CHICO COUNTRY DAY SCHOOL
WASC/CDS STUDENT/COMMMUNITY PROFILE GUIDE
1. Community ProfileChico is located in Northern California, midway between Sacramento to the south and
Redding to the north. The urban area of Chico has a population of approximately
104,800 with a significant variation from rural to suburban to small town urban. Butte
County has a population of 218,312 with a growth rate of 2.9%. The ethnic make-up of
Chico is primarily white with a significant Hispanic population and to a lesser extent an
Asian population. A very small percentage of the population is African-American and
Native American.
The median sale price of a single family home in Chico from January through July 2008
was $285,000. The following graph depicts the residential monthly rental range in
Chico.
1500
1000
1114
655
790
2 Bdrm
500
0
1 Bdrm
3 Bdrm
Average Range
1 Bdrm
655
2 Bdrm
790
3 Bdrm
1114
The cost of living in Chico is significantly lower than it is in Los Angeles, Sacramento,
San Jose, Santa Rosa or San Francisco. Over the past 18 months home prices in Chico
have lost approximately 20% of their value. The housing market is declining, but
subsequent foreclosures have not been as significant in the greater Chico area as other
areas of the state have experienced. As of the end of 2009, housing prices are on the
rebound and listings, as well as purchases have been increasing.
Chico’s diverse cultural landscape is enhanced by several performing arts organizations,
a variety of art galleries, and many public art exhibits. From community theatre to
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nationally acclaimed touring artists performing in Chico State’s historic Laxson
Auditorium, Chico offers year round entertainment unparalleled in the Northern
Sacramento Valley.
There are 61 churches, two libraries, two newspapers, eight network television stations
(ABC, CBS, NBC, PBS, FOX/UPN/Univision & Telemundo), one cable TV system with
community access and a large theater complex.
Chico is home to Bidwell Park, one of the largest Municipal Parks in the United States.
Spanning more than 3,700 acres, the park offers something for everyone to enjoy.
An important part of Chico’s economic growth has been the availability of reasonably
priced industrial and commercial property. Some of the area’s major industrial parks
and commercial ventures include: Chico Municipal Airport Industrial, Hegan Lane
Business Park, Skypark Plaza, Pheasant Run/Target Center, Downtown/ Crossroads
Center, Sierra Nevada Brewery, Chico Mall, Southgate and Meyers Street Industrial
Park.
In addition to the availability of land and buildings, the City has an aggressive
redevelopment program which has been active since 1980. For over a quarter of a
century, the Agency has been providing public improvements, economic development
activities, manufacturing and industrial development, and affordable housing. The
Chico Redevelopment Agency has financed over $69 million in capital improvement
projects and over $30 million in housing projects to assist more than 1,600 households.
The Redevelopment Agency has adopted a $51,270,129 million Capital Improvement
Program for 2006-2007.
This is an exciting time for business in Chico, with good opportunities for business
relocation or expansion. Chico’s strong manufacturing base includes Sierra Nevada
Brewery, Aero Union Corporation, Smucker Quality Beverages and Sungard BiTech
Software, among others. Over the last several years, Chico has seen a growth in midsize businesses.
During the 2001–2005 period, Butte County industry employment experienced a
cumulative growth of 2.4 percent or 1,800 new jobs. Three industries posted the largest
gains over these years: natural resources, mining, and construction; educational and
health services; and trade, transportation, and utilities. In educational and health
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services, growth concentrated in the health care and social assistance component. Retail
trade employment, specifically miscellaneous store retailers, accounted for the bulk of
employment growth in trade, transportation, and utilities.
Chico is known as a center for sustainability due to the significant efforts occurring in
business, education and government. FAFCO, which recently relocated to Chico, is the
oldest and largest solar panel manufacturer in the US. Sierra Nevada Brewery,
Smuckers Quality Beverages, California State University, Chico, Butte College, and the
City of Chico are all continuing to work toward their commitment to stewardship
through sustainability.
Top Employers of Chico
2500
2000
1500
2268
1823
Enloe Medical Center
1400
California State University, Chico
Chico Unified School District
1000
325
500
Sierra Nevade Brewery
250
0
208
Koret of California
Sun Gard Bi-Tech
Non-Manufacturing
Manufacturers
The B-Line (Butte Regional Transit) serves the Chico Urban area and CSU, Chico
students during the academic year. The B-Line Para transit serves the Chico urban area
providing transportation for the elderly and the mobility impaired.
Recognized as one of the finest law enforcement agencies in Northern California, the
Chico Police Department’s 102 sworn officers and 55 non-sworn employees provide
quality law enforcement and community-based problem solving services to the City
and its guests. The Chico Fire Department is independently rated as the best in the
Sacramento Valley holding the only Insurance Services Office (ISO) Class 2 fire rating,
which can save money for both businesses and homeowner’s in their property
insurance.
Butte Community College lies midway between Chico and Oroville, and 10 miles from
the foothill town of Paradise. The college offers more that 50 career education programs.
CSU, Chico was founded in 1887 and is the second oldest institution of higher learning
in the California State University System. The campus has grown form 90 students in
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1997 to more that 16,000 today, offering more that 120 majors and concentrations, 60
undergraduate and graduate degree programs and 55 certificate and professional
education programs. The Chico Unified School District is comprised of 16 elementary
schools, three middle schools, two senior high schools, one independent study school
and a continuation school. Current enrollment in the district stands at 13,633 for grades
K-12. In addition to the public schools, Chico has nine private schools and six charter
schools, three authorized by Chico Unified School District and three by the Butte
County Office of Education. In the past year there has been new charter applications
submitted to the Chico Unified School District, including two high school applications,
a distance learning for-profit organization, and a Montessori Charter School petition.
Enloe Medical Center, a non-profit organization governed by a volunteer community
board of directors, provides advanced hospital and health care service to Chico and the
surrounding North Valley communities. To continue to meet the needs of the growing
North Valley community, Enloe has initiated a $110 million expansion plan for its
Esplanade facility.
For more information see: - http://www.chicochamber.com/documents/2007-8Final.pdf
State/federal program mandates: Chico Country Day School (CCDS) is an independent
LEA (Local Educational Agency) within the Butte County SELPA, and as such operates
its own special education program. Through the SELPA policies, CCDS complies with
all IDEA and ADA Section 504 requirements. CCDS participates in Class Size
Reduction (CSR) and complies with all reporting and training requirements of that
legislation. CCDS contracts with Chico Unified School District for nutrition services
and offers breakfast and lunch daily to students. Through CUSD, CCDS participates in
the federal free and reduced price lunch program (FRLP). CCDS participates in the
federal (NCLB) and State accountability systems, administering approved standardized
achievement tests to students in grades 2-8 once per year. CCDS has a long history of
meeting all API and AYP participation and student achievement targets. All CCDS
teachers are Highly Qualified per NCLB and are appropriately credentialed for the
classes they are teaching. CCDS has CLAD authorized teachers at each grade level to
meet the needs of English Language Learners.
Parent and community organizations include: Chico Country Day Parent Teacher
Partnership, Rotary Club, Kiwanis, and the Boys and Girls Club, Chico Area Recreation
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and Park District, and Downtown Chico Business Association. These organizations
frequently collaborate with CCDS. The PTP is the CCDS parent organization that
functions in the same manner as a PTA or PTO at district schools. This group was
formed as a conduit for assisting teachers and administration in the organization of our
parent force for the overall good of our school community. The North Valley
Community Foundation’s mission is to promote and support philanthropy within
Chico. Two years ago the Foundation implemented the “Annie B’s Campaign”, which
is an annual giving campaign for non-profits that has a match from the Foundation.
CCDS participated in this campaign and has been in the top 10 non-profits in the Chico
area in terms of contributions.
School/business relationships: Chico Country Day School has strong relationships
with local business organizations. The school is a member of the Rotary Club of Chico
and the Executive Director attends Rotary meetings regularly. There is a strong local
business presence on the CCDS Board of Directors, with approximately 1/3 of the Board
members classified as non-parent or “community” business members in Chico. CCDS
is located at the southern end of downtown Chico, and therefore has many business
and residential neighbors.
Over the years at our current location, CCDS has reached out to these local neighbors to
develop strong, mutually supportive relationships. CCDS is a member, and attends the
local neighborhood association, the Barber Yard Neighborhood Association meetings
and hosts the meetings of this group and has “open house” specifically for this group of
neighborhood activists. CCDS has worked together with businesses on projects, such as
the Chico Volkswagen expansion project. Chico Volkswagon is the next door neighbor
to the school. CCDS also maintains a close relationship with local Chico city
government. Our Art Teacher has bid several art projects with the City Arts
Commission, and CCDS students have competed and earned some of those bids. Our
art students completed community art projects which are currently on display in
downtown Chico.
Each year for the last three years, CCDS has hosted the University of California at
Berkeley Marching Band as they travel to the annual Cal vs. Oregon football game. This
event has taken place on campus and at the downtown City Plaza, with the mayor of
Chico as the Master of Ceremonies.
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Over the years, the school has partnered with the North Valley Symphony Association.
Our Orchestra has performed during intermission at many concerts and has
participated in the Mozart Mile community music performances. CCDS has a
partnership with 1078 Art Gallery in which after-school students have the opportunity
to participate in studio art classes at the gallery and have their work displayed at
gallery showings. The North Valley Community Foundation and CCDS have. worked
together on the Annie B’s campaign to raise money for our school and community. The
parent and family organizations above, frequently work together to improve the school
and clean-up the surrounding neighborhoods.
2. Chico Country Day’s initial visit application was submitted during the 2006-07
school year. We are currently involving all stakeholders for our accreditation
through the Western Association of School and Colleges.
3. School purpose (beliefs, philosophy, and mission) and expected school-wide
learning results
Mission
The mission of Chico Country Day Charter School (CCDS) is to provide a safe, joyful
community where all learners are inspired to achieve their personal best.
In order for every child to reach his or her fullest potential, we prioritize the following
tenets:
1.
2.
3.
Every child must be held to clearly articulated, high expectations for
achievement;
The school, families, and community must collaborate to meet the
cognitive, social, emotional, and physical needs of every child;
Teachers and administrators must be engaged in a reflective and
collaborative environment of ongoing professional development that is
focused on student achievement.
Chico Country Day prepares its students for the future by creating exceptional
opportunities for them to learn. We equip our children with strong academic skills.
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Concurrently, we help them begin the lifelong process of learning and enable them to
find paths that make their lives and the lives of others sustainable, productive and
enjoyable.
An education from CCDS is differentiated from traditional schools in two ways: by the
foundation of skills its students will have developed to cope with change, diversity, and
a rapidly increasing body of knowledge; and by the breadth of the exposure its students
will have to the larger world.
While striving for the highest standards throughout the curriculum, CCDS develops
distinctive programs in social studies, science, technology and the arts - social studies
because of the need to understand the way others in the world think and communicate;
science and technology because of their increasing role in improving the effectiveness of
group and individual learning; and the arts because of the critical role they play in
fostering creative thinking and problem solving.
An essential characteristic of the school’s educational program is its continued emphasis
on the balance of intellectual, physical and the social and emotional development of its
students. CCDS offers a broad and balanced rigorous curriculum that is carefully
planned and regularly reviewed. To promote physical development, the school
maintains an outdoor program focuses on student “wellness” (health and nutrition) that
will prepare students to care for their physical and emotional well-being. Our academic
program is based upon what we know to be best teaching practices providing students
with curriculum that is thematic and hands-on. Study trips are an integral part of our
program, as is music, drama, environmental education, and art. Assessment drives our
instruction, and we provide an environment where all learners have access to student
support services. Our approach to educating our students is based on offering a broad
and enriched education, aligned with the California State Content Standards.
CCDS concentrates on character education through Lifeskills and Lifelong Guidelines,
promoting good citizenship and a healthy lifestyle. We get to know each student and
family well, we provide leadership opportunities, especially for our older students, we
embrace cooperative learning for students and teachers, and focus on creating an
engaging curriculum that emphasizes depth and understanding of essential topics.
In addition to this highly successful program, the vision of CCDS is:
• High Expectations: Students are expected to adhere to high standards of
student behavior and academic achievement. Life skills and Life Long
Guidelines are directly taught and modeled by staff. Students are expected to
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demonstrate these values in their schoolwork as well as their interactions with
peers and adults.
• Significant Support: Small class sizes that are 20:1 grades K-3 and 30:1 grades
4-8, and strong academic, social, and intervention support programs through the
Response to Intervention (RTI) program.
• Talented Staff Sustained by Extensive Professional Development: Our
School staff improves their performance with weekly collaboration and staff
development time, and 12 staff development days, all focused on teaching and
learning. Teaching contracts require all teachers to complete 21 hours of staff
development over the course of an academic year. The school has made a
commitment to provide at least the minimum of 21 hours of staff development
opportunities on site. Teachers have the option to seek out their own workshops
and trainings upon approval of CCDS administration.
• Parent and Community Involvement: Parents support their children and the
school by encouraging studying and reading at home, supporting good behavior
at school, and participating in school activities and committees. Parents are a
valued and included member of the school culture and are required to spend 50
hours per year volunteering in some capacity at CCDS. Parental input is actively
solicited and parents are decision makers in the operation of the school.
• Focus on Results: CCDS relentlessly focuses on high student performance,
measuring results on standardized tests and other reliable indicators, and using
this data to improve teaching and learning. Students, parents, and staff create
and reinforce a culture of achievement.
The following strategies and techniques are utilized to optimize student success:
Parental Involvement , Hands On Experiences, Positive Role Models, Technological exposure,
Fine Arts and Music, Tutoring, Cultural Heritage Exposure, Field trips and Study Tours,
Extended school day, and Special events
Our goal is to have Chico Country Day School students master state standards and
score proficient or advanced on state accountability measures.
Multiple measures of student performance have been developed to accurately monitor
student progress toward achieving grade level standards. Assessments are formative
and used in progress monitoring, as well as summative to measure student attainment
of benchmark and year end grade level standards. The school will participate fully in
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the standardized testing STAR in all grade levels 2-8 annually. The following outline
the schools’ goals for measurable student outcomes for all students:
Outcome Objectives
Measurement Tools
Achieve a 3 or 4 and/or A or B (per academic
Teacher-developed assessments and
subject) on the school’s standards based report
rubrics
card
At least 90% of students score proficient or
STAR test
advanced on the state grade level standards,
including ELLs
96% attendance rate for all students
Monthly attendance reports
Ongoing parent satisfaction with the school
Annual parent surveys
All students demonstrate ongoing decision-
Teacher based assessment and
making abilities and take responsibility for their
actions.
observation using positive
discipline principles
90% of parents perform their volunteer obligation Parent timesheet monitoring
Student performance is measured using the following methods:
1. Individual Student Tracking: Each student’s degree of proficiency and mastery
in each subject area is tracked and regularly reviewed to evaluate progress.
2. Traditional Testing: Traditional assessment tools for measuring student
knowledge and skills including written evaluation by teachers, in-class quizzes,
in-class writing, portfolios, projects, performance assessments, and exams.
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3. State Standardized Testing: CCDS participates in all of the state’s required
standardized tests.
4. Status of school in terms of student performance include the following:

Chico Country Day School (CCDS) is not a Title 1 school. CCDS met all of its
AYP goals for the past two years. CCDS also met all of its API targets. In 2007
the “Socio-economically Disadvantaged” subgroup became statistically
significant. That group has had API scores of 792, 832, and 834 over the past 3
years.
5. Enrollment in 2009-2010 at October CBEDS was 538 students.
Grade Level
Male
Female
Students Student
Total
Students
Kindergarten 26
34
60
1st Grade
30
30
60
2nd Grade
27
34
61
3rd Grade
33
29
62
4th Grade
24
37
61
5th Grade
31
26
57
6th Grade
25
35
60
7th Grade
25
34
59
8th Grade
29
29
58
Ethnicity / ELL / FRPL / Special Needs breakdown as % of total population:
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Native American
1.0%
Hispanic
10.4%
African American
4.4%
Asian
1.0%
Filipino
1.0%
E.L.L.
.6%
FRPL
24%
Disabilities
8%
4.
CCDS has a very small E.L.L population – 5 students in 2009-2010. All 5 are
classified as EL and have not been re-designated.
5.
CCDS maintains a “wait list” of students that changes throughout the year, but
averages approximately 150 students at any given time. The mobility or transient
rate is very low – 5%. Average Daily Rate of Attendance is 96%. Truancy rate is
zero – no students have been referred to SARB. SARB tardy rate is also zero.
6.
No students have been expelled from CCDS in the last three years. The
suspension rate for 2008-2009 was 2%
7.
The percentage of students on FRPL at CCDS has been increasing over the past
few years. 12% of our students were on FRPL in 2005, 20% in 2006, 24% in 2007,
2008 and 2009.
8.
Description of the safety conditions, cleanliness and adequacy of school
facilities.
Chico Country Day School occupies a district campus under Proposition 39, and applies
for use of the site annually. CCDS adequately serves 540 students and has 22
classrooms, which includes an undersized classroom for the school library. There are
two undersized rooms for the Resource program. The campus has a large
multipurpose room with a cafeteria. The multipurpose room is used for music
instruction during and after school, breakfast, lunch, after school activities, rainy day
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dismissals, assemblies and school functions. The cafeteria serves an average of 60
students for breakfast and 150 students for lunch each school day. There are a limited
number of tables and chairs to fit the needs of the current size of the school. We
compensate by using a rotating schedule for lunch and school assemblies. For school
functions the multipurpose room can hold 357 people according to the fire marshall.
There is limited room for Speech and Psychologist services. The campus playground
and field space are adequate, however we use a rotating schedule for recess to
accommodate the number of students. There is a limited amount of space for physical
education, which is taught by each of the classroom teachers. We do not have a
classroom for art instruction; therefore the art teacher travels with a cart to each
classroom, using a rotating schedule. The Chorus program and Orchestra program
both use two existing classrooms after school is dismissed. The after school program
also uses existing classroom.
The general appearance of the campus is orderly and clean and reward systems are in
place for students to keep the campus clean. The lunch area and cafeteria are
monitored by yard duty personnel and all students are expected to pick up and throw
away their trash. The school building is well maintained, attractive and void of hazards.
The circular campus design deters vandalism, theft and other crime. All areas of the
school are considered safe. Frequently, the safety committee inspects parking lots,
evaluates pedestrian hazards and safety issues related to traffic around the school.
Teachers have morning duties and walk the access points of the school to ensure safety.
Working together with neighborhood partners has created a collaborative effort to keep
the school and surroundings clean and safe. Relationships are maintained with
neighbors to report suspicious behavior. A relationship with the police department is
used to ensure safety of the school during and after hours. Two-way radios are used
between yard-duty and office personnel to aid in communication. The Safety
Committee meets once a month to update facility issues and prioritize safety concerns.
Members of the Safety Committee include: Paul Weber (Principal), Pete Pembroke
(Teacher), Raul Oliva (Custodian), Bonnie Fitzgerald (Office Manager), Carol Oxsen
(After School Program Director) and parents who have an interest or expertise in safety
matters, including one police officer. Please refer to the Appendix A for Safety/Facility
committee meeting schedules, minutes and safety reports, the school Redi-Plan and the
Safe Schools Plan.
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CCDS conducts Fire Drills once per month. Code Red procedures are also practiced
monthly, and annually the evacuation plan is tested. Each person and/or volunteer is
required to check in at the main office to sign in and verify the purpose for visiting the
campus. Each person on campus, including parents, volunteers and teachers are
instructed to wear nametags to identify who is a staff member. All volunteers are finger
printed through the LiveScan process and are tested for tuberculosis. The school
principal holds field trip trainings for parents interested in driving or chaperoning. All
drivers are required to attend the training and provide a copy of their current insurance.
All staff members have training in first aide, blood borne pathogens, sexual harassment,
workplace safety, bullying and the prevention of slips, trips and falls. In addition all
staff member are CPR certified. Over the years the Safety committee has addressed
topics such as, pick-up/drop-off procedures and security at school functions, for
additional topics please see Appendix A and refer to the Safety meeting minutes.
11 Staff
a.
Certificated Staff = 28
Classified Staff = 26
Pupil Support Services = 3
Substitutes = 15
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
100% of teachers are Highly Qualified
No teacher at CCDS has a National Board Certification
0% of teachers instruct outside credentialed areas
No teachers have emergency credentials at CCDS
2 teachers have advanced degrees. Both administrators have advanced degrees.
2 teachers are currently enrolled in the BTSA program. 2 teachers are currently
BTSA support providers and mentor teachers.
No teacher is in an intern program
Female = 42; Male = 12
Ethnicity: See chart below
Attendance rate of teachers – personnel file
7 paraprofessional Instructional Aids
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Gender &
Ethnicity
African
Male
Female
American
5
21
3.50%
1
0
6
20
0
1
Middle
Latino
Asian
Caucasian
7.50%
89%
Eastern
Certificated
Teacher
Certificated
Administrator
100%
Classified
Employees
4%
4%
88%
4%
Classified
Administrator
12.
100%
Staff Development
All teachers are required to complete 21 hours of staff development per year. Many
Staff Development opportunities are offered by the school through outside trainings or
teacher created workshops. Teachers also have the option of selecting their own
activities/programs. In 2007-2008 and 2008-2009 these are the professional growth
activities CCDS has provided, as well as those that teachers have chosen:
 The Brain Compatible Classroom – Carol Masters (Teacher), Trainer (entire staff)
 Teaching Students Language Awareness to Improve Comprehension – John
Garrett (Teacher), Trainer (entire staff)
 Classroom Assessments – Carol Masters and Paul Weber, Trainers (entire staff)
 What Turns Kids Onto Reading? – Jim Trelease, Trainer (selected staff)
 Bringing the Best of the Brain Conference To You – Carol Masters and Susie
Bower (Teachers), Trainers (entire staff)
 Brain Compatible Staff Development – Friday afternoon series – Carol Masters,
Trainer (entire staff)
 A Framework for Understanding At-Risk Students – Dena Kapsalis, Trainer
(entire staff)
 Assessment, Backwards Mapping, and Rubrics – John Garrett, Trainer (entire
staff)
 Special Education and “Neverstreaming” – Dick Bishop (Psychologist), Trainer
(entire staff)
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 Unwrapping Essential Standards – Paul Weber, Trainer (12 teachers in
attendance)
 Service Learning Workshop – Paul Weber, Trainer (9 teachers in attendance)
 CTAP Technology Workshops through BCOE – (3 teachers attended)
 SIPPS Intervention Program – Training through Developmental Studies Center (5
teachers in attendance)
 CLRN Exploration Workshop – John Garrett, Trainer (9 teachers in attendance)
 Relational Aggression among Girls – Dena Kapsalis, Trainer (10 teachers in
attendance)
 Behavior Modification Workshop – Matt McLaughlin (Teacher), Trainer (entire
staff)
 Classroom Management – Carol Masters, Trainer (entire staff)
 Using Images in Your Classroom – John Garrett, Trainer (entire staff)
 Power Teaching Video Demonstrations – (9 teachers in attendance)
 Susan Kovalik H.E.T. Institutes – 3 day summer seminar. All new teachers to
CCDS attend this conference.
 RTI Training – Dick Bishop, Trainer (entire staff)
 Integrating Environmental Education standards into the curriculum – John
Garrett, Trainer (entire staff)
 Integrating Art instruction into your daily lessons – Pat Macias, Trainer (entire
staff).
 Several “Book Shares” – professional reading selected by participating teachers.
13.
CCDS provides many co-curricular and extra-curricular activities for students.
 Study Trips: As part of integrated thematic teaching, units of study begin with
a “being there” experience. Most classes average 10-15 study trips per year.
 Community Service Projects – Service Learning: All classes are required to
complete a minimum of one service learning project over the course of a year. This
project has to be standards based and connected to the class curriculum. Schoolwide community service projects include a “sock drive” and a canned food drive
for the Jesus Center, and a relief effort for children in Africa.
 School Garden: Our Garden Coordinator schedules classes to work in the
school garden on activities connected to that classes content standards
 Music and Fine Arts: After school, students have the opportunity to participate
in Band, Chorus, Strings, and Orchestra. Approximately 25% of our 4th-8th grade
students participate in these musical programs. CCDS has full time Music and Art
teachers who provide regular music and art instruction to every grade level on a
weekly basis.
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 After School Enrichment: The After School Program is available for students
and have classes that students can sign up for based on their interest level. Classes
include Foreign Language classes (Spanish, French, Japanese), Studio Art classes
in partnership with a local art studio, the Anthropology Museum through CSUChico, Chess Club, Cooking, and Writers’ Club.
 Student Government: Student Government is available and students in 6, 7, and
8th grade run campaigns and elect their student representatives to Student
Government. CCDS provides a required Leadership elective class for middle
school students.
 Cross-Age / Mentoring: Cross-Age experiences for students are integral to the
academic program through the Big Buddy / Little Buddy Program, where students
in 4-8 grade team up with students in preschool through 3rd grade.
 After School Sports: Offerings include Soccer, Volleyball, Basketball, Track, and
Wrestling.
 Electives: Electives for middle school students include Video Yearbook;
Journalism; Critical Thinking; Keyboarding; Sign Language; Cooking; Beginning
Guitar; Ceramics; Scrap-booking; Sewing; Construction; Musical Theater; Drama,
Studio Art; and Dance.
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District policies/School financial support
The budget below does not include food service.
Chico Country Day School Budget
2008-2009
Category
Budget
Certificated Staff
$1,338,703.00
Administration
$255,615.00
Janitorial & Support Staff
$78,000.00
Preschool/Afterschool Staff
$117,000.00
Instructional Aides
$90,000.00
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Substitutes
$25,300.00
Benefits
$545,400.00
Books & Supplies
$141,197.00
Services & Operating
Expense
$629,053.00
Capital Outlay
$186,000.00
Total
$3,406,268.00
Chico Country Day School receives funding from AB602 Special Education funding,
and fundraising from the Parent Teacher Partnership group. CCDS does not receive
Title 1 or other federal funding except for special education and the American Recovery
and Reinvestment Act.
- Student Performance Data
1. Academic Performance Index (API)
CCDS has met all API and AYP growth targets for the past 4 years. 2009
API score is 862. The only significant sub-group for CCDS is “Socioeconomically Disadvantaged”, which met growth targets and had an API
of 832. Appendix B
2. Progress on 3 identified indicators:
 API scores
 Growth in Socio-economically disadvantaged sub-group
 Percent proficient/advanced in ELA and Mathematics
3. CST scores:
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Strategic students are those with a “Basic” score in ELA and/or Mathematics.
Intensive students are those with a “Below Basic” or “Far Below Basic” score in
ELA and/or Mathematics. Socio-economically Disadvantaged became a significant
sub-group for CCDS in 2007. Those students are also tracked via their STAR
scores as Strategic and Intensive. See Appendix C
CHICO COUNTRY DAY SCHOOL
MULTI-YEAR GRADE LEVEL SCORES CST – PROFICIENCY LEVELS
%Proficient and Advanced - ELA
2nd
3rd
4th
5th
6th
7th
8th
2009
69%
73%
86%
81%
62%
78%
71%
2008
54
53
75
65
70
61
50
2007
55
48
74
77
65
52
-
2006
68
55
67
68
66
-
-
%Proficient and Advanced – Math
2nd
3rd
4th
5th
6th
7th
8th
2009
65%
78%
88%
63%
57%
60%
26%
2008
70
58
71
50
74
42
34
2007
78
67
55
66
52
52
-
2006
81
71
54
70
60
-
-
%Below and Far Below Basic - ELA
2nd
3rd
4th
5th
6th
7th
8th
2009
8%
8%
4%
4%
11%
6%
13%
2008
15
15
6
10
6
1
30
2007
20
10
10
9
7
26
-
2006
6
1
6
10
12
-
-
18
%Below and Far Below Basic - Math
2nd
3rd
4th
5th
6th
7th
8th
2009
12%
4%
2%
12%
21%
10%
43%
2008
14
18
10
14
6
4
32
2007
8
8
16
11
10
30
-
2006
0
8
15
14
17
-
-
6. Adequate Yearly Progress (AYP)

CCDS has met all of its AYP targets for the past 4 years. Appendix
D
API
2005
2006
2007
2008
2009
806
862
835
832
861
NA
NA
792
832
834
Yes
Yes
Yes
Yes
Yes
8
9
8
8
NA
1
6
2
2
NA
Yes
Yes
Yes
Yes
Yes
59%/59%
67%/68%
65%/63%
61%/60%
74%/68%
API –
significant subgroup (socioeconomically
disadvantaged)
Met API
targets
State-wide
rank
Similar schools
rank
AYP targets
met
AMO %
(ELA/Math)
19
AMO for socioeconomically
disadvantaged
NA
65%/62%
55%/56%
59%/54%
68%/63%
98%
98%
100%
98%
99%
(ELA/Math)
Participation
Rate

Socio-economically Disadvantaged Sub-Group (ELA & Math)
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
2008/2009 2008/2009 2008/2009 2008/2009 2008/2009 2008/2009 2008/2009
%
79%
71%
NA
64%
64%
61%
NA
86%
79%
NA
45%
57%
57%
NA
proficient
& above ELA
%
proficient
& above Math
6. CELDT: In 2009 CCDS had 5 students with Spanish as their primary language.
2 of those students score “Intermediate” on the 2008 CELDT test and 1 student
score “Early Advanced”. None of the students were re-designated as LEP due
to STAR scores below mid-line Basic.
7. Benchmark Assessments & DIBELS: CCDS administers interim benchmark
assessments three times/year in English/Language Arts and Mathematics.
CCDS also universally screens all students with DIBELS (Dynamic Indicator of
Basic English Literacy Success) from the University of Oregon. Students who
score in the “at risk” category on the DIBELS instrument are progress
20
monitored three times per year to measure improvement through the
interventions they have been placed into. Students placed in interventions are
tracked over time. CCDS has just begun using a data management system
(STAPLE) to record assessment results (STAR scores, DIBELS, Interim
Benchmark Assessments, and other progress monitoring
intervention assessments) and create a performance profile of each student.
See Appendix E
13. Algebra: CCDS expanded with an 8th grade class for the first time in 20072008. All 8th graders take Algebra 1 as their mathematics class.
14. Report Card analysis percentage of D’s and F’s. *Appendix F
15. Supplemental Data: Discipline referrals *Appendix G
16. Staff, Parent and Student Surveys *Appendix # H
Chico Country Day School Profile: Analysis of Data
An analysis of the data shows that Chico Country Day School has seen changes in
student demographics over the last three years. The API score have improved and the
API score for the Low Socio-economic sub-group has improved dramatically. CCDS
didn’t have a sub-group to report until two years ago. CCDS has a combination of both
veteran and new teachers and has hired several certificated and classified staff over the
last three years. CCDS student population has grown from 250 four years ago to 540 in
2009-2010. The location of CCDS has resulted in a more diverse student population,
since it is located within the boundaries of two elementary schools that have 90% free &
reduced priced lunch. Both of these schools are in Program Improvement status.
The Chico community has played a factor in the growth at CCDS. Chico Unified has
experienced declining enrollment, whereas CCDS and other charter schools have seen a
rapid increase in student enrollment. Chico, in general, has more retirees and fewer
children of elementary school age, and with the downturn in the economy, a loss of jobs
will continue this trend. The major employers in Chico, including the hospital and
Chico State University continue to be strong but the poor state economy will impact the
overall financial health of the city. The weak economy and drop in housing sales have
21
not had an impact on CCDS enrollment or fundraising. In the end, statistics from Chico
Unified continue to see declining enrollment. Budget problems within the district have
also pushed many parents to seek alternative education, and charter schools have been
able to maintain special programs such as art and music, where the district has not been
financially able to. Waiting list applications for CCDS continues to grow with over 100
waiting for kindergarten and 100 additional applications for 1-8th grades.
The size of the teaching and support staff at CCDS has grown along with student
enrollment. Consistent and focused staff development to meet the needs of a changing
student population, as well as maintain program consistency while helping teachers
acquire new skills, is of paramount importance.
Standardized test scores are strong and the school’s API is well above 800 with all
targets met. DIBELS and other assessment data indicate some students have gaps in
their mastery of basic skills in reading, math and writing. Intervention programs to
address these gaps have been instituted over the past two years. Becoming an
independent LEA for special education and receiving federal IDEA dollars directly, has
enabled CCDS to focus more on universal screening and early interventions to support
students.
The primary mission of CCDS is to provide a safe, joyful environment where all
learners are inspired. Readjusting the focus of our curriculum to meet the needs of our
subgroup is imperative. These students have:






Lower socioeconomic backgrounds than students that attended CCDS in it’s old
location
Parents who have less time to devote to volunteering and who may not be
college graduates
Educational background in very underperforming schools
Need more remedial work in math and language arts
Behavior and academic issues that interfere with learning
Fewer social skills
The analysis of the data by the home groups and other stakeholders led to discussion
and thought about the CCDS areas of academic need. The following have been
identified as the most critical:
22
1) Due to the rapid increase in enrollment that CCDS has experienced in the last
several years, along with changing demographics in our student and parent
populations it will be important for the school to be able to respond in an
instructionally appropriate way. An emphasis on learning styles, differentiated
teaching, behavioral issues, and providing quality classroom instruction and
interventions for a diverse student population will be very important. In
particular, how to best meet the needs of struggling learners as well as advanced
students.
2) With a significant increase in the teaching and paraprofessional staff at Chico
Country Day School it will be important to provide comprehensive,
instructionally aligned staff development for new teachers, as well as veteran
teachers. Budget challenges will impact the resources for staff development, so a
creative approach to providing quality staff development will be necessary.
3) Survey results show strong support for the fine arts of Music, Art and Drama at
CCDS. With shrinking revenues and competition for resources, how can fine arts
instruction continue at CCDS in a meaningful way and be expanded so that all
students, in particular middle school students, have the opportunity to partake
of high quality fine arts experiences?
4) Though CCDS has invested in writing programs, such as Step Up To Writing, the
school lacks a K-8 writing continuum. How can a writing continuum with clear
student outcomes be developed that build on the California STAR writing tests
in 4th grade and 7th grade?
5) To demonstrate competency in basic reading and math skills throughout the
grade levels is an important student outcome. How can CCDS best continue to
deliver instruction in an integrated thematic way while addressing basic skills
acquisition fundamentals for students?
23
CHAPTER THREE: Progress Report
The initial visit from the WASC Commission was conducted on October 4, 2006. Critical Areas
for Follow-up and CCDS’s responses to those recommendations are:
Recommendation #1: Acquisition of adequate school facilities to accommodate our
future growth – this can be satisfied through the addition of several classrooms at the
present site or relocation to a new facility.
Response: Since the 2006 Site Visit CCDS enrollment has grown from 360 students to
540 students in grades K-8. This has included an expansion into a middle school
program (grades 6-8) that now comprises 180 students. CCDS has expanded facilities
on our current campus by acquiring 6 new portable classrooms that house the middle
school program.
Our current site is impacted and in need of significant repairs and modernization. We
have therefore applied, and been approved for over 8 million dollars in Proposition 1D
funding from the State of California. As a pre-condition of receiving these funds, CCDS
must enter into a Facilities Use Agreement with the Chico Unified School District (our
authorizing agency). We must also receive permission from the School District to
proceed with the project. To date we have not been given that permission, so are
unable to proceed with Proposition 1D.
The CDDS Board of Directors has formed a Facilities Committee with the charge of
exploring other options for facilities in the area. This could include a new campus or a
site additional to our present campus.
Most recently the CCDS Board of Directors has formed a committee to evaluate the
possibility of applying for a Replication Grant from the State Department of Education
to replicate our charter and create a second school (CCDS II). We currently have over
180 students on our wait lists, so there is great demand for a second Chico Country Day
School.
24
The initial visit from the WASC Commission was conducted on October 4, 2006. Critical Areas
for Follow-up and CCDS’s responses to those recommendations are:
Recommendation #2: Full funding of our music, art, and elective programs. The
integration of fine arts and physical education into the curriculum is strongly supported
by the parent community.
Response: Chico Country Day School employs a full-time Music teacher who delivers
classroom music lessons to grades K-5 weekly, as well as a music elective to middle
school students once per week. We also employ two Art teachers for a total of 1.0 FTE
for classroom art instruction in grades 1-7 on a weekly basis. In addition the school
offers students a variety of exploratory and elective classes to middle school students
that are taught by credentialed teachers, staff members and volunteers. The
exploratories are Keyboarding, Technology, Video Yearbook, Drama, Leadership
Spanish and Student Aiding.
The electives are offered during “Elective Friday” and include such classes as: Music
Appreciation, Beginning Guitar, 3-Dimensional Art; Cooking; International Sports;
Musical Theater; Dance; Journalism; Yearbook and Sign Language. Physical Education
is taught by classroom teachers in grades K-5, and by PE specialists in grades 6-8.
CCDS offers after-school music classes as well, including Beginning and Advanced
Band, Choir, and Orchestra. These are fee-based classes, but we offer scholarships for
qualifying families. In partnership with the Music Teachers Association of Chico, and
with the help of a private donor, CCDS students can participate in the Chico Youth
Orchestra. This program is housed at Chico Country Day School and is open to
students throughout Chico.
Recommendation #3: Full implementation and teacher training to use EDUSOFT as a
comprehensive school-wide data management system.
Response: In the 2008 school year, CCDS decided to discontinue the use of EDUSOFT.
This decision was based on a change in CUSD policy. In 2006 and 2007, the District
25
provided EDUSOFT and training to CCDS along with other schools in the District. In
2008, the District discontinued allowing CCDS to access EDUSOFT. We made the
decision at that time not to pursue the use of EDUSOFT, but instead to develop
Benchmark Assessments and manage that student data with an online program. We
also will be using an online program called STAPLE to track student participation in all
of our intervention programs and progress monitor students throughout the school year
and from year to year. The combination of using Benchmark Assessments and the
STAPLE system effectively meets the needs of CCDS and is much more cost effective
that EDUSOFT.
Recommendation #4: Continued staff development for veteran and new teachers in ITI
methodology, assessments, and the use of technology.
Response: Chico Country Day School has continued to provide ITI staff development
for every new teacher hired through trainings provided by Susan Kovalik and
Associates. New hires are sent to a three day workshop in Lake Tahoe presented by
Kovalik and Associates. The training focuses on brain-friendly teaching strategies,
thematic lesson planning and assessments. Additionally, throughout the school year (6
Friday minimum-days) the CCDS teaching staff meets together in HET (Highly
Effective Teaching) teams. During these meetings teachers share highly effective
teaching strategies with one another and provide coaching and mentoring for one
another. Examples of focus topics are: How to develop a classroom-based
social/political action project; How to incorporate movement and music into classroom
lessons; and How to develop inquiry-based projects. Teachers receive 2 hours of staff
development credit for attending the HET team meetings, and a teacher who prepares
and presents on one of the topics receives double staff development credit.
Over the past two school years, CCDS teachers have spent considerable time
developing trimester interim assessments in ELA and Math. Administration has
provided both training and collaboration time for staff in this area. Staff Development
trainings have been on:



Identifying essential standards
Translating essential standards into “kid friendly” language
Unwrapping essential standards
26


Vertical Alignment
Formative and Summative Benchmark Assessments.
In the 2009-2010 school year, all teachers completed this work and now have trimester
interim assessments in Math and ELA at every grade level, with essential standards
identified and mastery levels for each standard quantified. Teachers use the results of
these interim assessments in a formative way to guide their own instruction, and
summatively to report student progress to parents on our standards-based report cards.
The CCDS Strategic Plan identifies the integration of technology into the curriculum, in
order to help students acquire technology skills and master content area concepts, as
one of our major goals. Teachers have received training in the use of new technology
tools that the school has purchased, such as Interactive White Boards, Digital Cameras,
Document cameras, and wireless laptop carts.
Recommendation #5: Sustain the sense of a “small learning community”, even as the
school expands to become a full K-8 provider.
Response: To accomplish this goal, the Parent-Teacher-Partnership (PTP) has restructured the parent service hour requirement and more fully developed the various
committees and other opportunities for parents to fulfill their service hour requirements.
New committees have been formed, including a parent-social committee at each grade
level which coordinates social events, dinners, play dates, etc. to bring CCDS families
together in a non-school setting. An added emphasis is now placed on the “beginning
of the year” events in which new families are introduced to the school community. PTP
has also made a commitment to continuing all “friend-raiser” events, which have a goal
of building community.
In order to maintain our small learning community environment, CCDS as a whole has
made a more concerted effort to communicate school events and activities to our
parents. Every teacher sends home a weekly newsletter informing parents of the
happenings in their child’s classroom. The CCN Parent Newsletter is sent home bimonthly, mostly by email. A Communications Officer position has been added to the
PTP Board, with the responsibility of sending E-Flyers to parents about school
27
events/activities/meetings or timely information. The CCDS Board of Directors, and
many of its committees publish regular reports to be sent home to parents in the CCN
News. An example of this is the CCDS Safety Committee which created a School-wide
Safety Week early on in the school year, then notified all parents by E-Flyer about the
events of the week, and posted a PowerPoint Presentation on “Safety at CCDS” on the
school’s website.
Recommendation #6: Publicly honor the school’s diversity and reach out as a
community partner to other schools.
Response: Chico Country Day has translated its informational materials and
registration forms into both Spanish and Hmong, which are the two most predominant
ethnic groups in Chico. These materials have been distributed to Head Start schools,
State Pre-Schools and other Pre-Schools and Nursery Schools in the area. CCDS
participates in the CSU-Chico Kindergarten Fair every year, which is an informational
outreach meeting for families of future Kindergarten students.
CCDS also hosts its own Kindergarten and New Parent Orientation meetings to inform
prospective parents about the CCDS program. This outreach is targeted to the Barber
Neighborhood and Chapman Neighborhood, both geographically close to CCDS. Both
neighborhoods have a relatively high percentage of low socio-economic families and
families of color. Since CCDS relocated to its current site, the school’s demographics
have changed markedly, with a significant increase in the number of low socioeconomic students as measured by FRPL participation. This past year CCDS added a
preference in its admissions policy to reserve 10% of the available kindergarten spots
each year to students who reside in the Barber Neighborhood.
CCDS partners with the Chico Music Teachers Association (CMTA) to provide no cost
violin, cello and other strings instruction to students from any school in the Chico area.
CCDS provides the facilities and an instructional supply budget, and the CMTA
provides the instructor. Students perform at various venues and events in Chico
throughout the school year. The CCDS music program also reaches out to other schools
and the community by performing at various community and school events, as well as
inviting other school’s musical groups to perform at CCDS. For example, the CCDS
music program has performed at the Mozart Mile fundraiser, Pleasant Valley High
28
School volleyball games, and intermission for the North State Symphony. Band and
Chorus performances from other schools are regularly invited to perform at CCDS.
CCDS also hosts the annual community performance of the CSU-Berkeley marching
band as they travel through Chico on their way to Oregon. The CCDS Art Program
frequently has students participate in community art projects, such as “Pastels on the
Plaza”, and has promoted student involvement in community art projects and
invitations from the City of Chico to create expressions of art to be displayed in the City.
In 2007 CCDS students completed two pedestals that were constructed and installed on
one of the main street’s sidewalk in downtown Chico.
29
CHAPTER 4
FOCUS GROUP REPORTS
A. Organization: Vision and Purpose, Governance, Leadership and Staff,
Resources
B. Standards Based Student Learning: Curriculum
C. Standards Based Student Learning: Instruction
D. Standards Based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
A1. Vision and Purpose
To what extent does the school have a clearly stated vision or purpose based on its student needs,
current educational research and the belief that all students can achieve at high academic levels.
Supported by the governing board and the central administration, how is the school’s purpose
defined further by expected school wide learning results and the academic standards?
As a California Charter School, we are responsive to students needs and are held
accountable for student achievement. Refer to the website, "California Charter Schools
Association" for more information. CCDS was created by a group of local teachers,
parents, and community members in 1996. There was a need in the community for a
different approach to education that effectively reached more students. The charter
document (see overview pages 2 and 3) speaks of a school which values academic
excellence, with an emphasis on art, technology, social studies, and science and
character development with an emphasis on self-confidence, compassion, and an
appreciation for the natural world. The CCDS Student-Family Handbook explains the
vision of CCDS:

offers lower class size
30





offers a small community environment
is committed to academic excellence
implements the Highly Effective Teaching Model and provides a dynamic,
interactive classroom environment
develops a school wide theme
encourages parents to take an active role in the operation of the school
The expected school-wide learning results target the charter's vision. It is not enough to
provide today's child with only strong academic skills. Schools must also provide
students with good citizenship traits and knowledge of the greater world.
The words used in the charter document are different than the refined version in the
Student-Family Handbook. It is evident, however, that the CCDS community works
together to achieve higher learning results. For example, our current API score is 861
points, the single highest increase in any school in Chico. Not only is our academic
standing ranked high, our student behavior is notable. Our expulsion rate in 2008-2009
was 0% and the suspension rate was 2%. There is a strong commitment by staff to
create life long learners. Each teacher organizes curriculum and instruction around
universal concepts that are applied to the greater world. Yearlong themes are created
with concepts such as change, interdependence, diversity, stewardship, etc. (See
yearlong planning sheets) In addition, a social action or service learning project in each
grade level, promotes a connection to the real world.
There is currently no process for regular review/revision of the school's vision as
written in the charter. However, board members, teachers, parents, and community
members have recently created a Five Year Strategic Plan. This plan is developed with
student needs, global, national and local needs, and the community conditions as a
guide. Effort is made yearly to improve different aspects of our program.
A2. Governance
To what extent does the governing board have policies and bylaws that are aligned with the
school’s purpose and support the achievement of the expected school wide learning results and
academic standards based on data-driven instructional decisions for the school; delegate
implementation of these policies to the professional staff; and regularly monitor results and
31
approve the single school wide action plan and its relationship to the Local Educational
Association plan?
The policies of the board are clear and available in the charter and the bylaws.
Composition: The board of Trustees of Chico Country Day School is comprised of not
less than ten (10) members and not more than thirty (30). The Principal and Executive
Director are Trustees, but follow the Conflict of Interest policy adopted by the board,
and do not vote on any item that is considered “of interest” to them. The teaching staff
elects two teacher to serve on the board, and these teachers serve two year terms, with
alternating terms. The current Trustees elect the remaining Trustees, after potential
members have been nominated by the Board Development Committee. The Board is
made up of people who will serve the interests of the school effectively, in terms of their
professions. For example, the Board seeks a broad and unique set of members,
including attorneys, educators, financial professionals, or people with extensive
experience in the public sector or private sector. Additionally, the Board has parent
board members as well, following the same criteria as above, seeking parents with the
time to volunteer and also the professional capacity to assist the school in their fiduciary
responsibility. The Board does not have more than one-third interested parties: those
members who are paid by the school.
Duties: The duties of the Trustees are many, but are specific to the legal and financial
aspects of the school. Examples of such duties are: to select and remove the Principal
and the Executive Director as well as set duties for them, to enter into contracts and
leases, to raise funds, to maintain insurance, to determine who shall be authorized to
sign notes, checks, etc.
Meeting times: The board meetings take place on campus in the Multi-Use Room. The
board meets regularly on the second Wednesday of every month, and the meeting
agenda is posted in concordance with the Brown Act. Special meetings are called on
occasion but noticed within 24 hours, as required by the Brown Act. An annual
meeting takes place at the end of the school year to elect new Trustees and Officers..
The Trustees sign a Code of Ethics statement. This can be found in the Bylaws. The
ethics statements clearly put the success of the school and students in the forefront of
Board decision making. As stated in the Charter, the governing Board is responsible for
all making all educational and operational policies. One member of the Board is often a
32
PTP member (the CCDS parent membership group) and two of the members are
teachers. This keeps the board directly connected to the educational programs and
direction of the school. It allows board members from the community that may not
know or understand the vision of CCDS to get a clearer picture of how teachers and
parents create a Highly Effective Teaching program. The mission and vision are clearly
stated on the main page of the school website and all board members are exposed to
these ideals on a regular basis. They are also very involved in fund raising and
community events with the school which allows them to witness firsthand the type of
community that is fostered here. The Board gets regular reports from the Principal on
educational progress and process and can make/adjust/set policy using results based
data from the educational/academic program.
There are many places for the public to access the role of the Board. The charter is
posted as a PDF file on our website. Furthermore, the Board posts meeting agendas on
the office window and on the website. The Board works closely with the PTP and the
administration so information flows smoothly between these groups. PTP newsletters
(Chico Country News or CCN) come out monthly and the Executive Director and
Principal often have an article that covers current board issues. In the staff handbook
on pgs 42-45 the structure of the board and administrative duties are outlined so the
staff can understand how the operations of the school are balanced. There are many
emails and fliers that remind parents of PTP meetings. At our September PTP meeting,
the Principal spoke about board action and invited people to come to board meetings.
They are always encouraged to be active in PTP. Finally, if they are reading newsletters
and getting emails, they have current information about what’s going on in the decision
making process of the school. At the new parent orientation meeting Mr. Weber and
our PTP president, Andrew Coolidge, spoke about PTP and how parents can get
involved in school governance. Mr. Weber and Mrs. Reece are always quite clear in
their writings in the newsletters that they have an open door policy.
Mr. Weber is a member of the board and he gives regular updates on the academic
programs as well as other areas of activity from the regular school program. This
includes but is not limited to safety program news, tests scores, budget items, and staff
training that is happening. Furthermore, because two teachers sit on the board, the
board hears what is happening from their perspective as well. This gives the board
current news and information to base current and future decision making on. Mrs.
33
Reece gives regular updates based on the school budget. The Code of Ethics within the
Board Bylaws refers to the board members making their decisions focused on being
student centered. Several board members are parents so they are often very involved in
the academic program, from field trips, to plays and special performances, and other
special events. The teachers and administrators on the board are very involved in all of
the school activities as well. These interactions allow them to bring information and
knowledge back to the board to keep the board moving in the right direction with their
policy and decision making.
The Chico Country Day Staff Handbook contains clear and thorough information
regarding staff responsibilitiesand covers a wide range of staff responsibilities,
including but not limited to: certification and licensure, performance evaluations,
standards of conduct, and employee benefits. Additional information regarding staff
responsibilities can be found in several elements of our Chico Country Day School
Charter. Two teachers sit on the governing board as staff representatives, increasing
staff participation and knowledge of the governing process.
The Chico Country Day Charter contains clear information regarding the evaluation of
school performance.
Element 2 of the charter refers to clear and measurable desired outcomes for student
achievement based on the California State Academic Content Standards.
Element 4 of the charter refers to major roles of the governing board, including
establishing and approving all major educational and operational policies, approving
all major contracts, approving the school’s annual budget and overseeing the school’s
fiscal affairs, selecting and evaluating the top administrative staff, and overseeing
fundraising activities.
Element 9 clearly states the manner in which an annual audit of the financial and
programmatic operations of the school is to be conducted. CCDS will provide Chico
Unified School District with quarterly financial reports in accordance with current law.
In addition, CCDS compiles and provides to the district an annual performance report,
which includes the following: student progress data from assessment instruments
(listed in Element 2), a summary of decisions and policies established analysis of the
effectiveness of internal and external dispute mechanisms, and a summary of the fiscal
health of the school.
34
CCDS and Chico Unified School District set up annual site visitations to provide further
monitoring of the progress of the school, and to meet the oversight responsibility of the
District.
Element 14 of the CCDS charter outlines the dispute resolution process, oversight,
reporting and renewal. This section of the charter deals with disputes arising from
within the school as well as those that develop between CCDS and Chico Unified
School District.
In addition to conflict resolution procedures outlined in the charter, a
Complaint/Grievance Form may be found in the staff handbook. This form provides
stakeholders a forum for filing an official complaint with the governing board.
Complaints on this form generally challenge an aspect of school procedures or the
capacity of some staff member to render continued service. Other areas of the form
allow for administration or the governing board to record all prior steps taken to
resolve the conflict. Complaints and/or conflicts are usually resolved before arriving at
the grievance process through open communication between leadership and staff.
35
A3. A4. Leadership and Staff
To what extent based on student achievement data, does the school leadership and staff make
decision and initiate activities that focuses on all students achieving the expected school wide
learning results and academic standards?
To what extent do the school leadership and staff annually monitor and refine the single school
wide action plan based on analysis of data to ensure alignment with student needs?
School leadership and staff use student achievement data to drive and refine programs
to meet the student’s needs, yearly. API scores, observations corresponding to life skills,
and authentic assessments in the form of portfolios are shared with the staff, board of
directors, and parents each year. As these are reviewed, staff compiles and Annual
Improvement Planning Goal based on the needs that are seen. A school wide vertical
alignment document of the state standards are in place ensuring all standards are
addressed and met. Each grade level implements benchmark assessments mid way
through a grading period to check that progress is being made for all students. Friday
planning times allow the teachers to collaborate about and analyze the progress
towards the ESLRS. Annually, a school wide theme is developed by the teachers
following the HET model. We use this as a guide to reinforce the life skill portion of
HET and communicate this with parents and students.
Each year, the staff and leadership analyze student achievement in the form of STAR
testing/API scores and during the year benchmark progress are tracked for all the
students. This allows use to identify students that are proficient or advanced on state
tests or have mastered benchmark goals as our ESLRS state. This allows us to be sure
students are demonstrating competency in reading and math skills that was considered
a critical academic need. From this analysis, leadership and staff define areas of need
and strength with our Annual Improvement Plan and devise a curricular area to focus
on as a school for that year.
Many resources are provided for students to reach the Expected School Wide Learning
Results (ESLRS). All children receive art and music instruction provide by credentialed
art and music teachers. All students participate in multiple standards based field trips
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each year which enhance their learning. There is a competitive middle school sports
program. Technology is used in all classrooms including smart boards and laptop carts.
Students have the opportunity to learn about technology in middle school elective
classes as well as Spanish, cooking, leadership, dance, and construction to name a few.
The school sends new staff to be trained in the HET model soon after hire and provides
staff with professional development training as well. CCDS provides summer school
and after school intervention classes for those children that are not meeting benchmarks
and struggling learners. We follow a “Response to Intervention” or RTI model that
reaches many students during the school day. Our afterschool program provides
opportunities for homework help in their “Homework Club.” Most of our instructional
aide time is working with intervention groups every day. We have a full time special
education teacher, a part time speech and language teacher, and a part time school
psychologist. We have purchased many intervention materials in the past year since we
have provided our own RTI program. Most of this is coordinated during our Friday
planning time. As all this is being provided, teachers and aides are monitoring the
students involved to mark progress toward the ESLRS.
CCDS has employment policies and staff qualification standards that are clearly laid out
in the staff handbook, employment contract and the charter for all employees. All
aspects of hiring processes, job sharing, leaves of absence, credentials or qualifications
required, evaluation process, and codes of conduct are addressed.
School and leadership staff is highly qualified at CCDS. One hundred percent of our
teachers are Highly Qualified, two teachers and both administrators have advanced
degrees. Two additional teachers are in the process of obtaining an advanced degree.
All middle school teachers are teaching in their area of specialty. We have two BTSA
mentor teachers and two teachers enrolled in the BTSA program. All staff is provided
with teamwork training, safety training, and school wide procedural training at the
start of the school year. Teaching staff are required to attend 21 hours of Professional
Growth per year. Teachers are also on cross grade level Highly Effective Teaching
“Teams”. This is a support system for all teachers using the HET model that allows for
collaborative time and peer review. Classified staff meets educational and/or other
qualifications in the job descriptions. At the start of the school year, all staff meets to
review school wide procedures, school wide theme and life skills, and throughout the
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year are trained in safety. Both classified and certificated are sent to appropriate
trainings that apply to their job.
At CCDS, the teaching staff is assigned on the recommendation of the principal. All
teachers have multiple, or single subject credentials; there are no emergency
credentialed staff members. We are staffed with the goal that each grade level has one
CLAD teacher and each curricular area in middle school has a teacher with the
appropriate credential. Teachers infrequently leave their positions at CCDS, so the
staffing is rather conistent. Our special education program has a credentialed special
education teacher, a speech and language specialist and a school psychologist. The
teachers participate in a “Highly Effective Teaching” group that meets periodically to
collaborate on the HET model. This includes teaching strategies, curriculum, behavior
and research that address quality student learning.
Chico Country Day School has written policies, charts, and handbooks that define
responsibilities, operational practices, decision-making processes, and relationships of
leadership and staff. These policies are defined in the Staff Handbook, the charter, and
the staff contract. Information concerning above items are accessed by knowing these
documents. The Staff Handbook has a table of contents listing where information can
be found on any topic related to the procedures and practices of CCDS. The contract
specifies job responsibilities required.
There are many existing structures for internal communication, planning, and resolving
differences at Chico Country Day School (CCDS). They are effective because the staff is
required to collaborate with grade level partners to improve instruction and student
learning through, but not limited to, integrated multiple intelligence activities and
study trips, and communicate this collaboration with administration once a week. The
staff also communicates through “Staff Bulletin” once a week; CCDS-staff announce
emails, or specific emails between colleagues. Grievances are handled through our
grievance policy.
Chico Country Day School offers many opportunities for shared responsibilities, actions,
and accountability to support student learning. Staff Development is often presented
by faculty or the teachers have been trained as a whole by outside experts. Friday
collaboration days between grade level partners and HET (Highly Effective Teaching)
meetings create accountability among its small group members.
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School leadership regularly reviews the existing processes to determine how effective
CCDS is in encouraging successful student learning. Every year the teaching staff turns
in their Yearlong Theme plan to the principal along with goals for the year. STAR test
scores are reviewed looking for trends of strengths or weaknesses in the students that
are currently being taught and the students that were taught the previous year. Goals
and benchmark assessments are created according to those scores. Vertical alignment
between grade levels was created to view the whole school picture and decide the
degree of importance of standards.
A5. Leadership and Staff
To what extent do leadership and staff involve themselves in ongoing research or data-based
correlated professional development that focuses on identified student learning needs?
Time is given for professional development each Friday afternoon. Students are
dismissed by 12:10 and teachers have from 1-3 reserved for professional collaboration
time and professional development. Time was provided before school began to map
out year long benchmark assessments. These are used to ensure that students are
progressing toward the year long learning goals.
Staff is on a regular schedule for evaluations every 2 years. Staff complete preobservation conference/goal setting form with administrator and discuss after
observation is completed.
Periodic walk throughs by administrator provide on-going feedback.
Currently K-8 staff is offered the same professional development opportunities. Student
performance at grade levels is not necessarily considered when determining the topics
provided by administration. Some topics are suggested and/or provided by teachers,
such as various Book Shares, a series of workshops presented on using academic
language in the classroom, and “Brain Compatible Teaching Strategies” training.
A6. Resources
To what extent is the human, material, physical, and financial resources sufficient and utilized
effectively and appropriately in accordance with the legal intent of the programs to support
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students in accomplishing the academic standards and the expected school wide learning results?
Staff input, as well as input by all shareholders, is utilized to make resource decisions.
Priorities are determined based on student need and budget allocations are reviewed in
order to meet those needs. The school has a focus on hands-on learning experiences
and study trips. These are presented each year by each teacher in their Year-Long
Planning sheet. The teachers present their plans for enhancing student learning of the
content standards outside of the classroom. Funding for the study trips is partially paid
for by the school, with a portion of the budget used yearly to support student learning
in this fashion.
Leadership and staff worked together at the end of the past school year to determine
supply needs for the upcoming school year. Supplies were gathered through donations,
inventoried, and distributed to each grade-level team.
A procedure is in place for requesting supplies. A supply requisition form is filled out
by the teacher, sent for approval by the principal and executive director, and then
ordered by the accounts receivable department. All items that are requested go through
an approval process prior to being ordered.
A six-person budget committee meets monthly to insure the appropriate use of
institutional funds. This committee reviews the budget regularly, makes adjustments
when needed due to state adjustments, and prepares reports for the Board of Directors.
The Executive Director, in cooperation with the Finance Committee, presents an annual
budget for approval by the Board of Directors. The Finance Committee makes
recommendations to the Board, with the Board making final budgetary decisions.
An independent auditor conducts an audit each year. The report generated is
submitted to the district, county, and state. Additionally, a line-item report is given at
each board meeting, with any discrepancies researched and followed-up upon
immediately.
All classrooms meet fire safety codes, have emergency kits, and are equipped with fire
extinguishers. There is adequate space on campus to accommodate 20:1 class size in
grades K-3 and 30:1 class size in grades 4-8.
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Two full-time custodians share the responsibilities for maintaining the school site. They
perform routine cleaning and maintenance and also respond to maintenance requests
that are submitted by staff members. Additionally, all-school cleans are scheduled
periodically to assist in the maintenance and beautification of the school. Parents,
students, and community members assist in a variety of ways around campus, under
the supervision of the custodial staff. Periodically throughout the year community and
service groups have volunteered beautification projects. The Rotary Club of Chico,
Chico State Fraternities, Butte College Horticulture Students, and “Love Chico”
Churches have all volunteered on the CCDS campus.
When needs arise, staff members have access to supply requisition forms. The
completed form is returned to the principal who assesses the need for the request as
well as budget allowances. The executive director is consulted regarding available
resources within the budget in order to make the purchase. This process allows for the
professional recommendation of the teacher, overall support of the administration, and
ensures that the needs are within the scope of the budget.
Each year, grade-level teams assess the needs of the upcoming students by looking at
test scores and consulting with the previous teachers. These teams make
recommendations regarding needs for textbooks, support technology, and
manipulatives for the upcoming year. These materials are maintained by the gradelevel teams and used to enhance the learning of the students.
A technology consultant works to maintain, monitor, and repair the technology we
currently have. Requests are submitted for maintenance and repair and he responds
promptly to these requests.
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A7. Leadership and Staff
To what extent has the charter school’s governing authority and the school leadership executed
responsible resource planning for the future? Is the charter school fiscally solvent and does it use
sound and ethical accounting practices?
The school reviews its long-range financial plan at least two times per year. The finance
committee looks at the Multi-year Projections (MYP), which projects out the school’s
income for five years. The MYP is updated every year upon the signing of the current
year state budget and by obtaining forecasted budgetary numbers from School Services
of California, the California Charter Schools Association, CASBO, and other reputable
sources for budgetary numbers.
The decisions regarding resource allocation are made after the staff offers input as to
what they see their needs are, for example textbook adoption or additional resources for
Enlish Language Arts, Math or PE. Additionally, the principal looks at STAR testing
data to evaluate any shortcomings in the performance of our students. Finally, after
these analytical processes and the determination of the fixed costs of the organization,
such as contractual obligations for salaries, benefits, and other operational costs, the
Executive Director develops a draft budget with the Principal, which is then presented
to the Faculty, then to the Finance Committee for recommendation to the to the
governing Board of Directors, which approves the final budget at their meeting in June
of every year.
CCDS uses the California School Accounting Manual as guidance for regular
accounting practices. Financial Policies are a part of the CCDS board handbook and
also guide accounting and business practices. An external audit is required by law and
is performed once a year by an independent auditor hired by the Board of Directors.
This external audit is submitted to Chico Unified School District, Butte County Office of
Education, and the California Department of Education for approval.
The process of creating a transparent process begins annually in October and ends in
July. Initially, a draft budget is created between October and December. Beginning in
January, the executive director and the principal meet with staff during a staff meeting
to discuss the budget and the allocation of resources. Input is offered by the staff to
gather suggestions to improve curriculum or instruction, as well as prioritizing the
ideas in order of importance. Later, after the input has been summarized, it is
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presented to the Board of Directors in the spring with recommendations for
expenditures, based on the areas of need to improve student achievement. Finally, after
the state budget informs schools as to “their piece of the pie,” final budget plans can be
determined and solidified.
Adequate compensation: CCDS ensures adequate compensation for staff by examining
the pay scales of surrounding districts and charter schools. The administration orders a
Salary and Benefit Report that compares CCDS salary to surrounding districts and to
schools of similar size. Currently, certificated staff are paid at approximately the same
rate as other teachers within Chico Unified School District. Administrative pay is lower
comparatively, and classified staff compensation is lower comparatively, although
efforts have been made by the Board of Directors to attain a level of compensation that
is within the range of CUSD classified staff pay as well..
Adequate staffing: CCDS ensures adequate staffing by keeping class sizes lower and
keeping the ratio of student to teacher lower than our area’s public school counterparts.
Reasonable accumulation of reserves: Financial reserves are not required by law for
charter schools, unlike a school district. However, the CCDS Board of Directors has
made adequate reserves a priority for the school to ensure that future budget cuts or
unexpected budget items can be covered, and thereby ensuring a financial future for
our school. By comparing required reserves of school districts by CDE, our Finance
Committee determined that, based on our enrollment, four percent of our general fund
revenue will be set aside annually as undesignated reserves. Additionally, since
becoming an LEA for Special Education, our Board of Directors mandated that 2% of
our general fund revenues be set aside annually for a designated reserve for Special
Education.
Chico Country Day School currently enrolls 540 students, of which 70 are new students
in the 2009-2010 school year. We have approximately 200 students on the waiting list.
We successfully expanded to an 8th grade in 2008 and the expansion plan called for a K8 school with three classes in grades K-3 and 2 classes in grades 4-8. In 2009-2010, we
have accomplished this goal and have three classes in grades K-3 and two classes in
grades 4-8.
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To attract students and parents, especially those of the targeted population that
surrounds CCDS, known as “Barber Yard”, volunteers are enlisted to visit and
distribute information throughout the area door to door, and post information at the
library, grocery stores, churches and community parks. Additionally the school has
translated its informational and promotional materials into Spanish and Hmong.
Information about the school is presented at an annual Information Night at the school,
as well as at the CSU-Chico Kindergarten Fair. Promotional materials are distributed to
the neighboring pre-schools and Head Start offices. We advertise in the local
newspapers, North State Parent magazine, KZFR radio, and the Butte Parent Directory.
There are three phases to the CCDS marketing plan
1) Building community awareness of our school through public relations and
activities throughout the area; website development, advertisement in local
publications, and newspapers;
2) Enlisting dedicated individuals and community organizations who are
interested in becoming key participants in CCDS by volunteering time and
services and;
3) Recruiting families with children who will attend CCDS, including those in
public schools whose home attendance is in PI or has an API state rank of 1 or 2,
such as Rosedale Elementary School and Chapman Elementary School.
A8.
The school has developed policies, procedures, and internal controls for managing the financial
operations that meet state laws, generally accepted practices, and ethical standards.
CCDS has written fiscal policies that include a Budget Development and Oversight
Calendar and responsibilities to guide fiscal controls throughout the year. Ongoing
fiscal management ensures that expenditures are authorized by the board-adopted
budget and that all transactions are recorded and documented. Check request and
requisition forms must be filled out for non-payroll expenditures and then approved by
the principal and/or the executive director. All expenditures must be co-signed by the
executive director, the principal, or one board member. All transactions are posted in
the general ledger.
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Annual Financial Audit
The school has an annual independent financial audit that employs generally accepted
accounting principles, including a listing of audit exceptions and deficiencies , if the
auditor determines that there are exceptions. There are written policies on the scope
and responsibilities related to an independent financial audit. The audit is reviewed by
the Finance Committee of the Board and is approved by the Board of Directors. The
independent auditor sends the audit reports to Chico Unified School District, Butte
County Office of Education, and the State of California.
Compliance of Personnel
Evaluate the degree to which personnel follow the fiscal policies and procedures.
The staff is compliant with fiscal policies and procedures. Check requests and Supply
Requisition forms are required to be filled out by staff in
Processes for Implementation of Financial Practices
Explain the effectiveness of the following: The school has processes and protections for the
following: 1) who is authorized to sign contracts, write checks, and release institutional funds;
the monitoring of payroll information; the review of bank reconciliations and
deposits/withdrawals of all school financial accounts; the policies and procedures for the use of
credit cards and other lines of credit.
The Executive Director, and Principal or authorized board member may sign checks,
but there must be two signatures on all disbursements. Internal controls include having
three people look at all financial transactions including checks, payroll, bank
reconciliations, and deposits. One of these three is an outside bookkeeper who reviews
and reconciles bank statements and reports to the Finance Committee. Additionally,
the Finance Committee reviews and approves all disbursements once per month and
reviews and approves any reimbursements to the Executive Director or Principal. The
Executive Director is allowed to sign contracts up to $2000, otherwise contracts are
approved by the Board of Directors. The school has one credit card, American Express,
and the transactions are approved by the Finance Committee at their monthly meeting.
The school has a line of credit through the bank, and the use of this line of credit must
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be approved by the Board of Directors. The line of credit is limited to $100,000 and is
only in case of emergency, such as a lack of cash flow from the State of California. IT
has never been utilized.
Contracts – Accounting
Explain the effectiveness of the following: The school has a contracting process for services,
equipment, and materials and accounts for all contracts of $75,000 or more and their purposes.
According to the CCDS Fiscal Policy #2, “All purchases in excess of $16,000 must bid by
a board-approved process, except in the case of emergencies that necessitate the
purchase of emergency response supplies, equipment, or services.” The process
includes obtaining 3 bids and having the contract approved by the Board of Directors.
The school has never had a contract for more that $75,000 but if it did, the Public
Contract Code would be followed. Since the school does not own a facility and is not
responsible for major maintenance or renovation of the facility, so far, CCDS has not
encountered the rules for awarding contracts over $75,000.
Areas of Strength:
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Waiting list of over 200 students proves that school's vision resonates with
families in Chico.
Mission statement that is evident on all forms of communication.
Through professional development, staff meetings, school wide events, and
parent newsletters, the purpose of CCDS is strongly promoted.
CCDS has a dedicated staff that is willing to make necessary changes to improve
the school.
CCDS has been a successful California Charter School since 1996. Much of this
success is due to the clarity and consistency of the Bylaws of our board of
Trustees. CCDS has grown and learned from prior experience and continues its
commitment to the success of the school.
The Board is a cross section of stakeholders in the success of the school. Because
of this, they make their decision grounded on the mission and vision of the
school.
In recent years the PTP organization and the office have worked hard to compile
email lists to send out information on a regular basis. This has helped in keeping
the lines of communication open.
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The strength in the vision of the school lies with good communication and
adherence to policy. The board is connected to the daily operation of the school
and gets insight into the school wide learning model.
The staff handbook is very clear regarding the responsibilities of staff members.
The staff handbook is returned and updated every year, and steps are taken at
the beginning of each school year to discuss changes to the handbook.
Policies and procedures in this area are well-defined and well-understood by
stakeholders of the school. Monitoring and evaluation are important elements of
the culture of CCDS.
Complaints and grievances are taken very seriously by the governing board and
administration, and according to our Executive Director, these policies have
worked well.
Annual Improvement Planning is a guide that leads us to meet the student’s
needs.
We have multiple resources providing enhancement and intervention in the
school setting.
The staff handbook is very thorough in employment policies.
The information highlighted above, from the handbook, is used consistently by
administration and teachers so that the procedures are clear or can be referred to
for references.
CCDS is highly effective in collaborating with colleagues. This is a major part of
our school and respect and compassion are prized as well.
21 hours of professional development provided at no cost to staff.
Time created for collaboration.
Teacher produced benchmarks and benchmark assessments.
Most teachers are trained in ITI/HET
Parent donations
Leadership- open stock and purchases
Student access to supplies
Preventative measures to keep class-size, programs, and resources intact
Strong advisors on finance committee
Breadth of knowledge represented on Board and Finance committee
Areas of Growth:
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Clear vision which can be articulated by all stakeholders.
Annual review and refinement of the charter, hiring procedure, board bylaws
and handbook by stakeholders including a new employee orientation.
Adequate facilities, storage space.
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Inventory of curriculum with database.
Peer observation, mentoring and coaching are not practiced or evident to
implement innovations or encourage improvement.
 Written board policy for contracts of $75,000 or more.
Evidence Examined:
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Charter Document
Website: http://www.myschool.org/AM/contentManagerNet/Default.aspx?Secti
on=About_Charter_Schools&Template=/TaggedPage/TaggedPageDisplay.cfm&T
PLID=2&ContentID=3538
Student-Family Handbook
CCN (Chico Country News)
API results
Yearlong Theme Planning Sheets
Chico Country Day School Bylaws pg. 1-6
Article 4 of the Charter.
The home page of www.chicocountryday.org.
CCDS Board of Directors Bylaws.
Charter
board bylaws
parent handbook
PTP information from website
staff handbook pgs. 42-45.
Discussion with Margaret Reece
Vertical alignment document
Annual Improvement Planning
School Wide theme planning
STAR scores
Benchmark goals
Music schedule
Art schedule
Intervention schedule
Summer school letter for attendance
2009/2010 budget
Staff Handbook p. 1-40 and 67-98
Employment contract p.2-6
WASC/CCDS Profile Guide p.11, 12
Employee contract p. 2, 3
Employee handbook p. 47, 48
Job descriptions
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CCDS WASC profile document p.11,12
CCDS Budget 2208/2009,
Staff Handbook p.48
pp. 43 & 44 – leadership division of duties
pp. 46 – life skills and lifelong guidelines
pp. 57 – 66 – schedules
pp. 67 – 98 – staff policies
pp. 115 – retention policy
pp. 117 – 119 & 121 – evaluation process
The Charter: Element 1
Staff Contract: pp. 9
Staff Handbook: pp. 122 – Grievance Practices
Staff Development: Step Up To Writing
Susan Kovalik Conference
Brain Gym
BTSA training for new staff and from seasoned staff members
Mentor Teaching for CUSD student teachers
Presenters from our staff at Charter School Conferences
Five minute observations by principal
RTI
21 hours of additional learning from certificated staff
1st grade homogeneous language arts groups
Supply requisition form
Auditor’s report
Student survey- Rachel
Prop 1D plan
School map
Faculty input RE allocation of resources
Notes from January staff meeting
Accounting policies in the CCDS board handbook
Salary comparisons of similar schools in area
Salary comparisons of schools in State
Current salary schedule
Student recruitment plan 2007-2008
CCDS Budget v. Actuals
CCDS Financial Statements with Independent Auditor’s Report for the Fiscal
Year Ended June 30, 2008
Budget Saving Ideas - Staff Meeting 3/27/09
SABRE Salary and Benefit Report CCDS Statewide Comparison
Salary Comparisons table
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Student Recruitment Plan 2009-2010
Charter School Unaudited Actuals Financial Report
CCDS 2009 - 2010 Budget
Charter School Budget Report
Charter School Interim Financial Report
Charter School 1st Interim Report
CCDS Fiscal Policies
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B1 Curriculum:
To what extent: do all students participate in a rigorous, relevant, and coherent standards-based
curriculum that supports the achievement of the academic standards and the expected school
wide learning results?
Using research-based strategies is a quintessential aspect of Chico Country Day School.
Integrated Thematic Instruction is the instructional model that guides curriculum
development for all grade levels and content areas. 90% of CCDS teachers have
attended week long ITI institutes focusing on current brain research and its implications
for school curriculum. Use of the ITI model is evident in the Year Long Theme Plan
developed by each teacher and submitted to the principal at the start of every school
year. The school’s faculty is divided into cross grade level Highly Effective Teaching
teams who meet regularly during the academic year. The purpose of these teams is to
