SELF-STUDY VISITING COMMITTEE REPORT
ACCREDITING COMMISSION FOR SCHOOLS,
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA STATE DEPARTMENT OF EDUCATION
Tenaja Canyon Academy
24150 Hayes Avenue
Murrieta, CA. 92562
Murrieta Valley Unified School District
April 20, 2015 - April 22, 2015
Visiting Committee Members
Mr. Rich Bellante
Chairperson, Retired Principal
Ms. Valentina Shibata
Dean, El Rancho HS
Mr. Joseph Calmer
Teacher, Lawndale HS
ACS WASC/CDE 2014 Edition
Revised 8/14
ACS WASC/CDE Visiting Committee Report
Chapter I: Student/Community Profile
The District started an independent study program in 1999 for students who needed
something other than a traditional classroom setting. By the end of the 2002/03 school
year, the demand for the independent study program had grown to the point where
there was a waiting list of students. Tenaja Canyon Academy was opened in 2003.
Currently, the program is growing to meet the various needs of individual students and
families from grades 1-12. In June 2008, the Accrediting Commission for the Western
Association of Schools and Colleges extended the term of accreditation for Tenaja
Canyon Academy six years to June 30, 2015.
Tenaja Canyon Academy has quickly developed into a strong educational community
with college and career pathways. Tenaja Canyon Academy is a highly collaborative
environment for staff as well as students. The TCA community developed our motto:
Tenaja Canyon Academy students are “Complex Thinkers, Effective Comunicators, and
Academic Achievers.” The core staff developed its’ mission which is: “Tenaja Canyon
Academy offers students seeking an alternative approach to their education, a flexible,
learner- centered, competency driven and standards-based program. The curriculum is
academically challenging in a small and caring environment, where students feel
comfortable and encouraged to succeed.”
Tenaja Canyon Academy began with the end in mind. The philosophy of administration,
staff, and stakeholders collaborated with belief that opening a school to accommodate
the needs of the community that needed an independent study option. Students have
the ability to co enroll in other schools to accommodate the needs for classes that may
not be provided at TCA. TCA students can access possible career and academic
choices with experiences and opportunities available to them.
TCA accommodates the Carpe Diem program. It is a program that has allowed students
who would have been expelled to be allowed a second chance in a small self-contained
classroom. There is individualized academic instruction, positive classroom
management (level system), informal interactions and low pupil-teacher ratio, instruction
in interpersonal, self-control, and social skills, service learning, flexibility, parent
involvement, and mandatory counseling. Counseling services are provided by the
Breakthrough program (through MVUSD) along with our school counselor.
The requirements for graduation at TCA are closely aligned with the California State
University and University of California A-G requirements for admissions. This has been
an important objective for the staff at TCA, as it promotes the college-going culture that
is such an integral part of our school’s vision. The school has stated in their Self Study
Document that 10% of their graduating Seniors completed A-G courses. The number of
credits required to graduate at the other high schools in the district are the same as at
Tenaja, 230, culminating in a Senior Exit Interview as well as having completed 40
hours of Community Service work.
The overall high school enrollment at Tenaja has increased from the mid-forties a few
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years ago to a present number of 160. There are small numbers, less than 10, in the
Middle School and the Elementary programs. The enrollment by gender and ethnicity
reflects the district as a whole. TCA has 60% of its students that are co-enrolled at the
neighboring District high school, generally taking 2 courses there as well as taking online courses at Tenaja. While some students attend Tenaja only once a week to work
with their teachers, many, and the number is growing, attend multiple days each week,
finding the additional support of value.
The VC cites for further reflection, exploration, and review, areas that made authentic
program assessment challenging:
-No School Site Council
-No SPSA
-Little or no involvement from stakeholders (students and parents) in developing
school’s SSD
-Data that reveals and measures student learning and achievement is minimal and
not utilized
- Broad range of courses offered via APEX and reported credential areas of staff
suggest potential issues with being Highly Qualified
-Admissions Criteria is “informal,” largely based on professional and appropriate
interface and recommendations between school counselors, and is not systematized
by school or District to meet needs of wide range of students and relies heavily on
test scores and mental health issues
-State testing results are not very helpful as numbers of students tested very low
-TCA program includes very few students in Special Education
-Validating the Self Study document’s integrity and accuracy
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Chapter II: Progress Report
Since the last revisit by the WASC Visiting Committee in 2011, Tenaja Canyon
Academy has worked diligently to make the changes that were recommended by the
Visiting Committee, as well as continue to enhance the programs that were commended
by the Visiting Committee.
The on-site WASC review of Tenaja Canyon Academy occurred on March 22, 2011.
The visiting committee provided two recommendations for Tenaja Canyon Academy as
schoolwide critical areas of follow-up. These are presented below with comments
regarding the progress the school has made in meeting these recommendations:
1. The Visiting Committee recommends that Tenaja Canyon Academy provide
additional online programs for Math and for the middle school curriculum.
•
With a new change in leadership for the 2014-2015 school year, TCA has worked to
provide additional online programs for students through the use of APEX. Over
the course of the last two years, TCA has moved from a packet- based format to a
current blended model of instruction. They have scaled down some math course
offerings that were done through the packet- based format, they have included
APEX math courses that meet Common Core standards as well as UC/CSU A-G
requirements.
•
2. The Visiting Committee recommends that Tenaja Canyon Academy explore
additional ways to meet student needs, especially through technology.
•
With the transition to APEX as the primary curriculum for Tenaja Canyon Academy,
there became a greater need to add more computers for teachers. As enrollment
has increased, access had become an issue within the classroom. To address
that, TCA purchased an additional four desktop computers and fifteen
Chromebooks to alleviate the issue.
•
Teachers have incorporated Remind 101, which is a web-based program designed to
communicate with students and parents via text messaging.
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Chapter III: Self-Study Process
Tenaja’s schoolwide learner outcomes are for students to be:
Complex Thinkers who: are self-directed learners, use problem solving skills to analyze
information and form conclusions, gain and maintain logical thinking skills
Effective Communicators who: articulate in a clear and effective manner, write
structured and coherent documents to convey ideas, and listen and comprehend verbal
instruction.
Academic Achievers who: meet or exceed district and state academic standards, utilize
technology to meet instructional goals, have the ability to maintain academic success
regardless of extenuating circumstances.
The self-study process and the resulting SSD reflects some leadership changes that
had occurred as well as casual preparation. The VC noted the following areas that could
be improved upon to provide the school and District more valued insight into the
school’s program:
-No School Site Council- develop and utilize
-No SPSA- create a roadmap for program direction
-Little or no involvement from stakeholders (students and parents) in developing
school’s SSD-create opportunities and ensure active participation
-Data that reveals and measures student learning and achievement is minimal and
not utilized
-Broad range of courses offered via APEX and reported credential areas of staff
suggest potential issues with being Highly Qualified
-Admissions Criteria is “informal,” largely based on professional and appropriate
interface and recommendations between school counselors, and is not systematized
by school or District to meet needs of wide range of students and relies heavily on
test scores and mental health issues
-State testing results are not very helpful as numbers of students tested very low
-TCA program includes very few students in Special Education or At-Risk students
In terms of long-range action plan ideas shared, mainly the addition of extending TCA
more into an elementary school program in addition to the HS and MS program, seems
to the VC a potential redirection of energy and resources that could be better spent
focusing on improving, refining, and expanding the program offerings for the high school
students of the District.
Any long-range planning to be undertaken would seem to be best pursued with
additional District oversight and support.
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Chapter IV: Quality of the School’s Program
CATEGORY A. ORGANIZATION: VISION AND
LEADERSHIP AND STAFF, AND RESOURCES
A1.
PURPOSE,
GOVERNANCE,
Organization Criterion
To what extent does the school have a clearly stated vision and mission (purpose)
based on its student needs, current educational research, and the belief that all
students can achieve at high academic levels?
To what extent is the school’s purpose supported by the governing board and the
central administration and further by schoolwide learner outcomes and the academic
standards?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Vision – Mission – Schoolwide Learner Outcomes – Profile: The school has
established a clear, coherent vision and mission (purpose) of what students should
know and perform; it is based upon high-quality standards and is congruent with
research, practices, the student/community profile data, and a belief that all students
can learn and be college and career ready.
The school does not have a vision statement but does have a mission statement. The
schoolwide learner outcomes, previously ESLR’s, have not been updated since the last
WASC visit in 2008. The statement does discuss the purpose of Tenaja Canyon
