Self-Study Visiting Committee Report
Western Association of Schools and Colleges
California State Department of Education
For
Livermore Valley Charter
Preparatory High School
2451 Portola Avenue
Livermore, CA 94551
November 18-20, 2013
Visiting Committee Members
William L. Wong, Ed.D., Chairperson
Superintendent, Retired
Dr. Cathleen Hebert-Swarter
Math Dept. Chairperson/Teacher
Stockton Early College Academy
Ms. Sandy Trotch
English Teacher
University Preparatory Academy
Ms. Gabriela Villalobos
Foreign Language Teacher
Washington Union High School
November 20, 2013
Chapter 1: School and Student Profile
Livermore Valley Charter Prep (LVCP) is operated by the Tri Valley Learning
Corporation and first opened its doors in the fall of 2010 to 68 ninth graders. LVCP
was intended to be a natural step for students leaving from the Tri Valley Learning
Corporation’s very successful K-8, Livermore Valley Charter School (LVCS), which
opened in August 2005 and currently houses over 1100 hundred students in grades
TK-8.
The founders of LVCP envisioned a high performing high school where all students
were college prep. Further the charter petition speaks to the need that “21st century
high school graduates need increasingly technical, yet at the same time increasingly
diverse educations that place in context the technology around them.”
LVCP envisions educated persons in the 21st century as those who are aware of
themselves and the world around them, are skilled in the latest communication
tools, and possess an understanding of the environmental, historical and cultural
issues that shape and have shaped the world in which they are maturing. Together
with a strong base in science, mathematics, and humanities, they should possess a
familiarity with, and appreciation for the arts, and celebrate their own creative
talents. These statements are the driving force for the instructional curriculum at
LVCP as well as the collaborative culture for students, parents, and staff. On any
given day at LVCP, teachers and students work in a variety of team settings.
LVCP is located in Livermore, California, a suburb to Oakland and San Francisco.
LVCP’s families run the socio-economic gamut, ranging from those on limited or
fixed-incomes who qualify for free and reduced lunches, to those with high middle
class financial means. LVCP is located within the boundaries of the Livermore Valley
Joint Unified School District. As a State Board of Education charter school, LVCP
remains fairly autonomous of its authorizer. LVCP has its own governance board in
the Tri-Valley Learning Corporation (TVLC). LVCP also manages its own budget,
hires its own employees, and works closely with its business office for payroll,
purchasing, and billing.
The Visiting Committee would like to extend our sincere appreciation to the
Livermore Charter High School community for your hospitality, candor, and
openness that made this visit a productive and meaningful process. We would
like to recognize the hard work and accomplishments of the Self-Study
Coordinator – Ms. Katie Daitoku.
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LVCP is currently housed at 2451 Portola Avenue, Livermore, in a facility rented
from the local school district, Livermore Valley Joint USD. This site was originally
designed for an elementary school and the school is too small for LVCP’s current
population. LVCP will moved to its new facility, across the athletic fields from LVCS,
at 3090 Independence Drive in Livermore. For the first time in the organization’s
history, the two schools will be within walking distance of each other.
This new facility has been leased to serve an increasing population. LVCP’s student
population currently includes grades 9-12 with the first senior class due to graduate
in the spring of 2013-2014. LVCP plans to move into their new facility during the
winter break of 2013-2014.
LVCP’s parent population also represents a wide range of academic levels and jobs
in all sectors. Over 45 feeder schools send students to LVCP. Students are proud of
the fact that there are few cliques and that everyone knows each other and gets
along. This dynamic is heightened by the fact that local school district students only
make up about 45% of the total student population at LVCP.
LVCP is welcoming, friendly, safe, and focused on college admission for all students.
In 2011-12 total population grew from 75 to 191 and the staff increased in size as
well. In 2012-13, the student population grew to 320. LVCP’s well-stated mission,
vision, and philosophy about completing a college preparatory curriculum, the
needs of the future, and the need to connect learning to student interest, college, and
career draws students from every geographic area within 40 miles.
LVCP offers a comprehensive advisory curriculum four days per week, a Pathway
program through differentiation of project based learning, and a Senior Institute
that is the capstone of the college and career studies. These opportunities are
unique to LVCP and truly differentiate the school from traditional public high
schools. All students participate in these programs. All students participate in
presentations of learning at the end of each semester, during which they reflect
upon their progress toward the expected schoolwide learning results.
Student and School Data
Grades Served
Year
Grade 9
Grade 10
Grade 11
Grade 12
3
2010-2011
75
------
------
-----
2011-2012
107
76
------
-----
2012-2013
112
118
94
-----
2013-20142014
139
118
121
86
Current Waitlist
There is currently not a waitlist, as LVCP is in a growth mode and moving to a larger
facility during the 2013-2014 school year.
Employees
● 1 Full Time Administrator
● 29 Full Time Credentialed Teachers
● 1 Part Time Credentialed Teachers
● 1 Full Time School Psychologist
● 1 Full Time School Counselor
● Pull out speech services contracted
● Pull out vision services contracted
● 3 Para Professionals
● 1 Full Time Custodian
● 1 Full Time Office Manager
● 1 Full Time Registrar
● 1 Part Time Office Assistant
Facility Status
The school plans to move to the new campus during the 2013-2014 school year.
Through Prop. 39 funds, the school has arranged for the lease of a large facility in a
commercial used predominately for business. The new facility will have 45
classrooms, 3 science labs, a music room, and a multipurpose room of 4710 square
feet, a technology room, a resource/library room, an art room and a photo
classroom.
Special Education
The school is served through the El Dorado County SELPA.
Technology
LVCP is a digital school where students all carry their own netbook supplied by
LVCP. The entire campus is wireless with LCD projectors in every classroom and
document cameras in many classrooms. Digital textbooks are used for work at home
and in many classrooms. There is a digital music/media arts lab. All project-based
learning requires students to produce a technology component. LVCP students and
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staff are digitally literate and use Google Apps, Facebook, YouTube, and Google Sites
daily.
ADA
97%
Key Components of LVCP
● Project based learning
● Small classes of an average ratio of 24 to 1
● 1 to 1 student to netbook ratio
● Community service requirement of 50 hours per year
● Parent involvement in decisions and policy through School Council
● Advisory curriculum for all grade levels
● Individualized pathways
● Presentations of learning at the end of each semester
● Year-end exhibition of student work
● Senior Institute
● Community college courses taught by Las Positas professors on LVCP’s
campus
● AP Courses
● Mandatory after school study hall
● Teacher office hours
● AVID
● 2 days per week of teacher collaboration/staff time
● CAHSEE support classes
● International exchange students
● Student choice to attend LVCP
● Student survey determines electives
● 360 degree review where all students review teachers, all teachers review
each other, and all teachers review the principal
● Student participation in hiring process
● Teacher walk in evaluations
Gender
Male
Female
Demographic Data
54%
46%
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Student Racial Demographics
Race/Ethnicity
LVCP
Livermore
African American
2.4%
2.1%
American Indian
2.4%
0.6%
Asian
14.1%
8.4%
Hispanic or Latino
20.8%
20.9%
Pacific Islander
1.0%
0.3%
White
58.1%
74.6%
Two or More Races
5.4%
Special Education
16.3%
MR
1
SL
9
LVJUSD
15.7%
Visual
1
ED
7
English Language Learners
OHI
11
SLD
18
Autism
6
LVCP/LVJUSD
English Language Learners
14/1,266
Fluent – English Proficient
5/171
Redesignated FEP (RFEP)
18/196
English Language Learners are served in inclusive classrooms, through advisory, 7th
period Study Hall if chosen by the student, an ELD support class, if needed, that
focuses on language acquisition and teacher office hours. LVCP tests all incoming
and continuing students designated at EL for progress on language development on
an annual basis. Any student coming into the school or identified as an EL student is
provided with teachers qualified in SADIE or CLAD certified.
Predominant Languages Other than English




Spanish
Tagalog
Armenian
Mandarin
6




Vietnamese
Hindi
Punjabi
Russian
Mobility Rate
7.5%
Free and Reduced Lunch and Socio-economically Disadvantaged
Program
LVCP/LVJUSD
Free and Reduced Lunch
15%/27.6%
Socio-Economically
Disadvantaged
16%/27.6%
Parent Education Level
Education Level
LVCP
Livermore*
Graduate Degrees
26%
14.28%
College Graduate
33%
22.43%
Some College or AA
Degree
27%
24.93%
High School
Graduate
7%
21.35%
Not a High School
Graduate
6%
8.15%
*Data from www.livermorechamber.org
Description of the safety conditions, cleanliness, and adequacy of school
facilities
LVCP will be at full capacity at its current site (former Portola Elementary). A new
site has been secured near Livermore Valley Charter School and construction has
begun. A move date has been set for Winter 2014, dependent on completion of
construction. LVCP holds regular evacuation drills and staff have been trained on
the schoolwide emergency plan. A full time groundskeeper is employed and is
supplemented by an additional nighttime cleaning staff.
Parent Volunteers
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Parents have donated over 10,000 hours a year to LVCP through the Parent Teacher
Study Group (PTSG) bingo, school council, PTSG banquets, AVID, etc.
LVCP Staff Information
LVCP is a teacher-initiated charter. Teachers are viewed as instructional leaders and
given the flexibility in how they design their courses and class curriculum as it
relates to the state standards. At the same time, a high level of professionalism and
high teaching standards are expected of all LVCP faculty and staff.
LVCP employs a total of 32 teaching and administrative staff members. The overall
years of service in the educational field among the staff averages 4.2 years in
education. Administratively, TVLC has a Chief Executive Officer and the Principal
answers to him. The school also has a teacher who acts as the Administrative
Designee and a TVLC Program Specialist who oversees Special Education at both
sites.
