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Making Waves Academy WASC Self-Study-Report 2013-14, Volume 1 of 2 Chapters I thru V Focus on Learning submitted to the Western Association of Schools and Colleges March 14, 2014 4123 Lakeside Drive Richmond, CA 94806 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Making Waves Academy 4123 Lakeside Drive Richmond, CA 94547 www.making-waves.org Making Waves Academy Board Eric Abrams Rosa Burnett Esther Hugo Alicia Malet Klein, Board President Daryle Morgan Rebeca Rangel Danielle Trimiew, Board Secretary School Leadership Alton B. Nelson, Jr., Chief Executive Officer Evangelia Ward-Jackson, Middle School Director Antonio Tapia, Upper School Director Brandon Greene, Middle School Dean of Students Eric Mingo, Middle School Dean of Students Eleanor Boli, Upper School Dean of students Indira Kumar, Upper School Dean of Students Damon Edwards, IT Director Brandi Pretlow, Social Worker Linda Lathan, Director of Operations Rachel Fried, Director of College and Career Jeff Hazel, Director of Athletics & Geometry Teacher WASC Project Team Alton B. Nelson, Jr. Olivia Fernandez Anton Jungherr WASC Leadership Team Eleanor Boli Rosa Burnett Olivia Fernandez Angelina Garcia Brandon Greene Kassandre Harper-Cotton Document1 Page 1 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Jeff Hazel Anton Jungherr Alicia Malet Klein Indira Kumar Karla McLean Alton B. Nelson, Jr. Sherry Smith Scottie Smith Antonio Tapia Jim Trombley Evangelia Ward-Jackson Focus Group Leaders Assessment Alton B. Nelson, Jr. Angelina Garcia Curriculum Evangelia Ward-Jackson Kassandre Harper-Cotton Instruction Antonio Tapia Indira Kumar Organization Anton Jungherr Jeff Hazel School Culture Eleanor Boli Brandon Greene Home Group Leaders Careers/College Exploration Rachel Fried Eric Mingo Encore/Electives/World Languages Jonathan Lau Stephen Mason English Jacqueline Tong Candice Paul Document1 Page 2 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Enrichment Chelsey Hernandez Raynell Crews-Gamez Health & Wellness Colin Flynn Alonso Rivera Math Tim Weekes Emily Delaplaine Operations Linda Lathan Damon Edwards Parents Cecilia Ramirez Anitia Ledzsma Science David Aplin Karen Bush Social Studies/History Alexis Medina Kassandre Harper-Cotton Students Indira Kumar Transportation Frank Carson Document1 Page 3 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Making Waves Foundation, Inc. Board John H. Scully, Founder & Chairman Ronald A. Cohan Suzanne Duca Philip Gordon Esther Hugo Alicia Malet Klein Gally Mayer Ian McGuire Hamid Moghadam Ronald Nahas Alton B. Nelson, Jr. Henry A. J. Ramos Rebeca Rangel Regina K. Scully Sherry A. Smith Eli J. Weinberg Mike Yuen Glenn Holsclaw Making Waves Foundation, Inc. Leaders Sherry A. Smith, Managing Director Krista G. Martin, Director of Communications Corina J. Garcia, Associate Director of Communications Consuelo Dela Rosa, Finance Manager Hung Mai, Assistant Finance Manager Lawrence Lee, Assistant Finance Manager Ralph Nubla, Business Service Associate Jocquin Bolden, Administrative Assistant Reyna Morales, Human Resources Administrator WASC Visiting Committee Geoff Belleau, Chair See Appendix A for a list of all Focus Group and Home Group Teams Document1 Page 4 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Contents Preface .................................................................................................................................................... 10 Chapter I: Student/Community Profile and Supporting Data and Findings ..................................... 12 Making Waves Academy Profile – Background ...................................................................................... 12 Purpose ................................................................................................................................................... 13 Making Waves Academy Mission Statement.......................................................................................... 14 Guiding Principles and Expected Schoolwide Learner Outcomes & Core Values ................................... 14 Making Waves Academy Expected Schoolwide Learning Results (Expected Schoolwide Learner Outcomes)............................................................................................................................................... 14 Core Values ............................................................................................................................................. 15 Family Partnerships................................................................................................................................. 16 WASC Accreditation History.................................................................................................................... 16 Demographic Data .................................................................................................................................. 17 Enrollment Summary by Ethnicity 2013-14 (as of January 14, 2014) ................................................. 17 Enrollment by Gender and Grade 2013-2014 (as of January 14, 2014) ............................................. 17 Attendance.......................................................................................................................................... 17 English Language Learners 2013-2014................................................................................................ 20 Language Proficiency for All MWA Students ...................................................................................... 20 Socioeconomic Status ......................................................................................................................... 21 Free and Reduced Lunch by Grade for 2013-2014 (as of January 8, 2014) ........................................ 21 Parents’ Level of Education for 2012-2013 ......................................................................................... 21 Making Waves Academy Staff 2013-2014 .............................................................................................. 22 Female................................................................................................................................................. 22 Male .................................................................................................................................................... 22 Grand Total Staff ................................................................................................................................. 23 MWA Staff Years of Experience .......................................................................................................... 23 Other Staff Data .................................................................................................................................. 23 Professional Development ...................................................................................................................... 24 Upper School Specific Professional Development .............................................................................. 24 Middle School Professional Development .......................................................................................... 24 Document1 Page 5 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Beginning Teacher Support and Assessment (BTSA) Induction Program ........................................... 24 BTSA Participation ............................................................................................................................... 25 Academic Year 2012 – 2013 Upper School Staff Development Sessions ........................................... 25 Academic Year 2012-2013 Middle School Staff Development Sessions ............................................. 27 Description of Safety Conditions, Cleanliness and Adequacy of School Facilities: ................................. 