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LIMITED-TERM PROGRESS REPORT
320 Alisal Road, Suite 206
Solvang, CA 93463
Independent Charter Sponsored by Blochman Union Elementary School District
April 8, 2011
Accrediting Commission for Schools
Western Association of Schools and Colleges
Limited-Term Progress Report
Family Partnership Charter School
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Family Partnership Charter School Educational Community Members
Sponsoring District Kristin Garrison-Lima, Superintendent Governing Council Trustees Sarah Bruce Amy Demangate Terry Dworaczyk Kristin Garrison-Lima Raquel Giraldez Lisa Thompson
Administrative Office Todd Mitchell, Executive Director Mark Palmerston, Assistant Director Suzanne Clark, Classified Coordinator Cyndy Fee, Business Technician
Coordinators Suzanne Clark Taren Freeh Cassie Joyner Mindy Lambert Trisha Vais Certificated Staff Michael Brajkovich Donna Burke Caren Callaway Sung-ah Cho Jim Davis Taren Freeh Elaine Gay Denicia Gills Glenn Goldin Susan Hardy Shannon Horn Cassie Joyner Mindy Lambert Sonya Lanzen-Castellanos
Amy Leach Justin Magdaleno Joeli Martin Jessica Moniot Kari Montano Julie Moore Robyn Morrison Elizabeth Neal Robin Palmerston Sarah Pinon Laura Tripp Alicia Volz Nathan Watts Cynthia Wells
Support Staff Jill Beyea Maria Lara Sherry Molnar Yvonne Nelson Teresa Pantzer Dana Puschell
Academic Support Providers Bill Damery Lynne Castellanos Nancy White Susan Stern Ann Milner
Limited-Term Progress Report
Family Partnership Charter School
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TABLE OF CONTENTS
Section I: Introduction and Basic Student/Community Profile Data ................................................ 1
Section II: Significant School Changes or Developments.................................................................. 29
Section III: Ongoing School Improvement ......................................................................................... 31
Section IV: Schoolwide Action Plan Progress .................................................................................... 32
Section V: Schoolwide Action Plan Refinements ............................................................................... 58
Appendix Items .................................................................................................................................. 59
Appendix: WASC Action Plan 2010-2011 ........................................................................................... A1
Appendix: WASC Action Plan 2009-2010 ........................................................................................... B1
Appendix: WASC Action Plan 2008-2009 ........................................................................................... C1
Limited-Term Progress Report
Family Partnership Charter School
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Section I: Introduction and Basic Student/Community Profile Data, including Summary of Data
Family Partnership Home Study Charter School (FPCS) is a K-12 Independent/Home Study charter school
with administrative offices located in Solvang, California. The school is chartered by the Blochman
School District and provides services to approximately 530 students in Santa Barbara and San Luis Obispo
counties. FPCS serves students and families in grades K-12th that are seeking an alternative, personalized
educational programs.
FPCS provides students and parents with three distinct personalized instructional programs:
Independent Study, Montessori, and Academy of Classical Education programs. In collaboration with a
credentialed Advisor, parents have the opportunity to develop personalized learning plans for their child,
are provided training, resources, planning tools and instructional support to assist in the education of
their child. Students have access to instructional opportunities that range anywhere from a minimum of
weekly meetings with advisor up to 4 days of highly supported instruction.
FPCS currently consists of seven learning centers in the following locations: Solvang Independent Study,
Lompoc Academy of Classical Education, Orcutt Independent Study, Santa Maria Montessori, Santa
Maria Academy of Classical Education, San Luis Obispo Independent Study, and Morro Bay Montessori.
The areas served by the school are primarily residential, composed of families from a wide cross-section
of the socioeconomic spectrum. Each learning center, serving a unique geographic area, is highly
reflective of students’ interests and needs as well as community college, university, and military
influences.
The core of FPCS’ academic programs is a deep commitment to the personalized education of each
student that enrolls in our programs. This commitment is supported through the individual attention
paid to each student and family by Advisors and staff, as well as through the variety of educational
opportunities that FPCS offers students and families.
Mission Statement
“Where Community and Family Count”
The mission of Family Partnership Home Study Charter School is to develop and implement a
comprehensive framework to enable and support parents from a wide variety of educational levels to
educate students in a K-12 home study environment.
The Charter School develops a full partnership with parents, students, faculty, staff, and community-
based organizations to fulfill this mission. The goal is to develop a “complete” student with academic
tools, social skills, self-esteem, and character to succeed in school and life.
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Family Partnership Charter School
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A Personalized Education!
Educational Vision
Family Partnership Home Study Charter School provides personalized educational opportunities, acting
with purposefulness, integrity and innovation to provide students an enriching learning experience.
Philosophy
The educators and participants of Family Partnership Charter School believe that the best learning
occurs when:
Each curriculum is tailored to each individual’s learning style
One-to-one teaching is used as appropriate
Learning is promoted by engaging student interests and finding their passion
Schooling is viewed as one aspect of an education
The entire community is our classroom
Goals
Goals for students and parents include, but shall not be limited to the following:
Students will be an active participant in their personalized learning plan
Students will recognize and use their strongest skills and abilities while improving areas of need
Students will achieve competency in basic academic skill
Students will explore their potential in the performing and living arts and in the use of
technology
FPCS students will perform and achieve as well or better than students in the traditional
California public schools
Optimal student learning will be achieved via parent involvement and support
Students will be intrinsically motivated
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Family Partnership Charter School
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Expected School Wide Learning Results
The FPCS ESLRs were formalized and presented in the Fall of 2008.
Family Partnership Charter School
Expected School Wide Learning Results
Communication
Communicate effectively through oral, written and visual communications in both individual and group
settings. Listen reflectively, speak with a sense of purpose and use technology as a communication tool.
Lifelong Learning
Acquire the knowledge and demonstrate proficiency in the skills needed to adapt to a changing society.
Citizenship
Respect community relationships by demonstrating civic, social and environmental responsibility and
work cooperatively to accomplish a common goal.
Technology
Demonstrate technological literacy in the use of both hardware and software to pursue post-secondary
educational options or develop career pathways in a responsible manner.
Self-Efficacy
Recognize unique talents and intelligences to become full participants in the learning process.
WASC Accreditation History
When FPCS opened in September 2006 the staff and leadership began the WASC Initial Visit Application
Process. FPCS was visited in March of 2007 by Dr. Gary Davis and granted Candidacy status with a
scheduled initial, self-study visitation date in spring of 2010. At this initial visit, Dr. Davis suggested that
FPCS was close to interim accreditation and an early visit would not be out of bounds; therefore, FPCS
administration applied for and was granted a 2009 spring visitation date.
Following the initial visit, FPCS went through the WASC Self Study Process during the 2007-2008 and
2008-2009. Visited by James Jones, Kate Bean, Mary Bixby, and John Dewey, FPCS was awarded
accreditation with a 2 year Limited-Term Revisit.
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Family Partnership Charter School
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Student Demographics
Enrollment
Student enrollment numbers by grade level for the past three school years shows a stable number of
students for the 2008-2009 and 2009-2010 school years, with a dramatic increase in enrollment during
the 2010-2011 school year.
Grade Level 2008-2009 2009-2010 2010-2011
KN 5 16 37
1 26 20 51
2 29 30 43
3 18 27 37
4 19 16 41
5 19 22 33
6 10 19 33
7 33 24 35
8 33 35 37
9 31 18 38
10 46 38 42
11 64 60 48
12 54 59 56
Total 387 384 531
The increase in student numbers for the 2010-2011 school year has been the direct result of expansion
of programs by opening a new Academy of Classical Education Learning Center in Santa Maria and the
movement of our Cambria Montessori Learning Center to Morro Bay.
Prior to and with these changes, a shift in the percentage of students by grade level has occurred
throughout our school programs. During the 2008-2009 school year 50.4% of our student population was
enrolled in grades 9-12. In 2009-2010 45.6% of students were enrolled in grades 9-12. That number has
now decreased to 34.7% of our current school enrollment. This has corresponded with the increase in
student numbers for grades K-6 from 32.6% of enrollment in 2008-2009 to a percentage of 51.8% of the
currently enrolled students. This represents a sustainable population of students.
With these additional programs and shift in student numbers, additional qualified staff, facilities and
resources have been dedicated to serving the students enrolled in our programs.
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Family Partnership Charter School
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Detailed information about each of our learning centers follows:
Learning Center Grades
Served
Inception 2010-2011
Enrollment
Attendance Rate
(at P1 reporting)
Solvang Independent Study K-12 2006-2007 46 99.90%
Lompoc Academy of Classical
Education
K-8 2009-2010 61 99.19%
Orcutt Independent Study K-12 2006-2007 90 99.17%
Santa Maria Montessori 1-7 2006-2007 46 99.76%
Santa Maria Academy of
Classical Education
K-8 2010-2011 106 99.88%
San Luis Obispo Independent
Study
K-12 2006-2007 128 98.95%
Morro Bay Montessori K-6 2007-2008 moved
from Cambria to
Morro Bay in
2010-2011
54 98.37%
Total K-12 2006-2007 531 99.31%
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Family Partnership Charter School
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Attendance
Student enrollment numbers directly relate to attendance. Like enrollment, Average Daily Attendance
was relatively flat during the 2008-2009 and 2009-2010 school year, with a sharp increase seen at the P1
reporting time of the current school year. FPCS administration views the P2 ADA numbers as a key
indicator because this number determines our following year’s funding.
School Year ADA Reported at P2 Attendance Rate
2008-2009 384.12 99.38%
2009-2010 371.36 98.55%
2010-2011 (P1 Data) 472.29 99.31%
Increasing enrollment and subsequent increases in attendance are a direct validation of FPCS’s
commitment to high quality educational programs focused on individual students and families. These
numbers clearly show students, families and the community’s view of FPCS as a viable option to meet
their child’s educational needs.
The attendance rate for the current year and previous two years shows a very high rate of attendance.
Because there are no excused absences through Independent Study, it has been a commitment of the
overall school programs, and each advisor to ensure that students have the structure and support
needed to complete work for full attendance.
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Family Partnership Charter School
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Graduation Rate
Graduation data reported through AYP and currently available data shows a predicted 4 year graduation
rate of 87.7%.
Graduation Year 2007-2008 2008-2009 2009-2010 2010-2011
(Projected)
Total Graduates 38 51 42 52
Graduation Rate 80% 69.1% 71.18% 87.7%
Shown graphically:
Graduation Rate
0
20
40
60
80
100
2007-2008 2008-2009 2009-2010 2010-2011
(Projected)
School Year
Pe
rce
nta
ge
a
FPCS Graduation Rate has seen a decline since the 2006-2007 school year. This has resulted in not
meeting AYP for graduation rate during the 2007-2008 and 2008-2009 school years. The graduation rate
for 2009-2010 increased, meeting the AYP expectations. As a school FPCS staff have been aware of the
decline in graduation rate, and have associated this to our commitment to serve students in high school
at all levels, including those that are credit deficient.
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Family Partnership Charter School
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Student Mobility
In the previous WASC report, it was stated that FPCS as school of choice, can be expected to have a
higher than usual mobility rate. Furthermore, due to tremendous growth since our inception, our
mobility rate was too high. As our enrollment began to plateau during the 2008-2009 and 2009-2010
school years, administration believed the mobility rate would decrease, allowing a more accurate
account of student movement and choice. This was not the case, as our mobility rate continued to
remain at a consistently higher than usual rate.
The actual data for student mobility was performed by taking the final enrollment for the school year
divided by the total number of students served, giving a percentage of students retained for the school
year (Retention Rate).
School Year 2008-2009 2009-2010 2010-2011 (P1 Data)
Final Enrollment 408 384 475
Total Students Served 517 480 533
Retention Rate 78.9% 80.0% 89.1%
A graph of the data displays the increase clearly:
Retention Rate
70
75
80
85
90
2008-2009 2009-2010 2010-2011
School Year
Ret
enti
on
Rat
e
Reviewing the data available, the above assumptions were incorrect. The biggest impact, showing a
decrease in on our mobility rate and subsequent increase in retention rate, has been seen this school
year (2010-2011), as a result of the positive changes FPCS staff have made in the processes used for
student enrollment, attendance reporting, and the increases in student instructional time has had on all
students within our programs.
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Family Partnership Charter School
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Gender
Student gender has remained fairly consistent and balanced throughout the history of our school.
Currently, 46.7% of our student population is male and 53.3% is female.
Ethnicity/Race
Student Ethnicity and Primary Race for current students is as follows:
Primary Ethnicity Student Count Percent of Total
Hispanic 139 26.2%
Not Hispanic 392 73.8%
Total 531 100%
Primary Race Category Student Count Percentage of Total
American Indian or Alaskan Native 17 3.20%
Asian Indian 3 0.56%
Black or African American 18 3.39%
Cambodian 1 0.19%
Chinese 5 0.94%
Declined to State 9 1.69%
Filipino 3 0.56%
Hispanic or Latino 73 13.75%
Japanese 4 0.75%
Korean 2 0.38%
Mexican American 2 0.38%
White 394 74.20%
Total 531 100.00%
Viewing the above information, the largest Primary Ethnicity is Not Hispanic with the largest Primary
Race Categories being White and Hispanic; all other Primary Race Categories fall under 5% of schoolwide
numbers.
