Microsoft Word - WASCIn Web viewINITIAL VISIT APPLICATION/SCHOOL DESCRIPTION — CALIFORNIA...

INITIAL VISIT APPLICATION/SCHOOL DESCRIPTION —CALIFORNIA PUBLIC SCHOOLS

Part I: Identifying Data

Today’s Date: 9/29/2006

School: North Valley Charter Academy

Address: 16651 A Rinaldi St. Granada Hills, CA 91344

Number and Street City and State Zip Code

Mailing Address (if different):

Number and Street City and State Zip Code

Telephone #: 818-368-1557 Fax #: 818-368-1935

E-mail Address: [email protected]

Chief Administrator: Brenda Buonora (Director of Operations) Diane French (Principal)

School District: Los Angeles

Enrollment: 230 Current Grade Span: 6-12

County: Los Angeles

Check any of the following that apply to your school:

Comprehensive High School Community Day School Continuation School

Independent Study Charter School Other Explain:

Note: If enough space is not available on the following pages, please append additional sheets.

WASC/CDE 2006-07 Initial Visit Application 1Revised 3/06

MARILYN S. GEORGE, ED.D.ASSOCIATE EXECUTIVE DIRECTOR

GEORGE BRONSON, ED.D.ASSOCIATE EXECUTIVE DIRECTOR

OPERATIONS

Accrediting Commission for Schools533 Airport Boulevard, Suite 200

Burlingame, California 94010(650) 696-1060 Fax (650) 696-1867

E-mail: [email protected] Website: www.acswasc.orgDAVID E. BROWN, PH.D.

EXECUTIVE DIRECTOR

WASC Initial Visit Application/School Description — California Public Schools

Part II: School ProfileWrite an introductory paragraph or two about the school that briefly summarizes the information found in the “description” below that can be used by the Visiting Committee in their report to the Commission. This brief overview of the school will assist Commissioners in understanding the basic information about the school.

North Valley Charter Academy (NOVA), formerly, Imagine Academy, is an independent public charter secondary school, chartered by the Los Angeles Unified School District. The school opened in September 2003 with 60 6th through 9th grade students and currently serves approximately 240 6th through 12th grade students in the San Fernando Valley. NOVA provides a standards-aligned college preparatory progressive educational program for all students. The NOVA ideals of Academic Excellence, Democratic Leadership and Personal Growth are infused in all aspects of community life.

Provide a description of the school that includes such areas as:

The community in which the school is located, including whether rural, suburban, industrial, or residential; socio-economics: parent population, ethnic distribution, etc.

When the school was opened Initial location of the school and any location changes Enrollment by grade levelNOVA is a site-based secondary school located in the suburban North San Fernando Valley within the Los Angeles Unified School District. Los Angeles Unified School District’s San Fernando Valley secondary students are ethnically diverse. The Middle and Senior High School population in the San Fernando Valley ranges from 40 to 80 percent Hispanic with Caucasian, African American, Asian and other minority groups making up the balance. The secondary student population in the Los Angeles Unified School District ranges from educationally disadvantaged to gifted and talented. NOVA’s outreach is designed to recruit an ethnically, educationally and culturally diverse population from surrounding neighborhoods. The school opened in September of 2003, leasing space in the North Valley Jewish Community Center at 16601 Rinaldi Street, Granada Hills, CA 91344. In May of 2005 the building leased by Imagine Academy was suddenly sold, leaving the school administration four months to relocate. The Imagine Academy community rallied and successfully established a long term lease with the neighboring Episcopal Church of St. Andrew and St. Charles at 16651 Rinaldi St, Granada Hills, CA 91344. The Church and Imagine Academy entered into an agreement to temporarily locate on an undeveloped 3+ acre lot on the church property with modular classrooms while developing plans for the construction of a permanent facility that will replace the temporary units. That agreement and plan has been continued by North Valley Charter Academy.The current enrollment by grade level as of September 19, 2006 is as follows: 6th (72), 7th (35), 8th (28), 9th (40), 10th (34), 11th (28), 12th (3).



Give demographic information regarding the students, including the following:

Ethnicity or nationality (list percentages of the following categories: American Indian or Alaska Native; Asian; African American, not of Hispanic Origin; Filipino; Hispanic or Latino; Pacific Islander; White, not of Hispanic Origin; or Other)

English proficiency Gender/age mix Special populations Mobility of students Analyzed and interpreted student achievement data, including subpopulations, if

applicable. Include three years of data and comparative state or national data, if available. Student follow-upSEE APPENDIX 1 – NORTH VALLEY CHARTER ACADEMY DEMOGRAPHIC INFORMATION (as of 9-19-06) SEE APPENDIX 2 - NORTH VALLEY CHARTER ACADEMY STUDENT ACHIEVEMENT DATA As this is our fourth year of operations and NOVA has not yet graduated students, we do not have any student follow-up data.

Is there anything that is unique or special about your school that is not addressed in this or other parts of this form?

1. HOMEROOMThe mission and vision of North Valley Charter Academy is central to the educational goals of the school. The school's Homeroom (originally termed Advisory) program meets daily to foster awareness of the ways in which the mission and vision impact the school's approach to all aspects of the community from educational goals to discipline. Homerooms, consisting of a teacher and a small mixed age core group (grades 6-8, 9-12), meet to review the Student-Family Handbook, participate in group discussions on topics ranging from responsibility and trust, bullying and harassment to community development and specific campus issues that require conflict resolution. Homeroom thus forms a coherent unit that builds long-term relationships within the school community. Within Homeroom students are assessed along criteria that define progress towards academic excellence, democratic leadership and personal growth. Homeroom teachers also serve as mentors, track student progress and serve as a liaison between the parent and the school.

