sixth grade mathematics students are

given a pre-assessment on all topics.

Students are then grouped: enrichment,

strategic, or instructional. Between the

three different 6th

grade teachers, students

are placed into different instruction

classes. Using the Envision Math

Program and SMART boards, students

are taught through technology and

teacher-led lessons. In writing, students

are taught at differentiated levels with a

common standard to be achieved. Written

communication (text), verbal

communication (lecture), and media

technology are used to facilitate learning

in social studies and science classrooms.

Students who need additional

instructional support -- including IEP and

504 students – may go to Academic

Commons to receive additional small

group or one-on-one instruction.

Identified students have a specific class

period assigned to Academic Commons

for additional support. Academic

Support can also be requested by the

student or parents.


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Student Perceptions

Western Sierra students understand the expected level of performance based on the standards and

the school-wide learning results. Using an online survey, students were asked their perceptions of

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

preparation for the next step in their educational careers.


95% of Western Sierra students indicate

that they receive a clear rubric

describing the requirements of their

assignments on summative assessments

90% of Western Sierra students indicate

that they feel that they have a good

understanding of the grading policy here

at school

88% of students felt that they had a good

understanding of the difference between

formative and summative assessments

94% of students feel that Western Sierra

classes prepare them to be successful in

college


has a program that prepares them for the

next grade level


staff is concerned with their success as a

student

The majority of student respondents

(98%) identified assignment rubrics,

daily class agenda, the class whiteboard,

or the class syllabus as their means of

knowing the focus of their learning

Western Sierra student WASC

survey results


110

Conclusions

All students are involved in a challenging learning experience. The curricula required for

graduation has a heavy AP emphasis. The articulation to drive students through the required AP

coursework requires a rigorous program from the start. Students who are not meeting academic

standards have a variety of support methods including enrichment, IEP and 504 accommodations,

and extra-curricular staff (academic intervention advisor).


Western Sierra teachers have observed

students working and examined their

work to acquire information on the

degree to which all students are involved

in challenging learning in order to assist

them in achieving the academic standards

and the school-wide learner outcomes.

Western Sierra students have access to

wide variety of resources which clearly

identify the standards and expected

performance level for each course.

Teachers use a variety of formats to

assess student learning.

Many teachers employ scoring rubrics to

inform students of their expected

performance level in order to achieve a

specific grade.

Western Sierra teachers employ a good

selection of technological teaching aides

in order to deliver their curriculum,

thereby differentiating instruction.

Academic Commons and Academic

Intervention Specialist are available to all

students.

Course syllabi

Course rubrics

Course web sites

Student assignments and

assessments

Differentiated instruction

Academic Commons



111

C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences

beyond the textbook and the classroom that actively engage students, emphasize higher order

thinking skills, and help them succeed at high levels.

Current Knowledge

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

methodology, including the integrated use of multimedia and technology.


In English language arts and social

studies classes, students and teachers use

a multitude of Internet sources to obtain

valuable information on all subject

matter. Students are encouraged to use

reliable sources on the Internet for

information.

In mathematics classes, the majority of

teachers use document cameras or

ceiling-mounted projectors when

delivering instruction. The department

also has one set of response cards that

are shared among teachers. Response

cards are used as formative checks for

understanding. Graphing calculators are

required for all AP Statistics and AP

Calculus students and are used to

supplement learning and delivery of

curriculum.

In foreign language classes, multimedia

is used in the form of movies, music,

presentations, and authentic materials

(i.e., commercials and novellas, etc.).

In VAPA and PE – the band teacher

uses music writing software to create

warm-ups specific to the needs of the

students in his band classes. Document

cameras and projectors have been used

Internet web searches

Document cameras

Ceiling-mounted projectors

Course specific software

SMART boards


112

regularly in all classes (band, choir, art).

For example, in the studio art classes

they are used to demonstrate skills and

techniques so that all students are able to

see demonstrations. Vocal music uses

software to record students singing,

using this to track ensemble or

individual progress. Vocal music has

been using apps on the iPad to practice

music theory, concepts, and ear training.

In the sixth grade classrooms, SMART

interactive boards are being used.

Envision math utilizes technology-based

software programs to supplement

lessons. Media is used in all content

areas when appropriate. Examples

would be: literature – reading the novel

Prince and the Pauper and watching the

movie. In social studies and science,

using curriculum videos to enrich the

Core Knowledge content. In addition to

visual technology, music is also used to

enhance. Grade appropriate music

videos tie to standards being taught and

are used to tie the content to the

learning.

Teachers as Coaches

Teachers work as coaches to facilitate learning for all students.


Western Sierra staff feels fortunate that we

have enrichment time to work with students

in small groups. Students are able to receive

extra instruction, tutoring, and time to take

tests during this period that is dedicated

exclusively to supporting the needs of our

students. During this time period, we are

able to target the needs of individual

students who may be struggling with class

material.

Math teachers coach students through

problems as they complete it on their

Enrichment periods

Classroom use of

whiteboards

Teachers as coaches


113

whiteboards. Teachers are able to spot errors

and provide immediate feedback for

students as well as motivate students to

progress to the next problem. They also

group or pair students through activities to

help each other out while the teacher

encourages group interaction while

providing support.

Teachers in the foreign language department

work as coaches by setting the atmosphere

in the classroom. There is an understanding

that foreign language is a safe place to make

mistakes, and that mistakes are welcome so

that we can learn from them. For example,

a student is asked to read aloud a short story

they have written. The teacher takes notes

and brings the most common mistakes to the

board to be discussed as a class and

corrected. At no point is there a sense of

being pressured. The idea is that mistakes

are steps towards perfection.

In VAPA classes teachers more frequently

function as coaches to the small groups and

individual students than as teacher to a

whole class. While there are times we

instruct the class as a whole, we then need

to break things down for individual

application during rehearsal. For example,

the band director may do a lesson on

rhythms for the entire class, then need to

break it down for the string instruments

(articulate the rhythms by bowing or

strumming), woodwind/brass instruments

(articulate through breathing and tonguing)

and percussion instruments (articulate

through striking the instrument with a stick

or hands). A similar approach is taken in

vocal music classes, working with

individuals to increase their vocal range and

skill level. The art teacher rotates around

the room, constantly assessing individual

understanding of the skill/technique and

promoting learning through one-on-one

interactions.


114

Sixth grade teachers teach by creating safe

learning environments where respect is

always present for all students. Teachers

create an active learning environment that

fosters an enthusiasm for life-long learning.

Students are taught to celebrate and respect

each other’s uniqueness and strengths

through small group activities.

Examination of Student Work

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

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

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

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



studies classes there is a methodology

built into the AP program that is used as

a framework for all other social studies

classes. This includes the structured

essay practice based upon historical

documents, factual information, and

comparison and contrast. Students are

required to formulate a thesis and

support it with documentation.

Encouraging students to master the

essay process is vital to success on the

AP exams.

Math students complete projects and

applications of math concepts in all

classes. Some examples of projects that

are an extension of their learning include

making a kaleidoscope, building kites,

making catapults, and using racecars to

demonstrate systems of linear equations.

AP Statistics students are constantly

gathering and analyzing data from the

AP program

methodology

Mathematics’ projects

Music journals

Science Fair


115

student body to apply to their current

lessons of study.

Representative samples of student work demonstrate that students are able to think, reason, and

problem solve in group and individual activities, projects, discussions and debates, and inquiries

related to investigation.



studies – students participate in Socratic

seminars, debate, and mock trials.

Representative samples also demonstrate

a variety of course strategies that are

engaged by our staff. We use a structure

based on theoretical analyses to make

sure students retain and understand the

information being disseminated to them

(mock trials, debate, mock elections,

etc.).

In mathematics – students participate in

kite building (geometry), conduct

surveys, and collect and analyze data

(statistics).

In science classes, students participate in

science fair and lab groups.

In VAPA/PE, critical thinking is used in

the vocal classes when asking students to

determine the use of expressive factors

(sing louder/softer, accent certain notes

louder than others, etc.). Art students

think critically whenever working to

create new pieces. They use the

parameters of the project given by the

teacher, and then must make it their own.

Socratic seminars

Mathematics’ projects

(kite building,

surveys, and data

analysis)

Science fair and lab

groups

Critical thinking

Representative samples of student work demonstrate that students use technology to assist them in

achieving the academic standards and the school-wide learner outcomes.


116



studies classes, students use Edmodo, cell

phones, and Kindle/e-readers and iPads

in the 8th

grade.

Online assignments vary from class to

class. In conjunction with parent

supervision, the online system is used to

ensure that each student is following the

course objectives, homework, and

keeping pace with the class.

In mathematics, students use a variety of

technology, including clickers, graphing

calculators, cell phones, Kahn Academy,

writing equations for the paths of Angry

Birds (quadratics and graphs).

Science students use science tables,

videos, PowerPoint, polls, cell phones,

and Pasco science probeware (measures

data in real time for student lab

experiences).

Foreign language uses PowerPoint, cell

phones, touch screen television (Skype

with Chinese language speakers).

VAPA and PE teachers use music

applications, Garage Band, and music

composition software (Finale and

MuseScore).

Sixth grade students use SMART boards.

Internet

Appropriate and specific

technologies (videos, cell phones,

science probeware, etc.)

PowerPoint

Skype

Course specific software

SMART boards

Representative samples of student work demonstrate student use of materials and resources beyond

the textbook, such as utilization and availability of library/multimedia resources and services;

availability of and opportunities to access data-based, original source documents and computer

information networks; and experiences, activities and resources which link students to the real

world.


117


English language arts and social studies

classes – student use novels and original

source documents.

In social studies – samples clearly show

that materials for study are obtained

from many different sources. Primary

source material is instrumental in AP

courses as are numerous readings

beyond the basic text structure.

Successful AP coursework relies heavily

on additional sources and information to

create the mind of an historian (also

original source documents and DC trip).

In mathematics, students build catapults

for Algebra.

In science – students rely on community,

university partnerships (Milwaukee

School of Engineering molecule

models), labs, and AP Biology boot

camp.

In foreign language – students

participate in Taco Truck, cultural

dance, dragon/lion dance club, Spanish

trip, and China trip.

In VAPA and PE, students make trips to

Magic Mountain and to museums and

theaters.

Sixth grade students travel to Sly Park,

Pigeon Point and other field trips.

Novels

Primary source materials

Algebra catapults

University partnerships

Taco truck

Cultural dances

Spanish trip

China trip

Sly Park trip and other field trips


118

Real World Experiences

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

experiences and applications are available to all students.


In social studies and English language

arts, Western Sierra offers numerous

programs to encourage students to become

engaged with the community. Students

participate in field trips, group-sponsored

organizations and hands-on experience in

technological fields.

In mathematics, real world applications

can be accessible in all units of study. At

the end of each chapter, after students

learn all of the necessary mathematical

tools, they have an opportunity to extend

their learning to real world problems.

Some examples include exponential

growth and decay problems, budgeting

money, comparing and analyzing cell

phone plans, and finding the height of

objects too tall to measure with a

measuring tape.

In science classes, students participate in

science fair, which focuses on both global

and local issues.

In VAPA classes, regular performances

help in developing the skill set needed for

performing musicians and art shows are

held twice a year.

Western Sierra supports over 25 various

and diversified clubs providing a wide

variety of real world experiences.

Western Sierra field trips

Classroom assessments

Science Fair

VAPA performances

Extra-curricular clubs


119

Conclusions

Western Sierra teachers have aligned their curriculum with the state standards and are also

transitioning to the California Common Core State Standards. They have written shared

curriculum, rubrics, assessments, and scoring guides. The vast majority of students know and

understand the expected performance level they must attain in order to achieve a specific letter

grade. Teachers strive to deliver their curriculum through multiple means, with student success as

their focus.


Teachers have written shared curriculum

across subject areas

Teachers have written shared rubrics and

scoring guides

Teachers attempt to make their courses

relevant and challenging

Assessment of student learning is measured

frequently and through multiple formats

Course syllabi

Course rubrics

Course scoring guides


In order to maintain their current academic performance level for students, Western Sierra staff

will need to maintain their current practice of reviewing and revising curriculum as necessary.


Administration and leadership need to

tailor staff development programs to

support and enhance student academic

performance

Staff needs to focus on maintaining the

current proficiency skills for all students

while working to improve proficiency

skills for struggling students

Administration and leadership need to

research supports which can be put into

place to ensure that all staff can effectively

integrate the new technology for the benefit

of all of our students

Staff Development program

New technology

Academic research

Review of Vision & Mission

statements


120

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

Growth Needs



overall category.

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

Course syllabi

Course rubrics

Course scoring guides


Course Matrices

AP Classes

Academic Commons

Common Assessments

Multi-Disciplinary Projects

IEP modifications

Differentiated Instruction

Lesson Plans

Student Assessments (written & performance based)

Music Journal

PE Journal

Power Points

Sound files (music)

Music Warm-Ups

Art Projects/Art portfolio

Document cameras and ceiling-mounted projectors

Calculators (scientific and graphing)

Classroom response cards

Sample worksheets and Warm-Ups

Individualized software

iPads

Academic Commons


121

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

Staff Development program

New technology

Academic research

Review of Vision & Mission statements


122

Category D: Standards-based Student Learning:

Assessment and Accountability

D1 & D2. Assessment and Accountability Criteria

Western Sierra staff uses a professionally acceptable assessment process to collect, disaggregate,

analyze, and report student performance data to the school staff, students, parents, and other

stakeholders of the school community.

Teachers employ a variety of appropriate assessment strategies to evaluate student learning.

Students and teachers use these findings to modify the teaching/learning process for the

enhancement of the educational progress of every student.