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Family Partnership Charter School
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Student enrollment in Special Programs is as follows:
Special Programs Student Count Percent of Total Students
Free/Reduced Meal Program 199 37.5%
Special Education 39 7.4%
English Language Learners 6 1.1%
The collection of information necessary to accurately report National School Lunch Program data has
been an area where FPCS has shown improvement over the past two years by improving our process for
enrollment. FPCS staff has been able to collect information for 100% of the students who have enrolled
in our programs, which now allow us to see that 37.5% of our student families qualify for the
Free/Reduced Meal Program. This data has allowed us to see a more accurate reflection of student and
family demographics and to identify students and families that may need additional support.
The number of students designated as English Language Learners remains a small portion of our overall
student population, allowing us to target individually each student’s needs and the support necessary to
help them succeed in our general education environment.
Parent Education Level
Parent Education Level Parent Count Percentage of Total
Graduate school/post graduate training 77 14.50%
College graduate 176 33.15%
Some college (includes AA degree) 146 27.50%
High school graduate 101 19.02%
Not a high school graduate 14 2.64%
Declined to state or unknown 17 3.20%
Total 531 100.00%
The collection of parent education data was an area identified in our last report as an area of
improvement. FPCS staff have shown the improvement by collecting data from 100% of our families at
the time of enrollment. By doing this we have been able to increase the information collected, showing a
very small 3.2% who have declined to state their education level.
Because parents play a critical role in each student’s educational experiences, and our commitment has
been to support not only students but also parents as they support student academic progress on a daily
basis, parent education information is important. As FPCS administration view current data, we can see
that 75% of the parents report attending Some College, having earned a College Degree or studied at the
post graduate level, with only 5.84% not earning a high school diploma or declining to state.
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Family Partnership Charter School
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Staff
The current organizational structure consists of the Governing Council, an Executive Director who is also
the Special Education Director, Assistant Director, a Classified Coordinator, and a Business Technician.
There are 3 Learning Center Coordinators who serve as the main point of contact at each Independent
Study Learning Center, two of which also work with our Montessori Learning Centers. The Academy of
Classical Education Learning Centers in Lompoc and Santa Maria has a Program Coordinator. There are
26 Credentialed Teachers, that go by the title of Advisors, and six clerical support staff that work closely
with coordinators at our learning centers. The Special Education Staff consists of a Credentialed Resource
Teacher, two part time Resource Teachers, and three Special Education Instructional Assistants.
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Family Partnership Charter School
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Current Staff breakdown and demographics are as follows:
Year Certificated Non-
Certificated
Total Female Male Asian Hispanic/Latino White
2010-
2011
29 11 40 33 7 1 5 34
The FPCS Staff is comprised of 82.5% females. The racial background of the staff reflects the same top
two categories that our students identify with: white and Hispanic/Latino.
All certificated employees possess one or more California Teaching Credentials and are Highly Qualified
in at least one subject area.
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Family Partnership Charter School
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Student Achievement Data
State Mandated Assessments and Indicators
California Standardized Testing and Reporting (STAR)
ELA: Multi-Year Performance Level Distributions show that For 3 out of the past 4 years, our combined
percentage of Proficiency & Advanced has been greater than the combined percentages of Basic, Below
Basic, and Far Below Basic. This has resulted in FPCS meeting AYP Percent Proficient for ELA in all testing
years. The performance indicated above appears to be consistent over time.
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Family Partnership Charter School
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When looking at students that have tested with FPCS during multiple testing years, a wider positive
margin of percent proficient or Advanced is observed:
ELA: Matching Students that have tested in multiple years reveals a greater margin of percent Proficient
and Advanced compared to all student populations, 61% vs. 54% during 2010 testing. This shows both
the improvements in our students over time, and the impact of our programs on students who attend
over an extended period of time.
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Family Partnership Charter School
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Mathematics continues to be an area of growth both identified by our own staff as well as identified
through the most recent Self-Study.
Math: Multiyear data for the CSTs in Math show more students scoring Basic and below than at the
Proficient and Advanced levels.
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Math: Matching Student data for the CSTs in Math again shows the impact of our programs on students
over time being positive, with an increase from 26% to 31% of our same students showing Proficient or
Advanced when compared to their previous scores.
The above math scores indicate that the area of math continues to be an area of need within our school
programs. With increased instructional time devoted to math support, more clearly defined
implementation of math curriculum, and the continued review of curriculum and instructional materials
that Advisors use to provide math instruction, improvement if student achievement in math is expected.
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Family Partnership Charter School
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California High School Exit Exam (CAHSEE)
The CAHSEE has been a test that FPCS students have shown great success as measured by first time pass
rates. The graphs below show both the first time pass rate for 10th grade students in English Language
Arts(ELA) and Math for the years 2007-2008 through 2009-2010.
ELA pass rate has increase from 71% to 90%, exceeding both county and state averages.
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Family Partnership Charter School
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Math: First time pass rates show an increase from 64% to 83%. The current first time pass rate for
Mathematics is competitive with both county and state numbers.
Both graphs support the success of our students and programs measured by first time pass rates.
Looking closely at overall pass rates, which includes results for students that do not pass the first time, a
small number of students account for a disproportionate number of scores that are listed as not passing.
This results from two things: 1. the students that have two opportunities in 11th grade and a minimum of
three and up to five opportunities to take the exam in 12th grade, and 2. the students in our programs
who do not pass the first time are very likely to struggle with passing the CAHSEE.
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Family Partnership Charter School
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ELA: All grades demonstrate a slight decrease in the percentage of students passing the CAHSEE ELA
section.
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Family Partnership Charter School
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Math: All grades demonstrate an overall increase in students passing the CAHSEE Math.
The support of students who have not passed the CAHSEE the first time is seen through our
individualized programs, in that each Advisor, student and family work together to support the student
through the process of Response to Intervention (RtI), identifying the student’s specific academic needs
as well as the plan to reach the desired result of passing the CAHSEE.
Since 2007-2008, FPCS has graduated 131 students; only 1 student met all graduation requirements
except for passing the CAHSEE Mathematics section. This represents a 99.2% student success rate on
the CAHSEE.
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Family Partnership Charter School
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Academic Performance Indicators (API)
API Report
In the table below you will see all API Scores (Growth and Base) for Family Partnership Charter School.
2008 2009 2010
2008 Growth
700
2008 Base
699
2009 Growth
747
2009 Base
748
2010 Growth
746
Displayed graphically, the API results show a net increase of 47 points.
Growth API
660
680
700
720
740
760
2008 2009 2010
School Year
AP
I Sco
re
The three year increase shows a very positive growth of 47 points from the 2008 to the 2010 Growth
reports. This confirms significant growth in student academic achievement.
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Family Partnership Charter School
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In addition to API, the Base Report shows a Statewide Rank and a Similar Schools Rank. FPCS’s Statewide
and Similar Schools Rank are:
2007 2008 2009
Statewide Rank 6 4 6
Similar Schools Rank 8 4 4
AYP Reports
Year Made
AYP
Participation
Rate (ELA)
Participation
Rate (Math)
Percent
Proficient
(ELA)
Percent
Proficient
(Math)
API Graduation
Rate
2007 No Yes No Yes Yes Yes Yes
2008 No Yes Yes Yes Yes Yes No
2009 No Yes Yes Yes Yes Yes No
2010 No Yes Yes Yes No Yes Yes
FPCS has not made AYP: in 2007 this was a result of the Participation Rate for Mathematics; 2008 and
2009 were the result of the school’s graduation rate; in 2010 was the result of the Percent Proficient in
Mathematics not being met. In all years 9 of 10 AYP criteria have been met.
The graduation rate for all four years shows the decline in graduation rate from 2007-2008 through
2008-2009 and an increase in the 2009-2010 school year. This information has also been displayed
graphically in the Student Demographics section (above).
School Year 2007-2008 2008-2009 2009-2010
Graduation Rate 80.0% 69.1% 71.18%
FPCS staff have been well aware of the decline in graduation rate, and have associated this to our
commitment to serve students in high school at all levels, including those that are credit deficient. By
serving students that enter our programs as 11th or 12th grade credit deficient, Advisors work with the
student to create a realistic plan to graduate, even if that takes an additional semester or year. By
making this commitment, the school is aware that the graduation rate may not always meet AYP criteria.
Limited-Term Progress Report
Family Partnership Charter School
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Numerically Significant Subgroups
Until the 2009 Growth API, Family Partnership had 1 significant subgroup (White). As of our 2009
Growth, FPCS now has two significant subgroups (White and Socioeconomically Disadvantaged)
Program Improvement Report
Because Family Partnership Charter School does not receive federal Title I funds, the school will not be
placed in PI Status.
Benchmark Assessments
Internal benchmark assessments have been used schoolwide. Beginning in Fall of 2007 the North
Western Evaluation Association (NWEA) MAP test has been used in the Fall and Spring of each year with
students in grades 2-11. The NWEA is a national norm-references assessment (last normed in 2008) that
tests students in the areas of Language Usage, Reading and Mathematics. During the 2009-2010 and
current school years, the assessment has also been used to assess students in grades K-1.
The use of the assessment data from NWEA has been 2 pronged, with the major goal of the assessment
to be able to use student specific data to make informed decisions about students’ academic
achievement levels and to make appropriate academic decisions about curriculum and instruction based
upon the student specific data. These decisions also include the referral of students that fall below the
20%tile to our Response to Intervention (RtI) programs, and the monitoring of their progress through
increased instruction and intervention programs.
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Family Partnership Charter School
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Examples of individual student data and how it has been used is as follows:
A student’s raw data showing 3 testing sessions Fall, Winter and Spring for each school year 2008-2009,
2009-2010 and 2010-2011. Student score is a RIT score, with the District Average, Norm Group Average,
Growth Measures and Percentile Rankings. At the bottom the Goal Performance is listed.
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Family Partnership Charter School
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This data combined with the following graph depicting the same information are used by advisors to
monitor student progress and to make informed decisions about curriculum and instruction.
The dark line at the top is the student growth; the medium grey line in the middle is the District Average;
the light grey line at the bottom is the Norm Group Average. This student graph shows a student that is
above the district and norm group averaged for overall achievement. The areas for improvement are the
areas of Punctuation, Capitalization and Spelling, listed as the Goal Performance area of Low Average. In
addition to being above average, the growth rate for the student is important, measured by the slope of
the student achievement line. This shows at or above the same slope as the norm group measure,
meaning the students is making appropriate achievement gains compared to the norm group.
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The second major goal is to review student growth on at the schoolwide level to monitor the academic
growth of our students. This can be done for two major time periods: Fall to Spring, showing growth over
one school year, or Fall to Fall (Spring to Spring) showing a full calendar year’s growth.
Schoolwide data showing Fall 2009 to Fall 2010 Growth (below for Language Usage, Reading, and
Mathematics) shows a bar graph of the Mean Growth for students at FPCS and the line graph showing
the Mean Growth Targets for the Norm Group.
In the area of Language Usage, all grade levels 3-12, except grade 11, showed growth that met or
exceeded the Mean Growth Targets for Language Usage. The largest discrepancies, showing the greatest
average growth in Language Usage are in grades 4, 5, 7, 8, 9, and 12.
In the area of Reading, all grade levels 1-12 show meeting or exceeding the
Mean Growth Targets of the Norm Group for the Fall 2009 to Fall 2010 growth measures. The largest
difference in average growth is seen in grades 1, 2, 5, 7 and 12.
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Family Partnership Charter School
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In the area of mathematics, all grade levels except grades 6, 10, and 11 have met or exceeded the Mean
Growth Targets for the Norm Group. The biggest improvements over the norm group averages are
grades 1, 2, 5, 8 and 12.
The schoolwide growth data for Fall 2009 through Fall 2010 from the NWEA Benchmark Assessments
shows FPCS students growth that meets or exceeds national norm references standards, showing above
average growth in almost all grade levels and academic areas.
The adoption of NWEA has increased our partnership with our sponsoring district through the training
and dissemination of the NWEA from our school to the district school.
Future goals with the use of benchmark assessments are to use the data to assess each of our academic
programs, as well as the effectiveness of different curriculum and instructional methods that used to
teach our students. In order to do this FPCS staff and administration we must ensure that we are using
the most appropriate tools for our students and programs, as well as develop more advanced system to
collect and analyze the data. FPCS administration has worked closely with our new Student Information
System vendor, School Pathways, to increase their capabilities to collect and store student achievement
data. This has allowed for the import of current year’s NWEA data to the system which is then attached
to the Student Dashboard for access by Advisors as they monitor and implement instructional programs.
FPCS is currently investigating the Scantron Assessment and Performance Series Assessments as a
possible replacement to the NWEA as it aligns more clearly with the CSTs, as well as offers additional
connections with instruction that can further enhance our RtI programs.
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Family Partnership Charter School
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Additional Schoolwide Data
Additional schoolwide information and data is reported annually through the School Accountability
Report Card (SARC). The SARC for the 2009-2010 school year, reported during 2010-2011, can be found
in the appendix. All SARC forms completed by FPCS are posted on the About Us page of the school
website (www.fpcharter.org).