Academy as being an alternative approach to education that is flexible, yet standards.
Teachers are committed to the mission and hold to the belief that all their students can
succeed.
Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes: The
processes to ensure involvement of representatives from the entire community in the
development/refinement of the vision, mission, and schoolwide learner outcomes are
effective.
TCA does not currently have a School Site Council. The faculty meets yearly to discuss
and address school wide goals. Students, parents, and staff took a survey in 2013.
Results from the survey and faculty meetings were used to develop a new mission
statement. Schoolwide learner outcomes are articulated with the mission statement,
however schoolwide learner outcomes have not been updated since the last WASC visit
in 2008. There is little or no involvement from stakeholders.
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Understanding of Vision, Mission, and Schoolwide Learner Outcomes: Students,
parents, and other members of the school and business community demonstrate
understanding of and commitment to the vision, mission, and the schoolwide learner
outcomes.
Students, parents, and staff surveys were conducted in 2013 to assess understanding
of the policies, mission, and schoolwide learner outcomes. According to the survey
results, the majority of stakeholders not only understand the ideas of the new mission
but feel it’s presence on campus. Students agreed with the meaning of the schoolwide
learner outcomes.
Regular Review and Revision: The school is implementing an effective process for
regular review/revision of the school vision, mission, and the schoolwide learner
outcomes based on student needs, global, national and local needs, and community
conditions.
The faculty meets yearly to discuss and address school wide goals. Site and district
staff were invited to the process but no students or parents participated. The leadership
team used this information to create a draft and the draft was submitted to the staff for
further input. The mission and the school wide learner outcomes were made available to
shareholders through the school website.
A2.
Governance Criterion
To what extent does the governing board have policies and bylaws that are aligned with
the school’s purpose and support the achievement of the schoolwide learner outcomes
and academic, college, and career standards based on data-driven instructional
decisions for the school?
To what extent does the governing board delegate implementation of these policies to
the professional staff?
To what extent does the governing board monitor regularly results and approve the
single schoolwide action plan and its relationship to the Local Educational Agency (LEA)
plan?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Governing Board: The policies and procedures are clear regarding the selection,
composition, and specific duties of the governing board, including the frequency and
regularity of board meetings.
The policies are in place and can be found on the district website.
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Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes:
The governing board’s policies are directly connected to the school’s vision, mission,
and schoolwide learner outcomes.
The governing board’s policies are closely aligned with the school’s mission and
schoolwide learner outcomes. The district’s mission statement is to inspire every
student to think, to learn, to achieve, to care. This is closely aligned with TCA’s
schoolwide learner outcomes which states that TCA’s students are complex thinkers,
effective communicators, and academic achievers.
Understanding the Role of Governing Board: The school and business community
understands the governing board’s role, including how parents can participate in the
school’s governance.
Board actions are sent to stakeholders via email, Connect-Ed, or direct mail. Parents
can participate by commenting on board meetings during the open forum.
Governing Board’s Involvement in Review and Refinement: The governing board is
involved in the regular review and refinement of the school’s vision, mission, and
schoolwide learner outcomes.
Presentations are made annually to the Board demonstrating re-evaluation and
advancement. The school site develops goals and objectives called Key Results Areas.
Professional Staff and Governing Board: There is clear understanding about the
relationship between the governing board and the responsibilities of the professional
staff.
Monthly management team meetings are held to connect the governing board to the
school site administration. There are regional meetings that include counseling staff that
connect governing board to the staff. The primary communication is through email.
Board’s Evaluation/Monitoring Procedures: There is clarity of the evaluation and
monitoring procedures carried out by the governing board, including the review of
student performance, toward career and college readiness, overall school programs and
operations, and the fiscal health of the school.
Assessment information is given to the Board annually which includes state testing and
overall API scores. The district prepares the SARC and makes it available for public
viewing. The Board approves the Safe Schools Plan and proposed textbooks. There is
a weekly email regarding school activities sent to the Superintendent’s office. Assistant
Superintendent of Fiscal services approves the budget yearly. There is a yearly audit of
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the budget.
Complaint and Conflict Resolution Procedures: The established governing
board/school’s complaint and conflict resolution procedures as they apply to the
school’s stakeholders are effective.
Informal complaints are handled by the counselor at the school site. There is a uniform
complaint procedure set in place by the Board.
A3.
Leadership and Staff Criterion
To what extent based on student achievement data, does the school leadership and
staff make decisions and initiate activities that focus on all students achieving the
schoolwide learner outcomes and academic, college, and career standards?
To what extent does the school leadership and staff annually monitor and refine the
single schoolwide action plan based on analysis of data to ensure alignment with
student needs?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Broad-Based and Collaborative: The school’s planning process is broad-based,
collaborative, and has commitment of the stakeholders, including the staff,
students, parents, and business community.
The school collaborates through general staff meetings twice a month, PLC’s,
and classified staff meetings. District wide professional development activities
occur in the summer.
School Plan Correlated to Student Learning: The school’s Single Plan for Student
Achievement is directly correlated to the analysis of student achievement data about the
critical learner and career readiness needs; schoolwide learner outcomes; and
academic, college, and career standards.
The school site does not currently have a Single Plan for Student Achievement (SPSA)
and this indicator cannot be addressed.
Correlation between All Resources, Schoolwide Learner Outcomes, and Plan: There
is correlation between allocation of time/fiscal/personnel/material resources and the
implementation, monitoring, and accomplishing of the Single Plan for Student
Achievement.
Currently there is no SPSA in place and this indicator cannot be addressed.
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A4.
Leadership and Staff Criterion
To what extent does a qualified staff facilitates achievement of the academic, college,
and career readiness standards and the schoolwide learner outcomes through a system
of preparation, induction, and ongoing professional development.
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Employment Policies and Practices: The school has
policies/practices related to qualification requirements of staff.
clear
employment
Employment policies/practices are determined by the district’s human resources
department.
Qualifications of Staff: The school has procedures to ensure that staff members are
qualified based on staff background, training, and preparation.
The district determines if the candidate has a valid teaching credential and is NCLB
certified. The site administrator then can choose from a list of qualified candidates to
interview. The school relies on the district to determine whether a candidate is qualified
to teach in the assigned area.
Maximum Use of Staff Expertise: The school has a process to assign staff members
and provide appropriate orientation for all assignments, including online instruction and
specialized programs so that the expertise of the staff members is maximized in relation
to the impact on quality student learning.
Applicants are screened and categorized according to background and credential by the
district personnel. Administrators review from a list to determine who would best fit the
job opening. There is no process in place to ensure that teachers are assigned to the
subject area in which they are credentialed and highly qualified so that the expertise of
the staff members is maximized.
Defining and Understanding Practices/Relationships: The school has clear
administrator and faculty written policies, charts, and handbooks that define
responsibilities, operational practices, decision-making processes, and relationships of
leadership and staff.
There is an Administrative Area of Responsibility chart as well as an Emergency
Preparedness Plan, Earthquake and Fire Drill Procedures, and the Student Handbook.
Internal Communication and Planning: The school has effective existing structures
for internal communication, planning, and resolving differences.
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Email is the primary method of internal communication. There is a process in place
where complaints can be filed and administration deals with each complaint on an
individual basis.
Staff Actions/Accountability to Support Learning: The school evaluates the
effectiveness of the processes and procedures for involving staff in shared
responsibility, actions, and accountability to support student learning throughout all
programs. This includes an evaluation of the collegial strategies used to implement
innovations and encourage improvement, such as shadowing, coaching, observation,
mentoring, group presentations.
Staff is encouraged to participate in WASC and PLC’s. There is some shared
responsibility in teaching practices to support student learning.