share, discuss and evaluate the use of research-based curriculum models.
Chico Country Day School also offers a variety of professional development
opportunities to its teachers in the area of curriculum. Teachers have attended
workshops on Power Teaching, writing, literacy, academic conversations, academic
vocabulary, and the use of movement in the classroom. These workshops have been
developed from research by Kate Kinsella, Robert Marzano, and Juan Ybarra. Last year
12 teachers participated in a school reading club on the book Boys Adrift in order to
help struggling boys survive in academic settings. CCDS teachers also belong to
professional organizations like: California Council for History Education, California
Math Council, North State History-Social Science Project, California Math Project, and
the California Writing Project.
Evidence of the use of research based curriculum strategies can be seen in the classroom
lessons students participate in. Curriculum is presented to students in away that
address many of the multiple intelligences. Along with literacy based activities,
teachers use curriculum that address visual, rhythmic, and kinesthetic intelligences. ITI
research shows that learning outside of the classroom in a real world context improves
student learning. As a result, teachers incorporate between 5-10 study-trips a year into
their curriculum as apparent in the school wide calendar found on the wall of the main
office.
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Chico Country Day School teachers have developed a standards-based curriculum at all
grade levels. Teachers at each grade level have also broken the California Content
Standards down into essential standards for math and language arts curriculum. This
is evident in the wide range of standards based lessons students are expected to master.
CCDS has gone beyond instruction of the standards by implementing an assessment
policy based on the essential standards for math and language arts. Each trimester
students are given bench mark assessments based on the instructional standards of that
grading period. The results of those benchmark assessments are used to guide
curriculum and student grouping for the next trimester. Standards-based reports
inform parents on the progress toward standards for each grade and content area.
Chico County Day’s success in standard-based curriculum and assessment is evident by
the strong scores of the school on California’s yearly STAR tests.
Over the past several years, Chico Country Day School has worked on a comprehensive
project of vertically aligning each of its academic curriculum areas in an effort to ensure
that the identified essential standards are articulated and covered at every grade level.
After identifying the essential standards that are critical to each grade level, teachers
have specified and/or designed the benchmark assessments that will measure their
students’ mastery of those standards. The standards that the teachers teach are then
sequentially identified and placed as to when to teach them in the first, second, or third
trimester. Each grade level has a timeline in which the standards are taught and
assessed. Additionally, our faculty has had targeted instruction on how to do
“backwards planning,” which encourages teachers to start with the end in mind,
mapping your curriculum starting with the assessment, then moving backwards to
ensure that each and every activity builds on the next.
When the STAR tests are returned to the school in the late summer, the Chico Country
Day School faculty meets to identify learning gaps and articulate a school wide
curriculum area of focus for that year. For example, if it was noted that the data from
our STAR tests as well as the other multiple measures seem to point to a general school
wide weakness in English Language Arts: specifically mechanics and grammar, then
our school would make that our focus for the year, researching the most effective ways
to teach it and for our students to learn it. We may concentrate professional
development in this area. From that articulated work of targeting best practice
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strategies for that content area, we may refine our instructional design, as well as create
better assessments to help us to more specifically measure student knowledge.
Since life skills are an integral part of our school in reaching and nurturing the whole
child, these character values are integrated throughout the curriculum in ways that are
relevant to the concepts being studied.
With regard to our school wide expected learning results (ESLRS), Chico Country Day
School students are held to high expectations for achievement, as clearly articulated by
our benchmark assessment progress monitoring. Teachers and administrators engage
in professional development to hone skills to offer best practice strategies to our
students. Collaborative grade level and cross grade level teams meet on Friday
afternoons to focus on student achievement by designing and refining curriculum to
better meet the needs of our students. Finally, the school has worked at offering school
wide parent meetings (PTP) on subjects that encourage outstanding student
achievement (science fair support) as well as informational meetings on wellness and
ways to be involved in positive ways in the classroom and on campus as volunteers.
Our school newsletter which comes out twice a month offers great information about
ways to support students in building the life skills.
CCDS teachers develop and prepare lessons based on the California State Standards.
The CCDS staff has completed a vertical alignment in the areas of math and language
arts to ensure that essential standards are being met. This helps grade levels choose
curriculum choices based on the California State Standards and knowledge from
previous grade levels. CCDS teachers collaborate as a grade level to review student
work and plan their curriculum to the California State Standards. CCDS teacher plan
their curriculum and administer benchmarks assessments 3 times a year to ensure the
students are meeting their learning goals.
CCDS uses a variety of ways to meet all students. CCDS teachers utilize the multiple
intelligences (MI) with planning their curriculum. The MI model ensures learners are
getting the curriculum delivered in a way that they learn best. Primary teachers
differentiate their instruction by utilizing flexible ability groups so reteaching or
challenge teaching can occur. The middle school offers electives in subject areas. They
offer an online Geometry math class to students who have met the Algebra Standards.
CCDS uses an RTI (Response to Intervention) model to insure that all curriculum is
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rigorous and relevant to individual student who may be struggling or have a special
need. The RTI policy and flow chart clearly state how Tier 1 and Tier 2 techniques will
be used at CCDS to help students at all levels become successful.
It is the mission of Chico Country Day School to provide a broad and enriched K-8
education, emphasizing integrated teaching based on the California State Teaching
Standards. We use a method of teaching based on Integrated Thematic Instruction, or
ITI, which weaves subjects together based on a thematic year-long theme. (See CCDS
Strategic Plan Spring 2009) All teachers are required to attend ITI training, as well as
staff development through ITI trained personnel at our Highly Effective Teaching, or
HET meetings. (See Staff Bulletins)
The CCDS staff meets each year to discuss a year long school wide theme that will
connect all the classes Kindergarten through 8th grade. Last year, our school wide
theme was, “Going for the Gold”. This year our school chose, “Building for Success”.
This theme is used school wide to teach Lifelong Guidelines and Life Skills, and to
integrate subjects throughout the curriculum.
At each grade level, teachers collaborate to find a central theme that connects to the
social studies and science concepts they need to address at their grade level. For each
concept, they find ways to integrate California State Standards in Language Arts,
Science, Social Science, Math, and Art, to name a few. Each grade level comes up with
study trips or “being there” experiences as part of the integrated thematic teaching
units of study. These study trips “kick off” the unit of study and create a fair playing
field for all children to be successful. Most classes average 10-15 study trips per year.
(See Year Long Theme Planning Sheets)
After the initial “being there” experience, teachers create lesson plans that integrate
their central theme throughout the curriculum. For example, in Kindergarten, they will
visit the Farm. Each child will be exposed to the same information and using their five
senses, will bring back information to be used in their projects and activities. The
teacher will read books about the farm, have the kids write about the farm, and
integrate language arts, science, social studies, art, math and music lessons as well. In
second grade, the theme of the week is Bears. The concepts and skills to be learned are
extracting information from text, life cycle of bears, and working in a cooperative group
towards a common goal. As you can see from the lesson plans, (See Mrs. Master’s 2 nd
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grade Lesson Plans) students will be reading literature on bears and writing expository
text. (paragraphs) Each Physical Education lesson is connected to this theme as well.
At stations, the students will be sewing bears, doing bear logic math, and making a
Venn diagram comparing Goldilocks and the Three Bears with The Three Blairs.
In third grade, the classes took a trip to the Wetlands. For one assignment, students had
to create a report on their experience and the content they learned in class. (See
Thematic Teaching Evidence: Wetlands-Third Grade)
The students researched
wetlands on the computer, read A Wetland Habitat, by Bobbie Kalman, wrote a
summary of what they learned, created a Food Chain for science, wrote a science report
and drew pictures about the wetland habitat, and created a real hands on wetland to
display in class. One student did a report on the water cycle creating a song and a map
using social studies, science, art and music. (See Thematic Teaching Evidence: Water
Cycle)
In fourth grade, the classes visited a worm farm.
decomposition and organic matter.
In science, they learned about
In reading, they read Diary of a Worm and
discussed myths about worms. In PE, they did a relay using a landfill as a theme and
learned about recycling, composting, reusing and reducing. In science, they did worm
experiments, grew bacteria and have their very own worm farm they will use in our
school garden. In Language Arts, they wrote analogies for worms, learned fact versus
opinion and wrote a creative writing piece called, A Day as a Worm. (See Quick Sketch
of Fourth Grade-Bower class)
In sixth grade, the students create pop-up books they add to all year long. These books
are like portfolios showing samples of different standards learned.
This project
includes art, science, social studies, math and language arts. For example, the student
went on a study trip to Mt. Lassen where they measured the altitude of Lassen, used
negative and positive numbers in equations as they calculated the distance of their
climb. The trip and all of the integrated lessons are included on a page of the pop-up
book.
In eighth grade, the concept is Achieving Balance. Students will learn how to think like
a historian and read, analyze and write on numerous historical documents.
For
example, in one lesson, students are asked to read excerpts from various historical
documents. They have to choose which one was the most significant influence on the
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revolutionary philosophy of government expressed in the Declaration of Independence.
Then, students have to construct a written argument in a multi-paragraph essay. (See 8th
grade history lesson: Document Based Question) In English the 8th grade students are
reading historical novels and non fiction books of the same time period in history. This
integration helps students to make connections and increase knowledge and
understanding of history.
CCDS has full time Music and Art teachers who provide regular music and art
instruction to every grade level on a weekly basis. Their lessons are directly connected
to the classroom integrating concepts taught at each grade level.
Our Garden
Coordinator schedules classes to work in the school garden on activities connected to
the classes’ content standards as well.
School reform should be driven by generation of evidence. You should not even begin
the school year until you know the results of your work from the previous yearRichardson, 1997. Chico Country Day School consistently develops, evaluates, reviews,
examines and revises curriculum throughout the school year.
At the beginning of the year, the teachers examine STAR test scores and data to
determine which areas of the curriculum we need to work on. We meet with our grade
level partners to find two areas for improvement based on the results of these tests.
(See Annual School Improvement Planning) We pinpoint specific essential standards to
address this issue and improve student performance.
Then, each teacher writes
measurable student achievement goals for each area. Once this is done, the teachers
establish interim assessments, relative to those goals. They then analyze the assessment
data in order to refine instruction.
(See Standards Based Benchmark Assessment
Planning Sheets) We report these results to the principle throughout the school year.
In reviewing the staff meeting agendas, it is clear that CCDS meets often to discuss and
improve curriculum. (See Staff Meeting Agendas) Throughout the year, the staff met to
discuss Response to Intervention (RTI) for students who need Special Education or
academic support. This year, every child was assessed in order to determine who has
the most need for reading and math support. Every child Kindergarten through 8th
grade is eligible to receive academic support according to their needs. Tier 1 strategies
are used in the classroom first, then various push-in or pull out programs are used for
those who need support beyond the classroom (Tier 2 and 3). They also discussed how
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to assess students with IEPs. (Individual Education Plan) The staff also met to discuss
the grading practices. (See Grading Practices at CCDS) Elements of grading were
articulated and put into the staff handbook. At one staff meeting, the staff came to an
agreement for all classrooms to include the following: A Year –Long Theme, Study
Trips, Community Service-Learning, Brain Friendly Environment, Life Skills,
Communication with Parents, and Standards-Based Accountability.
Each Friday, the staff meets with grade level partners for team planning around
curriculum and instruction. They discuss what they want students to learn, how will
they know if students have learned it and what will they do if students haven’t learned.
The staff reports these findings to the principal. (See Friday Planning Summary) Also
on Fridays, Highly Effective Teaching Teams (HET) meet once every six weeks to plan
implementation of HET strategies, including curriculum planning and peer
observations or coaching. Periodically, the staff meets on these Fridays for various staff
development opportunities as well. CCDS requires all teachers to complete 21 hours of
staff development throughout the course of the academic year.
A committee was formed to research and review the reading programs available in
order to choose the best possible one for our Kindergarten through 3 rd grade classes.
We found a program and are in the process of purchasing it for our school. Due to
budgetary constraints, this year, we only ordered it for our first grade students.
The CCDS Homework Continuum is a clear example of how the teachers collaborated
to come up with the appropriate amount of homework for each grade level. The
number of minutes students spend on homework each night increases as the grade
levels go up, as do the number of required reading minutes. Homework information is
shared with parents through newsletters and report cards.
(See CCDS Homework
Continuum)
The staff meets periodically to review and improve each report card, Kindergarten
through eighth grade. These report cards are now available on the computer and can be
sent directly to administration and the office electronically.
CCDS uses an RTI (Response to Intervention) model to insure that all curriculum is
rigorous and relevant to students at all levels with varying academic needs. The RTI
policy and flow chart clearly state how Tier 1 and Tier 2 techniques will be used at
CCDS to help students at all levels become successful. For example, the CCDS RTI
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policy insures that all teachers use a variety of Tier 1 strategies in the classroom that
provide sufficient rigor for all student levels. Leveled reading groups are used to
provide targeted reading instruction for high level, benchmark level, and struggling
readers.
The Reading Counts program used at CCDS allows teachers to insure that independent
reading time is rigorous and relevant to all individual ability levels. Teachers are able
to monitor individual student progress toward a grade level reading standard. Fast
math programs at each elementary grade level are used to provide targeted practice on
basic math skills. Teachers at each grade level determine the grade level policy for
administering and monitoring fast math tests that address their grade level standards.
The policy at CCDS is to use thematic teaching. Thematic teaching allows students to
make connections across curricular areas and become analytical thinkers that can see
the patterns and connections in our teaching. This provides challenge for students of all
learning styles and modalities. The TIER 2 policy insures that students who struggle
receive the extra support that is relevant and targeted at their area of need. Overall, the
RTI policies in place at CCDS insure that teachers monitor and review student
assessments and applying TIER 1 and TIER 2 techniques thus allowing teachers and
support staff at CCDS to provide adequate challenge and support for all levels creating
a rigorous and relevant curriculum for all students.
The middle school policy on scheduling allows students to take more challenging
classes for their ability levels; thus, providing relevant and rigorous challenge for all
students.
Grades at CCDS are standards based and are reflected on the standards based report
card. This is clearly outlined in the CCDS Report Card Procedures. Teachers
collaborate among and between grade levels to create standards based report cards and
to report grade level expectations consistently to parents. This continuum is shown in
the CCDS grading practices spreadsheet. Teachers also use standards-based benchmark
assessments and benchmark assessment planning sheets to insure that all students are
assessed on grade level benchmarks each trimester and that all standards-based
curriculum is covered, assessed, and reported each trimester. The vertical alignment
agreement insures that teachers are teaching and assessing the standards at each grade
level.
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Teachers at CCDS adhere to the school’s homework policy to ensure that students met
the grade level expectations and are prepared for the expectations of the upcoming
grade. The homework policy is articulated among grade levels for consistent
expectations.
At the end of each year, counselors from the local high schools visit CCDS to provide
information to all graduating 8th grade students. Parent meeting are held to inform
parents of high school requirements. 8th graders at CCDS are able to sign up for their
classes as freshmen. Our middle school math series (College Prep Math) is aligned with
instruction at the junior high schools in Chico. Our Spanish class uses the same
textbook and is articulated with the high school in terms of students passing that class
in 8th grade receiving high school credit for Spanish 1. Beyond that we teach the state
standards and our graduates have done very well in the various high schools.
Areas of Strength:
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CCDS teachers are well versed in the curriculum strategies suggested by the
Integrated Thematic Instruction model.
CCDS Teachers have many opportunities to engage in research-based
professional development to improve the school’s curriculum.
Students are presented academic curriculum based on research.
CCDS curriculum focuses on the California Content Standards and the essential
standards developed by the faculty.
CCDS students perform well on the state’s standardized testing.
The extent to which our faculty has worked to design benchmarks that measure
their grade level essential standards has been comprehensive.
The ways that the Life skills are woven into the curriculum in relevant ways.
CCDS administers benchmark assessments three times a year to ensure students
are meeting their learning goals. These assessments help guide instruction if reteaching is needed.
CCDS has a RTI plan that works to get students the help they need early in hopes
to deter the SST/IEP process. Teachers have worked hard to implement Tier 1
Intervention strategies in their classrooms.
The buy in that the teachers have to ITI and the amount of collaboration that goes
on to create integrated thematic lessons throughout the grade levels is impressive.
There is a sense of cohesion through the grades among staff and students.
Students are learning important concepts and skills that help them see the
connections in a fun and engaging way.
Collaboration is strong at CCDS.
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The staff meets often to improve curriculum and create continuums.
There are many opportunities for staff development.
Teachers have created Vertical Alignment of standards.
Standards Based Report cards are used to report student progress to parents.
Highly Effective Teaching teams collaborate to discuss research and
methodology across grade levels.
Communication with Chico High Schools and Counselors is strong.
CCDS Standards and Curriculum align to High School Standards.
CCDS has a clear Homework Policy Continuum.
Area of Growth:
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CCDS could improve on communicating the standards of instruction to the
students and the parents.
 CCDS could expand its knowledge and use of other research beyond the ITI
model.
 The work has been specifically articulated work in Math and English Language
Arts. The work can and should be extended to include the areas of Social Studies
and Science.
 CCDS does not have a G.A.T.E. program. Advanced students may not always
get the challenges they need in the classroom.
 In an effort to educate all staff in the methods of ITI, not only teachers, but every
staff member could be required to be ITI trained.
 CCDS could do a better job of educating parents on what ITI means.
 CCDS is in need of graduation requirements for middle school.
 More needs to be provided for regular teacher meetings to discuss reading and
math, and to create LA and Math articulation.
 CCDS could develop a K-8 writing continuum.
 CCDS should continue to work on creating common rubrics and language over
the grade levels.
 Each grade level should address academic vocabulary.
 CCDS could conduct research on the level of academic success of CCDS
graduates.
 Levels should be incorporated into the CCDS policies and meetings.
Evidence Examined:
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CCDS Charter – ITI model
Yearlong Theme Plans
HET teams
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Yearlong Theme Plans
Professional Journals
Student Work
Essential Standards
Bench Mark Assessments
Report Cards
Grade level Benchmark Test Schedules
RTI and LEA documents.
Paperwork for SST and IEP work
List of support staff that do RTI support/instruction
SIPPS program, Read Naturally program information
CCDS Strategic Plan Spring 2009
Grade Level Lists of Class Study Trips
Staff Bulletins listing HET meetings
Samples of lesson plans that display integrated thematic instruction
One week lesson plans representative of primary, intermediate and middle
school showing integration among disciplines
Vertical Alignment document
Copies of staff meeting agendas
Grading Practices at CCDS document
Friday planning summaries
CCDS Homework Continuum
CCDS Annual Report-Mid Year Update
CCDS Information Report for CUSD Site Visit on 2/25/09
Eighth grade student syllabus
Annual Improvement Goals
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B2 Curriculum:
To what extent: Are students able to meet the requirements of graduation upon completion of
the school program?
The extent to which all students are able to pursue a full range of educational and career
goals and options depends largely on the extent to which students can master the
educational material and demonstrate this knowledge. The school’s high API scores
and student STAR testing demonstrate high achievement and preparation for a high
level of broad choice for students as they matriculate out of Chico Country Day School
and into high school and adult hood.
The Middle School program provides a wide variety of electives for its students to
choose from. The school actively solicits participation from the parent community to
share their individual skill sets with students in structured elective courses. In any
given trimester the electives may include Psychology, art, cooking, sports, music
appreciation, guitar, and or leadership. Parents are also encouraged to share their career
paths with students in lower grades by presenting to the classes.
In 2nd through 4th grads the curriculum contains real life simulations for all classes.
Students design businesses, make money, offer services, and pay bills in a context
created for the whole class through the thematic study. Students receive credible
images of future paths by visiting nearby Chico State to complete lessons in science in
the University’s labs guided by the college students.
To build realistic images of future careers and education choices there are various
curricular requirements for students to study and report on people who make a
difference in society. For example forth graders complete biographies of people who
have made noted contributions. As well in third grade students participate in historical
figure reports, choosing a figure based on their interest.
Chico County Day School has many ways to build the collaboration between parents,
teachers and students. In-depth assessments of student skills levels are completed;
student work is collected in portfolios, and shared in the fall parent teacher conferences
which are led by the student in upper grades. In the conference students present their
work and collectively with input from the teacher and parent goals are develop and
recorded on the report card.
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The nature of strong parent involvement at all aspects of running the school creates a
cooperative environment between parents and teachers. 75% of families in the ‘08-‘09
school year completed the expected 50 hours of service time. Because there are so many
ways for parents to interface with teaches and the school, from volunteering the in the
classroom, to driving on field trips, organizing events and fundraisers, sitting on
committees with teachers there is the opportunity for parents to develop strong
working relationships with teachers. These relationships assist in the individual
learning plans as parents and teachers can share information readily about student
progress.
All the grades utilize regular newsletters to keep parents informed of learning topics,
expectations, and opportunities for collaboration. In the upper grades teachers and
parents use email to communicate often about the students and their progress,
particularly when concerns or changes occur.
The school utilizes a clearly developed Response to Intervention (RTI) to develop
individual learning plans for students. It details the assessments completed, the
support teams to work with the student, and tiered interventions (1-3) to evaluate and
determine the most effective strategies to assist students to thrive. The tiers move from
instruction in the regular classroom environment to pull-out instruction, one-on-one
and then special education.
Areas of Strength:
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The use of technology and computer training in the upper grades at Chico
Country Day is an area of strength.
There are 90 laptop computers for the +/- 180 middle school students.
CCDS Middle school has a Technology Continuum.
Starting in the 4th grade all the classrooms are equipped with state of the art
promethean boards to assist with instruction and education in the use and
application of technology.
The levels of collaboration and accessibility of teachers to parents is a definite
strength in the CCDS program. This rather informal structure allows for indepth collaboration and intervention with parents when the relationships are
going well. Certain behavioral issues are addressed well through this structure.
Chico Country Day has implemented the RTI program in many layers,
customizing its work to fit the needs of each child.
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Areas of Growth:
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CCDS should take a comprehensive look at how 8th graders can demonstrate the
life skills and principles of the school through service oriented projects at the
school and in the community.
CCDS may want to take a deeper look at what does it mean to have come out of
the Chico County Day’s middle School program and how students can actively
demonstrate what they have learned.
Parents should be involved in the RTI process before tier 2.
Parent voice and participation needs to be valued and documented at every stage
of the interventions flow chart.
Working on ways to effectively train our classroom teachers in additional Tier
One strategies would be an outstanding way to assist our RTI team in reaching
more students in better ways.
Evidence Examined:
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RTI and LEA documents.
Response to Intervention Tier One documents
Paperwork for SST and IEP work
List of support staff that do RTI support/instruction
SIPPS program, Read Naturally program information
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C . Standards-Based Student Learning- Instruction
1. To what extent are all students involved in challenging learning experiences to achieve
the academic standards and the expected school wide learning results?
An important part of the charter at Chico Country Day School is a focus on Highly
Effective Teaching (HET). The application of HET requires an implementation of bodybrain compatible elements to all aspects of teaching. Incorporating elements like
movement, choice, and meaningful content, naturally leads to all students being
engaged in learning. When observing students working at CCDS one will find a variety
of activities all focusing on engagement. Some examples of this are: a group project in
which each student does their part to make a fruit salad, learning about nutrition and
measurement; science experiments were each student makes their own rocket, and a
variety of simulations, such as “box city” which teaches students about community life
and money management. Because CCDS teachers create most of their own curriculum,
all hands on activities are standards based. Teachers are constantly making an effort to
help all students make clear connections between class activities and what they are
expected learn about the standards.
Another important way that CCDS teachers engage all students is the brain compatible
element of multiple intelligences (MI). All CCDS teachers post the multiples
intelligences in their classroom as a constant reminder that all learners are different and
have their unique strengths and weaknesses. An example of incorporating MI was
observed during a simple spelling activity. After learning their spelling words students
were invited to choose an activity to practice their spelling based on the different
intelligences; an inter-personal learner can practice their words with a friend, a visual
learner can make spelling boxes around the words and use those boxes to create
pictures, and a bodily-kinesthetic learner can spell out the words with their bodies,
thinking of different hand or arm placements that resemble the letters. CCDS teachers
consider all intelligences and all levels of ability when creating these types of lessons.
Standards drive the curriculum development and the learning goals in every grade
level. Students are made aware of the standards by their teachers in different ways.
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Teachers have written the state standards in child friendly language and share those
with students during units of study by posting them on bulletin boards and on
assignment sheets. Students at many grade levels are often asked to learn the standards
by writing them down while analyzing what they are learning. Rubrics have been
developed at various grade levels for grading purposes. Students are generally given
the rubric that explains the expected performance level when an assignment is given,
thus informing the student what standards they are working on and how best to show
their learning.
CCDS students are experiencing differentiation of instruction in the form of inquiries
(skits, books, posters, P.E. games, songs, projects), small group instruction, being there
experiences (field trips), group work, paired partner work, as well as cross age tutoring.
The school also has developed a three tier system of intervention to assist students both
in and out of the classroom. These interventions, such as Reading Recovery, SIPPS,
Read Naturally and REWARDS are monitored and tracked to check student
understanding and development throughout the intervention, the grade level, and
throughout the students’ school years at CCDS. Teachers have also developed
authentic assessment that uses the students’ multiple intelligences to show
understanding and progress for high as well as low students. Students are asked to use
prior knowledge and their experiences to work collaboratively with others to solve
problems, develop experiments, and complete projects at CCDS. The students’ work
can be seen at such events as science fair, open house, back to school night, math nights,
parent nights, PTP meetings, Pioneer Day, Age of Sail training, rocket launching and
exploration, just to name a few.
Primary and secondary student interviews and surveys indicated that they understand
what is being taught and feel that the work they are getting is challenging and engaging.
Out of the secondary students that were interviewed 73% understood what standards
were being taught. The majority of primary students could not only explain what they
were learning, but understood standards being taught in the major subject areas of
math, science, and social studies. In a survey given to all students in the CCDS
community profile guide, 90% said their teacher helps them learn, 60% felt that class
work made them think, and 66% felt comfortable asking for help when needed. Parent
surveys confirmed these findings as well. However, our finding also found that most
students had no knowledge of ESLRS goals and objectives. Students at CCDS are very
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aware of and actively use the life skills and lifelong guidelines that the school has in
place. It is recommended that the school educate and teach the importance of ESLRS at
CCDS.
C . Standards-Based Student Learning- Instruction
2. 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, emphasizes higher order thinking skills, and help them succeed at higher levels?
Our teachers are members of various professional groups, such as the California and
the National Science Teachers Association. Our middle school history teacher is the
Director of the North State History-Social Studies Project (NSHSSP). Our 6th grade
Science teacher was awarded an Earth Watch Fellowship by Wells Fargo Bank where he
performed field research in Nova Scotia that directly applied to his curriculum. Each
year the teaching staff is required to complete 21 hours of professional development on
a variety of topics. In addition, many of our teaching staff subscribe to publications
within their content areas. Our middle school math teacher subscribes to Math
Connections and our librarian receives the School Library Journal and is a member of
the California School Librarians Association.
Our examination of student work and student interviews confirmed that CCDS has
provided students with a structured learning environment, where students feel safe to
learn, and have the tools to apply their knowledge in multiple ways and settings in both
the classroom and the community. Students have shown this in class stations (guided,
independent, and cooperatively) that they can use tools (computers, library, literature
books, videos, presentations either by other students or professionals from the
community) to form opinions, projects, and inquiries from all students. These examples
also demonstrated the knowledge that was obtained due to thematic instruction across
the curriculum and hands-on experiences that the teachers have developed into their
everyday lessons.
Depending on the grade level, children use technology in many ways. In first grade,
students practice beginning reading skills on websites like Starfall.com. Fifth grade
students participate in laptop stations and middle school students create Power Point
and video presentations. Grades 4-8 regularly use Smart Boards in their classrooms to
view United Streaming resources and view materials in a variety of interactive
experiences. Middle-school students also complete web-quests in order to meet
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standards across the curriculum. Given that the teachers create our curriculum,
technology is woven in throughout the units of study in order to encourage students to
become lifelong learners who are able to cope with the rapidly increasing body of
knowledge in the greater world.
Learning experiences that build understanding on a scaffolding of on integrated and
engaging content are at the core of CCDS' teaching philosophy. Textbooks play only a
limited supportive role in those experiences, typically for math and spelling skillbuilding. CCDS faculty develop their own standards-based curricular materials using
the Highly Effective Teaching model. Informed by multiple intelligences theory and
incorporating many learning styles, curriculum might include a clapping routine for
learning time’s tables or observing salmon from eggs to adult fish to learn about life
cycles. In primary grade science classes, students are not taught the scientific method
out of a book, they enact each step in the processes in real hands-on experiments.
Original source documents are an important teaching resource, especially in the upper
grades. In history, for instance, seventh grade students compare the worldviews
represented by three different first-century Roman maps accessed through an online
resource, while eighth graders analyze and compare seven primary documents that
informed the view of government expressed in the Declaration of Independence.
Computer-based research is limited to the upper grades, due to both hardware and
software limitations in the lower grades. Rudimentary library research skills are taught
by the school librarian, but this instruction is limited by the library's lack of access to
appropriate databases and by the small physical space of the library.
“Being there” experiences are a defining feature of a CCDS education. Every grade
level engages in a minimum of five study trips throughout the course of the year. These
include visits to local and regional parks and museums, a planetarium, laboratories and
performance facilities at California State University, as well as simple walking trips to
farmer’s markets, city hall, and local businesses. Students especially look forward to
the once-in-lifetime trips that are often the highlights of their CCDS experience: the
hike up Mount Lassen, the overnight immersion experience on a 19th century sailing
ship with the San Francisco Maritime National Park’s Age of Sail program, the camping
trip to Prairie Creek Redwoods. These study trips are not mere enrichment programs
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but core learning experiences of the curricular unit, with standards-based activities
carefully planned and integrated into the outing, as seen in the detailed stations work
done by third-graders on their trip to an organic rice farm.
In addition, each grade level engages in a Social-Political Action Project that links
students with the wider life of the campus, community, and planet. In third grade, for
instance, students work in partnership with Kids and Creeks, a local non-profit
organization, to remove invasive species and restore native habitat in Bidwell Park.
Fourth graders manage the campus recycling program and worm bin as part of their
year-long “we are all connected” theme. Seventh graders produce science textbooks to
be sent to students in war-torn Uganda.
Students in the Middle School have expanded opportunities for real world applications
through the elective programs that include cooking, construction, student government,
journalism, technology, and a range of art and music options. Middle school students
can also gain leadership and organizational skills through CCDS’ active Student
Council and by serving as peer counselors through the Conflict Resolution program.
Finally, eighth-graders work as teaching assistants for the primary grades.
Areas of Strength:

The multiple intelligences are used to reach all students

Rubrics have been developed at many grade levels for many different types
of assignments.

Life skills and lifelong guidelines are integrated throughout the CCDS
experience

Students understand the importance of why and what they are learning.

Professional development is provided on site without cost to the teaching
professional, making it available to all.

The use of Smart Boards in grades 4-8.
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
School-wide implementation of highly effective Teaching theory and creative
curricular development.

The quantity and quality of “being there” experiences that immerse students
in real-world learning contexts.
Areas of Growth:

It would be beneficial to use our professional growth time to focus on and
improve identified areas of growth, such as developing and implementing
math interventions.

Access to a variety of technology tools across grade levels is limited,
especially in the primary grades.

Development of library-based research skills supported by databases for
student research and expanded physical space for library instruction in
information literacy

Challenging high achieving students (i.e. gate unavailable)

Educating students about ESLRS
Evidence:

Surveys

Web- Copy of Math Communicator

Copy of Teaching Tolerance

List of professional development topics offered during the 2008-2009 school
year

Student sites: Starfall.com, PBSkids.com, Funbrain.com

5th grade research station worksheets

7th grade video project
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
Middle School Fast Food Web Quest worksheets

Sample seventh grade social studies assignment comparing three firstcentury Roman maps accessed through an online resource.

Sample eighth grade history assignment analyzing and comparing seven
primary documents that informed the view of government expressed in the
Declaration of Independence

Sample eighth grade history assignment on the Edict of Milan

Report from school librarian on students’ use of computer databases and
multimedia resources

“Year Long Theme Planning Sheets” from all faculty, which include plans for
study trips and social-political action projects.