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Section II: Significant Developments
Since the last full visit in spring of 2009, FPCS has successfully petitioned and been granted charter
renewal for the term of July 1, 2011 through June 30, 2016. The success of charter renewal validates the
sponsoring district’s belief in the quality of our programs, operations and demonstrable student success.
The biggest changes to the organization are the change in administration, addition and expansion of
instructional programs, and the adoption of new technologies that have improved our documentation of
student learning.
Administrative changes beginning July 1, 2009 occurred when the founding director retired. Following
the 2009-2010 school year, additional administrative changes took place to further clarify job roles and
responsibilities. The current organizational structure, including the positions of Executive
Director/Special Education Director and the Assistant Director position can be found in the appendix.
During the 2009-2010 school year, FPCS expanded its instructional options by adding an Academy of
Classical Education Learning Center in Lompoc to our school programs. This opportunity to increase the
instructional options for students and families fit clearly with our core philosophy of providing
personalize educational opportunities while supporting parents and families educating their children in a
home study environment. The instructional schedule provides for two day a week programs that focus
on a four year rotation of science and history concepts. The Advisors provide enriching hands on
activities based upon a common scope and sequence, while supporting parents as the primary
instructors of language arts and math curriculum on the additional three days a week. The addition of
this program provided a great deal of interest to families in the Santa Maria area, which prompted the
addition of an additional Academy of Classical Education Learning Center in Santa Maria beginning in the
Fall Semester 2010. The additional learning center and 100 plus students have provided the school the
great opportunity to hire additional certificated and clerical staff to support student programs. This has
had a great positive impact on the number of students and families that FPCS has been able to serve,
while also providing additional value to students and families between the minimum of one day a week
independent study and the up to four days a week students spent in the highly supported Montessori
learning environments.
In addition to opening a new learning center in Santa Maria, FPCS also moved the Cambria Montessori
Learning Center to Morro Bay during the summer of 2010. This move increased the number of potential
students and families that could participate in the instructional programs. This move has increased
enrollment from approximately 30 students to a stable population of more than 50 students. This has
had a positive impact on students and families.
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As FPCS continues to grow as a school, both in student numbers and learning centers, it was clear that
technology could help improve the systems used to document student learning. During the 2009-2010
school year, FPCS investigated and decided to adopt a new Student Information System, School
Pathways, with an additional program, Report Writer, that is used to document student academic
progress and accurately account for the attendance of each student. The monthly attendance reports for
each student also show standards alignment of all work the student has completed. The implementation
of these new programs has required a full assessment of current practices, extensive staff development
and training, and considerable time and financial resources.
Other technology updates have been an updated website, www.fpcharter.org, unveiled for the 2010-
2011 school year, as well as the migration of our email and file sharing from a server to using Google
Education Tools for email, document sharing, calendars and communication features. The updated
website provides additional information to students, families and staff, as well as provides the school
with the ability to manage its own content. With Google applications, FPCS staff are able to better
communicate internally and externally using applications that allow us to manage technology and
resources more independently.
During the 2010-2011 school year, changes to our budget, as requested by staff during the budget
development process, have included the local control of Learning Center Budgets. Because each learning
center and instructional program serves students in different grade levels using different instructional
models, a per student budget was allocated for the specific use of curriculum materials and supplies with
the Learning Center Coordinator managing the expenditures. This more local control of budgets has
allowed for the student materials and supplies to match more closely with the instructional programs
that FPCS offers. It has also shown each instructional programs value and unique approach to
personalized learning. It has ensured that students are provided the most appropriate learning materials
in the quickest time possible. This local control has also helped Learning Center Coordinators and staff
better understand the budget and impacts on student learning.
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Section III: Ongoing School Improvement
Following Self-Study Visit schoolwide action plan was updated for the 2009-2010 school year using a
team brainstorming approach by the leadership group. As with all past years the implementation of the
Schoolwide Action Plan has been overseen by the school administration.
During 2009-2010 the Governing Council was supported through the Governance Renewal Accountability
and Strategic Planning (GRASP) Grant. Through this process, the Governing Council was involved in
ongoing strategic planning. This resulted in each governing council member being a champion of a
specific schoolwide domain, participating and supporting more ongoing discussions that relate very
similarly to the Schoolwide Action Plan. (See GRASP Domains in Appendix)
Approaching the 2010-2011 Action Plan, Progress Report and Revisit, a plan was created to increase the
involvement of all staff through Staff Development Plan 2010-2011, which includes 3 hours of weekly
professional development. The professional development time is used to support student academic
achievement as outlined in the WASC action plan, with one hour of which has been solely dedicated to
tasks related to developing, compiling and preparing information for this WASC report. All Staff have
been involved in review of all past WASC information, reviewed schoolwide data, provided ideas,
brainstorms and written information that have been used directly in writing the progress report.
The involved stakeholders have included:
Governing Council
Administration
Leadership and WASC Committee
All Staff through weekly meetings and WASC Tasks
The report has then been compiled and written by the Assistant Director and reviewed, edited and
added to by the WASC committee. The Governing Council has been given regular updates through
Executive Directors report, GRASP Domain reports/discussions, and will review and approve the WASC
Progress Report prior to submission at their March Meeting.
Attach in the Appendix are Schoolwide Action Plans revised for the following school years:
a. 2010-2011
b. 2009-2010
c. 2008-2009
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Section IV: Schoolwide Action Plan Progress
Following the last WASC visit, the following 14 Schoolwide Critical Areas for Follow-Up were noted:
1. In order to avoid further inaccuracies of attendance reporting and consequently over- or under-
payment by the State, it is recommended that plans for a consistent format for reporting
attendance be initiated. In developing more accurate means of reporting, extensive training of
faculty and staff would be an essential element of this plan.
2. Fully implement the RtI model to include training for advisors to identify and support students
who require Tier 2 and Tier 3 intervention.
3. It is recommended that FPCS develop, improve, and increase support and programs for the at-
risk student population.
4. Calibrate the use and expectation of how the ILPs can drive student achievement goals.
5. There is a need for strong instructional leadership that can help align assessment, curriculum
and instruction.
6. It is recommended that an assessment plan be designed to evaluate specific on-line programs in
order to establish whether these programs actively engage students, emphasize higher order
thinking skills and truly help students to succeed at high levels.
7. Provide consistent program of training for parents in how to oversee assessments for their
children.
8. Provide further training to advisors in the use and practical applications of assessments.
9. Develop a monitoring system that will enable the school to determine level of achievement of
the academic standards.
10. Explore and examine all available data related to instruction and operations to determine level
of impact on the school's program.
11. Increase parental participation in parent trainings.
12. Ensure advisors are knowledgeable about all curriculum at all grade levels for the students they
advise.
13. Provide additional support to students in mathematics and writing.
14. It is recommended that the school leadership and staff base their instructional, operational, and
resource decisions on data that is carefully developed within a schoolwide accountability plan.
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Using the Critical Areas of follow-up and our revised Action Plan goals, the following notes the progress
FPCS has made to reach the goal, the continued modification of the Scholwide Action Plan as well as the
critical areas of follow-up that are addressed within each goal.
Goal 1: Use Assessment Data for Instructional Decision Making
The Critical Areas of Follow-Up addressed within this goal are numbers 2, 4, 5, 6, 7, 8, 9, 10, 12, and 14.
The full implementation of the RtI model and the evidence supporting student achievement as a result is
more thoroughly discussed under Goal 2; fully implementing RtI required that FPCS meet the goal of
using assessment data for instructional decision making. Since the last visit, FPCS has more clearly
defined the assessments given schoolwide (both state mandated and internal assessments), improved
the capacity to collect the information in a centralized place (student information system), and used the
data to make informed instructional decisions. The RtI process is clear growth in this area and is
discussed more under Goal 2 below.
Family Partnership has shown improvement in creating strong instructional leaders who are able to align
assessment, curriculum and instruction. Improvement has been shown through the standardized
procedure for the use of school-wide benchmark assessments, the implementation of individualized
learning plans, creation of a curriculum committee and by providing additional professional
development to advisors.
The procedure use of schoolwide assessments has been standardized under the supervision of the
Assistant Director. These assessments include the formal NWEA, STAR, and CAHSEE tests. Family
Partnership administration has created a specific schoolwide timeline for the administration of the
formal assessments. The administration provides the formal assessment schoolwide data and results to
advisors through the student information system and through learning center coordinators. The
advisors are able to use the data and results to help guide instruction.
Individualized learning plans are created for each student by their advisor using assessment data. The
individualized learning plans are documented on the Student Dashboard within School Pathways.
Advisors then use the plans to individualize instruction and curriculum for each student. Through School
Pathways, advisors can easily access previous student goals to further guide their plan for individualized
instruction.
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The centralization of student achievement data has improved teacher access to the data needed to make
informed instructional decisions. The Individual Learning Plans (ILPs) that were used during the previous
WASC visit were a paper-based plan that was created at the beginning of each semester. The data and
information from ILPs could only be compiled through manual entry and review of each student’s ILP.
The adoption of the school Pathways and the use of the Student Dashboard to collect information
regarding student’s personalized learning has allowed teachers, administrators, parents and students to
have a more clear picture of student progress.
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Examples of the data portions of the Student Dashboard that help in instructional decision making are as
follows:
Test Score History: Contains all available test information for the student including STAR, CAHSEE, SAT,
ACT, NWEA.
Transcript Record: allows advisors real-time access to students transcript, with subject details allowing
the detailed view of courses/credits earned in each required subject area. The 4-Year Graduation Plan
has continued to be an important part of the student’s ILP, allowing advisors, students and parents to
work together to plan courses and credits over the student’s 4 year high school career.
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Through the review of the above data, advisors, students and parents are able to work together to
establish goals for the student’s ILP.
ILP Goal Section: This allows for the consistent use of goal setting for all students. The information
available on the Student Dashboard assists advisors, students and parents with setting appropriate goals.
After writing goals, appropriate decisions regarding student’s curriculum and instructional programs are
made through the creation of the Master Agreement.
Master Agreement: lists current and past courses the student is/has been enrolled in.
Ongoing monitoring of student’s academic plans are done through the monthly Assignment and Work
Records, semester Report Cards, and weekly instruction and meeting times. Additional information can
be compiled and stored with the student information system using Global Student Notes. This allows for
the personalized monitoring of student’s individual plans as well as the access to information for all
internal staff that are supporting the student’s academic progress.
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Global Notes: Allows the attachment of additional information regarding student progress, plans and
information. The Classified Coordinator (registrar) may attach important information related to student
academics such as a past transcript; administrators communicate regarding school policies like requests
for excess units; and advisors may attach contact logs, individual notes and other important information.
Over the past three years the FPCS curriculum committee has made significant improvements in the
implementation of curriculum and instruction. The curriculum committee has members from each of
Family Partnership’s three programs. The curriculum committee collaborates to update the course
catalogs, evaluates current and future curriculum, and makes recommendations to administration
regarding improvements to curriculum and instruction.
Through the curriculum committees’ evaluation of current and future programs, it was determined that
clear policies, consistent implementation and additional instructional time was needed to support
currently learning programs rather than adopt new ones. Policies have been clarified, adopted and
implemented for all online curriculum; consistent implementation of programs have been monitored
through monthly Assignment and Work Records; and additional instructional time has been provided to
support students instructional needs.
Additional professional development continues to be provided to advisors. These professional
development opportunities have focused on ways to further support students and give individualized
instruction. Examples of the seminars offered this year include: supporting ELL learners, implementing
and assessing for RTI and an introduction on how to use the writing curriculum, Institute for Excellence in
Writing (IEW).
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Critical Area of Follow-Up 7: Provide consistent program of training for parents in how to oversee
assessments for their children.
Respecting the individualized nature of our educational programs, assessment information in crucial to
understanding each student’s current level of performance, to make critical decisions about the
student’s academic learning plan, and to monitor their progress over time. Communicating this to
students and families upon enrollment has improved the acceptance of and ultimately the use of
assessment information to drive discussions regarding student learning plans.
This critical area is directly related to number 11 (found under Goal 4) “Increase parental participation in
parent trainings”, with a greater focus on how to oversee the assessments for their children. With overall
increase in parent trainings, and participation in those trainings, the ability to focus in on specific topics
such as assessments.
Critical Area of Follow-Up 9: Develop a monitoring system that will enable the school to determine level
of achievement of the academic standards.
The level of achievement of the academic standards is monitored at the individual student level,
consistent with the individual focus of our programs, and is done through monthly Assignment and Work
Records that align student work to the CA State Standards, semester report cards, and by student
achievement on CSTs.
The K-8 report cards are standards-based, so reporting progress toward the accomplishment of state
standards is formally reported to families as part of the semester-end report card.
Critical Area of Follow-Up 10: Explore and examine all available data related to instruction and
operations to determine level of impact on the school's program.
Since the last WASC visit FPCS has made progress in this area through appointing a Governing Council
Member as a Champion of Academics whose focus and questions have led to the reporting of more data
to the governing council to review and to better understand student academic performance.