Teacher Credentials
Teachers with full
credentials
30
Total Teacher Misassignments
0
Teachers without
full credentials
1
Teachers with
Master’s degree
12
Teachers teaching
outside of their
subject area
0
Staff Racial Demographics
Race/Ethnicity
Percentage
White
63.6%
American Indian
4.3%
Chinese
4.3%
Japanese
4.3%
Asian Indian
8.6%
Spanish
4.3%
African American
8.6%
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Percent of teachers who have met the highly qualified teachers’ requirements
of the Elementary and Secondary Education (ESEA)
100%
Gender
Male
Female
43.5%
56.5%
Student Performance Data
With students arriving from so many schools, LVCP finds it hard to determine where
to start with the academic curriculum. Many students are unprepared for the college
prep coursework especially in mathematics. The school is grappling with this reality
and continues to find ways to improve student success. Additionally, it is hard to
gather cumulative files from all of the feeder schools that results in unreliable data.
Instead, the school focuses on individual success in school, academic marks, 20102011 STAR scores, 2011-2012 STAR scores, CAHSEE scores, A-G completion and
teacher feedback. Baseline data points are used as a reference for the future.
It is difficult to use the STAR/CAHSEE data to prepare a student profile for LVCP
because the student pool is so small. A small sample size can skew data in any
direction, as many of the STAR/CAHSEE summary reports represent fewer than one
hundred students and often times, fewer than 25 students.
STAR Summary Results
Exam
Proficient and Above
Basic
English
66%
23%
Summative Math
69%
31%
Algebra 2
65%
29%
Geometry
48%
34%
Algebra 1
42%
32%
CAHSEE
Math – Pass Rates - 2013
Male
Female
IEP
EL
Free and Reduced Lunch
86%
86.6%
46.2%
50%
76.8%
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White
African American
Asian and Pacific Islander
Hispanic
89.8%
80%
82.3%
77.8%
English Language Arts – Pass Rates – 2013
Male
85.7%
Female
93%
IEP
58.3%
EL
66.7%
Free and Reduced Lunch
90.9%
White
92.6%
African American
80%
Asian and Pacific Islander
94.1%
Hispanic
76.5%
API
2010-2011 API of 820
2011-2012 API of 819
2012-2013 API of 802
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Chapter 2 – Progress Report
Since the November 2011 Initial Site Accreditation visit, the school has
significantly increased its population of students and expanded to a full
four-year high school program. The school staff began their self-study
process in the fall of 2012 and created a Single Plan for Student
Achievement in Spring 2013. The school responded to the six
schoolwide recommendations identified in the Initial Site Visit Report of
November 2011:
Procure science lab and safety equipment to meet UC requirements.
LVCP is currently leasing an elementary school facility from the Livermore
Joint Unified School District. As such the construction or modification to
school facilities for necessary science laboratory and safety equipment is
difficult to accomplish. The school intends to meet this recommendation
when they move into their new facility within the next few months.
Members of the Visiting Committee have visited the site and noted the
construction of science laboratory/safety equipment. The facilities will allow
students to meet the science laboratory requirements established in the A-G
curriculum for Science. Currently students are meeting some of the UC
requirements through the use of mobile materials.
Provide interventions, strategies, and instructional practices, which
enable students to pass the CAHSEE, based upon information received
after the initial administration of the CAHSEE this year (2011).
Teachers have identified all students (including EL students) that were 1-2
years below grade level and 2 or more years below grade level. Teachers
using the curriculum embedded formative assessments monitored students
that were 1-2 years below grade level and appropriate interventions were
assigned. Students that were more than 2 years below grade level were
placed in an intensive program. In addition, the English staff will develop a
weekly school wide writing component to improve student writing. This will
include instruction in writing the narrative and weekly timed writing
response to a prompt. CAHSEE English and math classes have been designed
and implemented to provide additional support for struggling students.
However, with the addition of several college courses offered on the LVCP
school site, discussion with those college professors intended that student
writing needed to improve. The teachers at LVCP responded with additional
strategies that has improve student writing.
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Incorporate a process that periodically reviews assessment data to
inform instruction of the academic program and attainment of the
ESLRs.
The staff has used a process that includes analyzing the CST data and
identifying patterns and trends in the past 2 years. The staff has identified all
English Learners who are not meeting the annual progress in ELA and
percent of students attaining English proficiency on the CELDT requirements,
identify which of the four domains (listening, speaking, reading, and writing)
is keeping the students from advancing forward and implement key
strategies (i.e., vocabulary development, student engagement, Explicit Direct
Instruction, etc.) to advance language acquisition and monitor the ELD
curriculum embedded assessments. A newly developed Response to
Intervention (RTI) process is being implemented to support all struggling
students to be more successful in their academic program. Students are
reviewing their mastery or progress toward essential standards and the
ESLRs in the grade level and subject matter during their presentations of
learning (POL) at the end of each semester. Teachers use the information
collected from student essays and rubrics of student presentations to inform
instruction for the upcoming semester.
Obtain a suitable facility to meet the science lab, physical education,
and elective program needs.
The school has leased a facility that is currently being constructed/modified
to fit the needs of the high school, including facilities that will meet this
recommendation.
The administration and teachers develop pacing guides and benchmark
assessments to guide instruction.
Staff has developed placement exams to determine how students will be
identified and placed into the appropriate class and monitored continuously.
Staff has attended training on writing a-g submissions, Annual Plans, Pacing
Guides, Syllabi, Lesson Plans and pacing guides have been written and
implemented. These are available via the staff intranet. Benchmark
assessments have been identified and implementation has begun.
Staff will attend training on how to develop benchmark testing and how to
incorporate data driven instruction prior to the start of the 2013-2014
school year, however, due to turn over of staff, whole school training for
benchmark testing needs to be revisited.
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The administration, teachers, governing board, and all stakeholders
review the ESLRs to determine their alignment with 21st century skills.
LVCP site council has been organized into working groups around
organization, curriculum and instruction, assessment, and culture. The site
council has been working to review the ESLRs to determine their alignment
with 21st century skills. This has been an ongoing process that has been a
part of focus group discussions, site council and staff collaboration meetings.
The ESLRs have been revised and clarified and are the organizational
framework behind project based learning and the advisory curriculum.
VC’s Summary of Progress on Previous Recommendations
Assessment of the school’s efforts and actions to address the
recommendations of the initial application review, indicate that the school
made significant progress and proceeded with fidelity. The school has
demonstrated that the actions taken have improved the quality of the
school’s instruction for all students, as evidence by API scores.
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Chapter 3 – Self Study Process and Overall Summary from analysis
of Profile Data and Progress
As a new school, LVCP has been committed to identifying trends in its student
population and making adjustments since its inception. LVCP’s self-study
process began in the spring of 2010, the first year, when staff sat together and
began talking about the goals of the school. The conversation continued into the
second year and a rough draft of the expected schoolwide learning results
(ESLR’s) was developed. This draft was then sent out to students who made
comments during their advisories and they were returned to staff to discuss. A
second draft was then sent out to the parents who were invited to provide
feedback on the ESLRs. The parent comments were then added to the ESLRs
and the final draft was submitted to School Council for review and commentary
with final approval on June 18, 2012.
LVCP utilized a process that adequately involved all teachers. Students and
parents were not involved in the “talking about the goals of the school” but did
have the opportunity to submit feedback as described.
Expected Schoolwide Learning Results
Livermore Valley Charter Prep graduates will:
Be Prepared For College: They will be prepared to enter a four-year college
and be aware of the opportunities a college degree will provide for their future.
Act Responsibly: They will become respectful adults who are active in their
local and global communities.
Communicate Effectively: They will speak and write for a variety of audiences
and purposes.
Think Critically: They will logically seek information and have the confidence to
defend their positions.
Be Creative: They will approach their life utilizing their innate ability to think
creatively.
Stay Current: They will exhibit a multitude of 21st century digital skills and have
the confidence to try new things.
LVCP uses a school improvement cycle that begins with data analysis each summer
prior to the start of the academic year. During this time, administration and
department chairs analyze LVCP’s summative results from the prior school year to
ascertain if growth targets were met. Once the new school year begins in August,
LVCP staff collaborates to analyze the pertinent data, including CST, CAHSEE, and
CELDT proficiencies of students to determine instructional practices, interventions,
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and goals. Data is then provided to the staff and analyzed and discussed during
several schoolwide staff meetings in common collaboration time. The data analysis
cycle continues from there, as departments during the common collaboration time
to examine test scores and other data and then develop department goals based on
this data and the analysis. Department chairs bring their department’s goals to
meetings with administration to discuss schoolwide goals and implications of the
analysis and data.
As part of the data analysis and WASC process, LVCP staff conducted a more in
depth analysis of the profile data. Based on past progress and current data,
including STAR and CAHSEE results and surveys, EL and special education students
are achieving lower test scores and are struggling to fully understand material being
covered in classes. This is particularly true in lower level math classes, such as
algebra 1 and geometry, and to a lesser extent in English. The school’s analysis of
the profile data resulted in the identification of the following major needs and the
corresponding essential questions. These needs form the basis of the school action
plan.
Critical Learner Need #1: Some students are underperforming, both in their
classes and on assessments. This is correlated to the expected schoolwide
learning results of being prepared for college, acting responsibly, and thinking
critically.
Related Data:
1. STAR Summary Results
2. CAHSEE Math Pass Rates
3. CAHSEE English Pass Rates
4. Number of students making progress toward completing graduation
requirements
Essential Questions:
1. Why are test scores significantly lower for all subgroups in Algebra 1 and
geometry?
2. Why is there a disconnect between performance data results and
classroom performance and achievement?
Critical Learner Need #2: A significant group of students, particularly in the
class of 2014, have become credit deficient and are in need of credit recovery.
This is correlated to the expected schoolwide learning results of being
prepared for college, acting responsibly, and thinking critically.
Related Data:
1. STAR Summary Results
2. CAHSEE Math Pass Rates
3. CAHSEE English Pass Rates
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4. Number of students making progress toward completing graduation
requirements
5. Number of students enrolled in summer school and credit recovery options
Essential Questions:
1. How effective is the credit recovery model?
2. How effective is it for EL and special education students?
Critical Learner Need #3: As LVCP continues to grow, teachers need to create
common assessments and adequately interpret the results of benchmark
testing to fully support the learning needs of all students and to inform
instruction. This is correlated to the expected schoolwide learning results of
being prepared for college, acting responsibly, communicating effective, and
thinking critically.