Professionally Acceptable Assessment Process

The school uses effective assessment processes to collect, disaggregate, analyze, and report student

performance data to parents and other stakeholders. In general, when Western Sierra students take

an exam their score is entered into PowerSchool as soon as possible. Students and parents are able

to check grades online in order to monitor progress. Many teachers use Scantrons as part of their

exams. When Scantrons are run, teachers are able to use an item analysis sheet in order to see if

there were problematic questions or concepts that a majority of the classes missed. If a student

receives any grade lower than a 70% on a summative assessment, an email is sent home with

instructions on how to clear the Incomplete. Recently staff resumed the use of Datawise; however,

Western Sierra has experienced superusers who will be able to mentor them. Some teachers are

unfamiliar with this particular program and will need training in order to use it effectively.


In ELA classes, summative assessments

are administered in a variety of ways;

essays, multiple-choice/short answer

assessments, fill-in-the-blank

spelling/vocabulary assessments,

speeches, and projects. Rubrics are filled

out and sent home with students. Parents

of students receiving an Incomplete for

that assessment are also notified.

Students are then given re-teach and re-

take opportunities. Students and parents

Summative assessments

Formative assessments

Course rubrics

Scantrons

PowerSchool

AP exams

7th

grade tracking sheets

VAPA self-assessments


123

are able to login to PowerSchool in order

to check scores and overall progress

within their class of study. Social studies

and English language arts teachers use

Scantrons for quizzes and exams.

Scantron machines provide for efficient

collection and analysis of data, including

individual question trends and class

averages. Data is then submitted through

PowerSchool/Gradebook for parents and

other stakeholders’ use. Seventh grade

social studies students are given tracking

sheets to track their progress as they

move through a unit of study. During the

summative assessment, students are

given an analysis document to analyze

their performance and preparation for a

given topic of study.

Science assessments include multiple

choice, short answer, essay, science fair,

and practical/lab sections. Students are

given mastery checklists and participate

in content mapping at the start of each

unit. Teachers utilize formative

assessments such as quizzes to assess

progress towards mastery.

Foreign language tests include writing

such as short answer, matching words

with meanings, filling in the blanks,

multiple choice, short essays, listening

comprehension, reading comprehension,

unit projects, and verbal assessments.

Study guides and rubrics are provided

before tests and projects. Grades are

posted through PowerSchool.

VAPA students receive a self-assessment

after each unit is completed. Students

complete the provided rubric asking them

to explain their strengths, weaknesses,

and experiences addressing the process of

that particular project. After they

complete the rubric, it is submitted for an

instructor evaluation. If a student

receives an Incomplete, they will have an


124

opportunity to remake the project.

Grades are posted in PowerSchool.

Basis for Determination of Performance Levels

Western Sierra staff has determined the basis upon which students’ grades, growth, and

performance levels are determined and uses that information to strengthen high achievement of all

students. Students, especially those who are Western Sierra ‘veterans’, are familiar with our

expectations and grading policy. Students are given detailed rubrics and standards that explain

what each letter grade reflects with regard to the standard being assessed. Students are aware that

if they receive a grade below a “C” or 70% for any summative assessment, they must see the

teacher a minimum of two times for reteaching before they can attempt to redo or retake the

assessment.


In ELA classes, mastery is indicated with

a 70% or a “3” (depending upon the type

of assessment). Any student achieving an

Incomplete is required to go through a

process of re-teaching and re-taking that

particular assessment. Students scoring

above an Incomplete may also re-take an

assessment if desired.

In social studies classes, students are

given detailed rubrics and study guides for

all summative assignments. The key to

success for students is clearly explained

both on paper handouts, digitally via class

web site, and during class instruction.

From the student perspective, minimizing

assignment ambiguity maximizes

opportunity for student achievement.

Science classes operate with the same

mastery level and retake policy as other

disciplines as indicated on the grading

policy. They use rubrics and “fair game

sheets.” Formative assessments typically

occur after students have had the

opportunity to interact with the material.

Grading policy



Rubrics


125

Presentations may include kinesthetic,

auditory, and visual learning activities that

allow students to obtain basic knowledge

of the skills. Students who do not obtain

mastery are then given opportunities to be

retaught the material and have the

opportunity to reassess. This cycle proves

to create an effective learning opportunity

for all students, even those who do not

have the opportunity to master the subject

on their first attempt.

Foreign language students must also

receive a grade of “C” or better in order to

demonstrate mastery of the subject.

Students receiving a grade lower than 70%

have an opportunity to obtain a passing

grade by attending at least one re-teach

(required) session and a retake. In

addition, students who scored lower-than-

expected grades can choose to retake and

improve their grades.

For VAPA students, a detailed grading

rubric explains the point value for each

category; excellent, proficient, above

average, satisfactory, and sub-standard.

Prior to receiving the rubric, students are

front loaded with project expectations and

several demo reviews to introduce new

steps, project examples, homework, and

daily warm-ups that are connected to the

final project.

Appropriate Assessment Strategies

Teachers use appropriate assessment strategies to measure student progress towards acquiring a

specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests,

etc. Western Sierra teachers use a variety of tools to appropriately assess their students. Each

assessment is geared towards assessing a specific standard or set of standards. Standards are being

assessed through labs, essays, multiple choice tests, presentations, projects, etc., depending upon


126

what is most appropriate for that subject. Many teachers use different versions of a specific exam

in order to maintain its integrity.


Goal targets for ELA assignments are

based upon California State Academic

Standards for ELA and Common Core state

standards. A variety of assessments, both

formative and summative are used for

feedback and to measure growth. Students

also keep logs of outside reading or

required works of literature.

Social studies assessments are targeted to

evaluate student training towards

acquisition of core knowledge and skills.

These goal targets are based upon the

outline set forth by the California State

Academic Content Standards for Social

Studies.

Science class assessments are based on

California State Science Standards with

implementation already beginning for Next

Generation Science Standards. These goal

targets are for science assessments are

based upon the California State Academic

Standards for Science and Common Core

State Standards.

Foreign language tests evaluate what

students have learned in the classroom. In

class they learn and practice vocabulary,

grammar, listening, reading, verbal, TPR,

and TPRS. Students are assessed using the

different types of approach just mentioned

to have a more comprehensive knowledge

of the foreign language.

VAPA projects evaluate what students

have learned in the classroom. In

introductory classes, students are

introduced to the elements and principles

of design slowly through teacher guided

projects. Students in higher level art classes

develop projects using a specific format

provided by the teacher.



AP exam results

Rubrics

Grading policy

TPR & TPRS (foreign

language classes)


127

Demonstration of Student Achievement

A range of examples of student work and other assessments demonstrate student achievement of

the academic standards and the school-wide learner outcomes, including those with special needs.

Our assessments have been carefully constructed to ensure that our academic standards are being

addressed. The assessments do not all take the same form, but vary due to the demands of the

standard being addressed. The assessment-standard alignment can be found in the department

articulation documents. Teachers also differentiate their curriculum in order to target a wide range

of learners. Teachers make appropriate accommodations based on students’ needs according to

their 504/IEPs. Formative assessments are used to scaffold student learning and accommodations

are made.


Before any types of assessments are made in

ELA classes, students are given a rubric so

that they are aware of what they are expected

to master. Students are given, as needed,

multiple opportunities to show mastery, and

use their enrichment periods to be re-taught

information as needed. Differentiation

occurs to ensure that all students have the

opportunity to learn at their appropriate level.

Assessments include essays, logs, multiple-

choice questions, short-answer questions, and

technology projects (e.g. blogs, PowerPoints,

etc.).

Through the use of differentiated instruction

techniques, coupled with authentic

assessments, social studies students of

diverse needs and backgrounds are achieving

success here at Western Sierra.

Science teachers use differentiated

instruction and a variety of assessments.

Students are given the opportunity to achieve

mastery through kinesthetic activities (labs),

auditory and visual activities (lecture and

writing prompts such as a warm-up activity

or homework sheet). Rubrics are used to

assess student mastery and students are given

multiple opportunities to achieve mastery, if

necessary.

Department articulation

documents

Grading policy

Academic Commons



Rubrics

Student services

Special Education

department


128

The nature of foreign language classes

involves different ways our students are

assessed ranging from writing to verbal. All

levels of learning are addressed for students

through the classroom, and when a student

has specific needs to show mastery, he or she

may be referred to the Academic Commons.

In addition, our foreign language teachers

provide material for native speakers, and

make appropriate accommodations for

testing and instruction.

Every VAPA lesson taught has the ability to

be modified to match the needs of all

learning levels. Each project has

modifications, if needed and also

opportunities to advance to reach all learning

abilities. Students may use the enrichment

period if they have a tendency to work at a

slower pace.

Curriculum Embedded Assessments

Western Sierra does not have district-mandated benchmarks. However, each class shares common

assessments. Even if students have different teachers, they are assessed in the same manner and to

the same standards. Teachers are then able to compare assessment results to see if one teacher had

significantly different outcomes than another. If so, teachers are able to see what worked and what

did not and make the necessary adjustments. They may decide to go back and reteach a concept if

they feel a whole class needs to be addressed and that it would not be efficient to do it on a

student-by-student basis. Western Sierra’s focus on mastery meets the needs of all students,

including EL students. While less than 1% of Western Sierra students are designated as EL, we

are dedicated to using curriculum-embedded assessments to determine that all students are

learning.


129


In social studies, appropriate measures are

taken to provide modification and

accommodations to EL students. By being

flexible to each individual student’s

unique needs, we have given them more of

an opportunity to find success here at

Western Sierra.

In science classes, differentiation meets

the needs of all students. Intervention

teachers, special education teachers, and

aides assist science teachers in delivering

content that is both comprehensive to

students and attainable for their level of

language acquisition. Shortened

assignments, including reading prompts,

may be available for students who are

struggling with language in science.

Science standards can also be illustrated

through pictures and graphic

representations when students struggle

with conceptual integration of material.

Since foreign language classes are already

in a foreign language, necessary

accommodations are available for all

students, such as the use of visual aides,

translations, realia, group work, repetition,

and clues (depending upon the level of the

foreign language class).

In VAPA classes, differentiation allows all

students to master the expected standards.

Modifications will be made upon request

for EL students. From past experience, all

students benefit from teacher-led

demonstrations of each step, illustrated

handouts, and examples of the final

product. Effective student pairing may be

used to help with translating assigned

requirements.

Translation Dictionaries

Extended time

Translation websites

Rubrics

Grading policy

Academic Commons

Instructional Aides

Common assessments


documents


130

Student Feedback

Student feedback is important to every teacher at Western Sierra. Following a summative

assessment, and after data analysis of that assessment, teachers will elicit verbal feedback for how

a summative assessment went. Some topics of discussion might include: What went well? What

was the most challenging part of this assessment? Did you know why we did this? Was the rubric

easy to understand? If not, explain. How would you change this assessment? Is there anything in

class that we did not cover in detail that made completing the assignment more challenging than it

needed to be?

Using student feedback, teachers are able to improve their practice, make more effective

assessments, and get to know the needs of their students even better.


As ELA summative assessments are returned,

individual conferences are held with students

to give clarifications and further explanations

about what they have learned. The teacher

can then use this as an opportunity to clarify

any misunderstandings, re-teach a concept, or

give credit for demonstrating mastery of the

concept. After summative assessments,

students share how they prepared and whether

or not they attained their goal for the

assessment. They are given an opportunity to

share how they prepared and whether or not

they are going to do something different for

the next assessment.

In social studies, student feedback is taken

into consideration on an ongoing basis. After

exams have been taken and scored, teachers

take the time to ask students generally about

what they thought were fair versus unfair lines

of questioning. Taking their bias into

consideration, we use this feedback in order to

prepare higher quality assessments going

forward in the school year and for future

students who will take the class.



Enrichment and advisory

periods

TPR


131

In science classes, some assessments also

include a self-assessment rating of how

students felt about an exam and their

individual strengths.

In foreign language classes, students are

assessed on a daily basis by using signals such

as crossing fingers, use of TPR, or answering

in groups. There are opportunities for

students to give some ideas about a story or

any activity. Depending upon students’ input,

the lesson could be modified. Advisory and

enrichment are also times to have one-on-one

conversations with those students needing to

improve their grades on assessments. During

those periods students’ feedback is more

specific and changes could be made

accordingly.

VAPA students have an opportunity to

express their opinions about every project

presented on the self-assessment rubric.

Students are encouraged to write as much

detail about the assignment as possible. They

list their strengths, areas needing

improvement, and to what extent they enjoyed

the project.

Modification of the Teaching/Learning Process

At Western Sierra, effectively using student data is an ongoing process. Presently, the bulk of data

analysis is done in teacher teams, based on similar classes. Because teachers use common

assessments, they are able to analyze student data and decide: What was most difficult for students

overall? What can be done to make students more successful? Does an entire class need to be re-

taught? With DataWise back up and running, teachers are eager to work with data more

effectively. Most of the staff will need training on how to create tests, align them with standards,

and scan answer sheets into DataWise.


132


Throughout a given unit of study, in both

Social Studies and ELA, formative

assessments are given to get feedback with

regards to student progress. This

information is used to help determine if

more time is needed, if the pace needs to

be increased, or if the students need

something more challenging.

Changes to science curriculum and

instructional approaches are based upon

assessment data, as well as upon other

numerous factors at Western Sierra. If

one particular method of operation is not

producing the desired results, it is

modified before major problems are

allowed to develop.

The foreign language department

discusses and compares the progress of

our students from each period and level.

Each teacher gives feedback to determine

productive and appropriate strategies. The

foreign language department shares

materials and websites that can be used for

lessons and to enhance instruction.

In the VAPA department, we collaborate

on effective teaching strategies. We help

one another with writing and developing

effective rubrics, setting up gradebooks,

planning career exploration and history

units, in order to develop consistency

within our department.



Enrichment and advisory periods

TPR

Monitoring of Student Growth

Teachers use PowerSchool in order to track student progress in meeting academic standards.

Grading policy states that any student receiving lower than a “C” on a summative assessment has

not mastered the necessary content. The student will then need to see the teacher for a minimum

of two re-teaching opportunities, which can take place during enrichment. Teachers can require


133

students to attend their enrichment classes and the student can also request attending a teacher’s

enrichment class.