FPCS has also collected student data more frequently, establishing regular testing window for the NWEA
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in the Fall, Winter (for at-risk students), and Spring. The inclusion of an alternate assessment in 2010-
2011 ensured that all students were assessed during the Fall testing window.
Additional progress includes the use of the data for RtI, allowing us to monitor and determine the
impacts of increased instruction and intervention on student achievement. See Goal 2 below for more
information on RtI.
Continued goals for the use of data to determine the level of impacts of school programs on student
achievement:
1. The Collection of all data in one location to assist in disaggregation, analysis and application of
assessment data has been a challenge.
a. Collection has in the past mostly focused on the individual student level, and state
reported level. The data has not been used to the full extent at the level of each learning
center.
b. To help overcome this challenge, more consistent use of the Student Information System
(School Pathways), and the Student Dashboard, to collect all relevant information about
a student have started to expand our ability to collect and view more data than in the
past. FPCS administration has worked closely with School Pathways to expand the
assessment information that can be added to the system, allowing for more consistent
collection, viewing and analysis across school programs. The continued use of the
Student Information System to collect information is crucial to long term improvements
in this area.
c. FPCS administration has identified and is using the data analysis program K12 Multiple
Measures Online Assessment Reporting System (MMARS) to analyze state mandated
assessments, and is working with them to identify ways to better breakout data by
student groups to help analyze student data by program and learning center.
2. FPCS staff and administration are currently evaluating NWEA to determine whether it is the most
effective tool, by comparing it to and reviewing Scantron assessment products for future use.
3. Continued staff and parent trainings to fully understand the value and application of assessment
data.
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Critical Area of Follow-Up 12: Ensure advisors are knowledgeable about all curriculum at all grade levels
for the students they advise.
An evaluation of school programs related to this critical area of follow-up, created changes in the way
students were assigned to advisors beginning in Fall 2009. These changes were to narrow the range of
grade levels each advisor served, by assigning students to advisors who have become experts in grade
specific content. This is very manageable in the Montessori and Academy of Classical Education learning
centers as learning center classes are a narrow range of multi-grade level students. For Independent
Study learning centers, this makes a huge difference when advisors serve students in grades K-6, 6-8, or
9-12, allowing them to focus their own knowledge and understanding on those grade level curriculums
rather than serving students in grades K-12. As enrollment continues to grow, this becomes even easier
through increased staffing to have advisors who are experts and only serve small grade level spans.
After evaluating and adjusting student assignments, providing more clear tools and information to
advisors regarding schoolwide curriculum became an important task. The Curriculum Committee has
created K-8 and 9-12 curriculum lists and catalogues and posted them on the school website and
provided them to advisors as part of their employee handbook. In addition to the curriculum list and
catalogue, the committee is working on course descriptions for each course in all grade levels.
FPSC has also created policies for reporting FPCS high school curriculum such as Odyssey Ware, Cyber
High, and ALEKS Math courses. The Independent Study centers have created K-12 support classes with
highly qualified teachers in the areas of math, science, English, and social studies to further aid the
students with these courses.
The Curriculum Committee is continually updating and informing staff members of curriculum changes
and improvements. The Curriculum Committee meets weekly to discuss new curriculum possibilities and
to refine course descriptions. FPCS has also provided staff development opportunities to their advisors
during all staff meetings and team meetings. Some of the curriculum trainings have been in the area of
language arts and math. During these meetings FPCS has also trained advisors on reporting, operating
procedures, and which curriculum suites which student best. For example, our high school curriculum
primarily consists of the following online curriculum: Odyssey Ware and Cyber High.
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Critical Area of Follow-Up 14: It is recommended that the school leadership and staff base their
instructional, operational, and resource decisions on data that is carefully developed within a schoolwide
accountability plan.
The foundations created at the onset of FPCS focused on individual students and their success as the
most important factor. Data as the driving force behind all decision making was seen as contradictory to
this message. In growing as an organization the increased need for data to make decisions has become
evident, and the value in which FPCS staff can use data support the focus on individual success is
developing.
Significant improvements have been made in the focus of FPCS in terms of the understanding and value
of data, the collection of data, and laying the foundations for successful analysis and use of data for
decision making at a schoolwide, programmatic, and learning center levels.
The Schoolwide Action Plan has been updated annually to reflect all available information. The
Governance Renewal Accountability and Strategic Planning (GRASP) process during the 2009-2010 school
year, provided by grant funding, involved the Governing Council in the process of schoolwide review and
planning that has increased the data provided to review by the school administration, staff and the
Governing Council. Continued growth in this area will be accomplished through the end of the 2010-2011
school year and during the 2011-2012 school year.
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Goal 2: Ongoing Development, Improvement, and Increased Support and Programs for our At-Risk
Student Population
The Critical Areas of Follow-Up addressed within this goal are numbers 4 and 5.
The ongoing development, improvement, and increased support and programs for our at-risk student
population have focused primarily on two major improvements to our instructional programs:
1. Increased instructional time designated at each learning center for the specific purposes of math
and language instruction and intervention.
2. The implementation of Response to Intervention (RtI) model to support students who require Tier
2 and Tier 3 Interventions.
Increased instructional time has been provided at each learning center, with the three Independent
Study Learning Centers designating additional optional or required instructional lab time. This
information has been provided to students and families through email, newsletters and advisor
meetings. The Governing Council has had monthly reports that include Learning Center updates
regarding the instructional time and attendance by students in these programs.
The additional instruction has been provided by credentialed advisors, with each full time advisor
providing 6 hours of content instruction weekly and part-time advisors providing 3 hours. Additionally,
math tutors have provided additional instructional time in mathematics.
The focus on achievement of all students with a targeted approach to supporting at-risk students,
increased enrichment programs at each learning center was a goal outlined in the WASC Action Plan
under this section. By drawing students into the learning center for enrichment courses an activities has
increased the participation in the instructional time for students who may not be identified as at risk, but
may need the additional support. The combination of the additional enrichment and instructional hours
has proven to be an improvement in the support that our at risk students have been provided.
During the 2009-2010 school year, the RtI Committee met to work on schoolwide implementation of RtI.
Through this process, additional instructional time was added to our Independent Study Learning Center
Schedules, and an RtI Referral and RtI Action Plan forms were created. This set the foundation of the full
implementation of RtI during the 2010-2011 school year.
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The increased instructional time that has been designated is an important component of our RtI
programs. To fully implement RtI, FPCS staff took the following path during the current school year:
1. Identification of students based upon:
a. CSTs: Far Below Basic (this will expand to include Below Basic in Fall 2011)
b. NWEA: Fall Benchmark under 20%tile
2. RtI Action Plan
a. Student Specific Plan that outlines:
i. Data supporting referral
ii. Plan outlining student, parent, and advisor actions to support student academic
improvement
iii. Measurement Tools used to monitor progress
iv. Date when plan is reviewed
3. Instruction and Intervention provided at school or by parent based upon RtI Action Plan
4. Monitoring, review and follow-up assessment
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The following table of information shows the number of students by Learning Center identified in Fall
2010 for the RtI Programs, and the outcomes of the fall RtI instruction, intervention and Winter
benchmark assessments.
Learning
Center
Total
Students
Students Exited
RtI Based Upon
Improvements
in Achievement
Student Showed
Growth but will
Continue with RtI
Plan
Data Supports
Increased
Instruction/
Intervention
for Student
Student
Left
Programs
During
RtI Plan
Solvang
Learning
Center
6 4 2 0 0
Orcutt
Learning
Center
17 4 12 0 1
Santa
Maria
Montessori
18 4 9 3 2
San Luis
Obispo
Learning
Center
11 2 5 3 1
Morro Bay
Montessori
23 0 16 5 2
Academy
of Classical
Education
40 7 27 6 0
Total 125 21 71 17 6
RtI: 92 out of 125 students (73.6%) have data that supports increased student achievement through
increased instruction and intervention; 21 (16.8%) showed significant gains that allow students to
continue with general coursework without additional intervention, and 71 (56.8%) have appropriate
interventions that continue to support student achievement. Data for 17 of the 125 students (13.6%)
identify the need for increased instruction and intervention (Tier 3 RtI).
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Schoolwide assessment data that confirms the improvement of achievement for our at-risk students can
be viewed by looking at the CSTs in English Language Arts:
The at-risk populations, as measured by Below Basic and Far Below Basic, have seen a decrease from as
high as 30% of the total student population in 2008 to the current levels of 20% in 2010.
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When viewing Mathematics data from CSTs it was discovered that FPCS student performance mirrors
that of our sponsoring district and other surrounding districts where a decline in the percent of students
scoring Proficient and Advanced. This continues to point to Mathematics as being an area for
improvement in our programs. By focusing specific instruction and intervention to each student that is at
risk in this area, the goal would be to see marked improvement during the 2011 test.
In addition to CSTs, the CAHSEE provides a measurement of our programs effectiveness with at-risk
students. The instruction, support and intervention provided to students who do not pass the CAHSEE in
10th grade has proving to be effective in ensuring 99.2% of our students over the past 3 years have
passed all sections of the CAHSEE by the time they have completed all other high school requirements.
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Additional goals outlined in the Action Plan under Goal 2 include the development of community
relationships to foster student success and the increased participation and student success in community
college and ROP classes. Each of these activities helps to serve at-risk student populations, as well as all
students and families by creating more learning opportunities and connections for students.
Participation in these programs clearly support the schoolwide ESLRs and evidence of at-risk student
participation is evident. The chart below shows enrollment in special programs during the 2010-2011
school year; the number of at-risk students is bold and the total number of students participating is
displayed in (parenthesis):
Semester Community
College
Service
Learning
Work
Experience
ROP YCEMP
Fall 2010 13 (26) 8 (13) 25 (45) 1 (3) 14 (18)
Spring 2011 23 (38) 9 (15) 43 (58) 3 (6) N/A
The majority of students participating in all Special Programs are students that are at-risk. For all
ongoing programs, there is an increase in student participation from the Fall to Spring Semesters. The
Youth Career Exploration and Mentoring Program (YCEMP) is provided through the San Luis Obispo
County Big Brothers Big Sisters organization in the Fall each year.
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Goal 3: Improve Student Achievement in Mathematics and English Language Arts
The Critical Areas of Follow-Up addressed by this goal are numbers 2, 12, 13.
Student Performance Data that supports improvement in English Language Arts can be found in both
schoolwide STAR data and NWEA data.
Viewing STAR data for all students, showing both CST and CMA students at or above proficient, FPCS
students show a three year increase in the percentage of students scoring at or above proficient in both
English Language Arts and Mathematics
CST and CMA English Language Arts: Three year increase in students scoring at or above Proficient from
45% to 54% of all students.
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CST and CMA Mathematics: Continuous improvement in the percent of students scoring at or above
Proficient in Mathematics. Three year growth from 24% to 29% from the 2007-2008 to 2009-2010 school
years.
When viewing matching students, there is a larger improvement in the area of mathematics.
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CST Multi-Year At or Above Proficient (Matched Students): this graph supports the improvement of
student achievement in the area of mathematics.
NWEA data below shows one academic years growth from Fall to Spring of students compared to the
Mean Growth Targets established by NWEA.
2009-2010 Fall to Spring NWEA Growth shows FPCS student mean growth during the academic year
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2009-2010 meeting or exceeding the Mean Growth Targets in all grades 2-8. This shows student
improvement that exceeds one year’s growth in one academic year for the area of English Language Arts.
Very similar patterns for reading are seen in the 2009-2010 academic year growth as measured by NWEA
results. The exceptions being grade 9 shows a mean growth greater than the mean growth targets and
grades 4 and 7 show a decrease from the mean growth. To clarify understanding of the graph, grade 13
is the designation for Kindergarten, which shows a larger mean growth for FPCS students over the mean
growth targets.
Another growth measure for CSTs can be demonstrated by the number of students who have improved
or declined by at least one performance level on the CSTs.
The following table shows the Number of Students who have made Improvements of at least one
Performance Level (+PL), No Change, or Decline of at least one Performance Level (-PL) on the CST
English Language Arts Test.
CSTs Year-to-Year Improvements/Declines in English-Language Arts
Year Student Count +PL No Change -PL
Count Count Count
2007-2008 84 13 50 21
2008-2009 137 45 59 33
2009-2010 117 33 60 24
From this data FPCS students show an overall improvement in the number of students moving at least
one performance level up from 13 in 2007-2008 to 33 students in 2009-2010. 2007-2008 was the only
year where more students declined by one or more performance levels than improved. The difference
between Improvements and declines from 2007-2008 to 2009-2010 went from a net improvement of -7
to 9 students.
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While overall STAR and NWEA data support the improvement in achievement in both the areas of
Language Arts and Mathematics, each area will continue to be an area for continuous improvement for
our school programs.
The same data used above for language arts continues to support the area of mathematics as a growth
area for our students.
CST Improvement/Declines in Mathematics demonstrates an overall net decrease in the performance
levels of students in the area of math. This gap was drastically reduced from a net low of -37 to -9
students from 2008-2009 to 2009-2010. With the additional support and programmatic changes outlined
below, the outcome of the 2011 tests will hopefully show a net increase in the number of students
improving by at least one Performance Level.