2. PERSONAL LEARNING PROJECTS (PLPs)



Additionally Homerooms provide a forum for monitoring and supporting students in their Personal Learning Projects (PLPs), an annual requirement for promotion. These projects are designed by the student to explore and enlarge upon his or her individual interests. Students are assisted in identifying project goals, setting personal challenges, selecting appropriate experiences, studies, and activities, creating an action plan, and defining measures of success. Students are supported by their Homeroom community in implementing the project action plan and are given developmentally appropriate guidance throughout all phases of the process.

3. REFLECTIVE DISCIPLINEThe North Valley Charter Academy ideals of Academic Excellence, Democratic Leadership and Personal Growth are uniquely interdependent in the area of discipline. Striving to achieve these ideals requires the attainment of NOVA Standards, including - the ability to think, read, write, speak and listen confidently and effectively, the ability to participate in their lives and communities by addressing complex community issues, the ability to communicate capably across race, gender, sexual orientation and class lines, and the exhibition of developmentally appropriate levels of self-worth and compassion for others. Our discipline policies emphasize prevention over punishment through a school culture of caring and respect, a focus on students’ social and emotional development, and clear, consistent policies. Individuals that comprise a community made up of students, teachers, staff, parents and other valued members who develop and practice conscientious self-awareness, considered action and reflective response will be capable of making meaningful choices in their lives and in their communities.Teachers, staff and administrators strive to do their part by setting the tone of the school, by consistently holding developmentally appropriate expectations of students, by managing the school in appropriate and culturally competent ways, by maintaining openness to continued learning and by helping students learn how to take responsibility for their actions. Parents and community members help by learning along side the students and modeling appropriate “real world” behaviors and attitudes. The North Valley Charter Academy Reflective Disciplinary process handles discipline issues in fair and inventive ways that seek, above all, to help students find and employ their internal capacity to meet and exceed expectations.

4. ADAPTATION AND CHANGEDuring the 2005-2006 academic year the school underwent a change in both name and leadership. In many ways North Valley Charter Academy is a new school. While NOVA continues to implement the Imagine Academy charter, emphasis will be placed on re-interpreting the charter in order to align the goals of the school with the needs of the current and projected student body. To this end the school has contracted the services of EducationalGrowth, an educational consulting agency, which is assisting the School Site Council in identifying strategies for improving student achievement of the school's expected learning results.



Part III: The CriteriaAs you answer the following questions, please strive to base your answers on objective evidence and data that is available at the school. Please remember that this is an Initial Visit Application and not a full self-study. Try to answer questions with one to two paragraphs. Please refer to the rubrics in the WASC Initial Visit Procedures Manuals for California Public Schools (www.acswasc.org/ pdf_cde/InitialVisitProcedures_WASCCDE_manual.pdf) for areas to review prior to responding to the questions below.

Category AOrganization

A1. Vision and Purpose Criterion: Does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? Supported by the governing board and the central administration, to what extent is the school’s purpose further defined by expected schoolwide learning results and the academic standards? Do the expected schoolwide learning results stress attainment of the academic standards?

The North Valley Charter Academy mission is to serve students from the culturally diverse San Fernando Valley by developing a school community that promotes Academic Excellence, equips students with Democratic Leadership skills, and facilitates Personal Growth. We affirm that young people of all backgrounds; ethnic, cultural, socio-economic, and gender, and irrespective of disabilities, can, and should be included in educational environments that promote these ideals. We seek to achieve our mission by providing learning experiences that are developmentally appropriate, require creative exploration, and honor each student’s unique talents and contributions.NOVA's vision is a school where all community members experience a truly democratic organization that demands responsible, creative, deeply considered participation in all of the community’s varied aspects; governance, learning, teaching and social interaction. Our vision includes:• Increasing and improving opportunities for disadvantaged youth• Creating meaningful opportunities for parent involvement• Deepening student learning• Supporting the individual student in the development of an internal sense of responsibility• Honoring a love of life-long learning for all community membersWe incorporate current adolescent development theory into curriculum design by using proven innovative, best practice teaching methods, developing practical and useful alternative forms of assessment, and creating new professional opportunities for teachers.North Valley Charter Academy graduates will: • be able to think, read, write, speak and listen confidently and effectively.



• be fluent in technology, creative in problem-solving, literate in scientific and mathematical reasoning, self-motivated and committed to lifelong learning. • be able to participate in their lives and communities by addressing complex community issues and will communicate capably across race, gender, sexual orientation and class lines. • exhibit developmentally appropriate levels of self-worth and compassion for others. • be capable of making meaningful choices in their lives and in their communities.North Valley Charter Academy believes that its purpose is most effectively fulfilled by providing a rigorous, college preparatory, standards-based educational program that is flexible enough for all students to achieve academic excellenceAs initially described in the Imagine Academy Charter, the school's academic program will prepare students for college while also developing students’ democratic leadership skills and personal growth. Embedded in the ideals of Academic Excellence, Democratic Leadership and Personal Growth are the following skills and qualities of a well educated person in the 21st century. These skills and qualities embody NOVA's Expected Learning Results:• Ability to identify areas of interest, formulate questions, research topics and set goals• Literacy and competency in reading, historical context, mathematical reasoning, scientific processes, technology and inter- and intra-personal interactions• Ability to critically analyze evidence• Skill in written, oral and creative self-expression• Proficiency in self-reflection, self-assessment and in giving and receiving feedback• Enthusiasm for learning that lasts beyond the school years, self-motivationA community of stakeholders comprised of teachers, students, parents, office staff, administration, and Board members will meet early in the fall of 2006 to review these Expected Learning Results and further define the school's mission.