Evaluation of Existing Processes: The school leadership regularly reviews the
existing processes to determine the degree to which actions of the leadership and staff
focus on successful student learning.
This was not addressed in the report. However, from discussions with the principal, it
was determined that the staff reviews the reports from APEX to determine the success
of student learning.
A5.
Leadership and Staff Criterion
To what extent are leadership and staff involved in ongoing research or data-based
correlated professional development that focuses on identified student learning
needs?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Support of Professional Development: The school effectively supports professional
development/learning with time, personnel, material, and fiscal resources to facilitate all
students achieving the academic, college, and career readiness standards and the
schoolwide learner outcomes.
There are bi-monthly staff meetings and professional development activities as the
administration determines is needed.
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Supervision and Evaluation: The school implements effective supervision and
evaluation procedures in order to promote professional growth of staff.
Not addressed in their report.
Measurable Effect of Professional Development: There are effective operating
processes that determine the measurable effect of professional development, coaching,
and mentoring on student performance.
The TCA staff looks at D & F rates, standardized test scores, subject areas of failing
students, and the number of struggling students per subject area.
A6.
Resources Criterion
To what extent are the human, material, physical, and financial resources sufficient and
utilized effectively and appropriately in accordance with the legal intent of the
program(s) to support students in accomplishing the academic standards, the collegeand career-readiness standards, and the schoolwide learner outcomes?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Allocation Decisions: There is a relationship between the decisions about resource
allocations, the school’s vision, mission, and student achievement of the schoolwide
learner outcomes, the academic standards, and the college- and career-readiness
standards. The school leadership and staff are involved in the resource allocation
decisions.
Allocation of funds is determined through collaboration with staff and site administration.
However, there is not a School Site Council to provide input and accountability.
Practices: There are processes operating in relationship to district practices for
developing an annual budget, conducting an annual audit, and at all times conducting
quality business and accounting practices, including protections against mishandling of
institutional funds. (Note: Some of this may be more district-based than school-based.)
Budgeting items are determined by the district administration. All accounting functions
are audited by district staff. Budgets are assigned to school site by ADA. Reports are
submitted monthly to the districts accounting offices for verification.
Facilities: The school’s facilities are adequate to meet the school’s vision, mission,
schoolwide learner outcomes, the educational program, and are safe, functional, and
well maintained.
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This is not addressed in the report. There is no indication of any needs in the area of
facilities.
Instructional Materials and Equipment: The policies and procedures for acquiring and
maintaining adequate instructional materials and equipment, such as textbooks, other
printed materials, audio-visual, support technology, manipulatives, and laboratory
materials are effective.
Teachers directly approach the principal on what is needed. The principal and district
are supportive in providing resources for the school. The school library is open from 91pm daily.
Well-Qualified Staff: Resources are available to enable the hiring, nurturing, and
ongoing professional development of a well-qualified staff for all programs such as
online instruction and college/career.
During the summer there is training for new teachers to become oriented with the online
attendance, grade programs, and copiers. New teachers are matched with veteran
teachers to help transition new teachers to the school.
Long-Range Planning: The district and school’s processes for regularly and effectively
examining a long-range plan ensures the continual availability and coordination of
appropriate resources supports students’ achievement of the critical learner needs, the
academic standards, college- and career-readiness standards, and the schoolwide
learner outcomes.
From discussions with site and district administration, there are ideas in place for future
development of the program but no real vision and plan. The APEX program licenses
contracts will end in a year and it is unclear to the school site whether this contract will
continue or not. The school site is looking at the Haiku program as an alternative to
APEX.
CATEGORY A: ORGANIZATION: VISION AND
LEADERSHIP AND STAFF, AND RESOURCES
PURPOSE,
GOVERNANCE,
Areas of strength for Organization: Vision and Purpose, Governance, Leadership
and Staff, and Resources (if any):
● Close alignment of schoolwide learner outcomes with district mission
● Strict budgetary controls and procedures
● Staff meetings bi-monthly to discuss assessment, curriculum, student issues, and
staff development
● Counselor collaboration with comprehensive high schools
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Key issues for Organization: Vision and Purpose, Governance, Leadership and
Staff, and Resources (if any):
● The need for a clear vision statement that drives the mission statement
● The need for a school site council
● The need for a long range plan to ensure the continual availability and
coordination of appropriate resources to support students’ achievement
● The need to develop a comprehensive staff development plan based on student
academic needs including implementation of PLC’s
● The need for multiple measures to determine the effectiveness of the school
program.
● The need to increase instructional program through the use of highly qualified
staff
● The need for strict district oversight for TCA program
Important evidence from the self-study and the visit that supports these strengths
and key issues include the following:
● district website
● school site website
● TCA mission and school wide learner outcomes
● District mission
● ESLR’s – schoolwide learner outcomes
● Administrative Council Meeting agendas
● MVUSD Board minutes
● Site budget
● agendas: staff meetings
● interviews with Linda Diaz
● Administrative Areas of Responsibility
● Emergency Preparedness Plan
● District email
● general staff meetings
● Staff Development Day agendas
● Staff Development Day Evaluation Survey
● interview with Jared Rogers
● interview with site teachers
● MVUSD Business services
● VPSS training
● APEX summary of progress report
● A-G completion rate
● D & F rates
● standardized test scores
● meetings with the school administration
● meetings with school staff
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CATEGORY B. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
B1.
Curriculum Criterion
To what extent do all students participate in a rigorous, relevant, and coherent
standards-based curriculum that supports the achievement of the academic standards,
the college- and career-readiness standards, and the schoolwide learner outcomes?
To what extent through standards-based learning (what is taught and how it is taught),
are the schoolwide learner outcomes accomplished?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Current Educational Research and Thinking: The school provides examples that
document the use of current educational research related to the curricular areas in
order to maintain a viable, meaningful instructional program that prepares students for
college, career, and life.
TCA uses a virtual curriculum program called APEX. APEX is designed to meet the
needs of the school and the requirements of the A-G requirements of TCA students.
The APEX program has been designed to align to the Common Core State
Standards. APEX Learning provides active learning and rigorous curriculum for TCA.
The APEX learning management system is a product that has been vetted through
the district and has been demonstrated that it meets the needs and rigor of the TCA
program, along with some auxiliary Murrieta Valley Unified School District Programs.
TCA and the district are in a continuous process of vetting modes of instruction that
will best fit the needs of TCA students. For example TCA staff, including teachers and
admin, went to the National Alternative Education Conference for ideas and future
products. Along with the curriculum, TCA investigates programs to meet the careerreadiness needs by having session with students and parents about post-secondary
options.
Academic and College- and Career Readiness Standards for Each Area: The
school has defined academic standards and college- and career readiness standards
for each subject area, course, and/or program and, where applicable, expectations
within the courses that meet the UC “a-g” requirements.
APEX has only a 1/3 of the NGSS standards aligned. A large portion of the shift to
NGSS is a focus on student-centered instruction that is constructivist in nature and a
new type of standard called “science and engineering practices and crosscutting
concepts”. TCA is student-centered in the sense they are an independent study
program, but their current practices are not conducive to meeting the needs of certain
components of the impending NGSS. Also the APEX curriculum is not aligned to the
constructivist philosophy of education. The “science and engineering practices and
crosscutting concepts” are skill-based and process- based standards that will require
instruction beyond the capabilities of APEX. Even though NGSS implementation is
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slated for the 18-19 school year, TCA ought to begin thinking about how they will
meet the needs of students under those standards.
TCA utilizes the ROP programs of various partnerships to deliver the CTE standards
to their students.
The course offerings of TCA via APEX are:
Math: Algebra 1, Algebra 2, Geometry, Pre calculus, Probability and statistics, and
summative math
English: English 9 Common Core
Science: Biology, Chemistry, Earth Science, and Physics
Social Studies: Modern World History, US History, US Government, and Economics
Misc: Psychology, Physical Education, Child development, Ethnic Studies, and
Geography