CST Year-to-Year Improvement/Decline in Mathematics
Year Student Count +PL No PL Change -PL
Count Count Count
2007-2008 64 13 29 22
2008-2009 118 16 49 53
2009-2010 112 25 53 34
Additional data supporting mathematics as a continued area of growth are the AYP reports showing that
FPCS did not meet AYP based upon the Percentage of students Proficient in Mathematics.
Having reviewed the data above supporting improvements in student achievement in Mathematics and
English Language Arts, the following helps outline the ways FPCS staff and administration have worked
to meet this goal. Within our organization FPCS staff have focused primarily on:
1. Implementation of RtI programs, discussed above within Goal 2.
2. Staff development and training specific to curriculum and instruction at specific grade levels.
3. The increase in instructional time to support the specific areas of mathematics and language arts.
Implementation of RtI programs, which have focused on the instructional areas of mathematics and
language arts, supporting our at-risk students is outlined above within Goal 2.
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In order to better support student achievement in mathematics and English Language Arts, the critical
area of follow-up and our incorporation of that into our Action Plan began with increasing staff
knowledge to ensure all advisors are knowledgeable about all curriculum at all grade levels for the
students they advise.
This has been accomplished by:
1. Attempting to narrow the focus of student grade levels that a single advisor works with.
a. Our Montessori and Academy of Classical Education programs serve students in mixed
grade levels. The attempt is to maintain enrollment numbers to allow a narrow range of
grade levels served in each mixed grade grouping. This allows the advisors that work in
these programs to focus in on the understanding of grade level curriculum and
instruction for smaller number of grades.
b. Independent study student advisor assignments have also taken on a focus on specific
grade levels and/or content areas of expertise. Beginning in Fall 2009-2010 more
concerted efforts were made to match credentials and areas of expertise when matching
students and advisors. This has resulted in more grade level focus for the advisor, as well
as better academic instructional matches. As enrollment continues to increase, this
becomes easier to narrow the grade levels served by each advisor.
2. Improvements in the written information provided to advisors regarding curriculum, materials,
and instructional practices.
a. Curriculum Committee created drafts of both a K-8 and 9-12 Curriculum Guide during the
2009-2010 school year.
b. High School Curriculum Guide was provided for all staff at the beginning of 2010-2011,
and posted to the school’s website under Staff Resources.
c. Ongoing updates to the K-8 and High School Curriculum Guide, to include all instructional
programs, and updated information from the adoption of School Pathways/Report
Writer have taken place during the 2010-2011 school year.
3. Staff Development
a. Professional development has been provided through three or more all day staff trainings
each school year.
b. Learning Center Professional Development has been provided through staff meetings
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(Team and All School Meetings) a minimum of 3 hours weekly during the 2009-2010 and
2010-2011 School Years.
4. Adoption and Implementation of School Pathways/Report Writer
a. Report Writer allows all teachers access to complete information regarding curriculum
and materials that students are assigned.
b. Training provided in conjunction with Report Writer (see below) has increased staff
understanding of curriculum, materials, pacing and instructional support.
c. Increased time spent instructing students during weekly meetings as a result of the Report
Writer.
The support of student achievement in Mathematics and English Language Arts has led to providing
students additional support to students in mathematics and writing. FPCS staff have done this through
the expansion and addition of instructional time designated for each subject area. The most notable
changes have included increased instructional time at each of our Independent Study Learning Centers.
These courses have primarily been offered to high school students, as this is where data has shown the
greatest decline in student achievement.
Coupled with the RtI program, discussed above, the support of at-risk students are best practices that
support overall student learning. By expanding our instructional time focused on mathematics and
language arts, targeting the instruction to students that show the greatest need, FPCS student
performance has shown an increase in CST and NWEA results since the last WASC visit.
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Goal 4 : Increase Communication Among All Stakeholders
The Critical Areas of Follow-Up addressed within this goal are numbers 5 and 11.
Goals established within the 2010-2011 Action Plan:
1. Develop a common understanding of roles and responsibilities for students, parents, staff,
administration, and Governing Council.
2. Develop and implement a communication plan which includes additional avenues to provide
better information and communication to parents, students and community.
3. Utilize technology to increase both internal and external communications.
The need for strong instructional leadership that can help align assessment, curriculum and instruction
directly fits with increasing communication among all stakeholders, as the action required to align
assessments, curriculum and instruction takes the involvement of many stakeholders and the clear
communication both internally and externally of the school programs.
Evidence in support of the alignment of assessments, curriculum and instruction are:
Collection of all student data in one place (Student Dashboard) accessible by staff and
administration to ensure all available information is used when creating plans for students’
assessments, curricular choices and instruction.
Curriculum guides for K-8 and High School, drafted 2009-2010 and updated to align with School
Pathways 2010-2011.
The documentation of student learning through monthly Assignment and Work Records, semester
report cards, annual state mandated assessments, and benchmark assessments.
Some of the processes used to support these results are:
The standardized use of school-wide assessments
Leadership and participation through curriculum committee
Additional professional development for advisors
Further development of a common understanding of roles and responsibilities for students,
parents, staff, administration and Governing Council
o Realignment of Organizational Structure
o Governing Council training and development through the GRASP Grant
o Ongoing Governing Council participation and leadership
Communication of this information through updated website, newsletters, emails and staff
communication
Limited-Term Progress Report
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56
Family Partnership uses a variety of methods to give parents the tools to successfully navigate an
independent study program, beginning prior to student enrollment and continuing after the student
leaves our programs. Parents meet with Learning Center Coordinators to learn about programs to
determine the best fit for their child. The Coordinator and teachers support parents with how to
implement the curriculum at home. At various intervals, depending on the center, there are also back-to-
school nights, newsletters, parent/teacher conferences and parent coffees that are designed to share
information and ideas. All of the teachers also regularly and promptly answer emails and phone calls to
clear up any confusion, guide lessons or simply offer support.
During the initial intake with new families, the coordinator goes over the logistics of the program as well
as the details provided in the parent/student handbook. The coordinators emphasize the importance of
parental involvement and the direct correlation their involvement has on the success of the program.
Parents and students then meet with an advisor who goes over many of the same points. Parents are
required to sign the Student Learning Logs, which verifies their student’s assignments, the report cards,
and Master Agreement.
Family Partnership also created a new website for the 2010/2011 academic year that maintains
information to keep the parents informed. Parents can access information such as the parent/student
handbook, current academic calendar, staff emails, learning center information and appropriate
contacts. Multiple events are held at each learning centers that encourage family participation such as
parent coffees, parent information nights, school events like the egg drop with the fire department, book
contests, a spelling bee, public speaking opportunities, physics - simple machines event, math labs,
multiple week elective/enrichment courses and family event fundraisers.
With each event and parent meeting, interest and attendance has improved because of better
communication throughout and between the different learning centers. Sign-in sheets, pictures of events
and money raised by fundraisers document the success of these efforts.
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Additional Critical Areas of Follow-Up not addressed through Action Plan Goals
Critical Area of Follow-Up 1: In order to avoid further inaccuracies of attendance reporting and
consequently over- or under- payment by the State, it is recommended that plans for a consistent format
for reporting attendance be initiated. In developing more accurate means of reporting, extensive training
of faculty and staff would be an essential element of this plan.
School Action: Focus and attention to changes in the way FPCS administration and staff monitor
attendance reporting. As part of developing more checks and balances, FPCS administration and staff
investigated and adopted a new Student Information System (SIS) and attendance reporting software
(School Pathways and Report Writer). In order to fully implement this during the 2010-2011 school year,
extensive staff training has been provided throughout Semester 1 2010 to all staff, including
administration, advisors, and clerical staff. This has improved the process for enrollment, withdraw,
attendance reporting and documentation of student learning, while also providing the opportunity to
clearly train all staff to help them understand the complete process and requirements of attendance
reporting.
Evidence: Zero (0) audit findings regarding attendance for 2009-2010 school year. In additional, all staff
has a better understanding of each step in the process and requirements of attendance reporting.
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Section V: Schoolwide Action Plan Refinements
Following the self-study visit in spring 2009, the Action Plan was updated to reflect the
recommendations that the Schoolwide Action Plan have more clear, regular and measurable timelines.
The continued refinement of the Action Plan for 2010-2011 shows this more clearly with more
established timelines and timeframes that reflect when and how progress is completed and reported.
The biggest changes to the Schoolwide Action Plan since the last self-study visit have focused primarily
on the changes to include the adoption of a new student information system and documentation of
learning system (School Pathways and Report Writer). The implementation of these programs have
created opportunities to retrain all staff on practices and policies related to student attendance,
assigning, evaluating and monitoring student academic progress, as well as on the use of technology to
improve communication with parents, students and staff.
In addition, updates have reflected the accomplishment of tasks including the redesign of the school
website or the elimination of items that are no longer relevant. Below the Action Plans can be reviewed
for 2010-2011, 2009-2010 and 2008-2009 (as presented during the last self-study visit).
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59
Appendix
WASC Action Plans
o 2010-2011
o 2009-2010
o 2008-2009
SARC 2009-2010 reported during 2010-2011
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - I
Schoolwide Action Plan: Revised for 2010-2011 School Year Goal 1: Use Assessment Data for Instructional Decision Making Rationale: Our personalized education model affords the opportunity to individualize instruction according to Individualized Learning Pl an goals and individual learning styles and needs. A variety of formal and informal assessments are administered on a regular basis, however few advisors use the opportunity to utilize the flexibility to differentiate instruction based on individual student assessme nt data. ESLR’s Addressed : All ESLR’s are addressed. Critical Areas of Follow-Up Addressed: 2, 4, 5, 6, 7, 8, 9, 10, 12, and 14 Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Means to Report Progress
Continue staff development, utilizing data for enhancing and implementing curriculum and teaching strategies, alignment with state standards, and student placement
Administration
Special Ed Staff
Curriculum Committee
RtI Committee
Survey Results
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
School Pathways/Report Writer
High School Curriculum Guide
Collection of data in centralized location: Student Dashboard within Student Information System
Successful implementation of Staff Development Plan 2010-2011
Staff Development Attendance
RtI Action Plans will show use of data to make decisions regarding curriculum and instruction
Standards alignment and use of data when reporting student progress on Report Cards
Successful use of School Pathways and Report Writer
Staff Development Plan 2010-2011
Utilize assessment data to train teachers at the opening of the 2010 school year
RtI implementation Timeline
Monthly report of student work progress aligned to state standards
Report to Governing Council Annually the Professional Development Plan and results of staff surveys
Present graphed data results from state, local, and curricular assessments to appropriate stake holders
Assignment and Work Record reports student progress aligned to state standards monthly
Transcript updates, report cards and courses in progress to align students with curriculum needs
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - II
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Schedule time at governing council, leadership, team, and parent group meetings, to confirm assessment results and discuss instructional modifications
Administration
Curriculum Committee
Leadership Team
Staff
RtI Committee
Parent Groups
Students
Outside resources-Math tutor or other tutoring representatives
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
Pathways and Student Dashboard
NWEA Reports
Center Reports at GC meetings
NWEA, STAR, CAHSEE, and AYP/API results shared at GC meetings and in newspaper.
Parent Back to School Night
Academic Labs
Weekly Meetings with parent and student
Professional development and Governing Council agendas
Advisor Feedback based on assessment results to all stakeholders parents, leadership, GC, and advisors
Learning Records
Weekly Meetings with parents
Master Agreement and master agreement addendums
Pathways pacing charts and growth in each LP
Report data to staff, Fall 2010
Report to Leadership, Fall 2010
Reporting results from NWEA after each testing window has closed (Fall, Winter, Spring) to all staff
Report to parent groups, Fall and Spring 2010-2011
Report to Governing Council, (September) Fall 2010
Report assessment data results to staff at team and all-staff meetings, Fall, Winter, Spring to begin 2010
On-going reporting at staff meetings and parent meetings for assessment data
Updating CAHSEE test results (and student information) on the dashboard a month after testing.
Use report cards and progress reports at the end of each semester to modify instruction
Electronic information available of school-wide assessment results in through governing council packets
Disseminate school-wide assessment results through website, SARC, Student information system, parent meetings, and internal meetings
Governing Council meetings where center reports are shared
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - III
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Utilize achievement data to identify at-risk students in need of support and employ the RtI program to build skills and content area knowledge to insure student success
Learning Center Coordinator
Testing Coordinator
Community-based health organizations
Administration
Staff
RtI Committee
Achievement Data
Individualized Learning Plans through student dashboard
Report Writer Learning Records
Parents
Students
Staff
Academic Labs
RtI Committee and timeline
Communication
Individualized Learning Plans
Learning Period Evaluations of student achievement
Advisor, Parent, and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
School-wide documentation through the RtI process
Dibbles Score Sheet and Read Naturally graphs
Upon enrollment and three times yearly using RtI Implementation Timeline
Instruction occurs multiple times weekly using learning center instructional schedules
Monthly with the review of student achievement.