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

As provided for in the California Corporations Code, the NOVA Board of Trustees has a legal fiduciary responsibility for the well being of the organization. The NOVA Board of Trustees adopted by-laws and is promulgating policies that define and support the mission and vision of North Valley Charter Academy.Embedded in the guiding philosophy of North Valley Charter Academy is a belief in community inclusion at all levels of organization, an appreciation and celebration of differences, and the knowledge that the application of skills produces deeply integrated learning. The promotion of this philosophy requires that our community’s method of governance be similarly aligned; to that end all stakeholders will be included on all levels of governance.



The guiding body in the direction and accountability for the program is the North Valley Charter Academy Governing Board of Trustees. The NOVA Board of Trustees can consist of 5-11 voting members and one non-voting member. In recognition of the need for a diversity of voices in the trusteeship of Imagine Academy, seats on the Board are set aside for at least one parent, one student, and one faculty member, and include representation from the local North Valley Charter Academy community. As the term of office of three Board members expired in September 2006, the interim NOVA Board of Trustees consists of Laura Stribling (Faculty Representative), Gina Wilson (Administrative Coordinator, Dean of Students), Lanny West (Member Church Vestry, St. Andrew and St. Charles), Natasha Baumgartner (business professional) and Brenda Buonora (Director of Operations). Several potential members are under consideration and the school is actively pursuing new members with experience in education, business, medicine, nonprofit organizations, law, leadership programs and community groups. At North Valley Charter Academy the Board of Trustees is responsible for the “big picture” aspect of school oversight, not for management of school operations. Trustees on the North Valley Charter Academy Governing Board:• Uphold and support the mission and vision of North Valley Charter Academy• Engage in long term strategic planning to establish a general course for the future of North Valley Charter Academy• Monitor and review the academic success of NOVA students• Establish and approve policies for NOVA operation, ensuring that the provisions of the original Imagine Academy Charter and the law are being followed• Review and approve the NOVA annual program from year to year• Establish and uphold fiscal policy and boundaries, with budgets and financial controls, including, but not limited to, approval of annual budget, approval of major contractual obligations• Direct the exploration of fundraising opportunities in order to provide necessary supplemental resources for the activities of North Valley Charter Academy • Select and evaluate the Director of Operations• Develop and maintain a communication link to the community, promoting the work of North Valley Charter AcademyThe NOVA Board of Trustees meets at least six times per year. While in 2005-2006 resolving fiscal and management considerations dominated much of the Board's focus, the Board has resumed its regular reviews of student achievement as communicated by the Principal, California testing results, and other internal assessment methodology and is represented in the School Site Council.

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



Student achievement data informs all aspects of North Valley Charter Academy's decision-making process. Within the small classroom setting, teachers employ a variety of formative and summative assessment techniques in order to develop both classroom and individualized approaches to address learning outcomes. Data collected from standardized tests and other evaluation systems, such as SCANTRON, PLAN, PSAT, California High School Exit Exam (CAHSEE), California Standards Test (CST) practice tests, and California English Language Development Test (CELDT) are analyzed and used to design goals and action plans. SCANTRON testing in early Fall establishes a baseline measure of individual student's proficiency in English/Language Arts and Mathematics. Follow-up assessments planned for January and April will be used to measure individual student growth. Additionally the school uses two online assessment and remediation/enrichment tools: Prentice-Hall Success-Tracker (E/LA) and Apex Learning's Class Tools (Mathematics) to identify and address student's achievement relative to California content standards. Teachers are continuously in dialogue concerning the performance of all students and are involved in decision making on an ongoing basis. School leadership provides teachers with a three hour block on Wednesday afternoons (amended to accommodate scheduling conflicts for Fall Semester 2006-2007 to two 1 ½ hour blocks on Tuesdays and Wednesdays) for discussion in order to achieve the mission and vision of the school. Student performance is a regularly scheduled agenda item for these Wednesday full faculty meetings and core group (Middle School, High School) meetings. These discussions focus not only on struggling students but also on sub groups of students, such as special education students, high achieving students, and English language learners.

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

At the end of each academic year, the school leadership, consisting of the Director of Operations, the School Principal, the Dean of Students /Administrative Coordinator, and the entire teaching faculty participate in a week long assessment of all aspects of the school's performance in relation to its mission and vision and stated goals. Committees are formed to assess specific aspects of school performance with respect to student needs and to produce recommendations for an action plan for the following academic year. The school leadership continues to meet throughout the summer to correlate the assessment data and recommendations, identify essential goals and to produce and begin implementation of the annual action plan. While in prior years this process has been under development, NOVA leadership is working to formalize the process for the end of the 2006-2007 academic year. Additionally the school's current action plan will reflect and, where possible, immediately begin to implement the goals and strategies identified by the School Site Council.



Describe the process used to make educational decisions and to initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

North Valley Charter Academy employs a variety of interconnected processes in decision making. Teachers are viewed as the experts in curriculum and instruction and their voices are heard as authoritative in matters related to curriculum, instruction, and student achievement. Teams of core teachers and homeroom teachers for Middle School (Foundation Core: grades 6-8), and High School (Advanced Core: grades 9-10 and Mastery Core: grades 11-12) meet biweekly to identify concerns with individual student achievement, propose means of addressing deficiencies, and initiate interdepartmental collaboration. Concerns and recommendations are reported to the Principal and the Dean of Students. Teachers in the same discipline meet to review student progress in achieving academic standards and to monitor vertical linkage of skills and content, reporting monthly to the Principal. Weekly faculty/departmental meetings review the effectiveness of school-wide policies and procedures and assist in ongoing planning throughout the academic year. Student voices are respected in school decisions and are heard through their contributions to Community Council. Additionally, the school has plans to implement an assessment tool by which student opinions may be obtained regarding the effectiveness of instructional styles in meeting their learning needs and to inform future curriculum design. Parent and community input is encouraged by means of monthly Community Discussion Evenings and Parents Association Meetings. Ultimately, student progress is monitored through data compiled from annual standardized tests (CST) and internal assessments in all content areas. Jerry Kleinman of the consulting firm EducationalGrowth is currently working with the school leadership and teachers to provide a detailed analysis of data from the California Standards Tests. In future years this process will be included at the beginning of each school year during the two week professional development workshop series so that teachers can develop instructional plans around the analysis. The Principal will mentor all teachers and lead this process. EducationalGrowth has also provided Academic Profile Surveys for all grades and self-assessments for Special Education and English Language Learner teachers. Beginning in 2006-2007, internal assessments will be given three times a year in English/Language Arts and Mathematics. Subject teachers will analyze the internal assessment data and modify instruction based on results. Additionally, NOVA is working with Jacqueline Elliott of PUC (Partnership for Uplifting Communities) to adapt the PUC Self-Study and implement it at NOVA. This self-study is designed to be conducted annually to judge the efficacy of previous professional development and to guide planning of future professional development around targeted goals to increase student achievement. The results from the Self-Study are then used as the basis for developing a highly focused professional development plan for the school. The Self Study consists of an anonymous, online teacher survey used to collect information on past professional development, perceived areas of academic need, and school culture, classroom observations aligned to the California Standards for the Teaching Profession (CSTP) and a teacher focus group to identify the staffs' perceived areas of greatest academic need.