Teachers also use Advisory in order to monitor student progress in all of their classes. At least

once a week, teachers will call up each student and check in with them about their grades. If the

students are missing work or have done poorly on an exam, that student may be sent to that teacher

to see how they can meet the academic standard.


The technological infrastructure at

Western Sierra makes monitoring student

progress simple and effective. As grades

are uploaded, parents and students get

feedback immediately. Not only do the

gradebooks keep tabs on assignments and

test outcomes but on citizenship and work

habits as well, giving parents a more

complete picture of how their student is

performing. Parents, teachers, students,

and administration can all access

PowerSchool to see students’ academic

progress. Students not meeting the

minimum requirements for mastery are

required to take a retake. For those

students who need to improve grades –

they can request a retake from their

teachers.

PowerSchool

Enrichment schedule

Advisory

Edlio homework email

Grading policy

Academic Advisor

Conclusions

Western Sierra staff use effective and professionally acceptable processes to collect, disaggregate,

analyze, and report student performance data to the school staff, students, parents, and other

stakeholders of the school community. Teachers utilize a good variety of appropriate assessment

strategies in order to evaluate student learning, while modifying the teaching/learning process for

the enhancement of every student’s educational progress.


134


Western Sierra teachers collaborate with

their colleagues to create curriculum

guidelines, course rubrics, formative

assessments, and summative assessments

Students are aware of these rubrics and

assessments and how they align with the

appropriate state standards

Students are also aware of Western

Sierra’s grading policy

Western Sierra may not have district-

mandated benchmarks; however, each

class shares common assessments which

have been aligned with state standards and

course rubrics

Differentiation is designed to meet the

needs of identified students

Student feedback is solicited following

summative assessments – teachers use this

feedback to improve their practice,

maintain effective assessments, and get to

know the needs of their students even

better



Course rubrics

Scantrons

PowerSchool

AP exams

7th

grade tracking sheets

VAPA self-assessments

Grading policy

Translation Dictionaries &

websites

Extended time

Grading policy

Academic Commons

Instructional Aides

Common assessments


documents

Like teachers around the state of California, Western Sierra teachers are faced with the transition

from California state standards to the new California Common Core State Standards. The

transition includes movement from the bubble Scantron California Standards Tests to the newer

Smarter Balance Assessments.


As the state transitions to the newer

assessment program, teachers will need

to review their teaching strategies to

make sure that students are familiar with

the different assessment processes

Smarter Balance Assessments


135

D3 & D4. Assessment and Accountability Criteria

The school with the support of the district and community has an assessment and monitoring

system to determine student progress towards achievement of the academic standards and the


The assessment of student achievement in relation to the academic standards and the school-wide

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

allocation and usage of resources.

Assessment and Monitoring Process

Teachers and parents are partners in monitoring student progress and ensuring student success.

Emails and parent conferences are common ways in which teachers and parents communicate with

each other regarding student progress. The daily homework emails through the Western Sierra

website are also helpful in keeping parents abreast of the work students need to complete.

PowerSchool is another tool that parents are able to use to see if their child is completing his or her

work and meeting academic standards.


Regularly scheduled IEPs and 504

meetings allow students, teachers,

parents, and administrators to come

together and determine the most

effective approaches towards serving

these students’ diverse assessment

needs. Staff is flexible in applying the

prescribed modifications and/or

accommodations.

PowerSchool informs parents, teachers,

and administration of the academic

progress of students in addition to their

progress in citizenship as well as their

work habits. Teachers attend all IEP

and 504 meetings as well as

parent/teacher conferences, and back-to-

school nights. These meetings all

provide more information about our

students’ academic, work habits, and/or

Assignment modifications

Student accommodations

Academic Commons

Class syllabi

Assessment monitoring process

PowerSchool

Academic advisor


136

behavior progress. Parents are also

informed through email if a student has

an Incomplete or if there are any

behavior issues.

During the first week of school, parents

sign a syllabus agreeing to keep track of

their student’s grades by checking

PowerSchool on a regular basis and to

contact teachers with any questions.

Parent-Teacher conferences are

available upon request.

Reporting Student Progress

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

towards achieving the academic standards and the school-wide learner outcomes. Once again,

PowerSchool and emails are two of the most effective tools teachers and parents use in order to

monitor student progress and outcomes. Daily homework emails also remind students and parents

of the work needing to be completed in order to remain current in each class.


The processes by which all stakeholders

are informed about their student’s

academic achievement are sound. The

email, grade systems, and class websites

are all functioning as desired, allowing

parents multiple ways to keep tabs on

what is going on in the classroom, what

assignments are due, and how their

students are performing in those

assignments.

Although PowerSchool is the main tool

that teachers use to inform student

academic progress, parents may also log

in to the school/class website and be

informed of any future assignment or

other information pertaining to class. In

addition emails are sent to parents when

students receive an Incomplete.

Parents are typically contacted through

emails regarding student achievement

PowerSchool

Western Sierra website

Email system

Academic excellence certificates

Student-of-the-month

Western Sierra Mission award

Western Sierra Honor Roll


137

and/or missing assignments.

At the end of each quarter, student

achievements are celebrated with an

awards ceremony. Parents of nominated

students are invited to celebrate their

student’s success and watch them

receive a certificate from their teacher

for academic excellence, student-of-the-

quarter, the mission award, and honor

roll recognition.

Modifications Based on Assessment Results

Using state mandated testing results as a means of modifying curricula to meet the needs of student

learning is not the most effective means for Western Sierra since the students are typically scoring

proficient or above at high percentages. State mandated testing was used to develop a math Smart

Goal plan during the 2012-13 school year, but in general, teachers make use of local summative

assessment data to determine the level of success of the students’ learning. This data from

common assessments allows department-developed changes to curricula and articulation to ensure

that students are achieving at high levels. These changes are completed through a series of

department assigned time or other professional learning opportunities.


Development of math Smart Goal based

upon state mandated testing results

Data from local summative student

assessments dictates modification of

articulation documents

State mandated testing


Summative assessment

Conclusions

Rocklin Academy Family of Schools’ Core Values establishes a culture of learning and data-

driven decisions. The organizational focus on these Core Values leads to an environment that uses

student assessment data to drive curricular decisions. Western Sierra teachers are empowered to

make curricular modifications based upon assessment data. Since classes are standards driven and

have mastery learning as the core educational philosophy, local assessment data is a key


138

component to making these modifications. Western Sierra is able to make adjustments in “real

time” instead of basing decisions on a yearly state mandated test.


Departments meet on a regular to establish

a cohesive curricular plan based upon

assessment information. A yearly plan is

established, but if assessment information

shows a need for continued learning

support, changes in the curricular plan can

be made.

Organizational SMART goals traditionally

use all assessment data in developing

plans for student learning.

Teachers collaborate and share student

results on common assessments in order to

identify areas of strength and concern in

student learning.



State Mandated Testing

California State Standards

California Common Core State

Standards

RAFOS Core Values

Students at Western Sierra are able to meet high expectations due to the support and instruction

offered them. Teachers have the flexibility to make shifts to meet the needs of students and to also

meet the needs of the high expectations and standards of the courses they teach. Through the use

of local, formative, and summative assessments; Western Sierra is able to make appropriate

choices to support student learning. Continued development of the curriculum will further be

influenced by the implementation of California Common Core State Standards. Western Sierra

will be able to implement these changes in the same collaborative environment as with other

curricular choices.


The transition from state standards to the

new California Common Core State

Standards requires a shift in both

curriculum and classroom practice. Both of

these require time and professional

development to ensure success.


Standards

Professional Development

Technology


139

Category D: Standards-based Student Learning: Assessment and

Accountability: Strengths and Growth Needs



overall category.

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

Areas of Strength

Assignment modifications

Student accommodations

Academic Commons

Class syllabi

Assessment monitoring process

PowerSchool


PowerSchool


Email system

Academic excellence certificates

Student-of-the-month

Western Sierra Mission award

Western Sierra Honor Roll

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

Areas of Growth

DataWise Professional Development

Technology Implementation

California Common Core State Standards implementation


140

Category E: School Culture and Support for Student Personal and

Academic Growth

E1. School Culture Criterion

The school leadership employs a wide range of strategies to encourage parental and community

involvement, especially with the teaching/learning process.

Regular Parent Involvement

The school implements strategies and processes for the regular involvement of parents and the

community, including being active partners in the learning/teaching process for all programs. The

school involves non-English speaking parents.


Western Sierra implements strategies and

processes for regular involvement of

parents and community. This is

accomplished through an independent,

non-profit organization called the

Western Sierra Collegiate Academy

Parent School Partnership – referred to

simply as “PSP.”

The general goal of PSP is to assist the

school in matters pertaining to the

welfare of students and to assist the

school and its programs through parent

participation. The PSP conducts

meetings, organizes committees, and

develops projects and programs. PSP

holds weekly meetings with school

administration and regular monthly

meetings for all parents. The PSP is a

vehicle by which parents can voice

concerns and ideas to the Western Sierra

Collegiate Academy as well as to the

Rocklin Academy Family of Schools’

Board of Directors.

An important part of what makes

Western Sierra such a strong school is the

partnership between the school and our

families. Parents contribute greatly to the

quality of the school’s programs and

PSP meetings

Parent volunteer hours

School website available in multiple

language

WSCA Newsletter

PowerSchool


141

services making a personal commitment

of 30 volunteer hours per family per

school year.

Western Sierra’s website is available in

both English and Spanish. The online

resources for parents are easily

accessible. We offer PowerSchool for

parents to check student’s progress and

offer online homework alerts for parents.

We also offer online weekly school news.

Use of Community Resources

The school uses community resources to support students, such as professional services, business

partnerships, and speakers.


Western Sierra uses a wide variety of

community resources to supplement

student learning. Students have the

opportunity to listen to community

speakers such as Dr. Siddiqui (a leading

infectious disease and HIV medicine

specialist) in the Friday speaker’s series.

The added benefit of having this

community leader come in and spend

time with our students answering their

questions and giving his experience

enhances their learning. The Friday

lecture series is a new development

within our enrichment program and we

are actively seeking speakers in more

curricular areas.

LEO club is another example of a

partnership that has developed over the

last few years. This is a club that helped

to get started through our local Rocklin

Lion’s Club. A community service based

organization the LEO club focuses on

community projects. Club plans are to

visit seniors residing at the Palms Senior

Complex. Another project is to assist the

science department in developing a

school garden where a master gardener

Friday speaker series

LEO club

Rocklin Lion’s Club

William Jessup large group activity

space

Rocklin Unified School District

Lincoln Parks and Recreation

Department

Chinese Cultural Heritage

Organization and Confucius

Classroom


142

will teach students how to develop and

maintain the garden.

We also have language partnerships

through the Chinese Cultural Heritage

Organization in Sacramento and the

Confucius Classroom. They have

provided students with scholarship

opportunities including summer travel to

China. Last summer, students traveled to

China for two weeks for an intensive

language and study program.

Western Sierra has a positive working

relationship with William Jessup

University and specifically uses space

available for student activities including

graduation and science fair competitions.

Western Sierra’s field use is established

through a relationship with Rocklin

Unified School District and Lincoln

Parks and Recreation Department.

Parent/Community and Student Achievement

The school ensures that the parents and school community understand student achievement of the

academic standards/ school-wide learner outcomes through the curricular/co-curricular program.


Western Sierra has continually worked to

increase the ability to communicate with

parents effectively. Most recently the

ability to send out quarterly and semester

grading reports was added. Parents and

teachers communicate on-line through

PowerSchool notifications and regular

emails. Parents are able to set up

PowerSchool to notify them of a variety of

changes in their student’s grades. These

notifications can include drops in overall

grades, new tests, homework notifications,

as well as upcoming activities.

On-site, Western Sierra offers 2 separate

back-to-school nights (one for grades 6-8

PowerSchool

Back-to-School nights


Class syllabi

School-wide grading

policy/standards

New Student orientations

Western Sierra emails for

grade updates

WSCA Parent/Student

handbook



143

and another for 9-12) where teachers present

classroom syllabi and the school-wide

grading policy. Both the grading policy and

the individual classroom syllabi are located

on-line for those who are unable to attend or

for those students enrolling at a later date.

The student/parent handbook communicates

the school’s goals, philosophy, graduation

requirements, and all policies and

procedures relevant to students and their

parents. This is also available online.

Communication methods are effective and

easy – all departments have been working

on defining their own scope and sequence

for students progressing through the grade

levels. This articulation document goes

through a regular revision process and will

be available to students and parents in the

near future. This is an organic document,

and it will change as departments continue

to see growth or areas of concern. Teachers

who share common classes use common

assessments. These assessments are

communicated to students and parents

through common rubrics, which are

distributed at the beginning of each new

curricular unit.

Conclusions

Parents are an integral part of the learning community of Western Sierra. The PSP has direct

contact with the principal, and PSP activities and support are visible on a daily basis. Parents have

direct and “real time” access to student learning objectives. Teachers present parents with syllabi,

daily homework emails, gradebook access and personal availability. Organizationally, students’

objectives and achievement are recognized through award ceremonies and other recognition.

Educational philosophy, including the implementation of the universal grading policy, is available

in the parent/student handbook, online, and with class syllabi.


144


Western Sierra maintains a strong

parent/school relationship through a

systematic organizational structure.

Operations Committee is a part of the

charter that is a required function.

PSP has a voice in decisions that are being

made that impact student learning. PSP is

part of the charter and is afforded special

recognition for supporting the school and its

students.

Western Sierra has created a multi-faceted

communication process including: the ability

to anonymously contact administration, open

and available email and phone numbers,

open-door policies, homework emails,

teacher websites, etc. to create an

environment that allows for a clear

communication path to support student

learning.