Individual student data reported through transcripts, report cards, and progress reports delivered to students and parents through advisor or available on student dashboard
Center and school-wide data reported by testing coordinator through Governing council meetings, team meetings and all-staff meetings,
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - IV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Offer training opportunities to advisors and parents to increase their knowledge and enhance use of available curriculum
Administration
Leadership Team
Curriculum Committee
Staff
Parents
RtI Committee
Governing Council
Survey Results
Achievement Data
Learning Records
Web site
Curriculum guide for k-8
Curriculum guide for high school
Computers
Curriculum Committee
Staff
Scheduled Meeting Time
Funds
Communication tools- EX: newsletters, website, back-to-school nights, etc.
Training Documentation for curriculum
Participation in Training Programs
Student /Advisor Meeting Feedback
Completed curriculum guide for high school and k-8
Professional Development Meeting Agendas
Offer parent training during 2010/2011 school year
Continue to provide ongoing training opportunities for staff at professional development and all-staff meetings 8/23/10, 1/3/11
Devote a portion of professional development time for presentations and collaboration concerning curriculum
Complete curriculum guide for K-8 by June 2011
Update to high school curriculum guide yearly
High school and K-8 curriculum guides attached to web-site
Publicize training opportunities to parents through monthly newsletters, flyers, and the school website
Professional development plan reported to GC annually
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - V
Goal 2: Ongoing Development, Improvement, and Increased Support and Programs for our At-Risk Student Population Rationale: Due the nature of our alternative program, a large percentage of students enrolled in our program are at -risk. These students are seeking a personalized learning approach and curriculum. Therefore, we need to support these students through innovative and appropriate programs and services. ESLR’s Addressed: All ESLRs are addressed Critical Areas of Follow-Up Addressed: 2, 3, and 12 Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Methods to Report
Implement and refine the RtI program
Administration
Leadership Team
Staff
Families
RtI Committee
RtI Implementation Timeline
Learning Center Instructional Schedules
Achievement Data
Individualized Learning Plans
Learning Records
Parents
Students
Staff
Successful Completion of RtI process including Tier 2 and 3 interventions
RtI Documentation
Participation in Academic Labs
Increased student academic achievement as measured by CAHSEE, STAR, and NWEA
Fall 2010-2011 using RtI Implementation Timeline
Spring 2011 implementation second referral to Tier 2 and 3 interventions
Report of RtI process to Governing Council
Report of successful student achievement through RtI process to Governing Council
Use baseline and scatter-plot data to demonstrate student progress and guide future instructional decisions by advisors
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - VI
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Develop community relationships to foster student success
Governing Council
Administration
Leadership
Staff
Parent Groups
Individualized Learning Plans
Parents
Parent Group
Students
Staff
Governing Council
Community, Social Services and Governmental Organizations
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
Participation in Academic Labs
Ongoing
Report school-wide community involvement in work study, community service, project-based learning through learning center newsletters
Report community partnerships to governing council during August meeting each year
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase participation and student success in community college and ROP courses
Leadership Team
Staff
Individualized Learning Plans
Staff
Leadership
Increased participation and academic success in ROP and Community College Coursework
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
Transcripts
Participation in Community College and ROP courses is monitored each semester
Successful completion of coursework is transferred to transcripts each semester
Collect student data from Individualized Learning Plans and transcript update form to prepare single report to outline student participation in ROP and community college courses for governing council and leadership
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - VII
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Continue enhancement of enrichment opportunities and academic labs in order to encourage participation
Leadership Team
Staff
Administration
Staff
Leadership Team
RtI Support Staff
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Learning Center and Enrichment schedules created each semester
Ongoing updates to school and learning center calendars to add additional opportunities as they develop
Schoolwide and Learning Center Calendars attached to website
Learning Center Coordinators report to Governing Council monthly
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - VIII
Goal 3: Improve Student Achievement in Mathematics and English Language Arts Rationale: Students are required to meet grade level sta ndards, pass the California High School Exit Exam, and complete graduation requirements. Academic achievement data indicates a need for additional academic support in the areas of Mathematics and Eng lish Language Arts. ESLR’s Addressed: Communication, Lifelong Learning, and Self Efficacy Critical Areas of Follow-Up Addressed: 2, 12, and 13
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase staff knowledge and effective implementation of FPCS course materials in language arts and math through professional development
Administration
Curriculum Committee
Project Based Learning Design Team
Learning Center Coordinators
Advisors
High School Curriculum Guide
Staff Handbook with Curriculum Policies
California State Standards
Professional Development Time
Achievement Data
Learning Records
Curriculum resources
Web resources
Community resources
Parent collaboration
Montessori Materials
Academy of Education materials
Complete High School Curriculum Guide
Complete K-8 Curriculum Guide
Consistent Schoolwide Learning Records using Report Writer
Professional Development Survey Results
Staff Development Attendance
Standards-Aligned Report Cards
Increase of student achievement scores measured by state mandated assessments.
High School Curriculum Guide completed by August 2010, updated yearly.
K-8 Curriculum Guide completed by June 2011, updated yearly.
Professional Development Plan for 2010-2011
Quarterly learning record reviews and collaboration on content and practices
Standards-Aligned Report Cards January 2011
Governing Council approval of curriculum guides
Regularly meet with advisors for additional curriculum resources to share with parents in all of FPCS
Student achievement scores (NWEA, STAR, Unit tests, Quizzes, and/or anecdotal documentation
Report assessment results, NCLB compliance through website, SARC and other state-mandated reporting
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - IX
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase Advisor knowledge and awareness of state and local language arts and math standards and their evaluation through professional development
Administration
Leadership Team
Curriculum Committee
Advisors
ReportWriter
California State Standards
Local Academic Standards and Procedures
Standards-Aligned Report Card
Professional Development Time
Achievement Data
Learning Records
Curriculum
Course materials
Professional Development Plan 2010-2011 including training on state and local standards, standards alignment, and standards aligned report cards.
Monthly Learning Records include standards alignment via School Pathways Report Writer
Professional Development Survey Results
Staff Development Attendance
Report Cards
Student Achievement Data
Professional Development 2010-2011, updated yearly
Full implementation of Report Writer during 2010-2011 school year
Updated Report Card January 2011
Professional Development Plan reported to Governing Council Annually
Agendas and resources for all Professional Development
Report Regularly meet with advisors for additional curriculum resources to share with parents in all of FPCS
Standards summary reports from School Pathways
Report assessment results, NCLB compliance through website, SARC and other state-mandated reporting
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - X
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Identify and refer students who have failed to meet the CAHSEE requirements, and/or are performing below average on local and state student achievement assessments in math or language arts to the RtI program for appropriate interventions in order to increase student success in meeting standards
Administration
Leadership Team
RtI Committee
Testing Coordinator
Advisors
Student
Families
State Mandate and local assessments Achievement Data via reported through School Pathways
RtI Implementation Timeline
RtI Referral Form
RtI Action Plan
Assessment Data
Learning Center classes and Labs
Curriculum
Practice Tests
Multiple Choice practice worksheets
RtI Documentation, data collection and Learning Center/Program implementation plan/schedule
Participation in Academic Labs, Intensive Instruction and Support Services with progress monitoring
Individualized Learning Plans with detailed strengths and goals
Increase in Student achievement as measured by CAHSEE, STAR, NWEA
Transcripts
Created by August 2010 and updated each semester: RtI Implementation Timeline
Identification upon enrollment and three times yearly following NWEA testing windows
Each Semester: Export data analysis of student performance by center and provide center coordinators with list of eligible students
Annually Report Progress of students referred to RtI to Governing Council
Annually Report Valenzuela Compliance through Governing Council to County Office of Education
Export data analysis of student performance by center and provide center coordinators with list of eligible students
Collect data outlining student performance and growth for participants in intensive interventions
Report progress of students referred to RtI to Governing Council
Report Valenzuela compliance to County Office of Education
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - XI
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase instructional support time offered with the focus on language arts and mathematics
Administration
Learning Center Coordinators
Advisors
Learning Center Class Schedules
Learning Center Classes
Curriculum
Course Materials
Increased instructional time as measured by Learning Center Class Schedules
Increased participation in instructional support as measured by student attendance
Increase in Student achievement as measured by CAHSEE, STAR, NWEA
Fall 2010: Implementation of additional instructional time at Independent Study Learning Centers beginning Fall 2010.
Learning Center Class Schedules updated each semester to outline instructional schedules
Learning Center Class Schedules and attendance reported to Governing Council through Center Reports
Collect data outlining student performance and growth for participants in intensive interventions to inform decision making for future course offering and interventions
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - XII
Goal 4 : Increase Communication Among All Stak eholders Rationale: Effective communication is a critical component of a sound educational program. A non -site based program presents obstacles to consistent and successful communication, which can be successfully overcome through the clear understand ing of roles and responsibilities, the effective use technology, and the involvement of all stakeholders. ESLR’s Addressed: All ESLRs are addressed Critical Areas of Follow-Up Addressed: 5, and 11 Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Methods to Report
Develop a common understanding of roles and responsibilities for students, parents, staff, administration, and Governing Council
Governing Council
Administration
Leadership
Staff
Students
Parents
Administration
Charter
Student -Parent Handbook
Job Descriptions
Staff Handbook
Leadership Team
Governing council By-laws and Other Documents
Meeting Minutes
Master Agreement
Team Meetings
Learning Center Based Communications
Meeting Minutes
Family Partnership website
Timely action on Executive Director recommendations regarding policies and procedures
Continuous review of information in Student-Parent Handbook, with timely updates
Implementation of Policies and Procedures
Surveys-Parent, Student, Staff
Annual employee Evaluations
Advisor, Student and Parent Feedback during weekly meetings
Monthly newsletter from learning centers
Weekly all-school or learning center team meetings
Schoolwide Staff access to Google Docs
Increased staff involvement on WASC, curriculum, technology, fundraising, and RtI committees
Ongoing, at scheduled public meetings
Yearly comprehensive review of handbooks and adoption of updates
Continuous orderly review of policies and procedures
Annual update of Student-Parent handbook prior to beginning of school
Prior to 2010-2011 school year, Staff handbook reviewed and updated before beginning of school
Yearly parent survey
Periodic Student survey
At each staff development meeting, survey staff
Annual Staff evaluations conducted
Upon enrollment, and at the beginning of each semester, Master Agreement reviewed
Minutes of Governing Council Meetings
Governing Council Policies and Procedures Binder
Adopted and properly-recorded student-parent handbooks
Adopted and properly-recorded staff handbook
Adopted and properly-recorded job descriptions for all positions
Updated student-parent handbook to give to each student and family upon enrollment
Roles and responsibilities incorporated into student-parent handbook
Updated staff handbook given to each staff member at the start of each school year
Survey results reported
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - XIII
Each staff member has a professional fpcharter.org email address
with parent/guardian and student
Weekly Regular and ongoing learning center and all-staff meetings
Weekly, provide and receive feedback at student/family/advisor meeting
Annual Parent Survey
Monthly learning center newsletter
Periodic updating of Google Docs
Prior to the 2010-2011 school year, all current staff received professional email account at fpcharter.org
to Governing Council upon completion
Review Master Agreement with parents, students, and advisors during enrollment and at each semester
Learning Center Meeting Minutes
Parent survey results reported to Governing Council and summarized feedback provided to staff
Monthly newsletter with calendar of events for each learning center
Minutes of Committee Meetings
Family Partnership Google Docs database
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - XIV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Develop and implement a communication plan which includes additional avenues to provide better information and communication to parents , students, and community
Administration
Leadership
Staff
Student/Parent Handbook
Governing Council Meeting Minutes
Team Meeting Minutes
Website
Learning Center Newsletters
Flyers
Surveys
SARC
Enrollment Paperwork
School Pathways
Parent Feedback, Surveys
Staff Surveys
Staff Evaluations
Enrollment Process
Student& Parent Orientation
Response to Enrichment and Extra Curricular Classes
Participation
Monthly Newsletter
Usage of School Pathways each learning period
Annual update of enrollment paperwork, prior to start of school year
Annual orientation of staff each fall, prior to the start of the school year
As meetings occur, meeting minutes are tracked
At the end of each school year , Parents/guardians are surveyed
At the beginning of each school year, Parents/guardians and Students surveyed, to direct enrichment opportunities
On a monthly basis, Newsletters, specific to the Learning Centers, published
Each Learning Period, School Pathways is utilized to communicate student attendance and learning .
Governing Council Meetings
Leadership Meetings
Learning Center Meetings
Student/Advisor /family Meeting
Newsletters
E-Mail Communications
Parent/ Student Handbook
Learning Period documentation generated through School Pathways
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2010-2011 Appendix A - XV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Utilize technology to increase both internal and external communications.
Administration
Leadership
Staff
School Pathways Support Staff
Administration
Staff
Leadership
Tech Support
Technology
Surveys
Funds
School Server
School Pathways
School Website www.fpcharter.org
Family Partnership Google Docs
Website contains current content
Increase in usage tracked by web hits
Current forms available to staff electronically via Google Docs
Professional development training for all staff in effective usage of ReportWriter and School Pathways
Usage of School Pathways each learning period by Advisors and parents/guardians
Continuous update of website content
Continuous updating of electronic documents via Family Partnership Google Docs.