A4. Qualified Staff Criterion: To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?

Hiring of new faculty begins in mid-April and, when possible is complete, by the end of the academic year. During the interview process, prospective teachers are introduced to the school's mission and vision, elements unique to the program, and the basic goals identified for school's action plan for the following year. Newly hired teachers are invited to participate in the end-of-year debrief and assessment process, whenever possible. Two weeks of pre-service faculty orientation and staff development are conducted immediately prior to the beginning of the academic year in order to introduce school policies and procedures, discuss, provide training for and simulate elements of the program such as Homeroom and the Personal Learning Project, and to introduce faculty to the professional development themes for the year. Ongoing professional development is provided for all faculty and staff in one full-day and five half day workshops. Additional professional development workshops are offered on site for interested participants after regular school hours. The school is in the process of creating and implementing tools to correlate teacher action plans with professional development content and to assess the impact of professional development sessions on student engagement and achievement. Additionally, teachers and staff are encouraged to pursue other professional development opportunities such as conferences and independently sponsored workshops and are granted time and funding when possible. For example, five of our staff members attended Fred Jones' Tools for Teaching workshop in Santa Cruz, CA this summer.

List by course those instances where teachers are not teaching in their areas of major or minor preparation, and specify the related preparation, interest, experience, or ability qualifying them to teach in the areas assigned.

SEE APPENDIX 3 – SUMMARY OF TEACHING ASSIGNMENTSSEE APPENDIX 4 – MASTER SCHEDULE 2006-2007

Attach a copy of the school’s master schedule indicating staff assignment and length of period or module.

Describe any use made of regularly employed instructional assistants.

Regularly employed instructional assistants, TAs, have been used to augment the efforts of teachers in the classroom in providing individualized instruction for students. TAs work with teachers in implementing the school's X-Block program, providing assistance in the computer lab and departmental resource rooms. Additionally TAs participate in the Homeroom program. Some TAs are also given the opportunity, under the supervision of a mentor teacher or employed specifically, to provide instruction in small, non-core elective classes of their own. Examples have included Science Labs and Projects, Honors Topics in Math, Cooking, Physical Education, Tae Kwon Do, Wrestling, Community Service, Art, and Film Appreciation.

Describe any regular use made of community volunteers.



The North Valley Charter Academy Board of Trustees is an all-volunteer board, currently consisting of five voting members. In recognition of the need for a diversity of voices in the trusteeship of North Valley Charter Academy, seats on the Board are available for at least one parent, one student, and one faculty member, and include representation from the local NOVA community. Community volunteers have been instrumental in organizing a public relations campaign, designing an updated brochure and providing printing services, establishing links to local Chambers of Commerce and Street Fairs, and providing speakers for all-school assemblies. The Church from which NOVA leases property donated the use of all facilities, utilities and maintenance personnel during the completion of the new site preparation. Parent volunteers have participated in the school lunch program, accompanied field trips and teen socials as chaperones, provided office and classroom help, assisted with the Sports Program as coaches, referees, and drivers, and participated in fund-raising projects including eScrip, Kash for Kids, WaMoola, and Target. A Parents' Association was formed during the 2005-2006 school year. This group successfully raised several thousand dollars through various projects.

Give the student-teacher ratio: total student enrollment as of October 1 divided by the total number of teaching personnel.

15:1Describe the staff evaluation process.

The Principal is responsible for the evaluation of all teaching staff. The staff evaluation process is currently under revision, but will consist of the following: Step 1. North Valley Charter Academy will develop an evaluation rubric directly aligned to the California Standards for the Teaching Profession. Step 2. The Principal will conduct informal classroom visits to gather observational data on teacher performance to identify areas of strength and opportunities for growth. The teacher will also complete a self-evaluation and reflection form, based on the California Standards for the Teaching Profession for the same purpose. Step 3. After several visits into a classroom, the Principal will meet with each staff member to share reflections/observations and to measure teachers' attainment of minimum expectations in the six standards: (i) Engaging and Supporting All Students in Learning; (ii) Creating and Maintaining Effective Environments for Student Learning, (iii) Understanding and Organizing Subject Matter for Student Learning; (iv) Planning Instruction and Designing Learning Experiences for All Students, (v) Assessing Student Learning, (vi) Developing as a Professional Educator. In this meeting the teacher and Principal will identify 2-3 growth goals and define a correlating action plan for the year. One of the identified growth goals will focus on the site professional development as identified in the annual school-wide Self Study. These goals serve as the foundation for the teacher's formal evaluation.Step 4. The Principal will continue to observe and provide feedback based on the goals stated in the teacher's action plan in order to facilitate growth in the focus areas. The Principal in discussion with the teacher may elect to employ a formal bell-to-bell observation and/or several shorter, less formal observations. Step 5. The Principal will provide the teacher with a formal evaluation and together develop goals and objectives for the following school year.