28 School Facilities: .................................................................................................................................. 29 Cleanliness: ......................................................................................................................................... 29 Safety Conditions: ............................................................................................................................... 29 Budget Process........................................................................................................................................ 30 Budget Management .......................................................................................................................... 30 Fiscal Policies........................................................................................................................................... 30 Expenditures per Student Enrolled, FY2014 Budget, First Interim, October 31, 2013………………………………………………………………………………………………………………………………………………30 Monies from Other Funding Sources FY2008-14 Budgets .................................................................. 31 FY2014 Budget (First Interim, October 31, 2013) ............................................................................... 32 MWA Response to Intervention Program............................................................................................... 32 Extracurricular and Co-curricular Activities ............................................................................................ 33 Middle School ......................................................................................................................................... 33 Middle School Academic Support ....................................................................................................... 33 Middle School Enrichment .................................................................................................................. 33 Middle School Student Clubs .............................................................................................................. 33 Middle School Student Council ........................................................................................................... 34 Middle School Community Building .................................................................................................... 34 Middle School Saturday Academy ...................................................................................................... 34 Middle School Summer Academy Overview ....................................................................................... 35 2013 Middle School Summer Academy Program Schedules .............................................................. 35 Upper School ........................................................................................................................................... 35 Upper School Academic Support Program ......................................................................................... 35 Upper School Advisory ........................................................................................................................ 36 Upper School All School Assemblies ................................................................................................... 36 Upper School College Readiness Program .......................................................................................... 36 Upper School Saturday Academy........................................................................................................ 38 Upper School Summer Academy ........................................................................................................ 38 Upper School College & Career Counseling……………………………………………………………………………………38 Student Performance Data ..................................................................................................................... 39 Academic Performance Index –Historical ........................................................................................... 40 Document1 Page 6 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj California Standards Test .................................................................................................................... 41 California English Language Development Test (CELDT) ........................................................................ 42 MWA English Learner Designation Levels 2010-2013 ........................................................................ 42 MWA English Learner Designation by Grade Level for 2012-2013 ..................................................... 42 Number of English Learners Year (Fall Assessment) ........................................................................... 42 MWA English Language Students Reclassified 2010-2013 ................................................................. 43 Students Taking Algebra by Grade Level ............................................................................................ 43 Report Card Analysis – Percentages of D’s and F’s ................................................................................. 44 Middle School Local Assessments........................................................................................................... 44 Math Discovery Test B ........................................................................................................................ 45 ELA Discovery Test B ........................................................................................................................... 45 Upper School Local Assessments ............................................................................................................ 45 English 9 .............................................................................................................................................. 46 English 10 ............................................................................................................................................ 47 World History ...................................................................................................................................... 47 US History............................................................................................................................................ 48 Biology................................................................................................................................................. 48 Physics ................................................................................................................................................. 49 Algebra 1 ............................................................................................................................................. 49 Algebra 2 ............................................................................................................................................. 50 Completion Rates .................................................................................................................................... 50 Making Waves Academy’s Discipline Data ............................................................................................. 50 Teacher Development......................................................................................................................... 50 Developing A Behavior Modification System...................................................................................... 51 College SAT and/or ACT Results .............................................................................................................. 53 Table 1. MWAUS Schoolwide Average PSAT Results .......................................................................... 53 Table 2. Gender Comparison for 10th Grade Males (12th Wave) ...................................................... 