Related Data:
1. STAR Summary Results
2. CAHSEE Math Pass Rates
3. CAHSEE English Pass Rates
4. Number of students making progress toward completing graduation
requirements
5. Number of students enrolled in summer school and credit recovery options
Essential Questions:
1. What assessment practices are most successful?
2. How can we implement these practices schoolwide?
3. Although students overwhelmingly choose to attend LVCP because of our
smaller class sizes and supportive school culture, how can we best
sustain these practices as we continue to grow in terms of both staff and
students?
VC Summary of Data Analysis and Profile Data
LVCP administration and teachers have demonstrated the knowledge and ability
to conduct in-depth analysis of student achievement data from the California
required assessment program, specifically CST, CAHSEE, and CELDT. The
school demonstrates the ability to use that data and review and current
instructional strategies. This process allows the school to set goals and
strategies that is highly correlated with the school achievement profile for math
and ELA.
The school has made an attempt to rationalize student achievement of the
ESLRs can be correlates to the assessment of the achievement data collected
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from the California assessment program. For example, the ESLR “Be Prepared
for College” is correlated with the level of student achievement on the CST,
CAHSEE, and CELDT. The Visiting Committee has validated and concurs with
this correlation. It is harder and limited in scope to make the same correlation
with the ESLRs “Act responsibly – become respectful adults who are active in
their local and global communities” and “Stay Current – exhibit a multitude of 21st
century digital skills and have the confidence to try new things” to the results of
the CAHSS and CST achievement assessments.
LVCP needs to revisit their ESLR’s and think about how to modify their ESLRs
based upon how students will demonstrate attainment of the intended outcome
(for example - how will you know that students have “the confidence to defend
their positions”. Can this be adequately demonstrated on a paper and pencil
assessment?).
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Chapter 4 – Self-Study Findings
Critical Learner Needs:
1. Some students are underperforming in classes and assessments.
2. A significant group of students have become credit deficient.
3. Teachers need to create common assessments and adequately
interpret the results of benchmark testing to fully support the
learning needs of all students and to inform instruction.
Organization: Vision and Purpose, Governance, Leadership and
Staff, and Resources
A1. Organization Criterion
The school has a clearly stated vision and mission (purpose) based on its
student needs, current educational research, and the belief that all
students can achieve at high academic levels. Supported by the governing
board and the central administration, the school’s purpose is defined
further by schoolwide learner outcomes and the academic standards.
The school monitors and reviews the mission statement with some stakeholders.
The vision, mission and SLOs are present in each classroom and on the website.
Although the mission and vision have not changed significantly in the last few
years, staff members are given the opportunity to provide feedback at staff
training and some changes have been made. In discussions with the focus
groups, all staff supports the mission and aligns project and lesson design with
the SLOs in mind. All students reflect on SLOs in their Presentations of Learning
projects and present these to their peers.
In discussions with focus groups, most of the faculty were not present in the
development of the Vision, Mission, and SLOs but are encouraged to provide
feedback on revisions at staff training. The School Site Council, which consists
of a staff member, parents meet monthly. These meetings are open to the public
and students, parents, and staff are encouraged to attend. Many discussions
have taken place about the vision, mission and SLOs at these meetings.
Students reflect during the Presentations of Learning (POLs). They also are
reviewed during the advisory curriculum. The process of developing the vision,
mission and SLOs took two years and involved all stakeholders.
New staff is trained on mission, vision and SLOs. Students are given
assignments, including POLs, which correlate with them as well. They are
posted. Community members and parents are invited to attend events and give
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feedback. With population changes, revisiting of mission, vision and SLOs come
up often and prompts all stakeholders for input.
There have been several opportunities that have been somewhat effective for the
revisit and revision of the vision, mission, and SLOs by all stakeholders. Parents
involved in LVCP are the ones to consistently review and discuss the mission,
vision and SLOs at PTSG meetings and other parental groups including booster
clubs and the School Site Council. They invite stakeholders to participate in
these discussions and approve and report them to board members, staff and
students.
The opportunities to develop and revise the Vision, Mission and SLOs have
brought a change to adapt to the Critical Learner Needs. The Vision statement is
particularly effective toward addressing the critical learner need #3 in stating that
students of LVCP will be responsible.
A-2 The governing board (a) has policies and bylaws that are aligned with
the school’s purpose and support the achievement of the schoolwide
learner outcomes and academic standards based on data-driven
instructional decisions for the school; (b) delegates implementation of
these policies to the professional staff; and (c) monitors results regularly
and approves the single schoolwide action plan and its relationship to the
Local Educational Agency (LEA) plan.
Board meetings are regularly scheduled and posted. Policies and procedures
regarding the selection, composition and specific duties of the governing board
and the frequency and regularity of board meetings are located at Tri Valley
Learning website or office and easy to attain.
In the self-study report, there is no explicit mention of the connection between the
board’s policies and the school’s vision mission, and SLOs. The report indicates
that TVLCs mission statement correlates with LVCPs vision statement to provide
exemplary education to students to enable them as a scholar, a citizen and
lifelong learner, however there appears a to be a disconnect between TVLCs
vision and mission and the schools, as there is no mention of students being
lifelong learners at LVCP.
The school website is a great resource for parents and visitors. Parents are
informed to participate in the school’s governance through a variety of methods
including but not limited to emails, phone calls, and voicemails. The school also
utilizes a Facebook page, as well as a parent group. The school calendar is also
available online and a bilingual employee works the front office.
The principal is the main source for reporting to the school board. After
discussions with the TVLC CEO, the board, and the principal, there is a
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continuous open line of communication between all parties. The board is made
up of parents from the School Site Council. At the School Site Council meetings,
the vision, mission and SLOs are addressed regularly. Those members that are
also on the board report back to the other board members as to the findings of
the school site council meetings. According to the self-study report, at the
monthly board meetings, there is a yearly report on progress and school goals.
The roles of the board, administration and staff members and school and board
policies are mentions in the School Charter and the Board bylaws. Staff has an
employee handbook. This handbook is used as a training tool at the time of hire
for TVLC and is also used at orientation and staff training time at LVCP. The
self-study report states that staff also reviews board members and their roles;
however after discussions with both the board and staff, their roles are clear only
through the handbook and descriptions outlines in charter and bylaws. In
discussions with the focus groups, staff had expressed uncertainty about the
appropriate personnel to approach with regard to student needs and discipline.
According to the self-study report, the action plan is created based on test scores
and observable need. The administration prepares budget and prepares and
presents reports to the board during board meetings. The chartering agency
monitors performance and fiscal health of school. The school board reviews and
approves the budget. The CEO of TVLC has made budget presentations to the
school site council comprised of staff and parents. The board gives the principal
autonomy in the hiring of staff including the monitoring and evaluation
procedures of the staff at LVCP.
The policy for complaint and conflict resolution procedures is posted in school
office and is headed by CEO, HR and attorney. School board bylaws, also
posted on the website contain the procedure. They are easy to access by all
stakeholders.
The governing board is somewhat effective in aligning, implementing and
monitoring policies with those at LVCP. Formal processes need development.
As there is a clear understanding as to what the board does, what they are in
charge of, and policies can be obtained on the website, the governing board puts
a lot of trust in the principal to implement procedures. More direct contact is
needed, as the board “trusts” staff will implement procedures.
The governing board is willing to meet the needs of the school by modifying
school policies and supporting initiatives that target the critical learner needs.
However, aside from having policies outline in written form, they have little direct
contact with the school in terms of monitoring and implementing policies and give
the principal full trust and authority to carry those out. When asked for guidance
from the principal, they do address school and critical learner needs. There
appears to be some uncertainty in some of the administrative roles and
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responsibilities at LVCP.
A-3 Based on student achievement data, the school leadership and staff
make decisions and initiate activities that focus on all students achieving
the schoolwide learner outcomes and academic standards. 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.
The administration is the leaders and facilitators. The schoolwide action plan is
created with the input of staff and stakeholders at the monthly School Site
Council meetings. These meetings are open to all stakeholders. Because these
meetings are open and optional, there is not a consistent attendance and
feedback comes from a variety of sources. There is one staff member on the
council with several parents. TVLC collaborates on the financial considerations
of the action plan.
According to the self-study report and focus groups, there is an annual review of
standardized test data by all staff. After discussions with focus groups,
benchmark exams are given and school wide data is assessed at least once a
quarter for more frequent feedback.
Allocations of all resources include, but are not limited to teachers adapting
curriculum to support the needs of students. Elective classes are formed based
on student interest. College classes are offered through a local community
college and professors come to the school site to teach these courses. TVLC
pays for the placement exams and instructors while students pay for textbooks.
Staff takes ownership of their own curriculum. Departments collaborate to form
academic goals, benchmarks and projects that reflect the SLOs. There are only
a few course-alike teachers and they share assessments. Department chairs
meet regularly with the principal and report back to their departments.
The department chairs are in charge of addressing needs of students within the
department, and reporting to the principal, who in turn reports to TVLC.
Communication and transparency is needed on budget for yearly planning to
address the critical learner needs.
A-4 A qualified staff facilitates achievement of the academic standards and
the schoolwide learner outcomes through a system of preparation,
induction, and ongoing professional development.
Teaching staff is qualified on legal requirements including Department of Justice
clearing, TB tests, current credential and No Child Left Behind. Information is
located in the staff handbook. HR verifies compliance of all staff. Employee
requirements are also posted on applications through edjoin. LVCP teachers
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sign an at-will agreement at the end of the year for the next year.
Staff applications are reviewed for full compliance. After an interview, the
credential is verified. New faculty is trained. BTSA is used for induction. New
teachers work with the department chair, are observed by colleagues, and are
assigned faculty mentors.
New hires go to new teacher orientation and training. TVLC provides orientation
on legal matters like sexual harassment procedures and district policies. The
new hires also go through training on site where they are instructed on school
procedures and expectations. Professional development focuses on the goals
for the year. The technology team conducts technology training. Teachers can
collaborate within the department and department chair weekly. They promote
learning across the curriculum through projects. Teachers collaborate to come
up with pacing guides, curriculum and a-g submissions. Per the principal,
discussions with the department chairs and individual informal discussions with
the staff, teachers will be assigned to teach based on need and wants in the
future. The previous principal made the current teaching assignments.