Congruence: There is congruence between the actual concepts and skills taught, the
academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes.
The APEX curriculum is aligned with the concepts taught and skills learned along with
certain content standards. The website allows the teacher to see the “correlated
activities” for the various standards. From there, the teacher can see the course
activities that are aligned the particular identified standard. This means that APEX
activities can be organized and administered in accordance with the academic
standards. Since APEX is all self contained, the concepts and skills learned are
directly related to the standards that are expected from each student.
TCA identified their approach to each content area and how they are meeting the
needs of their students. TCA uses many virtual programs as the primary means of
meeting the needs of students and satisfying the A-G requirements. Primarily they
used APEX as a curriculum, but other resources are used on an “as-needed” basis
and when identified.
TCA has not identified the ideal student that they would like to produce. TCA is in a
state of transition and a focus on creating a new direction for their school, including a
new mission statement and refinement of their ESLRs will be required to manifest
those goals. TCA is a very unique learning environment that is successful for a
particular student; the mission and vision should reflect that uniqueness.
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Student Work — Engagement in Learning: The school’s examination of
representative samples of student work and snapshots of student engagement in
learning demonstrate the implementation of a standards-based curriculum and the
schoolwide learner outcomes.
TCA has bi-monthly meetings with staff. During these meetings, staff talks about
assessments, student work, and classroom data. These discussions dictate next
steps and action items for future discussions.
Accessibility of All Students to Curriculum: A rigorous, relevant, and coherent
curriculum to all students is accessible to all students through all courses/programs
offered. The school examines the demographics and situation of students throughout
the class offerings. The school’s instructional practices and other activities facilitate
access and success for special needs students.
APEX requires students to perform tasks like: “Participate in a discussion, expressing
evidence-based ideas and responding to those of others.” (From English 9 Common
Core). This objective is not unique and requires the student to be comprehensive and
evaluative. This task allows students to demonstrate their knowledge and participate
and share with others.
Integration among Disciplines: There is integration among academic and career
technical disciplines at the school and where applicable, integration of outsourced
curriculum into the program so that curricular integrity, reliability, and security are
maintained.
TCA does not demonstrate the integration of the content areas. The curriculum is
developed by the APEX program and is not modified for classroom use. That being
said, the design of TCA is independent study, so that practice is not expected.
Even though the curriculum is not integrated. There are projects that are developed
among the staff. For example, there is a Senior Exit Project and Interview. The Senior
Project is a comprehensive presentation of the student’s interests and knowledge
gained through their TCA experience and their future plans. This project is detailed
and rigorous to ensure their seniors are aware of the expectations of their post high
school lives.
Curricular Development, Evaluation, and Revisions: The school assesses its
curriculum review and evaluation processes for each program area, including
graduation requirements, credits, grading policies, and homework policy, to ensure
student needs are met through a challenging, coherent, and relevant curriculum. This
includes the degree to which there is involvement of key stakeholders (governing
board members, teachers, parents, and students).
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TCA staff is involved with the development, evaluation, and revisions of their
curriculum. The curriculum used in TCA is almost exclusively APEX. The staff reviews
the effectiveness of APEX, but the other stakeholders are not involved. Parents and
student have minimal integration of the evaluation of TCA. Although the parents and
students have access, via the website, the promotion of the evaluative process is not
explicit.
Policies — Rigorous, Relevant, Coherent Curriculum: The school assesses the
curriculum and its rigor, relevancy, and coherency after examination of policies
regarding course completion, credits, grading policies, homework, etc.
TCA has looked at various programs and found APEX met their current needs.
However, their contract with APEX is up for review in 1 year, so TCA staff is vetting
and pursuing alternatives that may be an improvement. This demonstrates that the
TCA staff is aware of the their students and the needs of their curriculum to meet their
unique curricular needs.
TCA has the opportunity to use another learning management program, Haiku, that is
available and can be used to provide rigorous, relevant, and coherent curriculum that
can replace or supplement APEX. Haiku can also be used as a mechanism for
differentiation within courses.
Articulation and Follow-up Studies: The school articulates regularly with feeder
schools and local colleges and universities and technical schools. The school uses
follow-up studies of graduates and others to learn about the effectiveness of the
curricular program.
The program is widely unknown and only recommended to specific students. TCA
maintains a restrictive environment, in terms allowing access to TCA for all students.
It is also recognized that TCA is an independent study programs that is not designed
to meet the needs of all students. The student profile of a TCA student is not defined,
but is identified by applications, interviews, and an essay.
The growth of the program will need to review these policies and their pedagogy.
B2.
Curriculum Criterion
To what extent do all students have equal access to the school’s entire program and
assistance with a personal learning plan to prepare them for the pursuit of their
academic, personal, and career goals?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
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Variety of Programs — Full Range of Choices: All students have opportunities to
make appropriate choices and pursue a full range of realistic college/career and/or
other educational options. The school provides for career exploration, preparation for
postsecondary education, and pre-technical training for all students.
Students have choices in course, but the implementation is not standard and used
throughout the school
Students have choices in the courses they take, but the options are limited is scope.
To ameliorate this, students can co-enroll in another school, either in the district or at
the adult school.
Student-Parent-Staff Collaboration: Parents, students, and staff collaborate in
developing and monitoring a student's personal learning plan, based upon a student's
learning style and college/career, and/or other educational goals. (This includes the
evaluation of whether online instruction matches the student’s learning style.)
The collaboration with parents and students was not explicitly observed.
Communication was observed, but partnerships were not observed. TCA has
meetings to discuss the needs and the school to address the collaboration needs of
parents and community. The effectiveness of the promotion of the meeting was not
observed.
TCA has connections to the community college and the career education courses.
Partnerships with placements are maintained for the students to get ready for careers.
The depth and effectiveness of this partnership was not observed and remain an
issue to resolve for the students.
Monitoring/Changing Student Plans: The school implements processes for
monitoring and making appropriate changes in students' personal learning plans (e.g.,
classes and programs) and regularly evaluates them.
Teachers regularly meet with students, either weekly, or more frequently. TCA has a
foundation in meeting the students’ needs and identifying when stronger interventions
are needed. The systemic operations of the subsequent interventions are needed and
currently lacking.
Post High School Transitions: The school implements strategies and programs to
facilitate transitions to college, career, and other postsecondary high school options
and regularly evaluates their effectiveness.
TCA uses APEX as the foundational program for students to fulfill the requirements of
A-G for their future post secondary options. TCA offers counseling and education
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services for students that need that support. The program does not have a systemic
process of evaluation of those programs. The evaluation process occurs only through
cursory dialogue.
B3.
Curriculum Criterion
To what extent are students able to meet all the requirements of graduation upon
completion of the high school program and are they prepared for college, career, and
life?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Real World Applications — Curriculum: All students have access to rigorous and
relevant curriculum that includes real world applications that will prepare students for
success in college, career, and life.
TCA relies heavily on APEX for the curriculum and delivery of instruction. APEX is on
the front end of virtual programs that attempt to connect the content to real-world
situations. For example, in the Physics portal, the unit on electricity is framed around
the notion of how the heart beats, which requires electricity and how that electricity is
generated within the body.
Career courses are offered and recommended for students in a limited capacity.
Meeting Graduation Requirements: The school implements academic, college- and
career-readiness support programs to ensure students are meeting all requirements,
including the CAHSEE.
TCA offers many courses through APEX. Each course in APEX is A-G aligned and
meets the rigor of a compressive version of the same course. It ought to be noted that
lab requirements of science courses are supplemented through co-enrollment and/or
a outside teacher delivery mechanism. This is the process for students to receive full
credit for the lab-requirement courses, vis-à-vis science.
CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Areas of strength for Standards-Based Student Learning: Curriculum (if any):