53 Table 3. Gender Comparison for 10th Grade Females (12th Wave) .................................................. 54 Table 4. Gender Comparison for 9th Grade (13th Wave) Male versus Female.................................. 54 Table 5. Average PSAT Result Comparison Between School-Years for 12th Wave ............................ 54 Advanced Placement Test Results .......................................................................................................... 54 Amended MWA Upper School Graduation Requirements ................................................................. 55 Additional Courses .............................................................................................................................. 55 Chapter II: Progress Report .................................................................................................................... 56 Significant Developments ....................................................................................................................... 56 Extension of the Middle School and Upper School............................................................................. 56 Document1 Page 7 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Mission Statement Revision................................................................................................................ 56 Adoption of SpringBoard .................................................................................................................... 57 Governance Structure – Change in Leadership .................................................................................. 57 Making Waves Board of Directors ...................................................................................................... 58 Material Revisions to Making Waves Academy Charter, January 15, 2014 ....................................... 58 Schoolwide Critical Areas for Follow-up ................................................................................................. 59 2010 Visiting Committee Report Comments – A3 .............................................................................. 59 Schoolwide Update ............................................................................................................................. 59 Middle School Academic Intervention Services .................................................................................. 59 Training and Professional Development ............................................................................................. 60 Curriculum and Instruction ................................................................................................................. 60 Progress Monitoring ........................................................................................................................... 61 Student Placement.............................................................................................................................. 61 Direct Services..................................................................................................................................... 61 Program Successes .............................................................................................................................. 62 Program Challenges ............................................................................................................................ 63 Program Recommendations ............................................................................................................... 63 Upper School Update .............................................................................................................................. 63 Core Instructional Programming ......................................................................................................... 63 Extended Day – 8th Period ................................................................................................................... 64 Extended Day – 9th Period ................................................................................................................... 64 2010 Visiting Committee Report Comments – A4 .............................................................................. 65 Teacher Credentials Progress Update................................................................................................. 65 Teacher Credentials Update ............................................................................................................... 65 Upper School Professional Development Update .............................................................................. 65 Middle School Professional Development Update ............................................................................. 66 2010 Visiting Committee Report Comments – A6 and C2 .................................................................. 66 Schoolwide Technology Progress Update ........................................................................................... 67 Middle School Library Update ............................................................................................................ 68 Upper School Library Update .............................................................................................................. 68 Visiting Committee Report Comments - B3 ........................................................................................ 68 Making Waves Academy Graduation Requirements .......................................................................... 68 Additional Courses .............................................................................................................................. 69 2010 Visiting Committee Report Comments – D1 .............................................................................. 69 Middle School Data Collection & Analysis Progress Update............................................................... 69 Program Improvement Plan Update ................................................................................................... 69 Document1 Page 8 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Upper School Data Collection & Analysis Progress Update ................................................................ 70 Program Improvement Plan Update ................................................................................................... 70 Schoolwide Progress ........................................................................................................................... 70 Emergency Response Plan .................................................................................................................. 71 Security and Safety on Campus........................................................................................................... 71 Ensuring a Clean Environment ............................................................................................................ 71 Vehicle & Pedestrian Traffic................................................................................................................ 72 2010 Visiting Committee Report Comments - E4 ................................................................................... 72 Middle School Enrichment, Clubs & Organizations ............................................................................ 72 Upper School Student Clubs and Organizations ................................................................................. 74 Upper School Office Hours.................................................................................................................. 74 Upper School Academic Support Program ......................................................................................... 75 Upper School Interscholastic Athletics ............................................................................................... 