PSP

Operations Committee

Western Sierra Collegiate

Academy Charter

Website

Staff Roster

Western Sierra’s relationship with the community and with parents is integral to the success of the

students. The initial design of the charter and the continued development of the educational

philosophy through parental and community input have created an environment that keeps student

learning as a key element of the school.


Parent collaboration in the development of

the Core Values was an integral event to

developing a philosophy that supports the

idea that all students can learn at high levels

and all other Core Values.

Continued development of educational

philosophy will require a concerted effort to

maintain a solid collaboration model.

Core Values


145

E2. School Culture Criterion

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

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

continuous school improvement.

Safe, Clean, and Orderly Environment

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

orderly place that nurtures learning, including Internet safety.


Western Sierra staff and

administration actively promote a safe

environment in several different ways.

First, being the high visibility of our

anti-bullying campaign, HERO week,

during which students and staff are

encouraged to ‘stand up’ against

bullying by reaching out to students

who may not be full participants in

school activities either daily or extra-

curricular. During HERO week,

students line the road out in front of

school holding signs encouraging

other students to “Be a Hero.” We

encourage the entire student body in

an end of the week rally where

students are selected to speak to the

assembled students and tell their story

about how they overcome bullying.

Students have available to them the

ability to ‘report-up’ incidents

anonymously through Western

Sierra’s website. The student report

generates an email to Western Sierra

administration, which investigates all

reports.

Another means by which Western

Sierra promotes safety is through the

presence of teachers, administrators

Additional custodial staff

New PA system with call buttons for

emergencies

Building modifications for increased

security (door locks and alarms)

Bathroom door remodels

New fire and lockdown procedures

Western Sierra staff

Western Sierra Parent/Student

handbook

Technology Use Agreement

HERO Club/week

Parent volunteers

‘Reporting-Up’ (anonymous student

reporting system)


146

and parent volunteers during morning

arrival, afternoon release, and break

and lunch times. Such a presence

helps prevent the opportunity for

negative student interaction.

An area where Western Sierra staff has

recognized a need for improvement

has been in the evacuation of the

building, especially in the evacuation

of the upstairs classrooms that were

just opened this school year. There are

two means by which students and staff

can egress from the new wing; the

main central staircase and an

emergency exit closest to the western

side of the building. It has been

observed that there is a tendency to

“bottleneck” at the top of the central

stairs and a serious lag-time occurred

at the emergency exit. Through a

“give and take” dialogue between

administration and staff, concerns

were voiced and solutions offered.

Such conversations after the first drill

exposed a need for better organization

once that students have left the

building. This was handled in very

short order and was in effect during

the next drill, which showed a vast

improvement in organization, retention

of students’ locations, which allowed

for a clearer means of achieving a

head-count of those students present.

With the opening of Western Sierra’s

first computer lab, the areas of Internet

safety are being addressed and adapted

as the year progresses. Western Sierra

employs a program for limiting

needless Internet searching by filtering

out websites, pop-ups or other possible

malicious or objectionable materials

while also protecting the network.

Western Sierra staff and

administration are researching

software that would allow teachers to


147

control any and all computers, monitor

student activity, and block certain

programs and websites beyond what is

already restricted by the system in

place. Such software allows for direct

sharing between select student

computers (monitored by teachers),

between students and teachers, and

between student or teacher and the

entire class. There is an allowance for

collaboration, near instant quizzing for

formative assessments, and private

feedback between student and teacher.

Most of the programs examined also

allow for the inclusion of personal

devices; smart phones, iPads, think

pads – all of which can help extend the

classroom beyond the 8 – 3:30

parameters.

To keep the campus clean and orderly,

a full-time custodian has been hired.

This staff member puts out the traffic

cones to help with the flow of traffic

both morning and afternoon, as well as

sweeping the main gathering area that

sees heavy use during breaks and

lunches. He also facilitates the general

maintenance of the facility during

“regular hours.” Western Sierra also

employs a night crew for cleaning the

facility.

There is an active movement to make

Western Sierra as inclusive of an

environment as possible, whether that

be through the developing athletics

program or the extra-curricular clubs,

currently numbering over 24.

Western Sierra strives to nurture

students through taking pride in

maintaining a spotless campus and

cleaning up after themselves. The

greatest asset to infusing this culture

with trust is a supportive, highly active

and visible administration that works


148

more inclusively with staff rather than

through a top-down means of

administering. Staff opinions are

solicited and when advisable, acted

upon. Staff are encouraged to be

proactive thinkers and problem

solvers. This extends to students in

the guise of teachers and staff who

chose to be here at Western Sierra and

regard this as “not just a job.”

Positive teachers who are not fearful

of administrative retribution are more

apt to try new methods of teaching.

Again, this benefits students by

creating an atmosphere that is

antithetical to the “same-old-same-

old” means of education. When

students realize that this is more than

just rote learning and see their teachers

thinking outside of the generally

accepted norms, they are encouraged

to think in new ways as well.

All of the Western Sierra teachers are

college graduates, many holding

multiple college degrees, some

advanced degrees, while still others

having obtained certifications in areas

of specialization. Knowing that your

peers are professionals in their fields

imbues a teacher with a sense of

professionalism. We are more willing

to seek out a learned peer for

collaboration, inspiration, or

consultation.

The inclusion of staff who have

obtained high levels of personal

education, serves as an example to

students as to the value of continued

education. Having educated

instructors from varied backgrounds

and disciplines, areas of specialization

and locales will also afford students

the chance to see that not all

intellectual pursuits are found in


149

traditional brick and mortar

institutions.

All of these aspects collaborate to

form the core of a relationship that

students and staff will have with the

school itself, it becomes personalized

and they feel as though they are a part

of it. Once that students and staff take

ownership of their institutions, safety

is second nature as they look out for

each other. They see that their

contribution in the continued success

of the school becomes a matter of

pride and legacy.

High Expectations/Concern for Students

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

environment that honors individual differences and is conducive to learning.


Western Sierra strives to ensure the

effectiveness of an atmosphere of caring,

concern, and high expectations for our

students; the environment created honors

individual differences and is conducive to

learning. This is insured through the

following means: rotation of enrichment,

effective communication between

students-teachers-academic support staff,

and the availability of academic support

as an elective.

Western Sierra students use their

enrichment periods to seek additional

support from any teacher or subject they

feel or the teacher feels where they need

additional support. The inclusion of

advisory and enrichment in every

student’s schedule allows for teacher,

student, and academic support staff to be

in continual communication and allows

the student to readily have access to help.

Teachers are able to use the support staff

Enrichment

Grading policy

Academic Support


Special Education staff


NAVIANCE

Western Sierra Support Staff


150

as an additional resource for students

who have gaps or need help in specific

skills.

Academic Support is able to help

students with: organization, test-taking,

time management, re-teaching concepts,

writing, conflict resolution, and

socialization.

In addition to providing all of this

support, Western Sierra also provides an

online learning program through APEX

to students who want supplemental

classes. APEX is also used for foreign

languages. APEX is a stopgap method,

though, until such time as Western Sierra

builds a sufficient program to support

student needs.

Academic Commons is staffed by

resource teachers, instructional aides, a

speech therapist, an academic

intervention advisor, and a part-time

psychologist.

Western Sierra also has a College and

Career Center where students are

encouraged to seek answers regarding all

of their questions regarding their future

schooling.

Western Sierra utilizes the NAVIANCE

program to provide secondary and post-

graduation support and advisement to

students.

Western Sierra’s culture stresses high

expectations for all students. These

expectations are marked by offering only

UC/CSU a-g courses, and when

available, AP courses on our campus.


151

Atmosphere of Trust, Respect and Professionalism

The school has an atmosphere of trust, respect, and professionalism that is shown through staff,

teacher, and student relationships.


Western Sierra faculty is held to high

standards and expectations as well.

Faculty all take part in weekly staff

meetings and bi-weekly department

meetings.

Faculty are all encouraged to be aware of

these expectations and acknowledge

students also demonstrating these traits.

These students are recognized during our

quarterly assembly.

All teachers are required to provide a

syllabus for each of their classes by the

first week of school. Administration

reviews and approves the syllabus, which

is distributed to students and parents.

Each teacher has their own web page and

is required to display a biography for

parents and students. This web page is

designed to be used as a tool to connect

the classroom with the student’s home.

Teachers post their syllabus class

documents, handouts, and homework on

their web pages. When teachers post

homework, an email is generated to

parents notifying them.

Western Sierra also holds regular Board

meetings and additional meetings, as

necessary. In order to provide an

atmosphere of transparency and trust,

PSP representatives, as well as teachers

and ASB representatives, are invited and

encouraged to attend.

Minimum Day PLC time

Friday morning meetings

Staff representation in Leadership

meetings

Quarterly Awards Ceremony

Student of the Month

Board of Director’s meetings


152

Conclusions

Western Sierra has taken steps to ensure that the student environment is safe, clean, and orderly.

Parent participation in traffic design and control, campus clean ups, and supervision ensures that

students recognize that the school works as a team to offer support. This partnership is enhanced

by a relationship built on trust, professionalism, and high expectations for all students.


Continued development of staffing has

ensured that Western Sierra has a safe,

clean, and orderly campus that is conducive

to meeting the Core Value that all students

can learn at high levels.

Parent Volunteers create an environment

that makes student life and learning a

positive experience. Parent support

ensures that traffic is a smooth process for

both drop-off and pick-up, provides

tutoring, provides athletic event support,

and consistently shows a presence of the

partnership of the school to students.

Parent Volunteers

PSP

Staffing

Campus Clean-up events

Campus events

There are a variety of support structures built to enhance student learning and school culture. By

developing the infrastructure of a school that is built upon student support, needs are determined

that would not necessarily be seen in a less supportive environment. Parent partnership and school

staff are able to come together to create programs that continue to find better ways to help our

students find success.


While this criteria is well-met by Western

Sierra, a more formalized referral process

for any student meeting with difficulties

would be a positive move in providing

support for our students. The grading

policy, while very supportive for student

learning, may delay intervention for a

student if Western Sierra is not cautious to

have a clear referral process.

Grading policy

Academic Support


153

E3 & E4. Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help ensure

academic success. Students have access to a system of personal support services, activities, and

opportunities at the school and within the community.

Adequate Personalized Support

The school has available adequate services, including referral services, to support students in such

areas as health, career, and personal counseling and academic assistance, including an

individualized learning plan.


Western Sierra has a full student services

staff to provide students with immediate

attention. Student services provide the

students the first contact with the office in

the event of illness, scheduling concerns,

attendance concerns, etc.

Teachers attend all necessary IEP and 504

meetings for their students and are aware of

any and all accommodations or modifications

necessary for their students.

The College and Career Center is designed

around providing students with post-high

school preparation, college visits, and

Naviance support.

The school nurse has developed adequate

plans for vision and hearing testing. A

systematic organization of student medicines

ensures proper security and disbursement.

The Special Education department has been

shifted to being run within the organization

rather than contracted out. This has allowed

for the department to develop a better

knowledge base of our students and to ensure

that IEPs are written to serve our students.

Good communication exists between

teachers, students, and parents.

Counseling service

School Psychologist

Special Education Department

STEPS for more difficult cases

Speech Therapist

School Nurse (Fridays)

College and Career Center

NAVIANCE


154

Direct Connections

The school demonstrates direct connections between academic standards and school-wide learner

outcomes and the allocation of resources to student support services, such as counseling/advisory

services, articulation services, and psychological and health services, or referral services.


All core classes are designed around

standards as the basis of determining

student success.

Core values of Western Sierra determine

that all students can learn these standards at

high levels. All students include students

with disabilities and special needs, and

steps are in place to ensure that all students

find success. Resources are adequately

dedicated to Special Education, Academic

Commons, counseling support,

psychological support, etc. to ensure that

students all can find success.

Class Syllabi

California State Standards


Standards

IEP services

Core Values

Academic Commons

Strategies Used for Student Growth/Development

Strategies are used by the school leadership and staff to develop personalized approaches to

learning and alternative instructional options, which allow access to and progress in the rigorous

standards-based curriculum. Examples of strategies include: level of teacher involvement with all

students, a curriculum that promotes inclusion, processes for regular review of student and school-

wide profiles, and processes and procedures for interventions that address retention and

redirection.


Western Sierra culture and philosophy foster

inclusion of all students. Such a philosophy

dictates that staff must go above and beyond in

order to provide necessary academic support for

all students.

Smaller student body provides for fewer students

to hide and just slip through the cracks.

Academic Support classroom

Enrichment process

Re-Teaching

Re-Testing

Graduation Requirements


155

All students are included in the rigorous track of

AP courses.

Students who are having trouble meeting with

requirements are referred to Academic Commons

and may be identified by the Academic Advisor.

Support Services and Learning

The school leadership and staff ensure that the support services and related activities have a direct

relationship to student involvement in learning, e.g., within and outside the classroom, for all

students, including the EL, GATE, special education, and other programs.


All students regardless of sub-group or

identified learning challenge (EL, GATE,

special education, or other programs) are

provided access to the rigorous

curriculum.

Support methods are created through

creative course scheduling, additional

teacher support, additional curricular

support, daily enrichment schedule, etc.


Academic Commons

Grading Policy/Retake policies

Daily schedule

Equal Access to Curriculum and Support

All students have access to a challenging, relevant, and coherent curriculum to all students.

Schools regularly examine the demographics and distribution of students throughout the class

offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules

available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional

school day).


The charter demands a rigorous course set,

and all students are offered the same

opportunities of class enrollment regardless

of sub grouping.


Course offerings


156

Co-Curricular Activities

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

and school-wide learner outcomes.


Western Sierra has over twenty-five clubs

that include Robotics, Academic

Decathlon, Computer Club, Science Fair

Club, and others that have a direct

relationship to academic standards in

classes. Other clubs such as the HERO

club meet the vision, mission, and Core

Values of the organization.