Direct Alignment of curriculum to the standards

Using APEX in a structured and effective method

Meeting the A-G requirements through their courses

Students perceive the curriculum as effective and relevant to their education
experience

APEX differentiation is available
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Key issues for Standards-Based Student Learning: Curriculum (if any):

Use a LMS, like Haiku, to enhance instruction and the educative experience

Continue to develop the relationships with community colleges and other
possible elective options for students

Continue to develop relationships with parents and students to foster
collaboration

Begin thinking about how to integrate the “science and engineering practices”
and “crosscutting concepts” of the NGSS standards because APEX is not aligned
to those NGSS components

Increased research into effective modes of flipped classroom instruction would
be beneficial to learn best practices that would help TCA develop pedagogy
that reinforces their exclusive, virtual curriculum.
Important evidence from the self-study and the visit that supports these strengths
and key issues include the following:
 Document reviews

transcript review

teacher/ admin discussions

Meeting with teachers

classroom observations

APEX curriculum portal

WASC self study

student panel discussion





APEX learning brochure
APEX course modules
APEX course alignments with standards via the “correlations” page
Teacher panel discussion
Observation of the website

TCA application

discussion with councilors

Student threads from other course discussions

Senior project rubric

Alignment breakdown for courses that align to the NGSS standard HS-PS1,
among other “correlated activities”.
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CATEGORY C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
C1.
Instruction Criterion
To what extent are all students are involved in challenging learning experiences to
achieve the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Results of Student Observations and Examining Work: The school’s observations of
students working and the examining of student work provide information on the degree
to which all students are engaged in challenging learning to assist them in achieving the
academic standards, the college- and career-readiness standards, and the schoolwide
learner outcomes. The school, particularly, has evaluated the degree of involvement in
the learning of students with diverse backgrounds and abilities and modified
approaches based on findings.
TCA offers many courses for students. The VC committee observed the classrooms in
which all students were engaged and focused on their tasks. The expectation of work
was clear for all students. Student work, either on walls, writing samples, and
assessments, were commensurate with student work at the comprehensive level.
Students’ level of work has met the level of rigor and expectations of the current CCSS,
but the area of concern is for science, especially for NGSS. The NGSS will require
instruction in a more process-driven orientation rather than a content-driven approach.
Although there are a few years before the implementation of the NGSS, TCA ought to
begin the process of thinking about how “3D Learning” (3 Dimensional Learning) would
be implemented at TCA.
Student Understanding of Learning Expectations: The students know the
standards/expected performance levels for each area of study.
TCA, in conjunction with APEX, clearly articulates the learning expectations of the
students. From looking at the various courses within the APEX system, the objectives
and the learning expectations are clearly identified and aligned through the learning
management system. For example, a physics objective is “Perform calculations
involving electric potential energy, capacitance, and potential difference.” (this is only 1
of 5 learning objective for this sub unit within the larger unit of electricity) Throughout the
learning activities, the students have opportunities for revisiting the objectives during the
activities. The activities are scaffolded by having hyperlinks for the vocabulary and the
pertinent equations.
Differentiation of Instruction: The school’s instructional staff members differentiate
instruction, including integrating multimedia and technology, and evaluate its impact on
student learning.
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TCA staff meets with students weekly to check in and monitor the progress of the
students through their APEX programs. The APEX program is differentiated within a
course. The differentiation occurs through the stratification of courses. For example, an
English class has: Prescriptive, Literacy advantage, Foundations Core, Honors, and AP
options within it.
Student Perceptions: Interviews and dialogue with representative students inform the
degree to which learning experiences are relevant in preparing students for college,
career, and life.
TCA students have very positive perceptions of the program. Students said thing like:
“take charge of my own education”, “I have strong interactions with teachers that I did
not get at the public school”, “I learn a lot more during independent learning”, and “I
develop strong connection with the teacher”. These statements were echo among all
students that participated.
Another common theme of discussion was the supportive environment. The students
stated that the environment enabled better communication which helps them focus on
the their tasks and time management for the course requirements.
C2.
Instruction Criterion
To what extent do all teachers use a variety of strategies and resources, including
technology and experiences beyond the textbook and the classroom that actively
engage students, emphasize higher order thinking skills, and help them succeed at high
levels?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Current Knowledge: Teachers are current in the instructional content taught and
research-based instructional methodology, including the integrated use of multimedia
and technology.
TCA uses technology and virtual learning as it primary sources of pedagogy. They use
more traditional means of instruction and curriculum as a supplement for the virtual
curriculum of their programs, if there is an identified need. TCA teaching staff is almost
exclusively APEX created and developed by that system’s creators. The TCA staff has
a range of teacher credentials that are held by all staff and not by any one individual.
The teaching staff do not create their instructive materials; they supplement content by
via their training in pedagogy, but not necessarily pedagogical-content knowledge.
Teachers as Coaches: Teachers work as coaches to facilitate learning for all students.
This is a very strong component of the TCA program. Teachers work almost exclusively
as coaches for students. The students’ work independently on their academics and
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teacher work is verification and support of their learning. Based on interviews and
observations, students thrive in the environment of support and coaching by the TCA
staff.
Examination of Student Work: Representative samples of student work demonstrate:
a) structured learning so that students organize, access and apply knowledge they
already have acquired; b) that students have the tools to gather and create knowledge
and have opportunities to use these tools to research, inquire, gather, discover, and
invent knowledge on their own and communicate this.
Representative samples of student work demonstrate that students are able to think,
reason, and problem solve in group and individual activities, project, discussions, and
debates and inquiries related to investigation.
Representative samples of student work demonstrate that students use technology to
assist them in achieving the academic standards and the schoolwide learner outcomes.
Representative samples of student work demonstrate student use of materials and
resources beyond the textbook, such as use and availability of library/multimedia
resources and services; availability of and opportunities to access data-based, original
source documents and computer information networks; and experiences, activities and
resources which link students to the real world.
TCA has a very structured learning platform to access content and maintain graduation
progress. The APEX learning system is internally structured and is aligned to the
content standards, which meets A-G requirements. Teachers meet with students weekly
or more, if needed, to discuss the needs and expectations of their students. TCA has
informational meetings with student continuously throughout the day about progress
and next steps.
Students all stated that the TCA teaching staff is “understanding” of their needs and
responds accordingly.
Real World Experiences: All students have access to career awareness, exploration
and preparation that may include such activities such as job shadowing, internships,
apprenticeship programs, regional occupational programs, on-the-job training programs,
community projects, and other real world experiences and applications.
Many students seem to attend TCA because they have an extenuating circumstances
that makes matriculation through TCA more convenient than the comprehensive high
school. TCA did not have an explicit program that helps students gain more real-world
experiences like career awareness or job shadowing, beyond cursory conversations
with counseling staff.
The expansion of the opportunities beyond the curriculum was not made explicit to the
student.
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CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
Areas of strength for Standards-Based Student Learning: Instruction:

Teachers as coaches. Teachers at TCA have and maintain strong connections to
the students. That support catalyzes student performance

TCA students have very positive perceptions of the program

Students are engaged in their coursework
Key issues for Standards-Based Student Learning: Instruction:

More articulated and explicit system for involving students with real-world
experiences

Differentiation of curricular materials for students

Begin thinking about how the NGSS model of 3 Dimensional Learning
(Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting
Concepts) will be adopted and implemented within TCA independent learning
environment

Investigate opportunities for internship-based programs for real-world educative
experiences

Examine opportunities to increase enrollment by providing further differentiated
instruction for academic interventions for a broader range of students
Important evidence from the self-study and the visit that supports these strengths
and key issues include the following:
 Class observations
 student panel discussion elucidated the impact and role that the TCA teaching
staff play in their academic accomplishments.
 teacher/ admin discussions

Meeting with teachers

classroom observations

APEX curriculum portal

WASC self study


APEX learning brochure
APEX course modules
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CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND
ACCOUNTABILITY
D1.
Assessment and Accountability Criterion
To what extent does the school use a professionally acceptable assessment process to
collect, disaggregate, analyze, and report student performance data to the school staff,
students, parents, and other stakeholders of the school community?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Professionally Acceptable Assessment Process: The school staff uses effective
assessment processes to collect, disaggregate, analyze, and report student
performance data to all stakeholders.
TCA has bi-monthly meetings to look at student data and discuss faculty needs. APEX,
the foundational curriculum used at TCA, has assessments and rubrics used to
measure and report on the learning of the content standards by the students. These
assessments are directly aligned to instruction and the activities that are completed by
students for their requirements to graduate.
Basis for Determination of Performance Levels: The school staff has determined the
basis upon which students’ grades and their growth and performance levels are
determined and uses that information to strengthen high achievement of all students.
D2.
Assessment and Accountability Criterion
To what extent do teachers employ a variety of strategies to evaluate student learning?
To what extent do students and teachers use these findings to modify the
learning/teaching practices to improve student learning?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Appropriate Assessment Strategies: Teachers use appropriate assessment
strategies to measure student progress toward acquiring a specific body of knowledge
or skills such as essays, portfolios, individual or group projects, tests, etc.
The learning modules within APEX are designed to connect to students’ prior
knowledge. APEX offers “checkpoints” for students to get feedback on their
understanding before they progress further. APEX also provides formative assessments
via quizzes that can be monitored for teacher interventions and summative
assessments for student content knowledge acquisition. Reports are generated from the
students’ performance on the assigned tasks via APEX. There are rubrics for the course
assignments through APEX and the senior project.
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Demonstration of Student Achievement: A range of examples of student work and
other assessments demonstrate student achievement of the academic standards and
the schoolwide learner outcomes, including those with special needs.
TCA has student work displayed. APEX generates reports on student achievement.
Curriculum-Embedded Assessments: The school regularly examines standardsbased curriculum embedded assessments in English language and math, including
performance examination of students whose primary language is not English, and uses
that information to modify the teaching/learning process.
TCA uses APEX, which has embedded quizzes that need to be passed at a 70%
benchmark for progression. The materials they use have various quizzes and
assessments that will measure the progress of its students. The formative and
summative assessments are linked and consistent with the curriculum modules.
TCA is beginning to explore the use of district interim assessments that are aligned to
district wide curriculum.
Student Feedback: Student feedback is an important part of monitoring student
progress over time based on the academic standards, the college- and careerreadiness standards, and the schoolwide learner outcomes.
TCA has had student surveys in the past to gather feedback, but their use and
integration was not observed. Aside for direct feedback to the TCA teaching staff via
cursory conversations, a systematic mechanism for attaining specific student feedback
was not observed.
Modification of the Teaching/Learning Process: Assessment data is collected,
analyzed, and used as the basis to make decisions and changes in the curricular and
instructional approaches to ensure students are prepared for success in college, career,
and life.
TCA staff does not regularly make changes to their curriculum. It is based on an “asneeded” basis for the determination of curricular expansion for the individual student.
Each student in on progress via independent study, so modification in the APEX
curriculum is not regular or essential. Individual TCA staff may see an individual need
for curriculum corrections, if the assessment data supports that change. This was not
observed is a comprehensive sense.
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Monitoring of Student Growth: The school has an effective system to monitor all
students’ progress toward meeting the academic standards, the college- and careerreadiness standards, and the schoolwide learner outcomes.
TCA staff monitors student growth. Their system is efficient for the individual classroom,
but it is not an effective system that can be used with ubiquity. The TCA teacher spends
a lot of time with student progress and one-to-one interactions about student progress.
This system works well for TCA’s independent student program and how APEX is used.
This means that teachers do not need to spend time on content- delivery (on a whole
classroom scale) or lesson creation. This allows the TCA teacher to focus on monitoring
and individual student planning.
D3.
Assessment and Accountability Criterion
To what extent does the school, with the support of the district and community, have an
assessment and monitoring system to determine student progress toward achievement
of the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Assessment and Monitoring Process: The following stakeholders are involved in the
assessment and monitoring process of student progress: district, board, staff, students,
parents, and the business and industry community.
TCA teachers are integral in the process of monitoring student progress throughout the
instructional day. Notifications are delivered to parents weekly and via a 6 and 12 week
mark.
Reporting Student Progress: There are effective processes to keep district, board,
parents, and the business and industry community informed about student progress
toward achieving the academic standards, the college- and career-readiness standards,
and the schoolwide learner outcomes.
The SARC report communicates their student progress to the community and industry.
Based on the VC observations, APEX could generate reports for more effective
assessment reporting.
TCA teachers may utilize APEX to generate reports that elucidate their
accomplishments in the classroom and demonstrate the effectiveness of their program
at reaching “Tier III” students.
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D4.
Assessment and Accountability Criterion
To what extent does the assessment of student achievement in relation to the academic
standards, the college- and career-readiness standards, and the schoolwide learner
outcomes drives the school’s program, its evaluation and improvement, and the
allocation and usage of resources?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Modifications Based on Assessment Results: The school uses assessment results
to make changes in the school program, professional development activities, and
resource allocations demonstrating a results-driven continuous process.
TCA certificated staff is proactive with making adjustments to instruction based on
assessment results. Teachers use APEX and its data measures to modify the learners
experience with education. Teacher will talk with students, parents, or any stakeholder
to ensure student learning is maximized.
TCA teachers are very strong at looking at the student’s whole situation and adjusting
their educative experience to ensure standards-based learning occurs.
CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND
ACCOUNTABILITY
Areas of strength for Standards-Based Student Learning: Assessment and
Accountability (if any):