Stations handout for 3rd grade rice farm study trip

Packet of instructional materials for 7th grade San Francisco trip

Rubric for 8th grade Teaching Assistants

Pictures of students making rockets, box city, fruit salad activity, and many
other hands-on activities

Principal observation commenting on number of students engaged and use of
multiple intelligences

Teacher planning sheet incorporating MI into lessons

Student work samples

Third grade standards in child friendly language

First grade standards in child friendly language
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
Seventh grade standards in child friendly language

Eighth grade Student Aide Rubric

Second grade Cycle Project Rubric

Fifth grade Persuasive Essay Rubric

Sixth grade student work of written standard

Third grade student worksheet involving writing the standards being learned

Student surveys
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D1 and D2 Assessment and Accountability
To what extent does the school use a professionally acceptable assessment process to collect,
disaggregate, analyze and report student performance data to the parents and other shareholders
of the community?
To What extent do teachers employ a variety of assessment strategies to evaluate student
learning?
To what extent do students and teachers use these findings to modify the teaching/learning
process for the enhancement of the educational progress of every student?
In addition to administering the California STAR test, CCDS relies on numerous
standards based assessment strategies for effectively monitoring student growth and
achievement. Teachers at all grade levels utilize a variety of formative as well as
curriculum embedded assessments to monitor progress and guide instruction.
Culminating assessments such as chapter quizzes and unit tests provide yet further
perspective of standards based learning and content mastery. Lastly, summative
assessments and trimester benchmark exams illustrate overall student proficiency. Also,
an essential component to the CCDS assessment process is the use of DIBELS screening
as a way to identify at-risk students requiring RTI support.
Assessment data are disaggregated and analyzed by individual teachers, grade level
teams and sub-groups and then used to guide future instruction as well as monitor
student achievement. Student performance data from the California STAR test is
reported to parents annually and trimester progress and achievement data are
communicated via parent conferences and standards based report cards. In addition,
student achievement and assessment data are presented to the CCDS school board as
well as shared with parents at Parent-Teacher-Partnership meetings.
CCDS uses various strategies for determining students’ grades, their growth and
performance levels. In terms of instructional grades, individual teachers and grade level
teams develop appropriate grading scales for specific curricular areas based upon
content standards. Grades are a reflection of student learning and achievement, and
may also be based upon percentages correct, or for criteria to be met per a rubric.
Additionally, total number of assignments completed and overall assigned points are
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factors which indicate achievement and influence student grades. CCDS measures
student growth in all content areas through several indicators such as Reading Counts,
Fast Math and Timed Multiplication Enhancement, trimester benchmark assessments and
DIBELS screening for at-risk students. Information that is garnered is used to guide
future instruction and monitor student growth as well as to determine whether students
are profiting appropriately from the instructional program in place. In addition to
regular standards based assessments, CCDS students’ performance is also evaluated via
the California STAR test. Finally, the information compiled from student grades,
growth and performance is analyzed by CCDS staff in order to improve future
instruction and conveyed to parents and families through regular progress reports and
the standards based report card.
Teachers use many assessment strategies to measure student progress, such as: spelling
tests, essential standards, chapter tests, semester assessments, reading counts, informal
quizzes, game format quiz, portfolios, benchmark assessments, RTI teacher assessments,
Harcourt reading assessment, BPST, etc.
Chico Country Day School utilizes many means by which to proctor and gather
standards-based curriculum embedded assessments in English Language and Math,
including performance examinations of students whose primary language is not
English. Assessments include: informal and formal assignments which enable teachers
to measure skills/concepts learned from recent lessons involving grammatical rules,
syntax, writing structure, as well as correct spelling and conventions; please see
attached examples as verification of above findings. Performance examination of
students whose primary language is not English have included the CELT test. Further,
fourth grade portfolios serve as evidence of ongoing and longitudinal assessment which
includes the element of student feedback as a part of monitoring student progress over
time and based upon the academic standards and the Expected School Wide Learning
Results (ESLRS). Daily Oral Language Assessments evaluate the overall and individual
level of students’ mastery of conventions, grammar, and syntax (please see attached
excerpts from said example). Instructors’ use of Student Led Conferences enable
students to contribute to and further shape the ESLRS, as well as to take ownership of
their progress over time, based upon monitoring of such goals/results through the
collaboration with their instructor. Instructors’ review of quizzes/assessments with
their students (not before two days after tests have been completed), then allowing
74
students to review their achievements and errors in order to retake the assessment for a
better grade is evidence of the above assertion.
CCDS shows evidence of mathematics’ standards-based curriculum embedded
assessments impart through the use of regular class lesson driven exams and quizzes
which students participate in the review of skills learned and of those that they are
lacking. Further review of these skills are examined as parents give their feedback to
both teachers and parents in the monitoring of not only individual assessment results,
but their total progress over time based on the academic/class standards. Please see
examples of both student assessments and longitudinal monitoring of such skills
involving a student in the sixth grade and second grade. CCDS exhibits adeptness in
the area of student work and other assessments that demonstrate student achievement
of the academic standards and the ESLRS, including those with special needs include:
differentiated grade-level standards utilized by (and required by law) for the success of
students having Individualized Education Plans, academic goals and benchmarks,
DIBELS school wide (K-6) assessments used as a screener for students and used to
identify students at risk and showing a lack of grade level skills, SRI Reading Counts
assessment reports which check individual student comprehension levels.
CCDS collects many types of assessment data on students for various purposes. The
teachers embed assessment into lessons both formally and informally. From there, they
use formal assessment scores to plan lessons, adjust the pacing of instructional units, reteach as needed, and provide intervention for struggling students and challenge for
students who are excelling. A class composite can provide a snapshot of student scores
over the year and can be used to create/alter student groups based on the needs of
students at that time in the year (challenge, intervention, etc.).
In class assessments provide the classroom teachers with valuable information that
guides their lesson planning and pacing. It helps the teachers to group students
homogeneously to provide direct instruction for struggling students, as well as
heterogeneous groupings that allow for collaborative learning opportunities. A chapter
test can provide the teacher with information on which students are struggling and
excelling in a specific subject area. Class scores on a chapter test provides the teacher
the information needed to create lesson plans and opportunities for reteach/intervention/challenge. Benchmark assessments done at each trimester also meet
this need in the classroom.
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Standardized testing, such as DIBELS and STAR testing, allows our school to create
intervention groups of struggling students that meet with our Resource Teacher and
Paraprofessionals. They provide direct instruction that focuses on the students
identified area of need; for example a student struggling with reading fluency would
attend a Read Naturally group. The frequency of DIBELS assessments allows students
to enter and exit these groups as they need to based on their scores. Individual STAR
scores also assist in making intervention groups (for grades 3 and up). The teachers use
the previous years Grade Level STAR scores to make Annual Improvement goals for
the new year based on which standards or areas need improving. This helps the
teachers to focus more on those areas when planning their lessons.
There are many ways CCDS monitors and reports school wide progress towards
academic standards. In classrooms, students are assessed using Benchmark tests that
identify areas of progress and struggle three times per year. These tests are created
using California State Standards. The DIBELS assessment is another standardized tool
to identify students (K-6th grade) that are struggling in Language Arts. This assessment
is given to all students three times per year, and is given more frequently to students
participating in intervention programs. CCDS Report Cards are standard based as well.
At the end of the first trimester, teachers provide parents with a conference time to sit
and discuss student progress. Then at the end of the second and third trimesters,
parents receive a copy of the standards based Report Card and only meet with teachers
if necessary. The final copy of the Report Card for each student is kept in his/her
confidential cum file. Each of these progress monitoring pieces are overseen by the
Principal of our school, the Resource Teacher, and the classroom teachers.
The state also oversees our progress towards meeting academic standards with STAR
testing. The school as whole is analyzed on its progress, as well as grade levels and of
course individual students progress.
D3 D4 Assessment and Accountability
To what extent does the school with the support of the district and community have an
assessment and monitoring system to determine student progress toward achievement of the
academic standards and the expected school wide learning results?
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To what extent does the assessment of student achievement in relation to the academic standards
and the expected school wide learning results drive the school’s program, it’s regular evaluation
and improvement and usage of resources?
CCDS uses an evaluation system and comprehensive student assessments that checks
the academic progress of all students. Formative assessments such as tests, portfolios,
writing, parent/teacher conferences, student led conferences, progress reports, Friday
planning summaries, teachers work in teams or departments to develop assessments
that will improve the performance of students as well as test taking skills, etc.. are
weaved into teaching and learning of the school. Summative assessments are also used,
STAR tests, projects, essential standards, semester and unit exams.
Assessment results are gathered from the state by the principal who shares results with
staff and the executive board. Significant progress has been made in upgrading and
reexamining our test results and identifying students in need . Each year we strive for
improvement and question our findings to better help students be successful. These
include: a) RTI model with three different levels, 1, 2, and 3., b) STAR tests results, c)
Aeries, a program that allows attendance, teacher grade book, reporting (progress
reports), and communication to families, d) RTI Teacher and team meet to discuss
success and areas that need work, e)grade level partners meet to discuss classes growth
areas and areas that need improvement, f) SST (student study team), g) IEP (individual
study plan, h) each teacher works on two different areas of curriculum each year and
backs up with evidence.
CCDS is now able to sort student achievement data by programs, by ethnicity, years in
school, free and reduced lunch and other areas for longitudinal and annual analysis.
CCDS reports annually to the Board of Directors and to the Parent/Teacher Partnership
(PTP). CCDS administration makes sure student achievement and progress are meeting
school and State goals
CCDS uses a wide variety of student progress reporting to communicate between
teachers and parents. All grade levels have Trimester Report Cards, and use verbal
communication and email as a way to regularly inform parents as to their child’s
progress. Primary grades 1-3 use Trimester Benchmark Reports and parent conferences
(as well as class newsletters). Grades 2-8 send home Progress Reports to be reviewed
77
by parents, then signed and returned to teachers, scored and graded assignments, and
annual STAR Student Reports. Fourth through eighth grades have weekly planners
that communicate students’ ability to complete assignments in class and occasionally
communicate other important information to parents. Middle school grades 6-8 also
use Aries Progress Reports in each curricular area, along with missing assignment
reports when necessary. Third and fourth grades also have a Weekly Update or
Assessment that is to be signed and returned to school.
These communications clearly outline to parents and the board the students’ academic
development in each standard area. The Report Card, Updates and Assessments
indicate FF
Lifeskills and Lifelong Guidelines, which show each student’s strengths and
weaknesses in areas of Expected School Wide Learning Results (ESLRS).
CCDS’s small learning environment allows the teacher(s), along with the RTI Teacher,
to monitor our student’s progress in all our programs. Students and parents have
access to students work (via, homework folders, progress reports, class portfolios,
projects, etc…) Result findings are then identified and a plan is implemented through
teacher modifications, pull out and push in programs, Read Naturally, speech, and
peer/big buddy teach/learning.
Areas of Strength

Frequent lesson driven exams and quizzes which are monitored by both
students/teacher and students/parents, longitudinal portfolio based curriculum
based assessment (in the area of Language Arts) which may be referred to over
time.

Instructors’ use of Student Led Parent/Teacher Conferences enable students to
contribute to and further shape the schoolwide expected learning results, as well
as to take ownership of their progress over time, based upon monitoring of such
goals/results through the collaboration with their instructor. At such meetings,
students are able to share with their parents what their earned grade currently is,
as well as to explain why they believe that they have earned that grade. Prior to
this conference, students collaborate with their teacher to review specific
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standards, evaluate if they have achieved these standards and to exhibit proof of
meeting such standards. In addition to this, Smartboards are utilized in 6th – 8th
grades, as well as the use of Activote associated computer software/programs
that allow students to interact in their assessment (individually and whole class)
through a quick multiple choice test which shows assessment results to the class
and teacher through the evidence of a histogram. Teachers are able to record
class scores and keep track of individual student scores which record overall
cognition of key concepts taught over time.

CCDS also shows strength in the area of student work and other assessments
that demonstrate student achievement of the academic standards and the
expected school wide learning results, including those with special needs
include: Individualized Education Program and Response To Intervention
Support Service report card addendums which are provided to classroom
teachers and students’ parents in order to attest to use of differentiated standards
in presentation of curriculum and assessments, as well as to illustrate proficiency
and growth levels of students having special needs and/or learning challenges
which denote their attendance in such programs. Further, the CCDS RTI
Support Services Office provides current and ongoing files which exhibit/attest
to the use of such intervention groups/curriculum, as well as to the growth (or
lack thereof) for each student enrolled and receiving said services.

The teachers at CCDS use many different measures of achievement to guide their
instruction from year to year, unit to unit, and week to week. These assessments
range from informal to standardized formal assessments. The assessments are
used to drive instruction from the first stage of lesson planning (planning
instructional units with the end in mind), all the way to providing re-teaching or
intervention opportunities for struggling students. The teachers at CCDS do an
amazing job of creating groups of students to promote cooperative learning.
Students that are active in their education and seek out information are much
more likely to retain that information. The creation of those groupings come
primarily from assessment scores. The teachers at CCDS also do a fantastic job of
using assessment information to not only provide intervention for struggling
students, but also providing enrichment opportunities for students who need
additional challenge.
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
Our state STAR test scores have continued to be strong each year. Our
intervention programs are becoming more refined each year, as well as
expanding to include additional academic areas based on the needs of our
students.

CCDS uses a well planned system of reporting that has many areas of overlap
and facilitate built in to keep parents advised of their children’s educational
achievement.
Areas of Growth

An area for growth is to create and then implement a broader, more systematic
and consistent school wide system for disaggregating and analyzing summative
and benchmark assessment data (i.e., Student Progress Monitoring System®
(SPMS), Edusoft or EdPerformance).
o Benefit would be found by encouraging students to share their ideas
(while reviewing errors) as a group for greater synthesis of curriculum
taught.
o Spontaneous, formative assessments used in “moment of learning” in
order to assess synthesis of concepts taught and level of mastery by group,
as well as by individual.
o Utilization of “year-to-year portfolios” which could be passed onto
subsequent teachers throughout students’ years of education at CCDS.
o Utilization of a research-based computer data base program (web-based)
in which CCDS could not only store school-wide assessment scores
within, but achieve a ranking of students by need. Currently, we are able
to achieve this using our DIBLES Assessment Program, but not so with
other assessment scores that could only be stored at this time. If budget
allows, use of such web-based programs as Edusoft and Edformance (or
like program) may be helpful.

Some teachers utilize year-long portfolios. This practice is an appropriate and
authentic measure of student growth over the duration of the school year. If this
was practiced in every classroom and was kept from year to year, we could show
a student’s growth over their time at our school. This could possibly show
growth from kindergarten all the way to 8th grade. It could also be done in any
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electronic format that would allow for greater storage capacities (vs. binders,
boxes, etc.)

The use of an online or computer program to record, analyze, and store
assessment data; would also enable our school to track students over the course
of their education. Keeping information from year to year would be beneficial to
each consecutive teacher as well as resource/intervention efforts. Currently our
year to year record keeping only includes paper copies of report cards and other
cum/IEP file documents.
Evidence Examined:

See attached Schoolwide Student Progress Reporting Chart

Grade Level STAR results, accompanying Annual Improvement form and
Annual Improvement Planning Directives.

Individuals STAR and DIBELS scores are used for Intervention Group
Placements (also attached is an explanation of what each intervention program
uses for instruction)

Lesson Plan Pages that demonstrate re-teaching and intervention based on
classroom assessment scores on a Record Keeping Page

Example Math Chapter Test.