The Director of Operations is responsible for the evaluation of administrative and office staff including the Principal, the Dean of Students, the Office Manager, and the Registrar. The Board of Trustees is responsible for the evaluation of the Director of Operations. A formalized evaluation procedure for these positions is in development.

A5. Ongoing Professional Development Criterion: How does the school ensure that the leadership and staff are involved in ongoing professional development that focuses on identified student learning needs?

Initially concerns expressed in Administration, Team, Department, and Faculty meetings inform the choice of content for Professional Development. Topics have included Homeroom - Theory and Practice, classroom management and culture, mentoring personal learning projects, methods of assessment, bullying and sexual harassment, and curriculum delivery methods in a student managed classroom. The choice of future Professional Development content will be a direct outgrowth of the findings of the Site Council and the annual school-wide Self-Study and action plan. Topics for immediate consideration include backwards design, assessment design, differentiating instruction, service-learning, improving writing across the curriculum, curriculum embedded test preparation, and SDAIE techniques. The school is also in the process of creating and implementing tools to correlate professional development content with individual teacher action plans and to assess the impact of professional development sessions on student engagement and achievement. As members of the Charter School Development Center, NOVA’s leadership have attended various conferences and workshops targeting charter school concerns. Additionally the Principal investigates and participates in institutes, conferences, and workshops of general interest to the faculty and/or relevant to school leadership.

Describe the ongoing professional development at the school? How is it initiated?

Ongoing professional development is provided for all faculty and staff in weekly professional development afternoons (Tuesdays 3:45-5:30) and three full-day. In academic year 2006 2007, additional professional development workshops will be offered in conjunction with EducationalGrowth's work with the Site Council's school improvement planning. A major focus of NOVA’s 2006-2007 ongoing professional development will be aligning lesson design and classroom assessments with content standards and state-wide assessments. Team and Department meetings provide opportunities for teachers to plan, analyze, and learn together. Teachers and staff are encouraged to pursue other professional development opportunities such as conferences and independently sponsored workshops and are granted time and funding when possible.



A6. Resources Criterion: To what extent are the human, material, physical, and financial resources sufficient and utilized effectively to support students in accomplishing the academic standards and the expected schoolwide learning results?

North Valley Charter Academy is a 401 C3 Not-for-Profit Corporation that functions for the public good. All resources generated for the corporation go to support the educational programming. To ensure the proper allocation of resources, the Board of Trustees, working in concert with the Director of Operations, approves budgets, lobbies for further governmental resources, and raises money through private individuals and foundations. Other steps the school has taken to achieve financial stability and proper resources allocation as are follows:1. North Valley Charter Academy’s budget procedures, as outlined in our Fiscal Policies Manual, require the Director of Operations, with the assistance of the Finance Committee of the Board of Directors to yearly evaluate the allocation of resources as it relates to the academic programming. All resource planning is done in concert with an evaluation of the school’s achievements to be able to respond to the needs of the academic program. 2. North Valley Charter Academy will develop a three and a five-year budget plan to ensure that the school will have the resources needed to achieve its academic goals. Each year, the Director of Operations, Principal, and Board of Trustees will reevaluate the goals, objectives, and achievements of the organization. 3. North Valley Charter Academy offers a Standards-Aligned Curriculum. An extensive professional development program, supervised by the Principal, supports this effort. The Board of Trustees is committed to providing the resources necessary to implement best practices training as outlined by the School Principal.4. North Valley Charter Academy recently moved into a new location. The school is currently housed in state approved Modular Classrooms, with plans to begin a Capital Campaign. This allows the school to provide a safe, clean environment with room for growth.

NOTE: Only Charter Schools should respond to the following two criteria (A7 and A8).

A7. Resource Planning and Fiscal Health Criterion: To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future. Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting)?

The Staff and the Board of Trustees has been aggressive in pursuing responsible resource planning for the future. The school has taken the following steps:1. North Valley Charter Academy has begun the process of applying for various grants through government agencies and private foundations. Within the next school year, the Board of Trustees and the Director of Operations will create a five-year development plan that will generate an approach to gain foundation support, begin a capital campaign for a permanent building, make plans toward creating an endowment, and pay-off any and all debt.



2. During the past year, NOVA has created a Parents’ Association. This group is active in school fundraising efforts and will further the schools efforts to expand its resources to enrich the educational programming. 3. The North Valley Charter Academy contracts with the Charter School Management Group (CSMG) to provide financial management services. This organization handles all development, and internal controls. 4. NOVA has an internal system for monitoring purchases, assets, and loans outlined in the Financial Control Manual. 5. The Director of Operations, with the assistance of CSMG, will make monthly financial reports to the Board of Trustees to ensure the financial health of the institution.6. North Valley Charter Academy will have an independent financial audit every year.

A8. Operational Standards and Procedures Criterion: Has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards?

The Board of Trustees has approved rules for operation and a Financial Control Manual to provide strict procedural guidelines for the ethical practices of the Board, the Staff and the Students. North Valley Charter Academy works with Charter School Management Group to ensure that the school follows generally accepted accounting procedures and meets the highest ethical standards. Reports are submitted to several government oversight agencies and the school has a yearly independent audit.



Category BStandards-based Student Learning: Curriculum

B1. Standards-Based Curriculum Criterion: How does the school ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results?