Using APEX as means to determine the standards-learning of their students

Alignment of curriculum with assessments for student learning

Practice of refinement of assessment protocols to ensure the validity and sanctity
APEX assessments
Key issues for Standards-Based
Accountability (if any):
Student
Learning:
Assessment
and

Systemic feedback from students about the curriculum and their experience
learning and assessing through APEX

Development of a graduate profile of a TCA student

Consider generating reports of student progress and achievement to the district
and administration

Develop interim assessments that are aligned to the district curriculums, so
common comparisons among the schools can be established

TCA ought to correlate the school wide learner outcomes to align with a graduate
profile for TCA students, when one is created.
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Important evidence about student learning from the self-study and the visit that
supports these strengths and key issues include the following:

Rubrics for the course assignments through APEX

senior project rubrics

APEX learning modules

student and parent survey

TCA website

TCA teacher panel discussions

classroom observations

teacher/ admin discussions

Meeting with teachers
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CATEGORY E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
E1.
School Culture and Student Support Criterion
To what extent does the school leadership employ a wide range of strategies to
encourage parental and community involvement, especially with the teaching/learning
process?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Regular Parent Involvement: The school implements strategies and processes for the
regular involvement of parents and the community, including being active partners in the
teaching/learning process. The school involves non-English speaking parents.
Parents are a part of the Intake Meeting where the student’s individualized learning plan
is developed. Parents and students sign a Master Agreement that cover attendance and
work completion each semester. Parents are contacted on a regular basis through
email. They are contacted through standard mail if student is not meeting the academic
requirements of the program. Parents can also contact the counselor at any time.
Use of Community Resources: The school uses community resources to support
students, such as professional services, business partnerships, and speakers.
Guest motivational speakers are invited to speak to the Carpe Diem students who are
on independent study for expulsion. There is also a Career Day that is hosted in the
spring. The community supports the TCA through Student of the Month breakfasts
throughout the year.
Parent/Community and Student Achievement: The school ensures that the parents
and school community understand student achievement of the academic
standards/schoolwide learner outcomes through the curricular/co-curricular program.
Approximately 50% of TCA students are co-enrolled in the comprehensive high school
where they are allowed to take up to 3 classes and participate in extra-curricular
activities, clubs and athletics. The community is also made aware of school
achievement by the local newspaper printing test scores and school ratings. Progress
reports are available every six weeks through the district AERIES parent portal. The
TCA website provides information on graduation requirements, planning for college, and
course catalog. The School Accountability Report Card (SARC) is posted on the school
and district website.
E2.
School Culture and Student Support Criterion
To what extent is the school a safe, clean, and orderly place that nurtures learning?
To what extent is the culture of the school characterized by trust, professionalism, high
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expectations for all students, and a focus on continuous school improvement?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Safe, Clean, and Orderly Environment: The school has existing policies, regulations
and uses its resources to ensure a safe, clean and orderly place that nurtures learning,
including internet safety.
Tenaja Canyon Academy maintains safety on its campus by having a closed campus,
24 hour security cameras, visibility of campus security, campus resource officers, and
conducts emergency drills. Visitor’s must check in and present identification before
entering the campus. The cleanliness of the facilities is maintained by the custodial
staff.
High Expectations/Concern for Students: The school demonstrates caring, concern,
and high expectations for students in an environment that honors individual differences
and is conducive to learning.
The district provides Drug Intervention and Mental Health programs for students that are
in need of those services. Staff and administration recognize student achievement
through Student of the Month program.
Atmosphere of Trust, Respect and Professionalism: The school has an atmosphere
of trust, respect, and professionalism.
TCA teachers collaborate during monthly department meetings in order to implement
common objectives and lessons. There are monthly staff meetings that assist in
providing the best learning environment for students. Counselors meet with the students
several times a year to guide them through scheduling and post-grad planning. New
teachers are supported with site based mentoring system where they interact with
veteran teachers throughout the school year. New teachers are also provided with
training on school wide procedures.
E3.
School Culture and Student Support Criterion
To what extent do all students receive appropriate support along with an individualized
learning plan to help ensure academic and college- and career-readiness success?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Adequate Personalized Support: The school has available adequate services,
including referral services, to support students in such areas as health, career and
personal counseling, and academic assistance, including an individualized learning
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plan.
The MVUSD has an agreement with MFI Recovery to provide drug and alcohol
intervention counseling. Students meet individually and in a group and are randomly
drug tested throughout the semester. Due to the structure of Independent Study,
teachers have ample time and opportunity to work with students individually during
weekly appointments or on a drop in basis. The counseling staff creates an individual
learning plan with each student upon enrollment to determine appropriate placement. All
juniors are guided through the Kuder career software program. There is a counseling
program that addresses topic such as self-esteem, anger management and decision
making. Other programs are available for the struggling students such as Read 180,
and credit recovery classes.
Direct Connections: The school demonstrates direct connections between academic
standards and schoolwide learner outcomes and the allocation of resources to student
support services, such as counseling/advisory services, articulation services, and
psychological and health services, or referral services.
There are district provided student support services including MFI Recovery which
provides drug and alcohol counseling, Breakthrough which provides drug education,
and group counseling for students in the Carpe Diem program. The district also
provides access to community support services such as Temecula Mental Health,
Home Hospital, and Riverside Rape Crisis Center. The school has not addressed the
direct connectedness between academic standards and schoolwide learner outcomes
and the allocation of resources to these services.
Strategies Used for Student Growth/Development: Strategies are used by the school
leadership and staff to develop personalized approaches to learning and alternative
instructional options which allow access to and progress in the rigorous standardsbased curriculum. Examples of strategies include: level of teacher involvement with all
students, a curriculum that promotes inclusion, processes for regular review of student
and schoolwide profiles, and processes and procedures for interventions that address
retention and redirection.
Due to the structure of Independent Study, teachers have ample time and opportunity to
work with students individually during weekly appointments or on a drop in basis. The
counseling staff creates an individual learning plan with each student upon enrollment to
determine appropriate placement.
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ACS WASC/CDE Visiting Committee Report
Support Services and Learning: The school leadership and staff ensure that the
support services and related activities have a direct relationship to student involvement
in learning, e.g., within and outside the classroom, for all students, including the EL,
GATE, special education, and other programs.
Leadership provides support for IEP and 504 plans. Information is available regarding
PSAT, SAT testing dates and prep courses.
Equal Access to Curriculum and Support: All students have access to a challenging,