The athletic program has been developed

with the idea of maximum inclusion.

When possible, teams are “no cut”

organizations. If a team has to have

limitations in size, efforts are made to

ensure that all students are included in

some way; for example, the basketball

team may have open practices for all

players and limit the playing squad based

on team requirements.

The College and Career Center organizes

university/college field trips for students to

see what the next steps in college readiness

are. All students have these field trips

available.

Western Sierra does not currently have a

curricular theater class; however, we have

at least two performances per year that

involve a large portion of the students.

Art shows publically display the work done

in art and graphic art classes.

The band and choir perform on the same

calendar as the art shows.

Parents are an integral part in the

organization and support of clubs, athletics,

art, theatre, band, and choir. They also

contribute to co-curricular events that

Club Roster

Athletic Program

PSP

Band Performances

Choir Performances

Theatre Performances


157

develop student inclusion. The

International Taste Night is an event that

celebrates our school’s diversity of culture

and is a well-attended, celebrated event.

Student Involvement in Curricular/Co-Curricular Activities

The school has an effective process for regularly evaluating the level of student involvement in

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


Western Sierra has a process to ensure that

students are able to enhance their co-

curricular opportunities. Clubs, athletic

programs, and performances have student

input as far as implementation.

Naviance allows for the counseling

department to track post-high school

placement for students and allows the

counseling department to focus on how to

better support our student college

application process.

Clubs, athletics, and performances are

well-utilized by students. Western Sierra

can track the number of students involved

and is able to determine school need based

on student participation.

Naviance

Club Roster

Athletic Program

VAPA performances

Student Perceptions

The school is aware of the student view of student support services through such approaches as

interviewing and dialoguing with student representatives of the school population.


Students are surveyed to determine student

perception of their school.

Western Sierra is building an Associated

Student Body (ASB) that brings the student

voice to staff, teachers, administration, and

ASB has representation during Board of

Director meetings.

Student Perception Surveys

ASB


158

Conclusions

All students at Western Sierra have high levels of support to encourage individual success in a

rigorous program. There are a variety of personal support services including: Special Education

services, College and Career Center, counseling, Academic Support, etc. that ensure that each

individual student gets the level of individualization needed to develop a successful educational

plan.


Western Sierra has moved to ensure that all

students are offered high levels of support.

The challenge of differentiation is the same

for Western Sierra as for all public schools,

and as such, steps are taken to support this.

The grading policy demands that all

students are offered multiple opportunities

to show learning, and all teachers

understand the need to seek out alternative

assessment methods to reach all students.

Western Sierra seeks to set students on a

path to a four-year university experience

and ensures that this is met through a

developed College and Career Center,

counseling support through dedicated staff

and Naviance, and a rigorous UC/CSU (a-

g) aligned graduation requirement.

Grading Policy

Core Values

Academic Commons


Graduation Requirements

UC/CSU (a-g) alignment

Western Sierra has a developing culture for student involvement in multiple facets of school life.

Personal support services, activities, and opportunities at the school as well as with the community

are growing to meet the needs of the students, and steps are being taken to ensure that Western

Sierra continues to serve students well.


Western Sierra is continuing to develop a full

set of curricular, co-curricular, and extra-

curricular opportunities for the students.

Students are a key element in creating these

opportunities and are often the ones who

create clubs and other student groups.

Club Organizations

Athletics program

Theatre

Choir

Band


159

Category E. School Culture and Support for Student Personal and Academic

Growth: Strengths and Growth Needs



overall category.

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

Areas of Strength

Parent partnership

Student collaboration


Academic Support Classes

Academic Commons

Special Education Department

Athletic Program

Clubs

VAPA program

School website (multiple languages)

Western Sierra weekly newsletter

PowerSchool

Community Support

Confucius Classroom

Back to School nights

Class Syllabi

Western Sierra Parent/Student Handbook

PSP

Core Values


NAVIANCE

Western Sierra Support Staff

School Psychologist

Speech Therapist

Building modifications

HERO Club


160

Grading Policy

Weekly staff collaboration time

Academic Commons area

Enrichment class period

Daily schedule

ASB program

UC/CSU a-g requirements

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

Areas of Growth

Graduation Requirement Review

PowerSchool Staff Development (usage)

New Student Orientation


161

CHAPTER V

SCHOOLWIDE ACTION PLAN


162

CHAPTER V – SCHOOL-WIDE ACTION PLAN Creating an action plan that is focused and will help to propel Western Sierra forward has

been a high priority throughout the entire WASC process. We know that Western Sierra

Collegiate Academy provides a high quality education to every student and that the school

has a strong support network with a good variety of athletic and co-curricular opportunities.

We also recognize our areas of challenge and growth and have designed an action plan with

these areas in mind.

In order to develop this action plan, our leadership team looked at the profile data and the

results of our Focus Group findings with respect to our mission, vision, Core Values, and

school-wide learner outcomes. We set out to develop specific and measurable action steps to

address our identified critical academic needs. We discussed and reviewed the action plan as

a staff and provided feedback to the leadership team. We have defined our areas for growth

and improvements and created a roadmap for our next six years.

We plan to regularly review and update the action plan through our leadership team and

staff meetings. We also plan to incorporate the steps on our school-wide action plan into our

annual Single Plan for Student Achievement.

Western Sierra’s critical areas of need are:

1. What are we doing to ensure that resources are available to grow and develop a shared culture of Mastery Learning?

2. Do the Mission and Vision statements, as well as the Core Values still reflect the

mission of Western Sierra Collegiate Academy and do all staff members understand and share these beliefs?

3. What are we doing to ensure that resources are available to grow and develop

effective data-analysis and data-driven program development?

4. What are we doing to improve proficiency skills for all students in mathematics? 5. How do we maintain our current proficient students at levels above proficiency

while increasing the proficiency level of students who are not proficient?


163

6. How do we best introduce iPads as the new curriculum resource? 7. What supports can we put into place to ensure that all staff can best use the new

technology for the benefit of all our students?

The Wolves score with a layup! Below: Western Sierra

faculty help students participate in the “Hour of Code”


164

ACTION PLAN #1: Continue to grow and develop a shared culture of Mastery Learning, Core Values, and the Mission and Vision statements for Western Sierra Collegiate Academy. School Goals: Western Sierra will further develop their school culture by focusing on the following:

1) Mastery Learning, 2) Core Values, 3) Mission and Vision Statements, 4) School-wide Learner Outcomes.

Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: WSCA has established Core Values, Mission & Vision Statements, and created a culture of Mastery Learning. The school has experienced tremendous growth in attendance as well as staffing plus administrative turnover. GOAL: To ensure that all Western Sierra stakeholders understand and carry out our collective culture.

Continue refinement of Grading Policy to meet the needs of all stakeholders and student learning

Creation of Core Value/Education Philosophy workshops for staff, parents, and students

Continual development of learning objectives to meet local assessment and state mandated testing standards

Leadership, Operations Committee, Administration

Administration

Teachers, Leadership, Administration

Dedicated time allotted during weekly leadership meetings and during Operations Committee meetings

Administrative team will designate specific time to develop presentations

PD Mondays

Final drafts prepared for Student/Parent Handbook in June of every year

On a yearly basis, three formal presentations will be offered to parents, multiple presentations available to students during advisory, and a staff Professional Development day will be dedicated for culture development.

Articulation document that shows evidence of continual adjustment to meet the needs of student learning.


165

ACTION PLAN #2: To ensure the growth and development of effective data-analysis and data-driven program development resulting in improved proficiency skills for all students. School Goals: To increase the proficiency skills of all students:

1) Increase the number of departments and teachers analyzing data and using it to modify and improve instruction.

2) Provide training and subsequent mentoring with DataWise. 3) Increase the % of students scoring at or above the established proficiency standard on state

mandated testing in all areas. Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: Although WSCA makes good gains on the CST and summative assessments, we need to continue the focus on data-analysis to assist all students to continue making progress.’’ GOAL: We will increase the # of departments and teachers using and sharing data-analysis through DataWise.

We will continue to make upward movement on all state mandated testing among all tested groups.

DataWise Professional Development will be provided to train teachers on assessment modeling and standard alignment.

Teachers will collaborate regarding student performance based on assessment data and make curricular changes based on data

Teachers will take new state mandated results and ensure that state mandated testing results are aligned to local assessments

Administration/Asst. Superintendent of Instruction and Curriculum

Teachers/Departments

Teachers/Administration

DataWise training will occur throughout the 2014-15 school year during PD days.

Specific time will be dedicated on PD days. Other department time as available during shared preparation periods.

Dependent on how new state mandated testing results are shared, time will be afforded during scheduled PD dats

At the end of 2014-15, all teachers will have local assessment data for their students. When applicable data will be aligned to CCCSS.

Yearly evidence of change on department wide articulation documents based on student performance and teacher collaboration.

By 2015-16, local student data and state testing data should have comparable qualities. Teachers will have availability of this data to understand how to adapt curriculum. Efficiency will mean that student grades will measure to student performance.


166

ACTION PLAN #3: Western Sierra teaching staff will further their Professional Development opportunities on both new technologies as well as an increased professionalism and evaluation processes. School Goals: To develop and improve professional development for all teaching staff.

1) Expand usage and curriculum development of new technologies. 2) Develop and implement a teacher evaluation process.

Link to SLOs: All SMART goal: Action Steps: Responsibility: Time/Resources: Evidence of efficiency: REALITY: WSCA is implementing a new technology program whereby all students will be receiving their own iPads. In order to make the most efficient use of this, new training is necessary to continue to improve curriculum development. Also, WSCA has no formalized teacher evaluation and observation process in place. A collaborative development and implementation of this process will improve curriculum and student proficiency. GOAL: To develop and implement professional development opportunities in both technology and in teacher evaluation processes which will serve to improve curriculum and student performance on multiple fronts.

Implement iPads through an initial 1:1 8th grade pilot and determine viability of full campus 1:1 implementation

Develop a comprehensive evaluation and compensation package for teachers and administration

8th grade teachers, administration, IT staff

Evaluation and Compensation Committee

8th grade teachers offered specific PD regarding iPad implementation

Bi-weekly, after school meetings;

Based on Board approved metrics; teachers, staff, and students will present the efficacy of iPads as an educational tool during the 2013-14 school year.

By the end of the 2013-14 school year, Western Sierra and other Rocklin Academy schools will have a comprehensive evaluation and compensation process in place.

APPENDIX

WESTERN SIERRA

CORE VALUES

1) The future we want to create includes a community of leaders who have strong shared

beliefs and values that all students have the ability to learn at high levels and the

expectations of our organization are for schools to meet or exceed that level.

2) The future we want to create includes a community of leaders who are data savvy;

they embrace and monitor data, and use it to drive continuous improvement.

3) The future we want to create includes a community of leaders who have a

collaborative relationship and establish a strong communication structure to inform

and engage both internal and external stakeholders in setting and achieving district-

wide student learning and achievement goals.

4) The future we want to create includes a community of leaders who are

knowledgeable, ethical, responsible, critical thinkers, and engaged members of

society.

5) The future we want to create includes a community of leaders who utilize research-

based, varied, differentiated, and effective instructional practices to ensure all students

learn at high levels.

WESTERN SIERRA COLLEGIATE ACADEMY

MAP

WESTERN SIERRA MASTER SCHEDULE

# of WS FT / Name Roo Department 1 2 3 4 5 6 Adv / Enr

8 2 Chappell, Lynette ** 143 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 624 2 McClain, Shelli ** 142 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 634 1 Stout, Kathleen ** 132 Sixth Grade Sixth Grade N/A N/A N/A N/A N/A 63 1 Anaya, Ron 232 Lang Art / SS Conf / Prep (Grames) MS Communcations English 7 MS Communcations English 10 History 7 76 3 Call, Angel ** 137 Lang Art / SS English 7 English 7 Conf / Prep History 7 English 7 History 7 7

10 3 Dayton, Lyman ** 139 SS / Lang Art History 7 History 7 Conf / Prep English 7 History 7 English 7 730 1 Romanowski, Robert 226 Science Life Science Life Science Biology Biology Biology Conf / Prep 732 1 Smith, Kenneth 159 VAPA / Math MS Band Pre Algebra Pre Algebra Conf / Prep Pre Algebra HS Band 7

33 2 Smith, Keri ** 229 Science/Math Pre Algebra Conf / Prep Life Science Life Science Life Science Life Science 7

1 1 Adams, Andrea 228 Science Phy Sci 8 Conf / Prep Physics / AP Physics Phy Sci 8 Phy Sci 8 Phy Sci 8 89 3 Dahl, Richard 138 Lang Art / SS English 8 History 8 English 8 History 8 Conf / Prep English 8 8

11 5 Dayton, Miken 158 VAPA Conf / Prep HS Choir HS Choir II MS Choir MS Theater Arts MS Theater Arts 820 2 Lehman, Ellen 128 SS / Lang Art History 8 English 8 History 8 English 8 Conf / Prep History 8 827 1 Pfeffer, Debbie 156 Math Algebra Readiness Conf / Prep Geometry Pre Algebra Geometry Algebra Readiness 84 2 Avina, Martha 233 World Lang Spanish 1 Spanish 2 Intro to Spanish Conf / Prep Spanish 1 Spanish 1 9

14 3 Dixon, Bethany 222 Science Biology Biology AP Biology Conf / Prep AP Biology Biology 9

16 1 Grames, Andrew 155 SS / Lang Art Geography Geography Conf / Prep (Grames) AP US History MS Comm (Theater) MS Comm (Theater) 9

23 3 Malik, Rhani 125 Math Algebra I Pre Calc Pre Calc Algebra I Conf / Prep (Grames) Algebra I 9

22 2 Lutz, Joanie 126 Math Geometry Conf / Prep (Grames) Algebra I Geometry Algebra I Geometry 10

28 3 Pitz, Mike (Debra Kopp) 131 Soc Stud AP World History AP World History Conf / Prep AP World History Geography Geography 10

29 2 Rice, Ray 231 Lang Art Conf / Prep English 10 MS Creative Writing Creative Writing HS Film as Lit English 10 10

12 1 Defer, Rachel 150 Lang Art AP English Lang English 9 English 9 AP English Lang AP English Lang Conf / Prep 11

21 3 Leonard, Carol 124 Math Algebra II AP Calc AB Algebra II Algebra II AP Stats Conf / Prep (Grames) 11

31 1 Samuelson, Kelly 224 Science / SS Chemistry Phy Sci 8 Chemistry Conf / Prep Chemistry AP Psychology 11

19 2 Ledbetter, Kate 130 SS / Lang Art Pop Culture AP US History Conf / Prep AP Govt / Politics AP Govt / Politics AP US History 12

26 2 Noke, April 129 Lang Art AP English Literature AP English Literature Leadership English 9 Conf / Prep English 9 12

13 1 Dierkson, Robin AC Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support 7-12

15 3 Elmukhtar, Amira AC Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support Academic Support 7-12

5 1 Bachman, Mike 155 PE MS PE HS PE MS PE MS PE MS PE Conf / Prep IM

2 2 PT3Alegrett-Galvan, Marie-

France234 World Lang Spanish 2 N/A Spanish 1 N/A Spanish 2 N/A

7 4 PT3 Carlson, Juliana 234 World Lang N/A Intro to Spanish N/A Spanish 3 N/A Spanish 4

17 1 Hennager, Mark 230 VAPA Graphic Arts IMS Technology

(Comm)Graphic Arts I

MS Technology

(Comm)Yearbook Graphic Arts I

18 3 Kao, Peggy 127 World Lang Mandarin 1 Intro to Mandarin Intro to Mandarin Mandarin 2 Mandarin 1 Mandarin 3 / AP25 3 Monaco, Juliette 152 VAPA Art I Art I MS Visual Art (CW) Art I Art 2/3 Art 2/3

** Multiple Subject

1

Parent Survey Responses

If you have concerns, how are they addressed? Is there a process in place for voicing concerns?