Practices are found in the charter found on the website or in staff intranet. Staff
is provided within the handbook at the time of hire and are reviewed yearly.
Teachers have opportunity to ask questions on a weekly basis during staff
meetings.
Staff communicates through email, and Google Apps. They are required to
respond to correspondence in 24 hours. Handbook and websites provide
information. The school’s Facebook page hosts announcements and reminders.
School council meets twice a month. The leadership team also meets twice a
month. The administration has an “open door” policy. In focus group
discussions, we confirm that the current structures are highly effective for all
staff. LVCP teachers feel that school colleagues are approachable and current
lines of communication are sufficient to meet their needs.
According to the self-study report, educational theory is incorporated at staff
development and trainings. Flat leadership structure allows for collaboration.
Department chairs evaluate progress toward yearly goals and action plan and
report data to the principal. According to the self-study report, staff observations
are kept on file.
The leadership team meets twice a month. Staff training meetings include
reviewing the most critical items on a monthly basis. School surveys are given
and analyzed by school administrators.
Conclusions
The interview process is lengthy but effective in order to find the best candidates.
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An effective open door policy to all stakeholders has been implemented and
The flat leadership structure is conducive for input from stakeholders; however,
due to so many new hires in the previous years, the process is somewhat
effective in providing and collecting feedback to address the SLOs and student
achievement. With staff stability, this process should improve.
A-5 Leadership and staff are involved in ongoing research or databased
correlated professional development that focuses on identified student
learning needs.
Trainings are scheduled on individual needs and students achieving academic
performance including assessment data review, for example, data director
results. Short term and long term professional development is discussed within
departments. Weekly staff development is either for whole staff or department
time. LVCP covers the cost of trainings and subs throughout the school year for
professional development when needed. The process is effective for staff
collaboration and data review.
According to the self-study report, formal and informal evaluations are given.
Any staff member may observe any teacher. BTSA teachers are observed by
their support provider. Evaluations are kept on file. Students evaluate and
provide feedback of teachers. Each staff member meets with principal, formally,
once a semester. After discussions with the principal, the evaluation process will
change for the 2013-2014 school year. TVLC has approved the new process
and the change has been discussed and agreed upon by the department chairs.
The department chair may have relayed this new procedure to their department.
The process includes six informal evaluations and one formal evolution. The
process also includes a portfolio and self-evaluation requirement from the staff
member to promote personal professional growth. This procedure has yet to be
performed, and cannot be determined whether it is effective.
Teachers are trusted to be experts in their subject areas and use their working
knowledge to facilitate students in understanding content in subjects. In service
trainings are offered in addition to weekly staff development. Departments are
encouraged and discuss professional development trainings and opportunities.
Assessment data is reviewed to evaluate effectiveness of teaching. In focus
group meeting, this process has proven to be effective based on results to reteach concepts if necessary, and collaborate with colleagues on teaching
strategies that work. Additionally, BTSA is used for induction.
Conclusions
The school regularly examines student performance data and responds
effectively through modifying teaching techniques, re-teaching concepts, and
collaborating with colleagues to address student learner needs. Training is
mostly done in staff meetings but the school often pays for professional
development outside school.
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In discussing with focus groups, the school is making effective strides to meet
critical learner need #3. As of 2013, all departments are utilizing benchmarks to
inform student performance in subject areas. The departments that share course
alike classes are developing common assessments.
A6 – Resources
A-6 The human, material, physical, and financial resources are sufficient
and utilized effectively and appropriately in accordance with the legal intent
of the program(s) to support students in accomplishing the academic
standards and the schoolwide learner outcomes.
The department chairs meet with the department once a year, budgets and
orders resources and material based on student need to meet the current SLOs.
Technology makes up a lot of the budget. All departmental budgets are related
to student achievement. Departments submit drafts of budget for approval. The
current process to ask for material or money from TVLC is effective and speedy.
According to the self-study report, TVLC, the management company, hires a new
auditing company every three years to do books. The TVLC finance department
then crosschecks. Budgets are development knowing upcoming expenses and
projections based on previous years.
School is currently housed at an elementary school. There is not an appropriate
space for athletics or labs. Two teachers roam to different classrooms. The
community locations are reserved for athletic space and mobile lab equipment is
used. According to the self-study report, in the fall of 2013, they are expected to
move to a new campus, however due to delays, the move to the new building is
expected in the spring of 2014. A cleaning crew comes in during the after school
hours three times a week and a full time custodian is on campus daily during
school hours. Currently, every classroom is equipped with technological
materials to meet the standards of the course and to meet the expectations of the
Vision, Mission and the SLOs, particularly those that deal with communicating
effectively, staying current and being creative.
There is a fully staffed technology department. According to the self-study
report, this department also trains student employees to address large
technological needs. Technological issues are addressed speedily and
effectively on a daily basis.
Most professional development is provided in house. The TVLC CEO meets with
administration and a budget committee to allocate funds for professional
development. When hiring, the school looks for teachers that can meet a certain
need.
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The school regularly examines plan and coordinates appropriate resources that
support students and the critical learner needs. TVLC ensures that funding will
continue to be effective. The self study reports states that the budget and pay
scales are not available to staff, but after discussions with board members and
staff, budget and pay scales are available upon requests.
Conclusions
TVLC is effective in funding various individual teacher requests. Other effective
resources are: Teachers regularly make requests through the donorschoose.org
website, parent group also raise need funding and TVLC has a full time
Development Director. Staff is not provided with a pay scale or budget
breakdown but they are available upon request.
A7: Resources (Charter Schools Only)
A-7 The governing authority and the school leadership execute responsible
resource planning for the future. The school is fiscally solvent and uses
sound and ethical accounting practices (budgeting/monitoring, internal
controls, audits, fiscal health, and reporting).
According to the self-study report, the long-range financial plan consists of an
approved budget and a projected budget for four years. Books and staffing are
significant items. The plan also considers revenue for four years. There was a
one million dollar reserve. The budget is reviewed quarterly. The budget aligns
with the management company’s mission and the school’s mission as well.
Requests for academic support come from the principal and are given to TVLC.
According to the self-study report, an annual independent financial audit is
conducted by the Department of Education approved auditors list. Auditors are
changed every three years. The school has a yearly audit and review approved
by the state charter school division. The board, CEO, TVLC and the finance
department collaborate to ensure accounting practices and procedures are being
met.
TVLC board meets twice a month and posts agendas 72 hours before the
meeting. Budgets are made public at these meetings. According to the self study report, the finance department works on the budget on a daily basis. The
Budget committee at TVLC meets quarterly. They collaborate with the CEO to
develop the annual budget, but this was not made available to stakeholders until
recently. This year, the CEO explained the budget for the school to the School
Site Council.
With longevity at the school (at least 3-5 years), the salary schedule and benefits
are on par with other local districts. The self-study indicated that the salary
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schedule was not available. However, in discussion with the CEO of TVLC,
board members and the principal, these conditions have changed and the salary
schedule is available to anyone that requests one. New staff is added as needed
and when the budget allows. The reports states that there is a reasonable
amount in reserves and it is expected to increase once state deferrals are paid.
TVLC employs a full time development director who also considers marketing
strategies. The school hosts open houses. There is a strong online presence,
particularly from the school. The school’s website and email system is a highly
effective took in marketing for events for the public. The self-study report
indicates that staff is encouraged to contact local media. Word of mouth has
proven to be the most effective form of marketing.
TVLC works to create projections of capital needs. Additional money is raised
through fundraising, and grants lead by the Development Director. This process
is effective in increasing interest among stakeholders.
Along with registering their child, parents are informed of finances at the
beginning of the school year. Parents are asked to make donations at the
beginning of the year to LVCP.
Careful monitoring of resources and spending ensure that expenses are in line.
The board, finance department, CEO and administration are involved in this
process. According to the self-study report, the allocation of funds for the SLOs
is sufficient.
All financial decisions put the students’ interest first. In regular meetings, the
school’s resource allocations, budget and funds are in direct relationship with the
SLOs and the critical learner needs.
Conclusions
The school has recently experienced a “vetting” of the conditions that cast a
shadow about the transparency of budgets and salary schedules. The process
has been alleviated and the school’s departments meet to plan their budgets.
Approval and decisions are made through the administration and the TVLC for
departments and the entire school. This is not also reported back to the staff.
Resources have been adequately allocated to allow growth of the school. The
process is still somewhat effective in that the process needs to be formalized
over time to maximize trust in the process.
A8: Resources (Charter Schools)
A-8 The school has developed policies, procedures, and internal controls
for managing the financial operations that meet state laws, generally
accepted practices, and ethical standards.
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According to the self-study report, both LVCP and TVLC have an annual
independent financial audit. Both agencies have written policies and
responsibilities related to this. The reports are sent to an authorizing agency and
others. The auditors are state approved and follow all regulations.
Employees are accountable for fiscal policies and procedures required by the
organization, their authorizing agency and State law.
There are clear policies as to who is authorized to sign checks, etc. TVLC’s
finance office monitors payroll and all school financial accounts. TVLC recently
acquired a credit card. They are working on setting clear polices and procedures
for use of the credit card. All bids are closely examined. TVLC and LVCP
carefully balance fiscal responsibility with the SLOs and the CLNs.
The TVLC and the school effectively manage their finances and have appropriate
controls that are accepted practices and meet ethical standards.
Areas of Strength:
1. The parents of LVCP are actively involved in the school site council and have
a voice in some of the decisions at the school site.
2. The principal of LVCP has established open lines of communication with the
governing board, parents, school staff and students.*
3. TVLC and the school principal provide an easy and speedy way to implement
changes based on student needs.*
Areas of Growth:
1. Although the TVLC has formalized procedures and policies, the recent staff
turn around at LVCP makes it crucial that the board and the administrator be
more proactive in providing information and access about policies, budget, and
salary schedules to the faculty and staff. *
2. Because of the recent changeover in staff, the school should revisit the vision,
mission and SLOs to determine continued relevance.