Class Composite of LA Assessment Scores used for creating reading groups

Trimester Math Benchmark Assessment.
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E. School Culture and Student Support
1. 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?
It is proven by a great deal of prominent educational research that when parents or
family members are involved at school in the education of their child, the child’s
success in school dramatically increases. We seek to create a school environment that
invites family participation and involvement and that works as a community united in
a common purpose. In order to create a strong school community where every child can
reach his or her fullest potential, each family must be involved at the school by
volunteering at least 50 hours for each family enrolled. Ways that families can
contribute toward their 50 hours include driving on field trips, working in the
classroom, tutoring small student groups, running stations in the primary grades,
preparing homework packets, helping in the office, making phone calls, yard
duty/lunchtime supervision, and volunteering for fundraising and other events. The
school keeps track of family volunteer hours by utilizing a Volunteer Hours Form.
When families turn in this form, the school and PTP are able to track participation to see
if they are offering enough variety in the kinds of opportunities provided for parents to
fill their hours. Periodic online surveys follow up on this point by asking parents if they
are aware of the ways in which they can do their hours, if those opportunities are
enough and do they fit their family and work schedules. Data on parent involvement is
also used in grant writing – when a grant application asks for the percentage of parents
who participate in school activities and functions.
The “CCDS Outdoor Classroom -- “A Natural Laboratory and Garden” -- began a few
years ago and is a community space that brings students, faculty, and parents together
in a spirit of appreciation for our resources. It provides a dynamic learning environment
in a hands-on natural laboratory and assists our school in meeting state standards by
integrating basic academic skills with a broad range of subjects: nutrition, ecology,
science, mathematics, language, art, social studies, and business. The Outdoor
Classroom fulfills the CCDS charter by emphasizing environmental education in order
to prompt students to perceive systems and patterns, think broadly, and analyze the
long-term effects of human activities. It requires ethical behavior, community
involvement, and cooperative problem solving. This program is entirely funded by
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donations and grants, including a grant from the Butte Rose Society for a Peace and
Friendship Rose Garden.
CCDS has a partnership with River Partners in learning about restoration and habitat
along the wetlands in Butte County. Our school, in partnership with River Partners,
received a grant from the National Fish and Wildlife Foundation for a Wildland
Preserve Learning Center, where we will take an acre of land to be restored and create
an Outdoor Learning Center that is hands-on and dynamic, restoring natural habitat
and giving our students the opportunity to learn about sustainability and restoration.
Our first graders go to a River Partners site every year, and in 2005 we began a 3- to 5year project where students can learn about planting, replanting, and monitoring a
restorative site.
Study trips are an important part of Chico Country Day’s focus on Integrated Thematic
Instruction. All classroom teachers are required to take their classes on a minimum of
six field trips per year, and many teachers include more. Not only do they provide our
students with “being-there experiences” which greatly enhance their capacity to retain
information; they allow our community to share their resources and knowledge with us.
In second grade students take a study trip to the Oroville Fish Hatchery as part of the
'being-there experience' for their unit on the life cycle of salmon. The annual 6th grade
trip to Mt. Lassen is a great opportunity to see our natural environment, Earth Science
in our backyard laboratory, and how our limited natural resources need to be preserved.
Parents are encouraged to participate in their child’s classroom by volunteering weekly,
biweekly, or monthly. Involvement may include assisting in running "stations" with
students; driving and supervising students on field trips; preparing materials for the
classroom (gathering materials, photocopying, cutting, compiling); and acting as inclass “tutors,” by pulling individual kids for reading time or reinforcing concepts one
on one.
The teachers at CCDS keep parents informed on what is happening in their child’s
classroom every week through the E-mail Newsletter. These newsletters are often two
pages in length and cover topics such as upcoming events and field trips, the
instructional content being covered in class, homework tips and reminders, thank-you's
to volunteer help in the classroom and requests for volunteer help. These newsletters
provide a way for all parents to be involved in their child’s education and support
83
student success at school and home. They also provide paper newsletters for those that
don’t have e-mail.
Up to the minute school news is e-mailed to all parents and families through an e-mail
flyer. Topics in the e-flyer include reminders about upcoming meetings, school events,
and information of special interest to parents. These small announcements come out
often, one or two every couple of weeks, and keep parents up-to-date and informed on
what is happening at the school and how they can be involved.
Parents and families are able to keep up to date with news, announcements, events, tips,
photos and more in the school’s newsletter, the Chico Country News. New this year,
the newsletter will be emailed to parents every two weeks, in an effort to conserve
paper. Paper copies are available upon request.
CCDS has translated admissions and registration materials into Spanish and Hmong in
the event that families with that need become part of our community. We have a
Spanish translator at Kindergarten Registration and other meetings for new families.
Other community resources and services used by CCDS include: the Foster
Grandparents Program, Student Teachers from CSU Chico, and the CSU Chico
Fraternity Council. CCDS also belongs to the North State Charter School Consortium
which brings together other charter schools in the area to pool resources and share ideas.
The purpose of the Parent Teacher Partnership is to aid the students of CCDS by
providing support for their educational and recreational needs through fundraising
efforts; to be the voice of the families; to be an advocate for charter schools; to promote
open communications between the administration, teachers, and parents; and to
promote “Community” throughout Chico Country Day School. All parents and/or legal
guardians of students who currently attend CCDS and all faculty and staff of CCDS
shall be eligible for membership in the organization.
The Governance Structure of CCDS provides opportunities for all members of the
school community to be involved in the decision-making process. The Board of
Directors makes the major business decisions in relation to the school’s legal and fiscal
viability. Family members of CCDS students are encouraged to participate in the four
working committees. They are Finance/Fund Development, Personnel, Safety, and
Board Development.
84
A variety of formal assessment reports, for both academic standards and school wide
learning results, are provided to parents and the school community at regular intervals
throughout
the
year.
Both
primary
and
middle
school
grades
hold
parent/teacher/student conferences at the end of the first trimester, and create report
cards for the second and third trimesters. Starting in fourth grade, the students join in
on the conference and usually lead it. Middle school and Kindergarten also create a
report card for the first trimester. Report cards are standards based and also include
areas for school wide learning results.
All students are evaluated based on high
expectations for academic achievement as well as their demonstration of the Life Skills
and Life Long Guidelines. The third through eighth grades use the Aries on-line grade
program to keep and publish reports. Progress reports are sent home across the grade
levels to inform parents prior to report time. Many teachers maintain portfolios to
showcase academic growth.
Students participate in California Standardized Testing and Reporting (STAR) each
spring. The results are published the following fall. CCDS has consistently preformed
at a level that evidences dedication to the expected school wide learning result that
every child will be held to high expectations for achievement and will exhibit strong
academic skills and mastery of state standards with scores of proficient or advanced.
A formal referral process is in place to keep track of, and formally communicate lack of
achievement of expected school wide learning results.
Parents, teachers and
administration all maintain record of referrals.
Rubrics are used across grade levels to provide specific information on academic
achievement. For example, the sixth grade writing process includes a rubric that is used
for student, teacher, and parent evaluation. Second grade uses rubrics to evaluate
project presentations. Many teachers, like the sixth grade social studies teacher, send
work home to be signed and require parent signatures in the student planners to ensure
parental awareness of student academic achievement.
Performances are often used to showcase achievement at CCDS. Every Friday there is
an All School Sing assembly for students and parents where kindergarten regularly
performs their color songs. Other examples of All School Sing performances include
fourth grade recycling skits and fifth grade’s shanties.
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Co-curricular opportunities at CCDS includes Beginning and Advanced Band, Choir
and Orchestra performances, student council/leadership socials, community art projects,
and team sports competitions. An open house is held each spring to offer students,
parents and the school community an opportunity to view and preview all that CCDS
has to offer.
At CCDS our HET trained teachers are required to take at least five study trips per
school year. These study trips are designed to engage all learners by providing hands
on real life experiences with people and organizations in our greater community. CCDS
teachers also utilize parents, grandparents, and community members by inviting them
into the classroom to share their knowledge of subject matter that correlates to the
integrated theme of instruction. For example, The Chico Rotary Club donates
dictionaries to every third grader at CCDS and teaches a lesson on how to use them.
CCDS involves many community organizations in the learning process, such as the
California Department of Forestry, Butte Humane Society as well as the Chico Fire
Department.
At CCDS our Executive Director, Margaret Reece, participates in community programs
such as The Chico Rotary Club. Through the schools involvement with community
programs, the school grounds have been improved by several volunteer projects. The
rotary has done landscaping and painting projects that have created a safe and joyful
school environment.
The CCDS Board of Directors is comprised of a diverse group of administration, faculty,
staff, parents, and members of the greater Chico community. The Board of Directors has
a fiduciary responsibility to the State of California to ensure the fiscal health of CCDS.
There are also subcommittees that plan and implement procedures pertaining to
personnel, safety, and Finance/Fund Development. These subcommittees provide the
Board and administration with a diverse range of insight and expertise pertaining to the
best operation of the school.
The CCDS Strategic Planning Committee includes administration, faculty, staff, parents,
and community members. This committee is responsible for setting both long-term and
short-term goals, as well as tracking progress towards the ideal. The Strategic Planning
Committee focuses on three questions: Where is the school today? Where do we want to
be in the future? What steps do we implement now in order to meet our long term
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goals? The Strategic Planning Committee focuses on goals in the areas of teaching,
curriculum, parental involvement, facilities, etc.
E. School Culture and Student Support
2. To what extent is the school a safe, clean, and orderly place that nurtures learning? To what
extent is the culture of the school characterized by trust, professionalism, high expectations for
all students, and a focus on continuous school improvement?
Each morning, grades 1-8 gather on the basketball courts within the school’s grounds
and line up by teacher in a way that emphasizes orderly behavior and respect for others.
The principal addresses all the students and is able to use the time to inform students of
topics such as the current Life Skill being addressed school-wide, specific school safety
issues, campus cleanliness and upcoming events. The principal and teachers are also
able to reinforce positive behaviors that students are demonstrating as a student body,
in individual grades or classrooms, and as individual students.
Last year the CCDS Safety Committee decided to identify the 2nd week of school as
“Safety Week”. The emphasis is on education and training on our various safety
procedures and drills, including Fire Drills, Code Red and Code Red Drills, Evacuation
Drills, a safe school environment, as well as visitors on campus, dismissal procedures
and bullying/teasing issues. With the help of the 8th grade technology class the Safety
Committee produced a training video for staff and students, which will be shown at the
kick-off assemblies.
Here is the schedule for the week:
Monday—School-wide training assemblies: K-2 + preschool @ 9:55. Grades 3-5 + PM
Kindergarten @ 2:00pm. Grades 6-8 @ 2:30pm.
Tuesday: Fire Drill @ 9:00am followed by Evacuation Drill for grades K-2 immediately
afterwards. Evacuation Drill for grades 3-5 @ 1pm.
Wednesday: Code Yellow Drill @ 11:00am. Code Red Drill @ 2:15pm.
Thursday: Evacuation Drill for grades 6-8 @ 10:00am.
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Every year, parents and family members are given the CCDS Student-Family
Handbook to review and sign. It is designed to help family members and students get
acquainted with CCDS. It explains some of the school’s philosophies, beliefs, structures,
procedures, and policies.
Students that arrive early to school must go directly to the After School Program to be
supervised. Students arriving to school must be ensured by parents or guardians to
enter school safely, including being supervised crossing streets, parking lots, etc.
Children are not allowed to stay outside the school building before school. After school
is out, students must be picked up by an adult authorized by the parent to pick up the
child, or walk, take the bus, or ride their bike home. Students not being picked up by an
adult must be authorized to be released by the school. Student safety is the highest
priority during pick up and drop off. Streets are clearly zoned for parking or
loading/unloading and these policies are strictly enforced.
Volunteering at school is an excellent way for parents and family members to be
involved in the education of their children in a way that also benefits the school.
However, in order to keep all children safe and in the best interest of the school, the
school requires volunteers to be tested for tuberculosis and to be fingerprinted and
cleared through the Department of Justice. Parents interested in driving on field trips
must also have evidence of the required liability insurance on file with the school, and
attend a school-sponsored training session and be approved by school administration
before participating in any CCDS field trips.
CCDS teachers are trained to teach in a brain-compatible way. All staff are trained to
implement a school-wide behavior plan that is based on the use of Life Skills. These life
skills are visibly evident in all classrooms and are woven into the curriculum daily
throughout the grade levels. Students are positively reinforced when the life skills are
noticed in their behavior and work choices. “Target talk” is used to verbally
acknowledge use of life skills.
Teachers at CCDS are involved in a Highly Effective Teaching model (HET). Teachers
have HET meetings at least six times per year in groups that mix colleagues up by grade
level and expertise to provide a broader view when collaborating. At CCDS, Friday
afternoons are set aside for grade level collaboration, as well as collaboration with
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multiple grade levels. CCDS teachers and administrators choose essential standards at
each grade level to guide the teaching and learning process.
CCDS teachers must meet a goal of twenty-one hours of staff development each year.
The school provides opportunities for staff development throughout the year on site.
Many CCDS teachers enjoy the opportunity to take classes at the university and
community college in Chico.
Area of Strength:
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There are many and diverse ways for parents and community members to be
involved in the teaching and learning process at CCDS. Communication between
school and home is frequent and accessible via teacher email newsletters, CCDS
e-flyers, and the school website, and all information is available in hard copies
upon request. These communiqués frequently include opportunities for family
and community members to volunteer their time and talents to enhance the
school's educational processes. If non-English speaking families become
interested in enrolling in CCDS, translated registration materials are available for
them in the office.
Performances are particularly strong at CCDS. Every grade level uses a variety
of performances to assess student achievement both formally and informally.
Performances also give parents and the community opportunities to view what
students have achieved.
CCDS does an exemplary job at involving the greater community in decision
making. CCDS utilizes many community resources to strengthen the learning
and health of our students.
From the morning flag salute to the student-family handbook to the volunteer
background checks, CCDS is committed to a safe and orderly environment so
that students can feel relaxed and nurtured and eager to learn. Safety drills and
reminders are a consistent aspect of the school's life and communications. CCDS
is always careful to comply with municipal, fire code, and traffic regulations, and
the CCDS Safety Committee stays current on all the school's safety needs.
CCDS faculty and staff do an excellent job of using a common school-wide
behavior plan based on the use of life skills.
The teachers at CCDS are particularly strong in using the multiple intelligences
in their curriculum, instruction, and assessment.
Area of Growth:
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It would be helpful to create some incentives for families to turn in their
documented volunteer hours. Turning in the completed Volunteer Forms
benefits the school, but incentives might help families turn them in more
consistently.
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We continue to work on raising our standardized test scores.
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CCDS could utilize the diverse organizations and people that are part of the CSU
Chico community.
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During Safety Week, and at other times during the year when safety drills or
codes are enacted, some students have become frightened and unable to learn
while they process the implications of the drill or code enactment. Developing
strategies to teach and encourage safety without triggering inordinate fear in
students would be a positive area in which to grow.

One area of growth that CCDS staff is focusing on is a school wide life skill
recognition award.
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CCDS doesn’t offer any specific classes for academically advanced/gifted
students.
Evidence:
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Parent Sign-up Form
Photos of Outdoor Classroom, Study Trips, Parent Volunteers
River Partners Brochure
Classroom and School Newsletters
E-Flyers
Translated Documents
PTP Bylaws
Organizational Structure Packet
Sixth grade report card
School calendar
Sixth grade progress report
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Standardized test scores
Referral slip
Personal narrative rubric (signed)
Expository writing rubric, self edit, adult edit
Pre-history unit (signed)
Cycle project rubric
Strategic Plan
Board of Directors Responsibilities
Interview of Margaret Reece, Executive Director
Teacher interviews
HET training workshops
Student Handbook
Observations of classrooms and school culture
Photos of Flag Salute
Safety Week PowerPoint
Student Family Handbook
Sign photo
Private Vehicle & Driver Requirements Form
Life skills in HET trainings
HET training workshops
Staff Handbook
Teacher interviews
Observations of classrooms and school culture
Website lifelong guidelines and lifeskills page
Conflict manager program
Middle school team-building field trip
Sixth grade study trips
RTI support service intervention group descriptions
Elective schedule
4th grade lifeskills trustworthiness page
Leadership class syllabus
Photographs of bulletin boards
Scribes pamphlet
Writing poem
Writing art
Tablet photograph
Comic strip
CSI binder
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SCHOOL-WIDE ACTION PLAN
Improve and support learning by developing instructional strategies and supports
that best meet the needs of struggling learners as well as advanced students?
RATIONALE: Due to the rapid increase in enrollment that CCDS has experienced in
the last several years, along with the changing demographics in our student and parent
populations it will be important for the school to respond in an instructionally
appropriate way. An emphasis on learning styles, differentiated teaching, behavioral
issues, and providing quality classroom instruction and interventions for a diverse
student population will be very important.
ESLRs addressed: All
Task
Persons
Resources
Timeline
Responsible
Means to
Means to
Assess
Report
Improvement
1. Implement a
school-wide
Mathematics
Intervention
Program
*RSP Teacher
*Math
Intervention
Committee
*Intervention
*Create
*Screening /
*Staff
Plan
committee by
test scores
Meetings
*Benchmark
*Newslett
*Funding
*Staff
Training
9/2010
*Implement
Assessments
program by
*Trimeste
reports fr
11/2011
Interventi
Committe
2. Develop a
clear school
Vision with
ESLRs that can
be articulated by
all stakeholders
*School Board
*PTP Board
*Teachers and
parents to
review and
refine
*Samples
*By 9/2011 have
*Review all
from other
in place and in
documents
schools
all school
*School-wide
documents
*CCDS
documents
(charter,
strategic plan)
*Newslett
*Visual
evidence of
ESLRs posted
at school
Charter
92
3. Develop
and implement a
program for
challenging
advanced
students (i.e. –
GATE,
Academics Plus)
*Teacher
Committee
*Electives
*Math
*Administration Olympiad
*Parent help
*Academic
Decathlon
*”Challenge”
*Needs
*Student /
*Board
Assessment –
Parent Surveys
reports
*Student
*Newslett
2/2011
*Pilot Program
Participation
in place –
numbers
11/2011
*Implementation
– 11/2012
Instructional
Aids
*Funding
4. Develop
Peer Observation
Program to
implement
innovations and
encourage
improvement
*Administration *Review
*Teachers
*Professional
*Improved
*Schedule
comparative
Development
student
and plan
models
Plan – 5/2010
outcomes
observatio
*Professional
*Put Pilot
Development Program into
Plan
*Training
*Release
Time
action – 9/2010
*Implementation
– 2/2011
(STAR scores,
benchmark
assessments)
*Staff
Survey
*Principal
*Teacher
implementation
*Classroom
implementation
of best
Walk-
Throughs
*Departm
and HET
meetings
practices.
93
SCHOOL-WIDE ACTION PLAN
To insure that students develop basic competencies in Reading and Mathematics
within a Thematic Instruction approach.
RATIONALE: As an Integrated Thematic Instruction school, how can CCDS continue
to provide an enriching, thematic course or student for students some of whom may be
struggling with basic skills and required focused, direct instruction in those skills.
ESLRs addressed: #1 & #3
Task
Persons
Resources
Timeline
Responsible
Means to
Means to
Assess
Report
Improvement
1. Create an
inventory of
curriculum
resources with
organizational
database
(children’s
literature,
book sets,
professional
resources,
math
manipulatives,
etc)
*Grade Level
*Library
*Create an
*Inventoried
*Staff
Teams
database
inventory in one
database
meetings
software
curricular area
*List of usable
*Parent
curriculum
Newsletters
2. Develop
Peer
Observation
Program to
implement
innovations
*Administration *Review
*Administration
*Planning
time for
faculty
per year,
starting with
Math in 20102011
supplies
*Training on
*Frequency of
how to use
online checkout database
usage
*Teachers
*Professional
*Improved
*Schedule
comparative
Development
student
and plan of
models
Plan – 5/2010
outcomes
observations
*Professional
*Put Pilot
(STAR scores,
*Staff
benchmark
94
and encourage
improvement
Development Program into
assessments)
Survey
*Teacher
*Principal
Plan
action – 9/2010
*Training
*Implementation implementation Walk-
*Release
– 2/2011
Time
3. Create
*Administration *Needs
and
Assessment
*Grade Level
implement a
results
comprehensive Teams
student data
*Class
analysis
composite
system
template for
each grade
level
*Release time
to determine
Throughs
*Classroom
implementation *Departmen
of best
and HET
practices.
meetings
*Needs
*Identification
*Assessmen
Assessment –
of students
reports
6/2010
flagged for
between
interventions
grade levels
*Class
composites –
*Assessment
6/2011
results with
*Implementation
– 11/2012
purposeful
academic
information
data
needs
SCHOOL-WIDE ACTION PLAN
95
Improve and support student learning in the acquisition of good writing skills and
their performance on the STAR writing test.
RATIONALE: Though CCDS has invested in writing programs, such as Step Up To
Writing the school does not have a K-8 writing continuum. Writing in Language Arts
and across the curriculum is a research proven method for helping students understand
literacy standards and content area concepts.
ESLRs addressed: #1
Task
Person
Resources
Timeline
Responsible
Means to
Means to
Assess
Report
Improvement
1. Create
writing
program that
is school-wide:
genre and
standards
based.
*Teacher/Parent
*Experience
Committee
and expertise begins meeting – needs
*Administration
*Committee
of staff
9/2010
*Release
Time
*Professional
Development
*Checklist of
*Staff
meetings
*Student
*Departmen
*Genres
improvement
meetings
established,
on rubrics from
vocabulary
grade to grade
developed –
*HET
meetings
2010-2011
*Rubrics,
baselines,
papers,
observations –
2011-2012
2. Develop
Library
Research
Database for
students to use
and complete
research
*Librarian
*Administration
*Charter
Consortium
*Funding for
*When funding
*Existence of
*Staff
subscription
is available -
database
meetings
*Track student
*In-service
use
opportunitie
*Space for
instruction
goal of
development in
2011
96
reports
Membership
3. Create an
inventory of
curriculum
with
organizational
database
*Teacher/Parent
*Experience
Committee
and expertise inventory in
*Existence of
*Staff
database
meetings
*Track teacher
*Departmen
use
meetings
*Professional
*Improved
*Schedule
comparative
Development
student
and plan of
models
Plan – 5/2010
outcomes
observations
*Professional
*Put Pilot
of staff
*Release
Time
*Start creating
2010, fully
established by
2012
*Professional
Development
4. Develop
Peer
Observation
Program to
implement
innovations
and encourage
improvement
*Administration *Review
*Teachers
Development Program into
Plan
*Training
*Release
Time
action – 9/2010
*Implementation
– 2/2011
(STAR scores,
*Staff Surve
benchmark
assessments)
*Principal
Walk-
*Teacher
implementation
Throughs
*Departmen
*Classroom
implementation
of best
practices.
97
and HET
meetings
98