relevant, and coherent curriculum to all students. Schools regularly examine the
demographics and distribution of students throughout the class offerings (e.g., master
class schedule and class enrollments) and the types of alternative schedules available
for repeat or accelerated classes (e.g., summer, class periods beyond the traditional
school day).
Upon entering TCA, each student and parent participates in an Intake Meeting with the
counselor to develop and Individualized learning plan. All courses are offered to the
student at the comprehensive high schools through co-enrollment. There is a
partnership with San Jacinto College.
E4.
School Culture and Student Support Criterion
To what extent do students have access to a system of personal support services,
activities, and opportunities at the school and with business, industry, and the
community?
INDICATORS: Use the following indicators as a guide to ensure all key aspects of the
criterion are addressed. Add any additional reflections based on the criterion.
Co-Curricular Activities: School leadership and staff link curricular and co-curricular
activities to the academic standards, the college- and career-readiness standards, and
the schoolwide learner outcomes.
Upon entering TCA, each student and parent meets with the counselor at an Intake
Meeting and creates an individualized learning plan that based on the student’s
academic goals and needs. Students can take courses at the comprehensive high
school as well as the APEX online courses, District Haiku classes, CTE classes, and
MSJC classes. Students meet with the counselor at least once a year to evaluate their
academic progress. A Career Fair is held every spring to expose students to community
businesses and provide information regarding job opportunities, requirements and
interviewing tips.
Student Involvement in Curricular/Co-Curricular Activities: The school has an
effective process for regularly evaluating the level of student involvement in
curricular/co-curricular activities and student use of support services.
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ACS WASC/CDE Visiting Committee Report
The district provides a drug education program called Breakthrough (emotional health
counselor) and a reflection group called INSIGHT to educate about the dangers of drug
and alcohol abuse. The district also has an agreement with MFI Recovery to provide
drug and alcohol intervention counseling. Carpe Diem students are required to
participate in group counseling three times a week to discuss self-esteem, anger
management, family problems, and decision making. A school psychologist comes on
campus as needed.
Approximately 50% of TCA students are co-enrolled in the comprehensive high school
where they are allowed to take up to 3 classes and participate in extra-curricular
activities, clubs and athletics.
Student Perceptions: The school is aware of the student view of student support
services through such approaches as interviewing and dialoguing with student
representatives of the school population.
The perception of student support services was not addressed in the student survey
and therefore this indicator cannot be addressed.
CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL
AND ACADEMIC GROWTH
Areas of strength for School Culture and Support for Student Personal and
Academic Growth (if any):
● Counseling department
● Parent/ student Intake Meeting
● Individualized four-year Learning Plan
● Aeries Parent Portal
● Breakthrough program
● Kuder Career Counseling Program
● MFI Program - drug and alcohol program
● Mandated group counseling for Carpe Diem students
● Staff meetings
● Student of the month program
Key issues for School Culture and Support for Student Personal and Academic
Growth (if any):
● Linking school culture to schoolwide learner outcomes
● Need to evaluate student use and view of support services
● Lack of EL, GATE, special education programs and intervention programs
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ACS WASC/CDE Visiting Committee Report
Important evidence about student learning from the self-study and the visit that
supports these strengths and key issues include the following:
● course catalog
● APEX online courses
● Student/Parent Intake Meetings
● Breakthrough
● Counseling staff
● master agreement meeting
● weekly academic meetings for students
● TCA website
● email and phone contacts
● Aeries Parent Portal
● interviews with staff and parents
● staff meeting agendas
● counseling department
● Student of the Month program
● MFI Recovery Drug Intervention
● Kuder Career program
● Mt. San Jacinto College
● Interviews with school site staff
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ACS WASC/CDE Visiting Committee Report
Part B: Schoolwide Strengths and Critical Areas for Follow-up
•
Synthesize the schoolwide strengths and list numerically. Be sure that these
can be documented by other sections of the report.
Schoolwide Areas of Strength
1. Teachers as coaches
2. Counseling department and student services
3. Positive, nurturing school environment
4. APEX curriculum and utilization
5. Teacher communication with parents
•
Synthesize the schoolwide critical areas for follow-up and list numerically. Be
sure that these can be documented by other sections of the report.
✓ Confirm areas already identified by the school in the action plan
sections
✓ Confirm areas to be strengthened within the already identified areas
✓ Identify any additional areas to be added to the action plan that have
been identified by the visiting committee. This includes areas related to
student achievement and other profile data, the school program and
operation, and the action plan.Schoolwide Critical Areas for Follow-Up
(list numerically; include who, what, why, and the impact on student learning)
The Visiting Committee has concerns with the school’s identified areas that are
outlined in the schoolwide action plan because important foundational elements
are missing or minimal and need to be addressed to develop a viable plan:
Lack of authentic stakeholder (parent and students) participation in
schoolwide practices and policies – create an opportunity for stakeholders to
help drive the program
2. Lack of authentic program oversight to ensure support of program fidelity (No
SSC, No SPSA, SSD issues)
3. The need for multiple measures to determine the impact of TCA program on
student learning
4. Create a vision to drive the TCA program
5. Strengthen the instructional program through the use of highly qualified
teachers
6. Develop a formalized criteria for admission systemization by the school and
district to meet the needs of a wide range of students
In addition, the Visiting Committee has identified areas that need to be
strengthened:
(Note: Show the relationship to what the school has already identified, if
possible.)
1. The VC recognizes that the TCA staff and District staff are in a state of
evolution in regards to alternative education. The VC encourages the
1.
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ACS WASC/CDE Visiting Committee Report
development of a program that affects a broader range of students, including
intervention programs. i.e. at risk students, special education populations, and
9th graders. Importantly, District and TCA staff, and appropriate stakeholders,
are critical to seek and develop a viable program that includes adequate
program oversight to ensure accountability.
Chapter V: Ongoing School Improvement
The positive learning environment and the nurturing staff provide a foundation for
long-term success and student learning. Tenaja Canyon Academy’s schoolwide
action plan focuses on increasing the use of technology, especially as it relates to
instruction and student learning, expanding the program to include Elementary
school students, and increasing the percentage of students completing courses.
That said, Tenaja will need to improve its capacity to include stakeholders, including
District staff and District schools, in developing and then sustaining a vision and plan
for Alternative Education in the Murietta Valley Unified School District. Additionally,
Tenaja reports time needed for many of its goals to be upwards of three years - this
may not be realistic nor timely for the needs of the school and District. Significant
attention to the following areas would be the recommendation of the VC:
-No School Site Council, No SPSA, No stakeholder involvement. All of these
elements are critical and need to be created to ensure viability and accountability
-Data that reveals and measures student learning and achievement is minimal and
not utilized. Additional data will help support student learning goals
- Broad range of courses offered via APEX and reported credential areas of staff
suggest potential issues with being Highly Qualified and represent an ongoing
challenge
-Admissions Criteria is “informal,” largely based on professional and appropriate
interface and recommendations between school counselors, and is not systematized
by school or District to meet needs of wide range of students and relies heavily on
test scores and mental health issues. A District-wide protocol would be helpful
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