3. Due to recent staff turnaround, LVCP establishe clear roles and
responsibilities of administrators and make them available to teachers
concerning addressing student issues.
Evidence:
Evidence: Self-study, discussion with administrators, teachers, parents and
students, documentation, student work samples, classroom observation.
* those statements that were identified by the school and that the VC concurs.
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Standards-based Student Learning: Curriculum
B1 – Curriculum Criteria
B-1 All students participate in a rigorous, relevant, and coherent
standards-based curriculum that supports the achievement of the
academic standards and the schoolwide learner outcomes. Through
standards-based learning (what is taught and how it is taught), these are
accomplished.
Livermore Valley Charter Prep somewhat effectively uses various methods to help
teachers align their curriculum with the ESLRs. All teachers have written and
follow pacing guides that are in response to California state standards and have
submitted curriculum to the University of California, which has approved much of
the school’s curriculum. Also, the administration will soon be training teacher in
preparation for the conversion to the Common Core Standards in the core subject
areas. The curriculum is teacher written and takes into consideration the testing
results to help guide teachers to address learning needs for all students. LVCP
uses many approaches to help students use in-class knowledge to address realworld situations. Teachers have gone to various training sessions. One training
in the summer of 2012 prepared teachers to better lead project-based learning.
Newly hired teachers since the summer of 2012 participate in training to prepare
them for the culture and procedures of the school including webinars and one-onone training to help with the project based learning done in all classes at LVCP.
Training has also been given to teachers to help them create effective methods of
integrating state standards into their classrooms and pacing guides. In
preparation for the first graduating class’ acceptance to colleges, staff has been
writing and submitting courses to the University of California Doorways for
approval of classes taught at LVCP. As of the WASC team’s visit to LVCP, 80%
of the classes offered have been approved by University of California. Students
are aware of the standards and ESLRs as they are posted in all classrooms and
must demonstrate their integration of the ESLRs in their Presentation of Learning
and projects. All syllabuses, pacing guides, and project descriptions are posted
online for parents, students, and the community to see.
Projects presented at the end of each semester as a demonstration of learning
given to peers, teachers, and community members are aligned with ESLRs and
reflect what the students have learned that semester. Over time, students
continue to add to their digital portfolio and reflect on their learning through the
years that they have attended LVCP.
Students not only use oral communication skills to present their projects, students
are also required to submit a digital portfolio which demonstrates the student’s
understanding of the standards as represented by the projects. LVCP uses
community support in various ways from being part of the panels at the
presentation of end-of-semester projects to assisting in clubs such as the robotics
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club and United Nations club. Students from LVCP are seen in the community
promoting STEM activities, competing, and honing skills in writing and debating.
Freshmen also participate in a film festival and student work is displayed
throughout campus on a regular basis. As the school is progressing, the cross
curricular projects are demonstrating students’ connections to a topic in all
subjects from the 1920s and The Great Gatsby to a project in development
dealing where students will use their knowledge of World War II to make
connections in all classes. The in-class time that students use to develop their
projects allows teachers to give more diversified instruction and directly work with
students while other students are working on the projects. The teachers also use
advisory to help guide students who are struggling in classes. These advisers
help check in with students and find a means to accomplish their goals. They
also serve as liaisons with teachers in the subject areas. The 504 and IEP
accommodation forms are located in a Google document where teachers are
asked to comment on the students’ progress regularly and to explain ways in
which students’ accommodations are being implemented in the various
classrooms.
LVCP’s graduation requirements exceed the entrance requirements to University
of California. Grades, assignments, and attendance are available for students
and parents to see with regularly updated information in Power School. Folders
with accommodations for students with IEPs and 504 plans are given to teachers
so that teachers can prepare lessons to facilitate the learning styles of all students
in their classrooms. These folders are also used to document the progress of
students and information recorded in these folders are used to assess the
progress of students. All special education students are mainstreamed. Courses
are offered in regular, honors, and college level classes offered by Las Positas
College. Professors teach these college level classes from the college on
LVCP’s campus. Courses are also available to assist students in CAHSEE math
and English as well as special day classes in math and life skills. Teachers hold
office hours after school as well as a seventh period study hall where students
may go to have extra help. There is also an option for students to earn honors
credit with the project-based learning.
There are various methods that the school uses to allow cross-curricular
opportunities. These projects include elements of research, writing, technology,
and art or visual displays. To assist in the ease of understanding for students
across the curriculum, teachers use the same vocabulary and communicate
regularly regarding the expectations of the project.
LVCP has been trained to create and assess benchmark testing as a means to
assess the effectiveness of the curriculum. The school is in the early stages of
using Data Director to help them implement appropriate assessments. A schoolwide homework, late work, and absence policy has been implemented by the
school to ensure fair policies are available to all students. The school uses
Google accounts, Power School, digital portfolios, and the Bird Call, all means for
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students to access relevant information the students may need to be successful in
completion of work. Departments within the school help students identify
concerns about plagiarism, citing of sources, methods of conducting research,
and reliability of sources. The accessibility of community college classes on
LVCP’s campus have allowed a dialogue to begin in which high school teachers
can continually ask for feedback on their students and how well the students have
been prepared for the college classes. For instance, the teachers have
responded to preparing students more thoroughly for the college level writing
assignments given by Las Positas College.
Administration, other teachers and students perform teacher evaluation. Students
to assess their teachers do end-of-the year evaluations. Teachers are also
encouraged to request feedback from their students on a quarterly basis so as to
inform their teaching. Teachers also ask students to anonymously answer surveys
commenting on the effectiveness of projects that were assigned so that teachers
can continue to improve their assignments. Parents are encouraged to attend
their child’s presentation of learning, Back to School Night, exhibitions of student
work, and are invited to observe their child’s classes. Parents have access to the
school’s website, the Bird Call, and daily emails from the school in order to stay
abreast of school events. Parents have logins to Power School where they can
assess grades and their child’s progress. Parents also have access to their
child’s work with Naviance, a resource the school uses to allow students to
explore interests, explore careers, and apply to college along with performing
other tasks such as developing a resume. Counseling and AVID staff hold
informational nights on varying topics throughout the year.
Teachers design their own courses taught during the seventh period elective.
Students are surveyed in the spring about courses they would like to see offered
in the fall. This information is used to make hiring decisions. Department
collaboration to create coherent curriculum is provided to the administration to
help devise the best curriculum as well as teaching tools needed for the teaching
of the subject involved. The use of 1-to-1 laptops, the wireless network, Google
sites, Prezi, Socrative, movie and photo software, and Google Apps, to name a
few, are sources available to help students use more technology in the classroom.
The presence of Las Positas College classes on LVCP’s campus help teachers
recognize their strengths and weaknesses in preparing their students for college
level classes. Placement tests help teachers identify the correct classes for
students in science, history, math, and social studies.
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B2. Curriculum Criterion:
B2- 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 school-to-career goals?
New students to the LVCP campus attend an orientations session to acclimate
students to the high school environment. In junior year, the students are involved
with the Pathways Program in which students decide on a focus for their studies
which becomes the student’s focus for the remaining years in high school. The
students can choose from Humanities and the Arts, Environmental Science and
Sustainability, Business Management and Entrepreneurial Studies, and Applied
Sciences and Technology. There are designated assignments that are applied to
each class the student takes which will provide their pathway focus as well as
skills based components or advantages given to them to help them follow their
career goals. Advisory classes and Town Halls are used to relay information to
hone skills in academics and college preparedness. Town Halls serve to
address issues that are school-wide. AVID is also being implemented and
offered to more students with the 2013-2014 school year using the program for
all grade levels. The large number of elective classes provides opportunities for
all students to explore career interests. Many staff members bring community
members to the school to develop skills from improvisational skills in Drama to
interview skills in Advisory and career exploration is also available at least two
times per year to allow student to learn about options in the job market.
Naviance is used for advisory which guides the curriculum of career exploration,
college matches, and creating personal learning plans. LVCP continually
examines the working relationship of student to teacher and creates classes for
students if the need arises to make the overall learning environment more
adventitious to the students. Credit recovery classes have also been devised to
help students who are behind in credits to teach proficiency of skills as the need
arises and as the school progresses toward their first graduating class. The
ESLRs were created with the goal of preparing students for their transitions to
post graduation whether that would be to a career or to college. LVCP has taken
advantage of using out of school and in-school resources to prepare students for
college with the rigorous curriculum, graduation requirements, and AVID and
advisory curriculum. Students also develop a personal learning plan as the year
progresses consisting of SMART goals, career goals, and interests. Senior
Institute also teaches students how to transition from high school to career or
college learning how to prepare for and conduct an interview, create a resume,
and how to create and live on a budget to name a few topics.
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B3.
Curriculum Criterion
B3- To what extent are students able to meet all the requirements of
graduation upon completion of the high school program?
The Pathways Program effectively helps students explore more deeply the
interests they would like to develop in preparation for study in those areas in
college. LVCP is also increasing the number of STEM classes and clubs related
to STEM majors so that student may experience these interests. Many of these
classes and clubs have been developed due to interest generated from the
student surveys administered every year. The project-based curriculum also
lends itself to more individual research based exploration of the student’s
interests. The Presentation of Learning also allows students to share their
knowledge with other students as well as the community. There are
opportunities on campus for students to help learn technical skills while helping
the IT staff with the school network and computers. LVCP also hosts career
days, resume writing, and interview techniques seminars. Senior Seminar
includes 50 hours of community service culminating in a portfolio documenting
the year the student spent on investigating their subject and an exhibit of their
findings. Community service is an integral part of the graduation requirement
with 200 hours required. Teachers often design and lead a community research
project in which the students participate further demonstrating teamwork.
CAHSEE support classes have been set up to help students who did not pass
the CAHSEE administered in 2012. Students examine their transcripts on a
yearly basis with the counseling department. The students are taught to examine
their grades in preparation for college admission and successful graduation
completion. The advisory teacher also serves as a link between student and
parent and helps the students’ journey toward successful completion of all
graduation requirements. The advisory teacher is also an integral member of
helping find solutions to difficulties a student may be having or find ways to help
students find resources to a successful resolution of any issue that may arise.