I feel very comfortable either emailing or calling the school to speak with the staff regarding any concerns. I have also talked with staff on impromptu occasions with very warm receptions, including the principal, the dean of students, the vice principal, and the administrative assistants. Usually, contact vice-principal and they follow up on the issue. If I have a concern I speak with the teacher involved. All concerns are addressed. All staff is responsive and makes time to meet with parents. N/a I am pleased with the staff and their prompt response to questions. If I have a concern I approach the person I need to talk with and they are very responsive. My kid just started school there . So I didn't have this issue yet . Email or request a meeting with the appropriate staff member. Yes, the administration is always ready to meet with anyone who has a concern in a timely manner. I am still new to the school and haven't had much opportunity to have an answer for this. However, I did feel like there was very little advance notice given for the meeting for the Common Core Standards. I emailed about this issue and asked if there would be another one. I received no response. Yes, through meetings or direct contact with school personnel. I have found if I have concerns that I simply bring them to the administration and they have been addressed as needed. Simple and effective. Concerns are addressed several ways: i can send an email to the party I wish to discuss it with, I can go on campus and speak directly with that party, or I can attend the RAFOS board meetings and voice concerns and comments there. Yes. Depending on the concern, take it to the teacher first, if it is not resolved at the teacher level (to your satisfaction), take the concern to administration. My family has been very happy so far. No complaints. My child is so much happier here than at her local high school. No concerns N/A The staff have been reasonably timely with any concerns I have had, either through email, phone or in person. I haven't had any concerns. If I did I can go directly to the teacher. I have direct access to my children's teachers daily I email the respective person...first the teacher, then the v.p. or the principal...depends on the issue and who is best to answer.I don't know. They are addresses through communication, both in-person and electronic. The parents are welcomed to talk to the principle of the school, or attend a board meeting and speak to the board. NA They make communication very available. This is my son's first year so we haven't had any quite yet. Concerns & questions are always well addressed and we have good standards in place for students Yes, starting with the teacher, to the administrators all the way up to the Board. We have not had any concerns yet; we are very happy with WSCA! The overall atmosphere is more mature and respectful and there's a positive energy you feel walking around the school. I've never been quite sure how to address concerns. As far as I know there isn't an official process. I've fumbled trying to figure out how to get a concern addressed. Yes, concerns are always addressed and yes there is a process no comment I have always felt comfortable asking questions to the administration. I know if I had any questions that needed to be discussed at a higher level, I could address the Board of Directors. Immediately and very professionally I haven't had any We are new to the school this year so my concerns have been relatively minor to this point But when I do have one I email the teacher directly and she gets back to me very quickly. Usually in less than 24 hours. Also feel there is an open door policy that if you had concerns you could immediately find someone to talk to about them and get answers I have gone directly to the individual teacher to ask questions. I have also been able to speak directly with the principal on numerous occasion about any topic. He has always been open to discuss any matters of concern or topic. The staff are very open to hearing concerns. Questions and concerns can be brought to the attention of teachers and the admin staff. Issues are addressed quickly. By the Principal and staff Yes, we have the option of meeting with school principal or meeting with the school parent student partnership board I've never tried the process so have no opinion... If I have any concerns I get ahold of the teacher or principal they are never to busy. I have not had any concerns at this school yet. However if I did I would feel comfortable talking directly to a teacher or the principal. The Principal is always out and about with the kids, walking the campus and helping to guide traffic - he is very accessible. Teachers all encourage parents to email or come in when there is an issue. I get at least 2 emails a day from WSCA keeping families informed,

2

reminded and involved. I love them communication in the school!We are new to the school so I am unclear about some processes. I know that when we had recent concerns about sporting activities and early school dismissals, the teachers were very responsive about the issue but the administration never did get back to us when we had left a message. Using the chain of command starting with the teacher. If it is related to bullying there is a way to report it using an online application. Yes through a number of methods of communiction. Concerns are addressed as efficiently as possible according to the concern. There are many different ways to voice concerns - teachers, administration, RAFOS administration, PSP, and open forum during Board Meetings. RAFOS overall tries to be as transparent as possible to the running of the schools and takes pride in involving parents with as much stake as possible. Teacher first...then go from there I email the teacher or a member of staff. My inquiries are answered by the end of the day. We have only had one concren to date, and we addressed it to the Registrar. Our issue was handled by the Registrar quickly and effectively. None I am not aware of a formal process for voicing concerns. When needed to address an issue, I directly emailed the teacher, the principal to have the issued addressed. While usually responsive, it occasionally took some time for the administration to reply and respond to setting up a meeting to discuss the issue. I have never had a concern that needed to be voiced. Yes, there is a platform to voice concerns. No concerns at this time. I have utilized email as a place to address my concerns. once had question for college preparation. send email to school councilor and arranged a meeting with him. I have not had concerns, but if I had any questions the staff has been very helpful. Yes, I feel the administration is very receptive to feedback. immediate action taken I've always been able to email the teacher or admin directly, although I've also been able to talk to them in person. Phone, Email or drop a note in box to contact a teacher or administration I had only one issue... my daughter was forced to take an English assessment test because I put in the form that Spanish was spoken at home, despite the fact that at home we're all 100% bilingual. This was very frustrating to her (and us). The school could not resolve it and she was forced to complete the 4 day assesment! My concerns are addressed directly with the teacher, vp and principal I am able to voice my concerns directly to Admin or Teachers in face to face meetings. I go to principal or person in charge Both teachers and administrators respond promptly to concerns. There is also a parent organization that provides a formal voice in school decisions. We usually bring them to the board meeting. There is not a process in place for voicing converns. I prefer that they are addressed via e-mail, but the staff is open to all forms of communication. They address concerns immediately and appropriately. Speaking to staff/teachers. Speaking with the appropriate person and voicing the concern there Typically they are addressed in a reasonable amount of time. Process that I know of is to typically contact the adminstration official responsible for that topic, ie, student services, etc yes, but not taken that seriously unless a few people voice that same concern. No concerns so far. I feel comfortable that I can approach any faculty or staff member if I did have any questions or concerns. They all seem very approachable and wanting to do what's best for ur students. Yes the staff is very open & available to parents who have any issues or concerns. Yes, website is thorough and answers many questions. Teachers and principal are readily available either in person or via e-mail. YEs, I feel that there are multiple avenues to voice concerns or questions at WSCA. Email, Phone, and note have all been answered promptly and respectfully. Yes. Emailing and meeting with teachers, and if necessary, the administration is happy to meet with a concerned parent. This is our first year at WSCA. I do not have sufficient detail to answer Western Sierra Collegiate Academy has several lines of communication open for parents and others to voice concerns and get answers. My concerns are addressed when I email or call or speak with someone in person. none I take my concerns directly to the teachers. I have only had to deal with teachers directly about small concerns nut they are handled promptly I have not had to do this but I believe if I was to contact the principal my concern would be addressed promptly. I have not had any concerns. However, our principal is very open and accessible. I am comfortable that I can take any questions to him, and that he will act on my feedback. There is a formal process, as well as, an open door policy with all our caring administrators. I feel free to approach any of the staff and faculty at WSCA to voice concerns, and I know I will be heard. My concerns in the past have been addressed both via email contact and also in meeting and were heard politely.We can always email or talk to school principal. Any concern that I have had in the past has been addressed in person, by phone or by email. I have never been ignored and always feel that the teachers and administration are easily accessible and eager to communicate with me. Phone call, email, or in personal meeting The school has been very open and communicates well with parents. yes My concerns have been addressed by email. I would first contact the teacher. If I was not satisfied with the teacher response, I would then contact either Student Services/Counseling or the

3

principal. I have a meeting with counselors and have my questions answered. When I have concerns I take it to the part of the administration that it involves by email or in person. It is usually handled at the lowest level. I have also sought the opinion of the Prinicipal as well. Students and Parents can "Report Up" anonymously online if needed. Parents can also go directly to School Board Meetings and the Superintendent as well as the PSP - Parent Support Partnership group. yes. You can contact any one of the schools administration (usually specific staff for specific issues) and they respond accordingly. Through e mail It takes a bit of time, but eventually they are addressed. This school seems to take some time to deal with concerns and often there is no communication until it is dealt with. Access to Mr. Moses has been great, so I feel confident that any concerns would not be ignored. I think the staff are open and accessible Yes, concerns are addressed first with the teacher if needed, then with the administration as needed. I am sure there is a process in place, but I have not read/heard/seen the proper process to address a concern. Rocklin Academy and WSCA are so political. It's ridiculous sometimes. I don't regret sending my child to The elementary school, but if I could do it all over again, she would have gone to Springview for middle school. I speak directly to the teachers. They are very cordial and helpful . They try to find solutions to our concerns I usually have my concerns addressed in a timely manner. Im mot sure if there is a particular process. I am able to directly email the teachers if I have any questions. The response is usually good. they are address head on. I just contact whoever is in charge and it gets handled. Not sure what the process is. I've had one concern and received a call back from the man in charge of class schedules. Was very pleased with how my concern was validated and taken care of. Since I am direct by nature, I email whomever I think the appropriate person is or the principal. Yes Any concerns we have had we have had the opportunity to communicate directly to teachers or school administrators via email or in person. We always receive responses very quickly and have never had any problem schedule face-to-face meetings for follow-up when necessary. Email and phone calls are returned quickly. This is my daughters first year at WSCA, I have not had any concerns. Yes, all Teachers/staff has made it clear that they can be reached either in person, by email or phone. I have had no concerns. The administration has always been able to address all concerns I have had in a timely and concise manor. The administration is very approachable and would welcome a meeting if I had an issue. I feel like the principal makes himself readily available for contact for any concerns and or comments from a parent over the phone, email, but most likely for a personal appointment. Any concerns addressed to the teachers and the principal. There is a process for voicing concerns. They meet all the requirements of a good school and if we have concerns, the parents are called in I have not had a reason to voice concerns, but the staff in general seems very desirous of being available. I feel comfortable approaching WSCA administration with any concerns. There is a process in place or voicing concerns. If I have any concerns I can contact any staff member either by phone call or email. Parents are encouraged to communicate w/all staff. I have not had concerns but would email the teacher or contact the office or email the PSP depending on the origin of concern. If I do have any concerns I have found that they are taken seriously and I have been able to meet with teachers and administration in a timely fashion in order to resolve any questions or concerns. We are happy with current staff I know that I can go to any employee to voice my concern and it will be forwarded to the appropriate person. I feel I can go directly to principal or any staff members if I have questions. I can email whomever I want by going to the website. Yes there is a process, but I haven't had any concerns If we have concerns we usually contact directly the Principal or one of the other School Administrators such as the Dean of Students or Vice-Principal/School Counselor. We have approached two WSCA administrators directly about two different minor issues and have been very happy with the speed and commitment to resolution.The process is logical and very clear. For classroom issues, talk to the teacher first, if that does not resolve the issue, talk to the administration. If it is out of the classroom, it is easy to access the Principal, Dean, or Counselor, and they are very receptive. Not sure.. Any questions I have asked either of the teachers, PSP or office staff have been met with sound and reliable answers I am new to the school and have not yet had any concerns. But I feel confident if I did, I could go to the administration and be able to voice my concerns and that they would be taken seriously. Administration and board are easy to contact. There is a procedure in place for complaints on the website. Not Sure.

What is your overall level of satisfaction with the School’s teaching staff?

1 0 0%

2 1 1%

3 11 8%

4 44 31%

5 88 61%

What is your overall level of satisfaction with the School’s office staff?

1 0 0%

2 1 1%

3 14 10%

4 34 24%

5 95 66%

Survey Key

1 = Highly Dissatisfied

2 = Dissatisfied

3 = Neither Satisfied nor Dissatisfied

4 = Satisfied

5 = Strongly Satisfied

5

What is your overall level of satisfaction with the School’s administration?