Fall 2010, staff training on use of Report Writer and School Pathways
Each Learning Period, Advisors claim attendance and report student learning through School Pathways and Report Writer
Inform Governing Council through regularly scheduled meetings about revisions, enhancements, and usage of website
E-mail alerts and newsletters to inform stakeholders about revisions to website
Provide electronic forms to staff through Family Partnership Google Docs
Attendance is being reported in a timely manner
Assignment of Work and Student Logs demonstrate greater consistency across all school programs
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - I
Chapter V: Schoolwide Action Plan: Revised - June 1, 2009 for 2009-2010 School Year Goal 1: Use Assessment Data for Instructional Decision Making Rationale: Our personalized education model affords the opportunity to individu alize instruction according to Individualized Learning Plan goals and individual learning styles and needs. A variety of formal and informal assessments are administered on a regul ar basis, however few advisors use the opportunity to utilize the flexibilit y to differentiate instruction based on individual student assessment data. ESLR’s Addressed: All ESLR’s are addressed. Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Means to Report Progress
Continue staff development, utilizing data for enhancing and implementing curriculum and teaching strategies, alignment with state standards, and student placement
Administration
Special Ed Staff
Curriculum Committee
RtI Committee
Survey Results
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
Funds
Staff Development Attendance
Local (NWEA /Map) Assessment Data
Data Analysis Web-program (MMARS)
Professional Development Reflection Survey Results
Winter 2008 through June, 2010
Utilize assessment data to train teachers at the opening of the 2009 school year
Present graphed data results from local (NWEA/Map), curricular, STAR, and CAHSEE assessments including cohort group analysis based on instruction and intervention to school leadership
Train advisors in data analysis and goal building using content standards with available curricular resources
Develop content area teams to produce curriculum and standards-aligned data charts and present finding to all staff and imbed in standard operating procedures
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - II
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Schedule time at governing council, leadership, team, and parent group meetings, to confirm assessment results and discuss instructional modifications
Administration
Curriculum Committee
Leadership Team
Staff
RtI Committee
Parent Groups
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
Leadership and Team Meeting Agendas and Minutes
Advisor Feedback
Learning Records
Report data to staff, Winter 2008
Report to Leadership, Fall 2008-2010
Report to parent groups, Fall and Spring 2009-2010
Report to Governing Council, Fall 2009
Report assessment data results to staff at team and all-staff meetings, Fall, Winter, Spring to begin 2009
PowerPoint Presentation of school-wide results archived in public folder
Disseminate school-wide assessment results through website, SARC, parent meetings, and internal meetings
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - III
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Utilize achievement data to identify at-risk students in need of support and employ the RtI program to build skills and content area knowledge to insure student success
Interventionist
Learning Center Coach
Testing Coordinator
PHP Family Service Coordinator
Administration
Staff
RtI Committee
Achievement Data
Individualized Learning Plans
Learning Records
Parents
Students
Staff
Time
Academic Labs
Communication
Individualized Learning Plans
Learning Records
Advisor, Parent, and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Ongoing
Individual student data reported through transcripts, report cards, and progress reports delivered to students and parents through advisor
Center and school-wide data reported by testing coordinator through team meetings and all-staff meetings
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Offer training opportunities to advisors and parents to increase their knowledge and enhance use of available curriculum
Administration
Leadership Team
Curriculum Committee
Staff
Parents
Rti Committee
Survey Results
Achievement Data
Learning Records
Curriculum
Computers
Curriculum Committee
Staff
Scheduled Meeting Time
Funds
Communication
Project Based Learning Design Team
Training Documentation
Participation in Training Programs
Learning Records
Student /Advisor Meeting Feedback
Learning Period Paperwork Evaluation Forms
Offer parent training to begin Spring 2009 (pending results of parent survey)
Continue to provide ongoing training opportunities for staff at all-staff meetings
Devote a portion of team meetings for presentations and collaboration to begin Fall 2009
Provide survey results to staff through email to elicit areas for parent training
Publicize training opportunities to parents through monthly newsletters, flyers, and the school website
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - IV
Goal 2: Ongoing Development, Improvement, and Increased Support and Programs for our At -Risk Student Population Rationale: Due the nature of our alternative program, a large percentage of students enrolled in our program are at -risk. These students are seeking a personalized learning approach and curriculum. Therefore, we need to support these students through innovative and appropriate programs and services. ESLR’s Addressed: All ESLRs are addressed. Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Methods to Report
Implement and refine the RtI program
Administration
Leadership Team
Staff
Families
RtI Support Staff
Curriculum Committee
PHP Family Service Coordinator
Achievement Data
Individualized Learning Plans
Learning Records
Parents
Students
Staff
Time
Academic Labs
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Lab
Spring Semester, 2009
Ongoing
Document staff training
Create and implement RtI standard operating procedures
Use baseline and scatter-plot data to demonstrate student progress and guide future instructional decisions by advisors
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - V
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Develop community relationships to foster student success
Governing Council
Leadership
Staff
People Helping People Family Service Coordinator
Parent Groups
Individualized Learning Plans
Parents
Parent Group
Students
Staff
Governing Council
Community, Social Services and Governmental Organizations
People Helping People Family Service Coordinator
Project Based Learning Design Team
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Ongoing
Report school-wide community involvement in work study, community service, project-based learning through anecdotal reporting in newsletters
Report community partnerships to governing council during August meeting each year
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase participation and student success in community college and ROP courses
Leadership Team
Staff
Individualized Learning Plans
Staff
Leadership
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
Transcripts
Fall Semester, 2009
Collect student data from Individualized Learning Plans and transcript update form to prepare single report to outline student participation in ROP and community college courses for governing council and leadership
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - VI
Continue enhancement of enrichment opportunities and academic labs in order to encourage participation
Leadership Team
Staff
Administration
Staff
Leadership Team
RtI Support Staff
Project Based Learning Design Team
Individualized Learning Plans
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Ongoing
Learning center coordinators will present attendance reports to administration
Administration will collate school-wide participation in direct instruction and intervention and present charted participation rates to the governing council and stakeholders
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - VII
Goal 3: Improve Student Achievement in Mathematics and English Language Arts Rationale: Students are required to meet grade level standards, pass the high scho ol exit exam, and complete graduation requirements. Academic achievement data clearly indicates a need for additional academic support. ESLR’s Addressed: Communication, Lifelong Learning, and Self Efficacy.
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase staff knowledge and effective implementation of FPCS course materials in language arts and math through professional development
Administration
Curriculum Committee
Project Based Learning Design Team
Site Coordinators
Advisors
California State Standards
Local Academic Standards and Procedures
Professional Development Time
Funds
Achievement Data
Learning Records
Curriculum
Course Materials
Learning Records
Advisor, Parent and Student Feedback
Professional Development Reflection Survey Results
Staff Development Attendance
Report Cards
Learning Period Paperwork Evaluation
Paperwork Collaboration
Professional development to begin at first quarter all -staff meeting, ongoing
Continued analysis at monthly learning record reviews
Quarterly learning record reviews and collaboration on content and practices
Weekly advisor/parent /student meetings
Report NCLB compliance through website, SARC and other state-mandated reporting
Chart advisor participation in internal and external professional development courses and report participation rates to administration
Acknowledge individual professional development and units beyond bachelor’s degree earned by reporting to governing council
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - VIII
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase Advisor knowledge and awareness of state and local language arts and math standards and their evaluation through professional development
Administration
Curriculum Committee
Project Based Learning Design Team
Leadership Team
Advisors
California State Standards
Local Academic Standards and Procedures
Professional Development Time
Funds
Achievement Data
Learning Records
Curriculum
Course materials
Learning Records
Advisor, Parent and Student Feedback
Professional Development Reflection Survey Results
Staff Development Attendance
Report Cards
Learning Period Paperwork Evaluation
Learning Record Collaboration
Student Achievement Data
Professional development at pre-service staff meeting August, 2009
Ongoing monthly learning record reviews
Quarterly learning record reviews and collaboration on content and practices to begin Fall, 2009
Report NCLB Compliance through website, SARC and other state-mandated reporting
Chart advisor participation in internal and external professional development courses and report participation rates to administration
Acknowledge individual professional development and units beyond bachelor’s degree earned by reporting to governing council
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - IX
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Identify and refer students who have failed to meet the CAHSEE requirements, and/or are performing below average on local and state student achievement assessments in math or language arts to the RtI program for appropriate interventions in order to increase student success in meeting standards
Administration
RtI Committee
Special Education Coordinator
Testing Coordinator
Advisors
Families
Leadership Team
Achievement Data
Learning Records
Advisors
Testing Coordinator
Funds
RtI Referral Form
Curriculum
Assessment Data
Learning Records
Advisor, parent and Student Feedback
Achievement Data
Transcripts
RtI Documentation
Participation in Academic Labs, Intensive Instruction and Support Services
Individualized Learning Plans
Identify: September 2009, at the close of the local (NWEA/Map) testing window, continuing through the school year. Refer: Within 2 weeks of the close of the local (NWEA/Map) testing window, continuing through the year. Interventions: Action plans developed through RtI team ; plan will schedule/timeline interventions
Report Valenzuela complaint to county office of education
Export data analysis of student performance by center and provide center coordinators with list of eligible students
Collect data outlining student performance and growth for participants in intensive interventions to inform decision making for future course offering and interventions
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - X
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Fully complete, design, facilitate, and implement the school-wide secondary writing assessment and support program
Administration
Writing Committee
Advisors
Students
Site Coordinators
Writing Achievement Outcome Data
Learning Records
Scheduled Professional Development Time
School-wide Academic and Assessment Procedures
Prior Writing Assessment and Evaluation Rubrics
Language Arts Curriculum
Writing Tool Kit
Learning Records
Advisor and Student Feedback
Achievement Data
Transcripts
Individualized Learning Plans
Writing Assessment Outcome Data and Evaluation Rubrics
Public Folder Writing Tool Kit
Design: Assessment: August, 2009 Support Program: Ongoing based upon results of assessment program Facilitate: Pre-Service, August, 2009, all-staff meeting Then ongoing at site team meetings Implement: First assessment/sample during first week of school. Additional samples implemented first week of each quarter
Collect individual results and report through advisors to students and families
Advisors will provide and explain writing rubric as a component of instruction prior to writing assessment
Utilize individual and school wide writing assessment results to inform progress toward standards
Utilize group writing assessment results to inform curriculum and writing committee recommendations for curriculum and course material decisions
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - XI
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Evaluate, customize and improve math and language arts labs and support programs to meet the changing needs of our student body
Administration
RtI Committee
Writing Committee
Curriculum Committee
Special Education Staff
Math and Language Arts Labs Advisors
Leadership Team
Achievement Data
Learning Records
Advisors
Funds
California State Standards
Local Academic Standards and Procedures
Curriculum Committee
Curriculum
Course Materials
RtI Support Staff
Leadership Team
Report Cards
Achievement Data
Transcripts
Individualized Learning Plans
Writing Assessment Outcome Data and Evaluation Rubrics
Academic Lab Attendance
Advisor, Student and Parent Feedback
Surveys
RtI Documentation
Tutoring: September 15, 2009 designate academic support labs and tutoring and schedules at each site Skills Groups: October 15, 2009 groups formed by site; advisors assigned; students assigned; content determined
Export data analysis of student performance by center and provide center coordinators with list of eligible students
Collect data outlining student performance and growth for participants in intensive interventions to inform decision making for future course offering and interventions
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - XII
Goal 4 : Increase Communication Among All Stakeholders Rationale: Effective communication is a critical component of a sound educational program. A non-site based program presents obstacles to consistent and successful communicatio n. ESLR’s Addressed: All ESLRs are addressed Task Responsible Person(s)
Involved Resources Means to Assess
Improvement Timeline Methods to Report
Develop a common understanding of roles and responsibilities for students, parents, staff, administration, and Governing Council
Governing Council
Administration
Leadership
Staff
Students
Parents
Administration
Charter
Student -Parent Handbook
Job Descriptions
Staff Handbook
Leadership Team
Governing council By-laws and Other Documents
Meeting Minutes
Master Agreement
Team Meetings
Learning Center Based Communications
Meeting Minutes
Timely action on Executive Director recommendations regarding policies and procedures
Timely action on Executive Director recommendations regarding handbooks
Updated Student-Parent Handbook
Create and Update Staff Handbook
Implementation of Policies and Procedures
Surveys-Parent, Student, Staff
Evaluations
Implementation of Policies and Procedures
Advisor, Student and Parent Feedback during weekly meetings
Monthly newsletter
Team Meeting Minutes
Ongoing at scheduled public meetings
Yearly review of handbooks and adoption of updates
Continuous orderly review of policies and procedures
Student-Parent handbook updated yearly prior to beginning of school
Staff handbook created prior to 2009-2010 school year, updated yearly prior to beginning of school
Yearly parent survey
Student survey when needs arise
Staff surveys at each staff development
Staff evaluations conducted yearly
Master Agreement reviewed upon enrollment and at the beginning of each semester
Regular and ongoing team meetings
Feedback at weekly student/family/advisor
Minutes of Governing Council Meetings
Governing Council Policies and Procedures Binder
Adopted and properly recorded student-parent handbooks
Adopted and properly recorded staff handbook
Adopted and properly recording job descriptions for all positions
Updated student-parent handbook to give to each student and family upon enrollment
Roles and responsibilities incorporated into student-parent handbook
Updated staff handbook to be given to each staff member at the start of each school year
Survey results reported to Governing Council upon completion
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - XIII
meeting
Yearly Parent Survey
Monthly newsletter
Review Master Agreement with parents, students, and advisors during enrollment and at each semester
Team Meeting Minutes
Parent survey results reported to Governing Council
Monthly newsletter with calendar of events for each learning center
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - XIV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Develop and implement a communication plan which includes additional avenues to provide better information and communication to parents , students, and community
Administration
Leadership
Staff
Student/Parent Handbook
Governing Council Meeting Minutes
Team Meeting Minutes
Website
Learning Center Newsletters
Flyers
Surveys
SARC
Enrollment Paperwork
Parent Feedback, Surveys
Staff Surveys
Staff Evaluations
Enrollment Process
Student& Parent Orientation
Response to Enrichment and Extra Curricular Classes
Participation
Monthly Newsletter
Update enrollment paperwork yearly prior to start of school year
Orientation of staff yearly every fall before school starts
Meeting minutes updated as meetings occurs
Parents surveyed at the end of each school year
Parents and Students surveyed at the beginning of each school year in order to direct enrichment programs
Newsletters, specific to the sites, published on a monthly basis
Governing Council Meetings
Leadership Meetings
Team Meetings
Student/Advisor Meeting
Newsletters
E-Mail Communications
Parent/ Student Handbook
Limited-Term Progress Report
Family Partnership Charter School * Schoolwide Action Plan 2009-2010 Appendix B - XV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Utilize technology to increase both internal and external communications.