The AVID program is used for all students this year but is of particular
importance to the least served students.
Areas of Strengths:
1. The teachers and administration provide diverse ways for students to explore
interests.
2. Classroom teachers create opportunities for students to ask questions and
find answers.
3. The projects assigned and teachers teach students how to use resources in
the community and within the school.
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4. Teamwork among all staff members to help devise projects that challenge
students learn and succeed.
5. Students have many ways to demonstrate their talents through the project
based learning.
Areas for Growth
1. Teachers should develop rubrics that incorporate more Bloom’s taxonomy
terminology.
2. Teachers develop more proficiency at learning to read and Incorporate more
data when assessing student proficiency in subjects. *
3. The administration leads the implementation and training of teachers in
Common Core Standards
4. The administration and teachers continue to develop the integration of all
disciplines in the project based learning.
Standards-Based Student Learning: Instruction
C1. Instruction Criterion
C1- To what extent are all students are involved in challenging learning
experiences to achieve the academic standards and the schoolwide learner
outcomes?
The project-based learning employed by LVCP effectively requires students to
employ different skills to solve a problem or respond to a question. Using
multiple disciplines to investigate the problem through individual or group
collaboration help students use real world skills to try to find solutions. LVCP
offers Advanced Placement classes as well as classes offered by the Mid-Level
College Program in conjunction with Community College instructors. Students
are evaluated in multiple forms. Not only do they have teacher evaluations, they
are also given the opportunity to reflect on their own work and their progress
toward satisfying the ESLRs. Rubrics are used to grade assignments. They are
aligned to state standards and common core standards. Their availability allows
students to reflect on their progress toward meeting the standards and the
progress toward comprehending the expectations of the assignments given.
Graduation requirements from LVCP are higher than the admissions criteria for
entrance to the University of California. Departments create goals for their
departments that are aligned with state testing results and have created
benchmarks to help them attain these goals. Training for Data Director and the
faculty’s use of school data helps teachers see the students’ progress toward
these goals. It also allows teachers to redesign curriculum should students not
meet the goals of the units or lessons according to test data.
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Teachers have incorporated the completion of state standards and common core
standards in the written pacing guides for their courses which are reflected in the
teacher’s syllabuses. Projects are required to include standards and ESLRs in
their descriptions. The project descriptions can be found on teacher’s websites
where rubrics are included with the standards aligned with the project so that
parents and community can access the description of these projects. The
expectations of the school and its ESLRs can be found on the standards posted
in the classrooms, in the Bird Call, on teacher websites, and in advisory classes.
Teachers differentiate instruction to best serve the students that are in the
classrooms. The project-based curriculum allows for an array of approaches by
the students to hone skills and develop new ones while still presenting what they
have learned while completing the projects. The students’ ability to pick their
interest in the pathway for their junior and senior year focus also allows students
to diversify their learning and skills. Bird Call is used to help students navigate
difficulties with the digital portfolio or using Google sites or Power School.
Advisory teachers also provide further support during this class’s designated time
depending on the needs of the students during the school year. The 1:1 laptop
allows students to access textbooks online with students being able to hear the
text read aloud if so desired. Teachers also use technology in their daily lessons
to help enhance their teaching. All classrooms are equipped with document
cameras and digital projectors to help teachers use technology to present their
lessons.
Students are asked for feedback on the classes they take so that teachers can
plan for changes in their classes for the following year. Students also reflect on
the work they have done and write about the process the students have gone
through to create their projects. Students often regularly attend teachers’ office
hours and can be seen asking teachers questions for clarification. The surveys
given to the students report that the majority of students feel that their
relationships with the teachers is strong. Students feel supported by their
teachers. Student feedback is also provided for the hiring of new staff as
candidates give demonstration lessons and interview these professionals.
C2.
Instruction Criterion
C2 - 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?
LVCP’s teachers use a wide array of technology and multimedia to allow for easy
access and communication as well as collaboration. Students also have access
to a Google account, email, Google Drive, Google Groups, and Google Sites to
help them maintain contact with teachers and peers. Power School is used for
attendance and record keeping by teachers while students and parents can
access this program to stay abreast of assignments, grades, and attendance.
34
Advisors also can use Power School to monitor their students’ grades and
attendance. Websites such as Socrative and turnitin.com are used to give
immediate feedback on quizzes or writing assignments so that teachers can give
advice or assess their delivery of lessons. Classrooms have projectors,
speakers, document cameras, and other software for use by students. The
computer lab and student laptops also allow students to edit footage they may
have created for projects or films submitted to the film festival.
Advisory allows a teacher to build relationships with students and become the
contact person between parent and teacher communication. As an advocate for
the student, the advisor is the initial link with parents at the beginning of the year,
works with the school counselor as the need arises, and continues
communication with the students’ teachers. Advisory is also designed to
promote career exploration, social skills, college readiness, and academic skills.
Study hall is also an elective that is offered seventh period as a means of support
for students and a quiet place to work. Academic Coaching is also a class to
help students develop skills to help them in all classes. Special education
students also have access to coaching classes as extra support for their learning.
All teachers are required to attend the annual IEP meetings with students and
parents so that teachers know the most current accommodations of their
students. Teachers all have office hours two times a week after school where
students can have one-on-one support as needed. Teachers also advise clubs
in which students can explore different opportunities.
The project-based learning allows students to access prior knowledge as they
further investigate interests while employing a variety of skills such as writing,
researching, reading, employing math, and developing and delivering a
presentation. The more traditional academic skill building is also employed in
classes that prepare students for college; these skills include note taking, lecture,
and taking written exams. Reflection of progress at the end of each semester is
employed to help students examine their progress toward mastering the ESLRs.
All presentations are placed in a digital portfolio, which the students can access
through the semester. Teachers collaborate with students to help students
continually develop and improve their skills. The math department has been
administering pre and post assessments to help measure student progress.
Departments also have created placement tests that are administered to new
students to make sure that these students are placed in the correct classes. The
math department integrates students in all math classes on Fridays allowing
students to help learn how all math principles build on each other and students
learn to help each other learn and review concepts taught through different levels
of math.
In the summer of 2012, the teachers went to a school-wide training for the
implementation and use of project-based learning. Students are taught how to
create an essential question, use collaboration, communication, problem solve
and critical think to create and present their findings. The project requires
35
students to interpret information, ask questions, look for answers and make
conclusions about what they find. Through the projects students work with
others to explore information, address community issues, explore careers,
interact with adult mentors, use technology and present their work to an
audience. The project allows student to explore inquiry-based lessons, which
can be found in math, science, and social studies and also in the clubs, and
organizations that are available for students to join. Community service also
allows students to examine how problems are being addressed in their
neighborhoods.
Students are required to complete 100 hours of community service before
graduation. They are also given access to career day guest speakers and
volunteers in the Livermore Valley area. Resume writing, preparing for
interviews, and completion of the senior seminar exhibit, and digital portfolio all
are used to document the progress that students have made toward graduation.
Developing research skills is done in conjunction with the English and social
science departments with a program that they have devised. Appropriately citing
sources, using primary and secondary sources, and writing to various audiences
is part of the scaffolding taught by these departments.
Discussion with an ad hoc students group resulted in some freshman students
that indicated their concern about the POL activity. They expressed uncertainty
of direction and feel loss in the process. One sophomore supported the freshmen
level of concern by indicating that her class was given one week to complete the
activity last year without prior instruction. Her class was given samples of prior
POL projects and limited guidance. Discussion with teacher expressed that
guidance for students will begin after Thanksgiving and the delay was purposeful
and that the school has taken previous student feedback which resulted in
revisions of the POL and Advisory curriculum.
Through the pathway and senior seminar, students are given opportunities
foreshadowing, apprenticeships, career days, guest artists, and speakers as well
as participating in community projects.
Areas of Strengths:
1. The teachers and administration provide diverse ways for students to explore
interests.
2. Classroom teachers create opportunities for students to ask questions and
find answers.
3. The projects assigned and teachers teach students how to use resources in
the community and within the school.
4. Teamwork among all staff members to help devise projects that challenge
students learn and succeed.
36
5. Students have many ways to demonstrate their talents through the project
based learning.
Areas of Growth:
1. Teachers develop standardized benchmark assessments aligned with
Common Core standards for instruction employed throughout the curriculum.*
2. The administration prepare teachers for the integration of Common Core
Standards in all core subjects.*
3. Administration and teachers develop a standardized method to control the use
of student media in the classroom.
4. Administration and teachers provide continuous guidance to freshman
students as they prepare and complete their first POL activity.
Evidence: Self-study, discussion with administrators, teachers, parents and
students, documentation, student work samples, classroom observation.
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?
At the beginning of each semester and upon enrollment of new students
throughout the school year, teachers give diagnostic exams to place students in
appropriate classes and design effective curriculum, differentiate instruction or
provide other interventions as needed. Assessments include publisher’s chapter
or unit tests, standardized tests, benchmarks, released test questions, and
informal assessments. Noting the API scores over 800, this process has been
effective for most students in the three years the school has been opened. The
staff has a standardized grading scale for grading student work. Rubrics for
grading writing samples have been developed by the English and Social Studies
teachers. The school reports that that the consistent manner of using the rubric
enables the tracking of student growth over time and improves upon previous
presentations of learning. Disaggregation of school performance data of small
sub-population groups is not appropriate for LVCP.
The administration and teachers realize that a substantial number of senior
students were credit deficient for graduation purposes. The school identified
these students and concluded that the majority of the courses failed were taken
37
in the early grades (9th and 10th). The staff embarked on a journey to help as
many students as they could by providing various interventions, classes, and
strategies as they could to reduce this number. There are still some students (7)
for whom additional help is needed. The school needs to formalize their program
for early identification of these students and provide interventions early in the
students instructional program.
All students, including members of subpopulations at LVCP, are required to
maintain an updated digital portfolio. The portfolio includes pictures and work
samples from their classes. The portfolio helps the students make their
“Presentation for Learning” which reflects their progress of the ESLRs and their
growth. Additional information such as behavior patterns and social skills are
included for students with IEP/s and 504 plans.