1 0 0%

2 3 2%

3 10 7%

4 31 22%

5 100 69%

Does the Governing Board adopt sound policies and procedures that support and promote high academic standards and a safe school environment?

no No, the grading policy is awful! Yes, maybe too high academic for some students. The Board receives recommendations from the WS administration and operations committee. The Board has consistently approved WSCA's mastery-based grading in support of high academic standards and makes student safety a priority. YES yes yes! yes. We are new to wsca this year so the answer to this remains to be seen. Overall we have been extremely happy thus far Yes- the school created the "Heroes" club/organization which I think helps. Yes- as changes are needed to a policy, we don't have to wait years to change the policy. It can be discussed and addressed fairly quickly and amended, changed , or discarded as needed. For the most part, yes. Yes-I think the school is safe No-I appreciate the high academic standard however the school focuses to much on teaching to the tests, puts in policies that do not promote real life learning, and delivers an education that narrow minded. Yes. It's way too early in this new "Common Core" takeover to tell. However, so far I'm not pleased with some of the new procedures taking place. The new thinking that Lab's are a much better way of learning then actual teaching. Students have asked for lecture and then to be told that they are just being non compliant and lazy, because lecture is boring and labs are more FUN. I'm not hearing how Fun it is, just complaints that they need the teaching to back up all the labs. Yes... Absolutely Yes, I feel they do have great policies in place, however, I do have one concern regarding the Dress code/policy. I feel school should have as few distractions as possible, and I have noticed that some girls come to school with very provocative clothing, ie. short shorts, extremely tight clothing, see through shirts with little underneath, spaghetti straps, short skirts, etc. The school has a dress code, and it states: "Clothes shall be sufficient to conceal undergarments at all times. See through or fish net fabrics, halter tops, spaghetti straps, off the shoulder or low cut tops, torn off sleeves, bare midriffs and skirts or shorts shorter than mid thigh are prohibited. Sleeveless blouses may be worn." The above was copy and pasted from the school Student/Parent Handbook on the school website. It should probably say "no sleeveless blouses may be worn," but besides that, it is clear to me that the dress code is not strongly enforced, as on any given day one can watch kids come an go and see that many of the above mentioned dress code violations are not enforced. YES! Yes. My daughter couldn't be happier that she chose to attend WSCA. no. yesThey seem to. We are new to the school this year, so we don't have a lot of knowledge of or experience with that yet. YES! I believe our board goes to great length to ensure policies and procedures always are develop and implemented with the best interest of the students' needs and safety first! Yes Yes, to the best of their knowledge but parent input is lacking and concerns go unaddressed. As far as I know. We have only been at this school for a month so far. Absolutely. Yes, but I think there is room for improvement. I think there is room for a more Open Eyes Policy as far as the issues of having High School students mixed in with 6-8th graders. I would like to see more active policing of drug activity...ie, a relationship with Rocklin Police Dept. to have random searches by dogs/officers as is done at public schools. I also hope that brand new teachers are currently being seriously mentored by more seasoned teachers in their same

6

field. Meeting some of my childs brand new first year teaching teachers was shocking Yes, although sometimes the grading policy is taken to the extreme of not realistically representing how students will be graded in college. Yes Yes. Completely. Yes, and they are usually well thought out, logical, inclusive of all stakeholders, and communicated to all parties. We just started this year, and have no experience to answer the question Yes- the Board is able to debate issues and reach consensus. They have proven they can tackle the toughest of issues. They have improved dramatically. sure. yes. my daughter even consider this is a bubble school, meaning protect the children too much. Yes, I absolutely feel confident in the board and their decisions. Yes Yes. The teachers and staff seem very focused on high achievement and the safety of of the students. Yes, however, I have a great deal of concern re: Common Core and the effects and cost of it. yes I have 5 students attending at wsca we are all very happy and satisfied I recommend to all the parent that have young kids.. Yes. In general, I say yes. The only procedure I currently question, is for the students to retake a test if they get below a B. Yes, it is met with 1 on 1 with a teacher to review the data, but I think its too lenient. I feel it allows the student to slack off the first time, with no real consequence if they dont study the first time around.

Western Sierra Collegiate Academy | 2013-2014 Calendar

Su M Tu W Th F Sa1 2 3 4 1-3 No School: Winter Break

5 6 7 8 9 10 11 6 Minimum Day-Staff Collaboration12 13 14 15 16 17 18 20 No School: Martin L. King Day19 20 21 22 23 24 25 27 Minimum Day-Staff Collaboration26 27 28 29 30 31

Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 15-19 Professional Development 1 10 Minimum Day-Staff Collaboration

4 5 6 7 8 9 10 16 Fall Orientation--New Students Only 2 3 4 5 6 7 8 14 No School: Presidents Day11 12 13 14 15 16 17 19 Make-up Fall Orientation Day 9 10 11 12 13 14 15 17 No School: Presidents Day18 19 20 21 22 23 24 20 First Day of School -Minimum Day 16 17 18 19 20 21 22 24 Minimum Day-Staff Collaboration25 26 27 28 29 30 31 21 Grade 6: Back to School Night 23 24 25 26 27 28 28 Grade 6 -- End of Trimester 2

26 Minimum Day -- Staff Collaboration

Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 4 5 6 7 2 No School: Labor Day 18 9 10 11 12 13 14 5 Grades 7-12: Back to School Night 2 3 4 5 6 7 8 3 Minimum Day-Staff Collaboration

15 16 17 18 19 20 21 9 Minimum Day -- Staff Collaboration 9 10 11 12 13 14 15 17 Minimum Day-Staff Collaboration22 23 24 25 26 27 28 23 Minimum Day -- Staff Collaboration 16 17 18 19 20 21 22 21 End of Quarter Three29 30 23 24 25 26 27 28 29

30 31

Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 3 4 5 1 2 3 4 5

6 7 8 9 10 11 12 14 No School:Professional Development 6 7 8 9 10 11 12 7 Minimum Day-Staff Collaboration13 14 15 16 17 18 19 16 PSAT Day -- Minimum Day 13 14 15 16 17 18 19 14-18 No School - Spring Break20 21 22 23 24 25 26 18 End of Quarter One 20 21 22 23 24 25 26 21 No School-Professional Dev. 27 28 29 30 31 21 Minimum Day -- Staff Collaboration 27 28 29 30 28 Minimum Day-Staff Collaboration

Su M Tu W Th F Sa Su M Tu W Th F Sa1 2 4 Minimum Day -- Staff Collaboration 1 2 3

3 4 5 6 7 8 9 8 Grade 6 -- End of Trimester 1 4 5 6 7 8 9 1010 11 12 13 14 15 16 11 No School: Veterans Day 11 12 13 14 15 16 17 12 Minimum Day-Staff Collaboration17 18 19 20 21 22 23 18 Minimum Day -- Staff Collaboration 18 19 20 21 22 23 24 19 Minimum Day-Staff Collaboration24 25 26 27 28 29 30 25-29 Thanksgiving Break 25 26 27 28 29 30 31 26 No School: Memorial Day

Su M Tu W Th F Sa Su M Tu W Th F Sa 5 End of Semester Two / Trimester 1 2 3 4 5 6 7 2 Minimum Day -- Staff Collaboration 1 2 3 4 5 6 7 5 Minimum Day-Last day of School8 9 10 11 12 13 14 20 End of Semester One 8 9 10 11 12 13 14 6 High School Graduation

15 16 17 18 19 20 21 23-31 No School: Winter Break 15 16 17 18 19 20 21 6 Last Day for Faculty 22 23 24 25 26 27 28 22 23 24 25 26 27 2829 30 31 29 30 Total School Days: 180

Total Faculty Days: 186

January

FebruaryAugust

September

October

November

December

March

April

May

June

Please review the calendar carefully as you plan for the school year. We ask that you be mindful of the importance of student attendance when scheduling vacations.

Event dates will be posted regularly to our website for your reference.

Rev 06/13 mc

2013-14 Bell Schedules

Monday Tuesday Wednesday Thursday Friday Green - All Blue - Odd Gold - Even Blue - Odd Gold - Even

1 8:25 – 9:21

(56 min)

1

8:25 – 10:01

(96 min)

2

8:25 – 10:01

(96 min)

1

8:25 – 10:01

(96 min)

2

8:25 – 10:01

(96 min)

2 9:26 – 10:20

(54 min) Nutrition Break Nutrition Break Nutrition Break Nutrition Break Nutrition Break 10:20 - 10:24

(4 min)

10:01- 10:10

(10 min)

10:01- 10:10

(10 min)

10:01- 10:10

(10 min)

10:01- 10:10

(10 min)

3 10:29 – 11:23

(54 min)

3 10:15 – 11:51

(96 min)

4 10:15 – 11:51

(96 min)

3 10:15 – 11:51

(96 min)

4 10:15 – 11:51

(96 min)

MS Lunch / HS Advisory





11:28 - 11:58

(30 min)

11:56 – 12:26

(30 min)

11:56 – 12:26

(30 min)

11:56 – 12:26

(30 min)

11:56 – 12:26

(30 min)

HS Lunch / MS Advisory





12:03 – 12:33

(30 min)

12:31 – 1:01

(30 min)

12:31 – 1:01

(30 min)

12:31 – 1:01

(30 min)

12:31 – 1:01

(30 min)

4 12:38 – 1:32

(54 min)

5

1:06 – 2:42

(96 min)

6

1:06 – 2:42

(96 min)

5

1:06 – 2:42

(96 min)

6

1:06 – 2:42

(96 min) 5 1:37 – 2:31

(54 min) 6 Enrichment /

Support Enrichment /



Support 2:36 – 3:30

(54 min)

2:47 – 3:30

(43 min)

2:47 – 3:30

(43 min)

2:47 – 3:30

(43 min)

2:47 – 3:30

(43 min)

Sixth Grade Daily Schedule Students remain in the same classroom each day.

On Minimum Days, dismissal is at 12:35 PM. 8:25 School Starts

9:50 – 10:00 Morning Break

Monday – 10:53 – 11:23

Tues.- Fri. – 11:21 - 11:51 Sixth Grade Lunch

1:15-1:25 Afternoon Break

3:30 End of School Day

Early Dismissal Minimum Green Day (Grades 7-12)

1 8:25 – 9:01 (36 min) 2 9:06 – 9:42 (36 min) 3 9:47 – 10:23 (36 min)

Nutrition Break 10:23 – 10:32 (9 min) 4 10:37 – 11:13 (36 min) 5 11:18 – 11:54 (36 min) 6 11:59 – 12:35 (36 min)

Please see Academic Calendar for Minimum Day schedule.

Met Target

Growth

African American or Black --American Indian or Alaska Native --Asian --Filipino --Hispanic or Latino --Native Hawaiian or Pacific Islander --White Yes 8Two or More Races --English Learners --Socioeconomically Disadvantaged --Students with Disabilities --

Green = Student group met targetRed = Student group did not meet targetBlue = Student group is not numerically significant

-- = Not enough students to report

2012-13 Subgroup Enrollment

California's Academic Performance Index (API)

API Subgroup Performance - 2013 API Growth

CHART LEGEND:

n SCHOOL l DISTRICT u STATE

CST: CA Standards Test CDS: County-district-schoolSchool and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.

English Learners 2%Socioeconomically Disadvantaged 7%Students with Disabilities 6%

2013 Growth API 891Growth from Prior to Current Year 3Met Schoolwide Growth Target YesAll Student Groups Met Target Yes2012 Base API State Rank 102012 Base API Similar Schools Rank 5

Page 1Report (v2.a) Generated: December 17, 2013Tom Torlakson

State Superintendent of Public InstructionPlease visit the following Web page for more information: http://www.cde.ca.gov/snapshot/

California Department of Education

Title I Funded: No

Grades Offered: 6-12Enrollment: 541Charter: Yes

Western Sierra Collegiate AcademySBE - Western Sierra Collegiate Academy

660 Menlo Dr., Rocklin, CA 95765

2012-13 School Quality Snapshot

CDS Code: 31-76570-0119487

CHART LEGEND:

n SCHOOL l DISTRICT u STATE

CAHSEE: CA High School Exit ExaminationCST: CA Standards Test

School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.

* Only three years of data are available

+

Page 2Report (v2.a) Generated: December 17, 2013Tom Torlakson

State Superintendent of Public InstructionPlease visit the following Web page for more information: http://www.cde.ca.gov/snapshot/

California Department of Education

Title I Funded: No

Grades Offered: 6-12Enrollment: 541Charter: Yes

Western Sierra Collegiate AcademySBE - Western Sierra Collegiate Academy

660 Menlo Dr., Rocklin, CA 95765

2012-13 School Quality Snapshot

CDS Code: 31-76570-0119487

Western Sierra Collegiate Academy Graduation Requirements 2013-2014

Board Approved February 25, 2013

*Students who receive a diploma from WESTERN SIERRA Collegiate Academy will satisfy the a-g course requirements foradmission to the UC system.