North Valley Charter Academy has identified curricular areas and has documented the scope and sequence for each academic course in alignment with California State Content Standards. The school is in the process of standardizing and formalizing its written curriculum using the UC Course Description template for the high school grades and adapting it for middle school courses. These course descriptions document goals and/or major student outcomes, objectives and state content standards, course outline, texts and supplemental instructional materials, key assignments (and labs), instructional methods and/or strategies, and assessment methods and/or tools. Departmental teachers work together to ensure articulation of the program throughout the grades. Progress in this area and in curriculum planning and delivery is monitored by the Principal by means of monthly department meetings and review of weekly lesson plans (SEE APPENDIX 5 – WEEKLY LESSON PLAN TEMPLATE). The school also uses online progress tracking tools linked to the specific subject curricula and state standards. These tools will provide continuous assessment of students in relation to state content standards.

B2. Student Access Criterion: How does the school ensure that all students have 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?

North Valley Charter Academy is sufficiently small that all students have full access to a single standard academic program. (SEE APPENDIX 6 - NOVA ACADEMIC PROGRAM) High School students meet twice per year with the Principal or Academic Vice Principal to establish and review personal learning plans. Additionally students meet in homeroom groups with their homeroom teacher to discuss options and choices within the academic program. The school is formalizing a 3rd quarter advisement procedure, by which students will meet in the homeroom setting to discuss academic expectations for the following year. Students would also have the opportunity to meet individually with homeroom teachers to receive information and formulate an academic plan for summer study options and the following academic year. The required, biannual Personal Learning Project is central to NOVA's mission and vision and provides students with the opportunity to explore, analyze, and evaluate individual interests and career options. Supervised by homeroom teachers, students are assisted in choosing learning goals, identifying criteria for mastery, and correlating appropriate activities based upon the student's individual learning styles, strengths and weaknesses.

B3. Graduation Criterion: How does the school ensure that upon completion of the high



school program, students will be able to meet all the requirements of graduation? List (or attach) the graduation requirements of the school.

North Valley Charter Academy is committed to providing all students with an academically rigorous, standards-aligned, college preparatory curriculum that values project/inquiry-based and developmentally appropriate instruction. Middle school courses focus on the development of skills necessary for success in challenging classes and beyond. The X-Block program provides student support outside the regular class schedule. This includes a computer lab and departmental resource rooms available four days per week and supervised by core teachers and teaching assistants. Additionally, High School students meet with the Principal or Academic Vice Principal twice per year to monitor the completion of graduation requirements and plan or amend academic plans accordingly. All students receive academic support through the Homeroom Program. (SEE APPENDIX 7 - GRADUATION REQUIREMENTS)



Category CStandards-based Student Learning: Instruction

C1. Challenging Learning Experiences Criterion: To achieve the academic standards and the expected schoolwide learning results, how does the school ensure that all students are involved in challenging learning experiences?

The Middle School program encompasses core courses in English/Language Arts, Mathematics, Science, Social Studies, and Physical Education. Based upon internal assessments, eighth grade students may enroll in Algebra 1 or Pre-Algebra. Additionally all Middle School students participate in four special classes on a rotating quarterly basis: Introduction to Spanish Cultures, Computer Skills (Grades 7 & 8) or Art (Grade 6), Math Remediation and Enrichment, and Language Arts Remediation and Enrichment. The internet-based remediation and enrichment programs provide individualized assignments and activities determined by the student's level of proficiency in these areas. The High School Program offers UC/CSU required list of courses and electives. The Principal and/or the Academic Vice Principal also assist students in selecting courses at local community colleges and adult education centers to expand elective options not available at NOVA, as well as to make up missing credits and fulfill graduation requirements. Many students begin taking community college courses as early as the ninth grade.NOVA is a full inclusion school and to that end the Special Education Coordinator collaborates with teachers to ensure that teachers are aware of and are implementing the appropriate accommodations as stated in student's IEPs. The Special Education Coordinator also works with the special education students inside the regular education classroom, while instruction is being delivered by the regular education teacher. Additional individual and small group support takes place during times that ensure that the special education students do not miss critical content instruction in the regular education program. The school is in the process of formalizing its ELL program. Non-English speaking students at NOVA are and have been Spanish-speaking. Currently, these students are identified at enrollment and are assessed within the first weeks of school. Students needing EL assistance are provided with services which include access to Spanish language versions of their textbooks, assignment to a bi-lingual peer "study-buddy", assignment to a bi-lingual Homeroom teacher, and assignment to weekly X-Block classes with bi-lingual classroom teachers to provide subject-specific assistance.

C2. Strategies and Resources Criterion: How does the school ensure that 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?



The school supports teachers' use of research-based, innovative instructional strategies, is committed to inquiry- and project-based learning, and and seeks opportunites to integrate technology into all areas of the curriculum. Curricula and textbooks are chosen which both support the state content standards and provide teachers with a variety of instructional approaches upon which to build, expand, and elaborate. Teachers differentiate instruction according to students learning styles and level of prior knowledge by providing variety and student choice of assignments. Projects require the collaboration of group members and the delegation of learning experiences. Students have access to and are given the opportunity to develop skills in the appropriate use of internet, word-processing, spreadsheet, and presentation technology in a variety of instructional settings. Professional Development is planned for the fall of 2006 to assist teachers in curriculum development founded upon the research-based Backward Design Program (Wiggins and McTighe). The process of curriculum design guides teachers through a three step process: (1) internalization and prioritization of State Content Standards, (2) differentiated assessment methods aligned to prioritized standards and identified learning targets, and (3) innovative, research-based instructional strategies clearly articulating student learning. This method of instructional design is one that promotes the growth of students in becoming self-motivated, competent, and life-long learners. Additionally, one of the primary goals of school Site Council, assisted by Jerry Kleinman of EducationalGrowth, is to identify programs which specifically target improved English/Language Arts and Mathematics instruction and which are congruent with the approaches to education described in the school's charter. Once programs have been selected, the school will provide teachers with the appropriate training as part of the regular professional development.