The teaching staff has adopted a schoolwide standardized grading scale to grade
student work. In addition, the ELA and Social Studies departments collaborated
to create a bank of rubrics geared toward writing assessment. Each student is
required to maintain a digital portfolio that exhibits samples of student work,
achievement data and level of student progress overtime. The staff needs to
revisit the consistency within the grading scale used in light of the essential
question identified in Chapter 3 – Critical Learner Needs #1 - Why is there a
disconnect between performance data results and classroom performance and
achievement?
LVCP needs to refine their measurement of student attainment of the ESLRs by
specifying the data that will be used for each ESLR. Furthermore, LVCP needs
to aggregate this data schoolwide for analysis and disaggregate by major
subpopulations for analysis as they did with the California Assessment Program.
LVCP effectively uses achievement data from the California Assessment
Program to identify needs and incorporate appropriate instructional strategies.
The use of grades, benchmark assessment data, student work samples, teacher
made assessments, and chapter test needs to be strengthen to align with
achievement data. LVCP is somewhat effective in the analysis of the assessment
data of the ESLRs.
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 assessment results to
enhance the educational progress of every student?
38
The digital portfolios and presentations of learning contain a wide variety of
assessments and student work samples. This information is intended to provide
a review of the student’s progress over time. Assessment results are used for
consideration of participation in intervention programs such as credit recovery
and support classes.
LVCP has adopted primary source materials that are aligned with the curriculum
standards and utilizes the publishers’ chapters test, benchmark assessments,
and student work samples to gauge student progress. Teachers also use this
information to modify the teaching/learning process. Students use their digital
portfolios to review their own level of progress.
Some teachers use formative assessments to differentiate lessons targeted to
students’ diverse learning modalities. Livermore Valley Charter Prep furthermore
utilizes summative assessments as checkpoints, measuring the students’ overall
proficiencies with the content standards and skills. These quizzes, given
incrementally throughout units, offer a picture of how well the students have
progressed in each skill. The progress that the students have made towards the
unit skills are again measured at the end of the unit, with a final that combines all
of the content from the unit, and with finals that combine fundamental content from
the semester.
Review of the academic assessment data with the focus groups and leadership
committee provided the rationale for the Action Plan goals. These include:
1. Action Plan Goal #1: (Area of Improvement): Develop a comprehensive
plan that specifically targets underperforming subgroups, including English
learners and special education students, enabling them to achieve at
grade level.
2. Action Plan Goal #2 (Area of Improvement) Develop and improve access
to interventions offered at school, after school, and at home for creditdeficient students. Develop and improve interventions for at-risk students
in maintaining adequate progress toward completing LVCP graduation
requirements, thereby preventing them from becoming credit-deficient.
3. Action Plan Goal #3 (Area of Improvement): Develop common
assessments and provide teachers with training to adequately interpret the
result of benchmark testing to fully support the learning needs of all
students and to inform instruction.
The school uses curriculum embedded assessments to modify instruction and
monitor student progress in a somewhat effective way. The use of Data Director
for this process will enhance this process. The math department is currently
using Data Director to compare student progress toward end-of-course goals as
well as using it as a communication tool with parents about the standards and
39
student achievement data. Assistance is being provided to assist other
departments to use Data Director for the same purpose.
LVCP has implemented an effective process for review academic achievement
via academic assessment data (CST, API, CAHSEE, etc.). Teachers effectively
review this data and utilize this information to modify their instruction to advance
the achievement of all students. The self-study does not specifically indicate the
same level of effort to review student attainment of the ESLRs.
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 and the schoolwide learner
outcomes?
There are effective processes to keep district, board, and parents informed about
student progress toward achieving the academic standards and the schoolwide
learner outcomes.
Certificated staff is provided detailed analysis of standardized test results by
student, teacher and grade via the Data Director system. Parents and students
have access to their own academic progress via the Powerschool application
online. The self-study reports that teachers use benchmark assessments to
monitor student progress but does not address how the Board is informed about
student progress.
A digital portfolio contains student work samples and reflections on progress
towards the ESLRs. Parents, students and teachers have access to the portfolio.
Sustained progress on student attainment of the ESLRs are not aggregated and
reported to students, parents, teachers, and Board.
D4.
Assessment and Accountability Criterion
To what extent does the assessment of student achievement in relation to the
academic standards and the schoolwide learner outcomes drive the school’s
program, its regular evaluation and improvement, and the allocation and usage of
resources?
As the school started to increase its student population and reviewed academic
assessment results, it became apparent that the increase in population brought a
variety of student academic levels and needs. The data indicated a need to
provide appropriate changes in instructional strategies, develop consistency in
grading and pacing guides, and benchmark assessments. The school
responded effectively by providing support classes and intervention, additional
support for EL and IEP/504 students, credit recovery programs, etc. These
additional programs and activities required professional development for
teachers to develop curricular programs, RTI intervention, and other specialized
needs. The use of data in this way was expected and deliberate as the school
40
grew for the pass three years. As the school’s enrollment, program, class size,
student population stabilize, the school will need to ensure that data is used to
make changes in the school program, professional development activities, and to
allocate funding to become truly data-driven on a continuous basis.
Areas of Strength:
1. LVCP teachers use data to identify students’ needs and to close the
achievement gap and credits earned.*
2. LVCP teachers and administrators use multiple assessments to analyze
student achievement and make appropriate student placements into
various programs.*
3. Achievement data collected is readily available to all stakeholders and is
continuously monitored by LVCP administrators and teachers.*
4. LVCP teachers use benchmark assessments in both English and math
departments.*
Areas of Growth:
1. Administration and Teachers formalize the collection of assessment data
of the ESLRs so that the aggregated information can be reported to all
students, parents, teachers and Board and implement a process that
analyzes the aggregated information to monitor student progress in the
attainment of the ESLRs over time (years).
2. Administration and teachers refine and formalize a program to identify
students that have failed classes in the early grades and provide
appropriate interventions.
3. Administration provide ongoing training to improve teachers’ ability in data
analysis and instructional implemention.*
Evidence: Self-study, discussion with administrators, teachers, parents and
students, documentation, student work samples, classroom observation.
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?
The school leadership of LVCP is highly effective in employing a wide range of
strategies to encourage parental and community involvement in and beyond the
teaching/learning process. LVCP communicates frequently with parents and
engages them as individuals, in groups, and broadly employing an array of
41
devices such as Blackboard Connect to send telecommunications to students’
homes, email, website resources, coffee with the principal meeting, site council,
advisory program, and other meetings. Translations of meetings, materials, and
announcements ensure optimum communication among stakeholders. LVCP
also connects with parents and the community at large through presentations of
learning, exhibitions, cultural events, community service requirements, hosting
guest speakers, and career day activities. A notable partnership between the
school and Lawrence Livermore National Lab supports LVCP’s students’ science
education. LVCP powerfully uses Internet and social media outlets to link with all
constituent groups. In addition to utilizing Facebook, Twitter, and school website
resources, LVCP’s Birdcall, a student-generated, pre-recorded news broadcast,
is posted to YouTube four days each week.
Through their POL (Presentation of Learning) requirement, students integrate
and demonstrate their understanding of the ESLRs. Since family and friends are
invited to attend these presentations, parents and community member attendees
are well acquainted with LVCP’s academic standards. Exhibitions and
community partnerships provide an avenue for communicating schoolwide
learning goals.
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, and high expectations for all students, and a focus on
continuous school improvement?
LVCP is highly effective in using a myriad of means to ensure that the school is a
safe, clean, and orderly place that nurtures learning. Policies and processes
govern the traffic and use of the physical site as well as the virtual realm. Some
of the measures taken with regard to the former include a set calendar and time
schedule, keeping doors and gates locked during the day, requiring visitors to
sign in/out, holding monthly emergency drills, and using hall passes. Webrelated policies are designed to foster appropriate use of this resource to support
both learning and digital citizenship. Expectations are reiterated on a weekly
basis, and some websites are blocked to limit distractions and risk of
inappropriate use. Cleanliness and care of the learning environment includes
campus beautification efforts in conjunction with community service and the use
of California Healthy Kids Survey results to set priorities.
LVCP is effective in creating a school culture characterized by trust,
professionalism, and high expectations for all students, and the focus on
continuous school improvement. While LVCP is a relatively new school which
has undergone a high rate of turnover in staff and administration, the current
cadre of teachers engage in ongoing collaborative efforts and embrace the
school’s vision and Single Plan for Achievement. In focus group conversations,
42
teachers, students and parents agree that the shifts in personnel have generally
led to a more positive learning environment. LVCP’s ESLRs are posted in every
classroom and integrated into the curriculum; moreover, each student is
expected to demonstrate his or her understanding of the ESLRs in his/her final
Presentation of Learning (POL). In an effort to continue to improve, LVCP not
only employs a schedule of regular staff evaluations but also is currently refining
the advisory curriculum, working to further strengthen the link between the
ESLRs and the POLs, and seeking training on Project Based Learning.
The measures described above allow LVCP to effectively assist underperforming
students, identified in Critical Learner Need #1, and move toward an even more
collaborative, collegial environment which may support the development of
common assessments and the adequate interpretation and application of data to
inform instruction, identified in Critical Learner Need #3.
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 success?
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 within the
community?
LVCP is highly effective in ensuring that its students receive appropriate support
along with an individualized learning plan to promote academic success.
 Adequate personalized support takes many forms: In addition to the
advisory and AVID curriculum, students have a voice in hiring new
teachers, have access to a school psychologist, a guidance counselor, a
speech pathologist, bilingual support, occupational services, and career
information.
 Direct connections between academic standards and ESLRs are
evidenced by the allocation of resources to student support services such
as counseling/advisory services, articulation services, and psychological
and health services, or referral services. Enrollment data is reviewed
each spring and informs the development of both departmental and
schoolwide budgets to promote progress around the ESLRs and academic
standards.