SUBJECT AREA UC a-g Subject Areas

WSCA Courses necessary to meet graduation requirements

Units

HISTORY/SOCIAL SCIENCE a

3 years of the following:

World Geography AP World History**

AP US History ** AP American Government & Politics

30 Units

ENGLISH b

4 years: English 9

English 10 AP English Language AP English Literature

40 Units

MATHEMATICS c

3 years of mathematics while in high school:

Algebra I** Geometry** Algebra II**

Other courses as available

**Must be passed

4th year strongly recommended per UC

30 Units

LABORATORY SCIENCE d

3 years of science while in high school:

Biology Physics

Chemistry AP Biology

Other courses as available

30 Units

LANGUAGE other than ENGLISH e

2 years:

Spanish I and II** or Mandarin Chinese I and II**

** Level II or higher must be in high school

3rd year strongly recommended per UC

20 Units

FINE ARTS f

2 years:

Visual or Performing Arts classes: Band, Chorus, Art

20 Units

ELECTIVES g

5 year-long courses:

Any other courses 50 Units

The equivalent of a full load must be taken in the senior year (6 classes)

220 Units

2013-14 WSCA APPROVED CLUBS

Newspaper/Sports Journalism

Academic Decathlon

Computer

Heroes/Peer Helpers

Marine Biology

NASA Mars

Ignite Christian Club

Associated Student Body (ASB)

Minecraft Club

Guitar Club


Leo Club

Chinese Dragon and Lion Dance Club

Parallax Robotics Club

Photography Club

CSF

High School Debate Club

Multi-Cultural Dance/Demo Club

Board Game Club

Interact/Rotary Club

Jane Austin Book Club

Western Sierra

Operations Committee

Phil Maggard Chairperson Gregg Moses Principal Margaret Broussard RAFOS Board Representative Michelle Allen Secretary Donna Jenkens PSP Representative Lyman Dayton Teacher Representative Mike Wells Teacher Representative Tamara Jerd Parent Representative

WESTERN SIERRA MISSION STATEMENT

Western Sierra Collegiate Academy seeks to provide students with a

challenging and comprehensive college preparatory education in a

small public school setting. In partnership with parents, we will

inspire students to strive for intellectual and creative excellence,

to develop a deep appreciation for the arts and different cultures,

and to employ the technological tools of our modern age. Our vision

is to instill a strong sense of personal and civic responsibility,

the capacity to think critically, and the skills to communicate and

contribute to an increasingly global community.

ROCKLIN ACADEMY FAMILY OF SCHOOLS

MISSION AND VISION STATEMENT

MISSION:

The Rocklin Academy Family of Schools are public charter schools

that embody high standards, parent partnership, rich core content

and collaborative use of data resulting in high quality teaching and

learning in a nurturing environment.

VISION:

All students achieve their personal best and will become productive,

compassionate and engaged citizens.

Academic SMART Goals for 2012-13

The goal of Western Sierra Collegiate Academy is to increase the

number of students scoring proficient and above in the following math

clusters:

o 100% of students will achieve proficiency in Graphic and Systems

of Linear Equations (Algebra I)

o 100% of students will achieve proficiency in Angle Relationships,

Constructions and Lines (Geometry)

o 100% of students will achieve proficiency in Polynomials and

Rational Expressions (Algebra II)

Perception Goals for 2012-13

The goal of Western Sierra Collegiate Academy is to increase the

number of respondents to the parent survey from 21% to 50%

In the Physical/Social/Emotional Parent Survey Category:

o The goal of Western Sierra Collegiate Academy is to increase the

“I am satisfied with the level and appropriateness of discipline at

school” from 48% favorable to 80% favorable.

WESTERN SIERRA 2013-14 Student Survey

Survey Key

1 = Strongly Disagree

2 = Somewhat Disagree

3 = Neither Agree nor Disagree

4= Somewhat Agree

5 = Strongly Agree

Western Sierra Collegiate Academy Grading Policy Updated January 11, 2013 Revision Process November 2013 Page 1

WESTERN SIERRA COLLEGIATE ACADEMY

Grading Policy

January 11, 2013

_____________________________________________________________

The primary purpose of grades is “to communicate student achievement to students, parents,

school administrators, post-secondary institutions, and employers.” The expected outcome for

students is the creation of citizens who are knowledgeable, ethical, responsible, critical thinking,

and engaged members of society. In order to achieve this outcome, parents, students, and

teachers all have responsibilities around three key areas: Academic Mastery, Academic Work

Habits, and Citizenship.

This policy is derived from a mastery of learning approach. The policy also recognizes that

students, teachers, and parents all have roles and responsibilities in this process.

Grading standards and procedures are communicated to students and parents by the teacher at the

beginning of each school year and are available on the website.

The following procedures are intended to assure that course grades reflect mastery of learning.

However, these guidelines recognize that parents also want to know if their child is applying

himself/herself and behaving in class. Thus, report cards will report: Academic Mastery,

Academic Work Habits, and Citizenship.

This policy represents the current application of mastery based grading at WESTERN SIERRA.

The policy may evolve over time as we deepen our understanding and application of the mastery

based grading concepts.

Domain 1: Academic Mastery

1. Grades are based on summative evidence that the student has learned the curriculum

standards of that class. These standards are based on the state standards when available.

a. Four to eight (4-8) equally-weighted summative grades are entered into the

grading system to determine the semester grade. If a comprehensive final test

is given at the end of the semester, the grade is one of the equally-weighted

summative grades.

b. A minimum of two (2) equally-weighted summative grades are entered into

the grading system at the end of each quarter. These summative grades will

be used for progress reports to students and parents.

c. Guided Practice, homework, and formative assessments are not summative

evidence. Academic Mastery grades shall reflect how well the student has met

the learning standards after instruction, practice, and re-teaching as needed.


d. Guided Practice, homework, and formative assessments constitute no more

than 10% of a student’s grade.

e. There must be at least one class period between the administration of a

formative assessment and a summative assessment to allow for data analysis,

feedback, and re-teaching if necessary.

f. Teachers shall record the actual grade the student earns if the grade is an A, B

or C. Everything under a C will be recorded as an I (for Incomplete) or NA

(for Not Attempted). For report cards, the teacher may report an incomplete

mastery grade (Inc-A, Inc-B, or Inc-C) to help the student and parents

understand what grade the student could have dependent upon the mastery

level of the incomplete assignment(s).

g. Students must attempt at least half of the summative assessments in a semester

in order to get a grade (A, B, C, or I). If a student has not attempted half of

the summative assessments, a grade of NC (No Credit) will be recorded, and

the student will not be given credit for that semester.

h. Teachers will communicate to parents when a student does not participate on a

summative assessment.

i. A student who receives an NC for a semester may need to repeat that semester

for credit.

j. For students who are in danger of receiving an NC, teachers will communicate

to parents and students the consequences of receiving a NC ) The teacher will

also communicate the steps necessary for a student to achieve an academic

mastery grade.

k. Extra credit points are not to be included in the student’s grade.

l. Points shall not be added to or deducted from the academic grade regarding

work habits or non-academic activities. Student work habits are addressed in

Domain II: Academic Work Habits.

m. Students shall be provided a minimum of two (2) learning opportunities

followed by reasonable and appropriate reassessments to demonstrate mastery

of the content. Points shall not be deducted for re-teaching or re-learning

opportunities.

n. A student who is absent, whether excused or unexcused, will be given

reasonable time to learn the missed material and demonstrate mastery on

summative assessments. It is recommended that the length of the absence

should determine the amount of time given before a summative assessment is

given.

o. Students are responsible for completing their homework on time and

completely. Students with habitually late work or refusal to do work shall be

subject to consequences. A student shall not be permitted to choose a “zero”

by default. Support for the student to complete work shall be provided.


p. A score of “3” on an AP test denotes mastery of the course. Students who take

an AP class and the corresponding AP test and receive a “4” or “5” on the AP

test will receive an “A” in the AP class.

2. Grades shall reflect individual student mastery of the content. Grades are not based on

comparison of students to each other. While collaborative, cooperative, and group work

are encouraged as instructional strategies, the teacher shall assign individual grades based

on evidence of learning that occurs from doing the project as opposed to grading the

project. Evidence of student learning could include an oral report, a journal entry or any

other evidence the teacher deems appropriate.

3. Students who engage in academic dishonesty shall be subject to disciplinary

consequences and shall still be required to do the work and/or demonstrate mastery of the

content. Academic dishonesty includes cheating or copying the work of another student,

plagiarism, and unauthorized communication between students during an examination.

The determination that a student has engaged in academic dishonesty shall be based on

the judgment of the classroom teacher or another supervising professional employee,

taking into consideration written materials, observation, or information from students.

Domain II: Academic Work Habits

A separate grade is included on report cards for Academic Work Habits. Teaching students to

develop good work habits is an important life skill that affects success in college and

employment among other facets of life. However, communication to parents and other

stakeholders is skewed when these work habits are reflected positively or negatively in an

academic grade. It is therefore important to give a separate work habits grade on the report card.

Academic Work Habits include, but are not limited to, the following:

On time to class; completes work on time

Prepared for class; attentive, engaged in learning

Works toward achieving individual and group goals

Demonstrates courtesy and respect in the learning environment

Adheres to the ethical use of technology in regards to property, privacy, and

appropriateness to ensure academic integrity

Does not participate in cheating, plagiarism, or other dishonest acts in completing

work.

Teachers will assign an E (excellent), S (satisfactory) or N (Needs Improvement) for each class

to communicate how well the student exhibits academic work habits and will give feedback to

assist students and parents to understand where the students are in the development of these

skills and work habits.


Domain III: Citizenship

We recognize that appropriate student behavior is part of being a student who will be both a

successful high school and then college student. Students are expected to exhibit appropriate

behavior in all classes that is conducive to his/her learning and to the learning of his/her

classmates. Teachers will use the “Citizenship” grade to communicate to the student and parents

how well the student is meeting behavior expectations of each class. Grades will be reported as

follows:

E – Always or usually meets behavior expectations;

S – Usually meets behavior expectations with few reminders;

N – Often fails to meet expectations even with reminders.

The teachers will also communicate feedback to assist students and parents to understand where

the students are in the development of these skills and work habits.

Re-Assessment

Enrichment

As part of WESTERN SIERRA’s commitment to providing students multiple opportunities to

show mastery, Enrichment Support is provided to students. Students are expected to make

themselves available for re-teaching and reassessment during enrichment in classes where they

need support. Students who do not make appropriate and timely arrangements with their

teachers will be directed to attend the appropriate enrichment session for re-teaching and

reassessment.

Students have an option to re-assess if the grade is above a C. A student must meet with

the teacher and participate in at least one learning opportunity followed by reasonable

and appropriate reassessments to demonstrate mastery of the content standards.

a. Students may be re-taught in a number of ways: through individual instruction,

small group, tutoring, targeted peer teacher, extra written work etc… before re-

assessment.

2. If a student has a grade below C, the teacher will re-teach, then re-assess. Students are

provided a minimum of two learning opportunities followed by reasonable and

appropriate reassessments to demonstrate mastery of the content standards.

a. Students may be re-taught in a number of ways: through individual instruction,

small group, tutoring, targeted peer teacher etc… before re-assessment. The

teacher must work with the student and this work will not be composed of just

the assignment of extra work.

Students and teachers need to have options on the method of re-assessment (i.e. projects,


tests, complex problems, performance, oral review …).

Students and teachers are strongly encouraged to have the opportunity to re-assess

summative assessments within two weeks after the initial assessment. At the end the first

semester, the parents and student will receive a report card reflecting a weighting of at

least 90% using the summative assessments and no more than10% of Guided Practice,

homework and formative assessments. Once the first semester is completed and the

second semester has started, if a student demonstrates mastery on a summative

assessment from the first semester, the first semester grade will be adjusted accordingly

and recalculated at the end of the year. The final grades for the first and second semester

given on the end of the year report cards will be considered the final grades for each

semester, as these will reflect the student’s mastery of the curricular standards covered in

each semester by the end of the course. At the end of the second semester, students will

be given the opportunity to show mastery of learning through a “Clearing House”

environment.

Clearing House

Students who have not shown mastery of learning and who have received an “I” during the

school year will continue to have the opportunity to show mastery. Teachers will provide the

Clearing House with the summative assessments the student must complete for a grade. The

student must schedule and attempt these summative assessments over the summer. If the student

does not make any attempt to clear the Incomplete during the summer, the grade will be changed

to an NC (No Credit) and the student will have to repeat that course. Students who continue to

make attempts at assignments will have the opportunity to show mastery of learning.

Dual Credit

Students enrolled in any Dual Credit course(s) will be graded according to the standards and

policies set forth by the college or university.

Mission of School Western Sierra Collegiate Academy provides students with a challenging and

comprehensive college preparatory education in a small public school setting.

Educational Focus Western Sierra is a college preparatory, public charter school serving students

in grades 6 through 12. Western Sierra provides an engaging and rigorous

academic curriculum, focusing on math, science, social studies, foreign

language and the arts. All students are enrolled in courses needed to attend

the University of California, California State Universities, and the most selective

private universities.

Grades Served Western Sierra serves students in grades 6 through 12.

Small School Size Western Sierra provides a small school setting with 60-180 students per grade

level. At maximum enrollment, Western Sierra will have 750 students.

Middle School Curriculum

Western Sierra offers the nationally recognized Core Knowledge curriculum for

grades 6 through 8. Strong in depth and rigor, it provides a solid foundation for

success in the college preparatory coursework in grades 9 through 12.

High School

Curriculum

All students in high school (grades 9-12) will be enrolled in the courses required

for entrance to the University of California, California State University and

selective private universities. The curriculum is engaging and rigorous, meeting

and exceeding California state standards. It emphasizes science, math, social

studies, world languages and the arts. It is the expectation that all students will

take Advanced Placement (AP) coursework in grades 10 through 12.

Are There Other Schools Like

WSCA?

Western Sierra is similar in design and educational program to some of the best

public and private schools in the United States. The structure of Western Sierra

was based on the Pacific Collegiate School, the highest achieving open

enrollment high school in California, and other high performing schools in

California and throughout the United States.

Rocklin Academy The demand at the Rocklin Academy elementary campuses led to the

development of Western Sierra. Rocklin Academy (serving grades K-6)

currently operates two Core Knowledge based elementary schools—Rocklin

Academy at Turnstone and Rocklin Academy at Meyers. Western Sierra

Collegiate Academy is the third school in the Rocklin Academy Family of

Schools.

API Information 2012-2013 API Results: Western Sierra achieved an API score of 891 in its

fourth year of operation (grades 6-12).

School Address Western Sierra Collegiate Academy

660 Menlo Drive

Rocklin, CA 95765

For More Information

www.wscacademy.org Phone: 916.778.4544

Email: [email protected]

http://www.wscacademy.org/

western sierra · western association of schools and colleges, california department of education...

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