Category DStandards-based Student Learning: Assessment and

Accountability

D1. Data Collection and Analysis Criterion: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

North Valley Charter Academy uses a variety of assessment systems to collect and analyze student performance data. EducationalGrowth has provided analyzed and disaggregated state mandated standardized test data. Other data collected includes student attendance records, progress reports, semester report cards, transcripts from other schools and colleges, SCANTRON test data for Language Arts, Reading, and Mathematics, and records of behavioral incidents. The school is currently considering methods of analyzing this data by means of PowerSchool reports to compile a School Accountability Report Card (SARC). This information will be made available to parents and other shareholders of the community on the school's website and in the school's main office. The school also utilizes PowerSchool as a means of collecting and communicating student achievement data. Formal progress reports are generated quarterly and sent home to parents and report cards are issued at the conclusion of each semester. Parents are encouraged to consult with teachers as needed and students lead parent conference evenings at the school site. Students and parents are given login access codes to PowerSchool. Using this feature, parents and students can view their current grades and missing assignments for all of their classes.

D2. Variety of Assessment Strategies Criterion: How does the school ensure that all teachers employ a variety of strategies to evaluate student learning? How does the school ensure that the students and teachers use these finding to modify the teaching/learning process for the enhancement of the educational progress of every student?

The school collects statewide, schoolwide, and classroom student assessment data to determine student progress in meeting state academic standards and expected schoolwide learning results. Each student will be assessed in English/Language Arts and Mathematics three times annually by means of SCANTRON testing. These tests are administered initially in September to generate baseline data and then again in December and March. Teachers use a variety of assessment strategies congruent with the selected curricula. Ongoing classroom assessments of student progress occur at the end of units of study, before, during, and after individual lessons, and as needed to check for understanding and to measure the internalization of new concepts and skills. Whenever possible, NOVA emphasizes authentic performance tasks or real-world applications such as projects, portfolios, papers, or tasks that require students to produce a product. The school plans to develop culminating performance tasks and corresponding benchmarks assessments for every discipline at each grade level. This articulation will ensure that students are not only ready to perform well on end of the year summative assessments, but will be prepared to enter college.



Teachers meet in core level (High School, Middle School) and department groups to discuss both internal and external assessment data of student achievement, share best practices for both class-wide and individualized use, and plan strategies to improve performance and ensure vertical articulation within disciplines. Internet based assessment tools in Mathematics and Language Arts (Apex Learning, Success Tracker) monitor student achievement based on state content standards. These programs also assist students in recognizing and understanding the academic standards and expected level of performance. Results of these assessments provide immediate feedback to students on individual progress and allow teachers to provide students with targeted remediation assignments. The school plans to expand its use of Success Tracker to all disciplines as the program becomes available.

How is assessment data used at the school?

Teachers and administrators use assessment data as tools to adjust and modify curricula and instruction to meet the specific needs of students, including honors, enrichment, and remediation. Internal assessment data, both formal and informal is used to identify struggling students and to intervene with X-Block assignments and/or an academic contract. Additionally assessment data helps to determine directions for future professional development and highlights areas of the program on which to focus observations, discussions, and collegial feedback.

D3. Review of Student Progress Criterion: To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

As part of the work of the School Site Council, assessment data collected from state and schoolwide sources will be reviewed and analyzed in the early fall. This process will be formalized into an annual system for the future as part of the Self-Study follow-up. The analysis of the data and subsequent recommendations will be presented to the school community and Board of Trustees during the first quarter of the academic year.

D4. Assessment of Student Achievement Criterion: Does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?

Jerry Kleinman of EducationalGrowth has been hired to assist the School Site Council in the analysis and interpretation of statewide assessment data, internal assessments and surveys. These results will form the basis of the Site Council’s recommendations for school improvement strategies and expenditures. The School Site Council will formalize the process for subsequent years.



Category ESchool Culture and Support for Student Personal and

Academic Growth

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

NOVA’s staff and leadership take very seriously the mandate to be accountable to parents and the community and seek ways in which to encourage the mutual involvement of students and school staff with parents and the community. Monthly Community Discussion Nights provide a forum for presentations and discussions of the school philosophy and practice, the Personal Learning Project, Homeroom objectives, graduation requirements, student achievement, challenges to learning, and assessment outcomes. This fall parents and community members will play a crucial role in the work of the School Site Council and its focus on improved schoolwide performance in Language Arts and Mathematics. The school maintains an open-door policy, encouraging parents to participate in any and all school activities. This policy is formalized in the school’s Family Classroom Experience, in which parents participate in the educational activities of a school day alongside their students. School leadership and staff welcome discussion and suggestions regarding all aspects of the school program.The school Registrar will offer PowerSchool classes to all parents in the fall. In these classes parents will learn how to access information about their student’s academic progress in each class, homework assignments, and attendance and to email teachers directly from the PowerSchool website. The school employs a Bilingual Coordinator to assist NOVA’s non-English speaking families by providing translations of school documents and assisting with parent meetings and other correspondence. The Parents’ Association and volunteers from CSUN have assisted in providing lunches, supervising students on and off campus, supporting and participating in the Explorations program, sports-coaching and fund-raising. The school is taking steps through parent surveys and other forms of outreach to involve the greater community by inviting professionals and organizations to the school as classroom and assembly speakers and through community service such as relief projects, donations, and Read-Along programs with a local elementary school. As a member of the local Chamber of Commerce the school is developing a network of support within the greater Granada Hills community. The school’s recent Grand Opening and Constitution Day Celebration was open to the public and student work created for the event will be displayed at local libraries. Middle and high school students will participate in the Los Angeles County Science Fair, Odyssey of the Mind, and History Day events. Homeroom groups will each undertake a community outreach/service project.

E2. Safe, Clean, and Orderly Criterion: How does the school ensure that it is a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized



by trust, professionalism, and high expectations for all students with a focus on continuous school improvement?