Administration
Leadership
Staff
WIKI Administrator
Staff
Administration
Staff
Leadership
Tech Support
Technology
Surveys
Funds
School Server
School WIKI
Tech Support
Website contains current content
Increase in usage tracked by web hits
Current forms available to staff electronically
100% staff access to WIKI
Full update of website content, December 2009
Ongoing updates of website content
Staff access to organized electronic documents, December 2009
Fall 2009, staff training on use of the electronic forms and school WIKI
100% staff access to WIKI by January 2010
Ongoing administration of electronic forms and WIKI
Inform Governing Council through regularly scheduled meetings about revisions, enhancements, and usage of website
E-mail alerts and newsletters to inform stakeholders about revisions to website
Provide electronic forms index to staff through staff handbook and update through all staff email
WIKI updates and changes emailed to all staff
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - I
Chapter V: Schoolwide Action Plan 2008-2009 submitted with 2009 Self-Study Goal 1: Use Assessment Data for Instructional Decision Making Rationale: Our personalized education model affords the opportunity to individualize instruction according to ILP goals and individual learning styles and needs. A variety of formal and informal assessments are administered on a regular basis, however few advisors use the opportunity to utilize the flexibility to differentiate instruction based on individual student assessment data. ESLR’s Addressed: All ESLR’s are addressed.
Tasks Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Continue staff development, utilizing data for enhancing and implementing curriculum and teaching strategies, alignment with state standards, and student placement
Administration
Special Ed Staff
Curriculum Committee
RtI Committee
Survey Results
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
Funds
Staff Development Attendance
NWEA /Map Assessment Data
MMARS data analysis web-program
Professional Development Reflection Survey Results
Fall 07-Ongoing
Present graphed data results from NWEA, STAR, and CAHSEE including cohort group analysis based on instruction and intervention to school leadership
Train advisors in data analysis and goal building using content standards with available curricular resources
Develop content area teams to produce curriculum and standards-aligned data charts and present finding to all staff and imbed in standard operating procedures
Schedule time at governing council, leadership, team, and parent group meetings, to confirm assessment
Curriculum Committee
Leadership Team
Staff
Achievement Data
Learning Records
Curriculum
Staff
Scheduled Meeting Time
Leadership and Team Meeting Agendas and Minutes
Advisor Feedback
Learning Records
Ongoing
PowerPoint Presentation of school-wide results archived in public folder
Disseminate school-wide
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - II
results and discuss instructional modifications
RtI Committee
assessment results through website, SARC, parent meetings, and internal meetings
Tasks Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Means to Report Progress
Utilize achievement data to identify at-risk student in need of support and employ the RtI program to build skills and content area knowledge to insure student success
Interventionist
Learning Center Coach
Testing Coordinator
PHP Family Service Coordinator
Administration
Staff
Achievement Data
ILPs
Learning Records
Parents
Students
Staff
Time
Academic Labs
Communication
ILPs
Learning Records
Advisor, Parent, and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Ongoing
Individual student data reported though transcripts, report cards, and progress reports delivered to students and parents through advisor
Center and school-wide data reported by testing coordinator through team meetings and all-staff meetings
Offer training opportunities to advisors and parents to increase their knowledge and enhance use of available curriculum
Administration
Curriculum Committee
Staff
Parent
Survey Results
Achievement Data
Learning Records
Curriculum
Computers
Curriculum Committee
Staff
Scheduled Meeting Time
Funds
Communication
Training Documentation
Participation in Training Programs
Learning Records
Student /Advisor Meeting Feedback
Learning Period Paperwork Evaluation Forms
Begin Spring 2009 (pending results of parent survey)
Provide survey results to staff through email to elicit areas for parent training
Publicize training opportunities to parents through monthly newsletters, flyers, and the school website
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - III
Goal 2: Ongoing Development, Improvement, and Increased Support and Programs for our At-Risk Student Population Rationale: Due the nature of our alternative program, a large percentage of students enrolled in our program are at -risk. These students are seeking a personalized learning approach and curriculum. Therefore, we need to support these students through innovative and appropriate programs and services. ESLR’s Addressed: All ESLRs are addressed.
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Implement and refine the RtI program
Administration
Leadership
Staff
Families
RtI Support Staff
Curriculum Committee
PHP Family Service Coordinator
Academic Outreach Coordinator
Achievement Data
ILPs
Learning Records
Parents
Students
Staff
Time
Academic Labs
ILPs
Learning Records
Advisor, Parent and Student Feedback
RtI support Staff Comments
RtI Documentation
Participation in Academic Labs
Spring Semester 2009
Ongoing
Document staff training
Create and implement RtI standard operating procedures
Use baseline and scatter-plot data to demonstrate student progress and guide future instructional decisions by advisors
Make more community connections
Governing Council
Leadership
Staff
Families
PHP Family Service Coordinator
Academic Outreach Coordinator
Parent Groups
ILPs
Parents
Parent Group
Students
Staff
Governing Council
Community Organizations
PHP Family Service Coordinator
ILPs
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI Documentation
Participation in Academic Labs
Ongoing
Report school-wide community involvement in work study, community service, project-based learning through anecdotal reporting in newsletters
Report community partnerships to governing council during August meeting each year
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - IV
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase participation in community college and ROP courses
Leadership
Staff
Academic Outreach Coordinator
ILPs
Staff
Academic Outreach Coordinator
Leadership
ILPs
Learning Records
Advisor, Parent and Student Feedback
Transcripts
Fall Semester 2009
Collect student data from ILP and transcript update form to prepare single report outline student participation in ROP and community college courses for governing council and leadership
Continue enhancement of enrichment opportunities and academic labs in order to encourage participation
Leadership
Staff
Administration
Staff
Leadership
RtI Support Staff
ILPs
Learning Records
Advisor, Parent and Student Feedback
RtI Support Staff Comments
RtI documentation
Participation in Academic Labs
Ongoing
Learning center coordinators will present attendance reports to administration
Administration will collate school-wide participation in direct instruction and intervention and present charted participation rates to the governing council and stakeholders
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - V
Goal 3: Improve Student Achievement in Mathematics and English Language Arts Rationale: Students are required to meet grade level standards, pass the high school exit exam, and complete graduation requirements. Academic achievement data clearly i ndicates a need for additional academic support. ESLR’s Addressed: Communication, Lifelong Learning, and Self Efficacy.
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Increase knowledge and awareness through professional development of state and local academic standards
Leadership
Staff
Curriculum Committee
Achievement Data
Learning Records
Administration
Staff
Scheduled Professional Development Time
Funds
California State Standards
Local Academic Standards and Procedures
Curriculum Committee
Curriculum
Learning Records
Advisor, Parent and Student Feedback
Professional Development Reflection Survey Results
Staff Development Attendance
Report Cards
Fall Semester 2009 Report NCLB Compliance through website and SARC as other state-mandated reporting
Chart advisor participation in internal and external professional development courses and report participation rates to administration
Report column pay changes based on advanced coursework to governing council
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - VI
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Identify and refer students who have failed to meet the CAHSEE requirements, and/or are performing at below basic and far below basic in math or language arts to the RtI program to increase student success in meeting standards
Leadership
Staff
RtI Support Staff
Families
Testing Coordinator
Achievement Data
Learning Records
Staff
Testing Coordinator
Funds
RtI Referral Form
Learning Records
Advisor, parent and Student Feedback
Report Cards
Achievement Data
Transcripts
RtI Documentation
Participation in Academic Labs, Intensive Instruction and Support Services
ILPs
Fall Semester 2009
Report Valenzuela complaint to county office of education
Export data analysis of student performance by center and provide center coordinators with list of eligible students
Collect data outlining student performance and growth for participants in intensive interventions to inform decision making for future course offering and interventions
Continue to use the Writing Committee to design, facilitate, and implement the school-wide secondary writing assessment and support program
Leadership
Staff
Writing Committee
Students
Writing Achievement Outcome Data
Learning Records
Leadership
Staff
Scheduled Professional Development Time
Local Academic Standards and Procedures
Prior Writing Assessment and Evaluation Rubrics
Curriculum
Writing Contests
Writing Tool Kit
Learning Records
Advisor and Student Feedback
Report Cards
Achievement Data
Transcripts
ILPs
Writing Assessment Outcome Data and Evaluation Rubrics
Public Folder Writing Tool Kit
Ongoing Collect individual results and report to through advisors to students and families
Advisors will provide and explain writing rubric as a component of instruction prior to writing assessment
Utilize writing assessment individual results to inform progress toward standards
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - VII
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Evaluate, customize and expand math and language arts labs and support programs to meet the changing needs of our student body
Administration
Leadership
Staff
RtI Support Staff
Writing Committee
Curriculum Committee
Special Education Staff
Achievement Data
Learning Records
Administration
Staff
Funds
California State Standards
Local Academic Standards and Procedures
Curriculum Committee
Curriculum
RtI Support Staff
Leadership
Report Cards
Achievement Data
Transcripts
ILPs
Writing Assessment Outcome Data and Evaluation Rubrics
Academic Lab Attendance
Advisor, Student and Parent Aeedback
Surveys
RtI Documentation
Ongoing
Export data analysis of student performance by center and provide center coordinators with list of eligible students
Collect data outlining student performance and growth for participants in intensive interventions to inform decision making for future course offering and interventions
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - VIII
Goal 4: Increase Communication Among All Stakeholders Rationale: Effective communication is a critical component of a sound educational program. A non -site based program presents obstacles to consistent and successful communication. ESLR’s Addressed: All ESLRs are addressed
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Develop a common understanding of roles and responsibilities for students, parents, staff, administration, and Governing Council
Governing Council
Administration
Leadership
Staff
Students
Parents
Administration
Charter
Student -Parent Handbook
Job Descriptions
Staff
Leadership
Governing council By-laws and Other Documents
Master Agreement
Meeting Minutes
Personal Interviews
Implementation of Policies and Procedures
Advisor, Student and Parent Feedback
Surveys
Participation
Communications
Evaluations
Ongoing
Review Master Agreement with parents, students, and advisors during enrollment and at each semester
Clarify and define job descriptions and approve through Governing Council
Incorporate roles and responsibilities into Student- Parent Handbook
Develop and implement a communication plan which includes additional avenues to provide better information and communication to parents , students, and community
Administration
Leadership
Staff
Administration
Handbook
Staff
Leadership
Governing Council
Meeting Minutes
Website
Newsletters/Flyers
Surveys
SARC
Parent Feedback Surveys
Participation
Student Retention
Enrollment
Ongoing
Provide updates to Governing Council through regularly scheduled meetings
Provide updates to Leadership Team via email and bi-monthlymeetings
Utilize newsletters to highlight upcoming events at each center and spotlight achievements throughout the school
Limited-Term Progress Report
Family Partnership Charter School * Self-Study 2009 Appendix C - IX
Publicize SARC in a timely manner
Task Responsible Person(s) Involved
Resources Means to Assess Improvement
Timeline Methods to Report
Make website and public folder more interactive, informative, and user friendly
Administration
Leadership
Staff
Administration
Staff
Leadership
Tech Support
Surveys
Funds
Parent Feedback Surveys
Participation
Student Retention
Enrollment
Advisor, Student and Parent Feedback
Website Hits
Implementation of Policies and Procedures
Summer 2009
Inform Governing Council through regularly scheduled meetings about revisions and enhancements to website and public folder
Provide public folder index to staff through staff handbook and update through all staff email
Student/Advisor Meeting
Send e-mail alerts and newsletter to inform stakeholders about revisions to website involving new resources