 LVCP is effective in applying strategies for student growth and
development as seen in the level of teacher involvement with learners, an
inclusive curriculum, processes for regular review of student and
schoolwide profiles, and processes and procedures for interventions that
address retention and redirection. As tools, LVCP employs project based
learning to personalize and focus content with online resources such as
the Khan Academy, and online learning options for advanced students.
43





Additionally, LVCP offers honors and college-level courses to students
seeking greater academic challenge.
Support services and related activities are provided to address the needs
of all students, including the EL, GATE, and special education
populations. LVCP offers EL support classes, CAHSEE Math, CAHSEE
English, Placement testing, Benchmark testing, STAR testing scores,
CELDT scores, cumulative files, syllabi, project based learning trainings,
and a hiring process protocol which includes student voices.
Through ongoing review of demographic data, LVCP is effective in
providing equal access to a relevant and coherent curriculum tailored to its
student population. LVCP supports the learners through a carefully
developed master schedule, elective offerings, honors options, A-G
courses, AP classes, summer school, and a credit recovery process which
is still in the piloting stage.
LVCP’s leadership and staff link curricular and co-curricular activities to
the academic standards and ESLRs through the use of mandatory (STAR)
and benchmark testing, use of standards-aligned curricula, and progress
tracking (PowerSchool). Moreover, LVCP disseminates materials which
delineate and connect academic and performance expectations via a
student handbook, an athletic handbook, student council bylaws,
ambassadors’ guidelines, leadership club guidelines, and club mission
statements/applications.
LVCP has an effective process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and the use of support
services. Since student involvement is a core expectation at the school,
LVCP has created a 7th period elective that meets four times per week.
This time is meant to support participation in enrichment activities beyond
the traditional academic offerings which include the production time for
The Birdcall, drama/theatrical practice, and robotics classes. Students are
also encouraged to participate in clubs, school performances, and
interscholastic athletics.
LVCP is aware of the student view of the student support services through
such approaches as interviewing and dialoguing with student
representatives of the school population. As evidence of the school’s
effectiveness in this area, LVCP seeks constant feedback from learners
through their advisory courses as well as various surveys—year-end,
California Healthy Kids Survey, and Teacher Feedback Survey from
Students. Additionally, LVCP utilizes SST notes, WASC group meeting
time, and collaboration notes as student feedback resources.
Evidence: Self-study, discussion with administrators, teachers, parents and
students, documentation, student work samples, classroom observation.
44
LVCP is highly effective in creating a school culture and student support structure
that supports high achievement for its learners, identified Critical Learner Need
#1 and Critical Learner Need #2.
Areas of Strengths:
1. LVCP’s administration and staff forge direct connections between
academic standards and some of the ESLRs.
2. LVCP’s teachers use project based learning to personalize and focus
content for students.
3. The administration and staff have a process for regularly evaluating the
level of student participation in curricular/co-curricular activities.
4. The administration and staff have integrated 7th period electives to allow
more students to avail themselves of the LVCP offerings.
5. The leadership’s uses advisory courses and surveys to gather information
is used in the refinement of LVCP’s program, offerings, and process.
6. LVCP’s students demonstrate resilience and adaptability in a transitional
school environment.
Areas of Growth:
1. The TVLC and administrators provide timely, transparent communication
with all constituent groups, especially with students and parents regarding
staffing changes.
2. The LVCP administration and staff consider full implementation of AVID
methods across grade-levels and courses.
3. The TVLC and administrators examine the effects of high teacher turnover
has on the teaching and learning process.
Evidence: Self-study, discussion with administrators, teachers, parents and
students, documentation, student work samples, classroom observation.
45
Part B: Schoolwide Strength and Critical Areas for Follow-up

Briefly comment about the previously identified schoolwide strengths and
critical areas for follow-up.
General Comments: LVCP is participating in their first full self-study review.
The initial Visiting Committee report identified six recommendations for followup:
1. Procure science lab and safety equipment to meet UC requirements.
2. Provide nterventions, strategies, and instructional practices, which
enable students to pass the CAHSEE, based upon information
received after the initial administration of the CAHSEE this year
(2011).
3. Incorporate a process that periodically reviews assessment data to
inform instruction of the academic program and attainment of the
ESLRs.
4. Obtain a suitable facility to meet the science lab, physical education,
and elective program needs.
5. The administration and teachers develop pacing guides and
benchmark assessments to guide instruction.
6. The administration, teachers, governing board, and all stakeholders
review the ESLRs to determine their alignment with 21st century
skills.
Assessment of the school’s efforts and actions to address the recommendations
of the initial application review, indicate that the school made significant progress
and proceeded with fidelity. The school has demonstrated that the actions taken
have improved the quality of the school’s instruction for all students, as evidence
by API scores. However, progress in meeting the facilities related
recommendations is being address at the time of the visit and should be
completed by early in 2014.
Synthesize schoolwide areas of strengths and list numerically.
Schoolwide Areas of Strength (list numerically) * identifies those
strengths/growths areas that the school identified and the Visiting committee
concurs.
1. The principal of LVCP has established open lines of communication with the
governing board, parents, school staff and students.*
2. The projects assigned and teachers teach students how to use resources in
the community and within the school.
3. Teamwork among all staff members to help devise projects that challenge
46
students learn and succeed.
4. Students have many ways to demonstrate their talents through the project
based learning.
5. Teachers diversify instruction through Project-Based Learning.*
6. Teachers continue to develop projects and improve the project’s expected
outcomes through reflection and collaboration with peers.
7. LVCP teachers and administrators use multiple assessments to analyze
student achievement and make appropriate student placements into various
programs.*
8. LVCP’s teachers use project based learning to personalize and focus content
for students.
9. The leadership’s uses advisory courses and surveys to gather information
used in the refinement of LVCP’s program, offerings, and process.
10. LVCP’s students demonstrate resilience and adaptability in a transitional
school environment.
The School’s Action reflects the discussion and identified needs while the school
analyzed student achievement data (See Chapter 3 of this report). None of the
Focus Groups identified the goals of the Action Plan as a critical area for growth
in the self-study. However the Curriculum Focus Group did conclude with “a
small population of students is struggling to meet the rigorous academic
requirements of LVCP”. This generalized statement does seem to embody the
primary purpose of Goal #1 and #2 of the Action Plan. The goals of the Action
Plan reflects the most critical needs as evidenced by the analysis of the
achievement data and the Visiting Committee noted these critical needs in the
Assessment Focus group report section.
The action plan identifies the following goals.
4. Action Plan Goal #1: (Area of Improvement): Develop a comprehensive
plan that specifically targets underperforming subgroups, including English
learners and special education students, enabling them to achieve at
grade level.
5. Action Plan Goal #2 (Area of Improvement) Develop and improve access
to interventions offered at school, after school, and at home for creditdeficient students. Develop and improve interventions for at-risk students
in maintaining adequate progress toward completing LVCP graduation
requirements, thereby preventing them from becoming credit-deficient.
6. Action Plan Goal #3 (Area of Improvement): Develop common
assessments and provide teachers with training to adequately interpret the
result of benchmark testing to fully support the learning needs of all
47
students and to inform instruction.
The Visiting Committee presents the following concerns with the Action Plan
to help the administration and teachers focus the implementation of the Action
Plan and improve students in the academic portion of their study as well as
the attainment of the ESLRs for all students:
1. The supporting data for each of the Action Plan goals specifies academic
achievement data predominately from CASHEE, CST. The school does
not collect schoolwide data as to the degree students are attaining some
of the ESLRs. Yet the school has identified certain ESLRs (Be prepared
for college, act responsibly, think critically and/or think critically) are being
addressed in the goals. With this in mind the Visiting Committee
requested the school add a fourth goal to their action plan: Formalize the
collection of assessment data of student attainment of the ESLRs so that
the aggregated information can be reported to all students, parents,
teachers and Board. Furthermore, train teachers to implement a process
that analyses the aggregated information to monitor student progress in
the attainment of the ESLRs over several years and modify curriculum and
instruction to increase student progress.
2. Action Plan #1 goal states:
Develop a comprehensive plan that specifically targets underperforming
subgroups, including English learners and special education students,
enabling them to achieve at grade level. However, the task specified for
the goal does not address “developing a comprehensive plan”. Rather the
tasks listed a series of steps and activities to address the issues. The
Visiting Committee recommends that the goal be rewritten to state,
“implement activities that specifically targets…”
3. The tasks and activities identified in the Action Plan for all four Goals are
comprehensive and can significantly enhance the achievement levels of all
students. Full implementation of the Action Plan with fidelity will require
significant support for teachers and administrators. The Visiting Committee
further recommends that the administration and Board take steps to
provide real and meaningful support to the teachers and administrator
responsible for the implementation of the Action Plan.
Schoolwide Critical Areas for Follow-Up
The Visiting Committee concurs with the school’s identified areas that are
outlined in the schoolwide action plan. These are summarized below:
1. Teachers develop more proficiency at learning to read, Incorporate, and apply
more data when assessing student proficiency in subjects. *
2. Administration provide ongoing training to improve teachers’ ability in data
analysis and instructional implemention.*
48
In addition, the Visiting Committee has identified areas that need to be
strengthened:
1. Because of the recent changeover in staff, the school should revisit the vision,
mission and SLOs to determine continued relevance.
2. Due to recent staff turnaround, LVCP establishes clear roles and
responsibilities of administrators and make them available to teachers
concerning addressing student issues.
4. The administration leads the implementation and training of teachers in
Common Core Standards
5. The administration and teachers continue to develop the integration of all
disciplines in the project-based learning.
Teachers develop standardized benchmark assessments aligned with Common
Core standards for instruction employed throughout the curriculum.
7. The administration prepares teachers for the integration of Common Core
Standards in all core subjects.
8. Administration and teachers develop a standardized method to control the use
of student media in the classroom.
9. Administration and Teachers formalize the collection of assessment data of
the ESLRs so that the aggregated information can be reported to all students,
parents, teachers and Board and implement a process that analyzes the
aggregated information to monitor student progress in the attainment of the
ESLRs over time (years).
10. The LVCP administration and staff will consider full implementation of AVID
methods across grade-levels and courses.
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