The school's contracted custodial staff maintains a clean and orderly campus. The school is investigating ways to regularly involve students as members of school beautification, recycling, and gardening committees. The Student-Family Handbook delineates the school's discipline conduct code, dress code, harassment, and emergency policies. These policies and safety procedures are reviewed with faculty, staff, and students in the fall and are regularly reinforced through the reflective discipline policies of the Office of the Dean of Students. Middle School and High School Homerooms give students an opportunity to have connection with the same adults throughout their school career and provide a forum for a variety of discussion topics including issues relating to school safety.The relationship amongst the faculty and between the faculty and the Administration is marked by a high degree of professionalism and a positive and supportive working environment. As the school is small and essentially new, faculty input is regarded as essential in building a solid and responsive academic program and school environment. Teachers are encouraged to experiment with innovative instructional methods and means of adapting curriculum to individual student needs. Classroom teachers and Administrators are committed to maintaining high personal and academic expectations for all students. Teachers interact respectfully with students and students are consistently challenged to "raise the bar" and "engage in their own education". To that end the school is seeking motivational speakers and programs that focus on goal-setting and achievement.

Indicate the procedures that are used for general communication among staff, between staff and students, and between staff and parent, etc.

• PowerSchool - North Valley Charter Academy utilizes PowerSchool, an internet based Student Information System. Students and parents can access current attendance records, class work and homework assignments as well as current grades through PowerSchool. It is also possible to email teachers directly from the student’s screen. • Email and Computer-based Communication - All administrators, teachers, and staff can be contacted at their NOVA email address. The school also includes email addresses in student files to facilitate contact with students and families. Additionally, the school maintains a networked computer system for storing general information related to students and school procedures and policies. • Phone and Voice Mail - The NOVA main office can be contacted on school days between the hours of 7:30 am and 4:30 pm. Families who do not have access to PowerSchool are always welcome to contact the school for current information about their students. Parents and students may leave messages for teachers using NOVA's Voice Mail system.



• North Valley Charter Academy Website - Parents and students are encouraged to visit North Valley Charter Academy's World Wide Web site, www.northvalleycharteracademy.org to learn the latest news about NOVA, view photos, find information about Parents’ Association activities, keep up to date with the school calendar, get information about how to donate to the school, and much more. • Monthly Community Discussions - Held on the third Wednesday of every month, Community Discussions engage in problem solving, take topic suggestions from the community and choose other issues of interest. The Community Discussions are also open to prospective students and their families to visit and be informed. • “Coffee and Academics” - offers parents the opportunity to meet in core groups with the Principal in informal discussions of the academic program. Regularly scheduled throughout the year in mornings and afternoons, the Principal is available to answer curriculum related questions, discuss homework assignments and upcoming projects, and offer guidance in supporting students’ academic progress.• Community Council - The focus of the Council is to provide a forum for students to express concerns and suggestions and to contribute to the decision-making processes regarding school culture, academic priorities, and other school programs.

E3. Student Academic Support Criterion: Do all students receive appropriate support along with an individualized learning plan to help ensure academic success?

Students are supported in their academic and personal development by classroom teachers, advisory leaders, counselors, and administration. Classroom teachers offer subject specific assistance and enrichment during X-Block once per week in departmental resource rooms. Computer labs are available four days per week and are staffed by core teachers and teacher assistants. Homeroom teachers monitor student academic progress and refer struggling students to X-Block support. Homeroom teachers are also instrumental in helping students to make positive connections within the school community and in building a sense of mutual trust and respect that is essential for students' academic and personal growth. Students meet annually with the Principal or Academic Vice Principal to review academic progress, identify individual academic and career goals, and develop an individual learning plan.

E4. Student Personal Support Criterion: Do all students have access to a system of personal support services, activities and opportunities at the school and within the community?

All support services and activities are available to all students within the regular school day. In addition to the core curriculum, Thursday afternoon Explorations give students opportunities to develop interest in both academic and non-academic areas. Exploration classes have included:• Community Council• Debate Club• Outdoor Survival Skills• Elements of Team Sports• Cartooning



• Classic Film Appreciation• History of Rock• Computer Graphics• Speech• Aikido• Tai Chi• Tae Kwon Do• Gardening• Salsa and Latin Dance• Jewelry Making and Crafts• Yearbook• Office SquadAfter-school activities include seasonal sports programs and Rock School performance bands, although Explorations can choose to hold meetings during after-school hours. Moderators for groups such as Odyssey of the Mind and Science Fair are available to provide students with opportunities for additional time outside the regularly scheduled program. Students with special needs meet frequently, according to his or her IEP or Section 504 Plan, with the Special Education Coordinator, who also serves as a liaison between the student and classroom teachers. Counselors are available for student referrals for emotional or behavioral support. The school is in the process of formalizing and standardizing a system of identifying and clarifying student interests and coordinating a program of community involvement which would provide the students with greater opportunities to develop talents and interests outside of the school environment.



Part IV: Major Achievements/Needs

Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

SEE APPENDIX 8 - PART IV MAJOR ACHIEVEMENTS AND NEEDS

Major School Needs: Develop a list of major school needs, focusing on student achievement.

SEE APPENDIX 8 - PART IV MAJOR ACHIEVEMENTS AND NEEDS


Signed: Position: Please return your responses to:David E. Brown, Ph.D., Executive DirectorAccrediting Commission for Schools533 Airport Boulevard, Suite 200Burlingame, CA 94010-2009

Microsoft Word - WASCIn Web viewINITIAL VISIT APPLICATION/SCHOOL DESCRIPTION — CALIFORNIA...

Documents

Transcript of Microsoft Word - WASCIn Web viewINITIAL VISIT APPLICATION/SCHOOL DESCRIPTION — CALIFORNIA...