75 Other Areas to Which the School Has Responded - Separate Accreditation of Upper School (Grades 912) ........................................................................................................................................................... 75 Ongoing Follow-up Process..................................................................................................................... 76 Progress, Evidence, Impact on Student Learning for Action Plan Section or Goals: Single Plan for Student Achievement Goals 1A – 5 ........................................................................................................ 77 Goal 1A ................................................................................................................................................ 77 Goal 1B: ............................................................................................................................................... 78 Goal 2: ................................................................................................................................................. 79 Goal 3: ................................................................................................................................................. 80 Goal 4: ................................................................................................................................................. 82 Goal 5: ................................................................................................................................................. 84 Chapter III: Student/Community Profile – Overall Summary from Analysis of Profile Data and Progress ...................................................................................................................................................... 85 Implications ............................................................................................................................................. 85 Critical Academic Needs ......................................................................................................................... 88 Important Questions ............................................................................................................................... 89 Chapter IV: Self-Study Findings…………………………………………………………………………………………………….. Organization………………………………………………………………………………………………………………………………1 Curriculum…………………………………………………………………………………………………………………………………1 Instruction…………………………………………………………………………………………………………………………………1 Assessment……………………………………………………………………………………………………………………………….1 School Culture…………………………………………………………………………………………………………………………..1 Document1 Page 9 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Chapter V: Schoolwide Action Plan………………………………………………………………………………………………………………..1 Appendices Team Assignments ................................................................................................................ A Fiscal Policies......................................................................................................................... B Contra Costa County Board of Education Resolution ........................................................... C Bylaws ................................................................................................................................... D Organization Chart ................................................................................................................ E Operational Governance Roles ............................................................................................. F Teacher Credential Plan and Agreement .............................................................................. G Upper School Informal Observation ..................................................................................... H Academic Accountability Report Card .................................................................................. I Assessment Analysis Sheet & Instructional Plan .................................................................. J Board of Directors Bios ......................................................................................................... K Glossary of Terms.................................................................................................................. L Lesson Observation tool - SpringBoard ................................................................................ M Master Schedule Middle School ........................................................................................... N Master Schedule Upper School............................................................................................. O School Quality Snapshot 2012-13 ......................................................................................... P Single School District Plan ..................................................................................................... Q Survey Elementary Students, Grades 5-6 ............................................................................. R Survey Parents ...................................................................................................................... S Survey Secondary Students, Grades 7-10 ............................................................................. T Survey Staff ........................................................................................................................... U Textbooks .............................................................................................................................. V School Accountability Report Card (SARC) 2012-13…………………………………………………………..W Preface Document1 Page 10 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Making Waves Academy (MWA) recognizes that schools with higher proportions of students from socioeconomically distressed communities require additional resources to compensate for the challenges they face. MWA invests in students and families by providing resources to support students’ cognitive (academic) and non-cognitive (social-emotional) development. MWA understands that students (particularly from MWA’s demographic), learn best when they are engaged by faculty and staff who develop personal and trusting relationships with them and their families. MWA has built structures that allow for the development of personal relationships, including an advisory program, small class sizes cocurricular enrichment, and extra-curricular activities. To support the structure of our core day and enrichment programs, the typical school day is from 8:10am – 6:00pm. The master schedule accommodates students’ participation as well as teacher planning and collaboration time. At Making Waves Academy, instructional activities are aligned to Expected Schoolwide Learner Outcomes and California State Standards. The MWA curriculum includes English language arts, math, science, history/social science, health and wellness, second languages, English language development music, fine and performing arts and social emotional education. Our recently established Upper School courses and graduation requirements are guided by the California State A-G requirements, emphasizing a college-readiness focus. To begin the process of preparation for the state’s adoption and implementation of the Common Core Standards, MWA adopted a Common Core aligned curriculum, SpringBoard (developed by the College Board), to give our administrators and faculty a two-year head start at adapting their teaching practices to this new, more challenging approach to instruction. The SpringBoard, Common Core aligned curriculum supports faculty instructional planning that helps students gain a deeper understanding of academic content through its focus on “unpacking” assessments at the beginning of a unit so students are clear about the skills they will need and the way “mastery” will be assessed. SpringBoard begins in 6th grade for math and English language arts. Students are expected to demonstrate mastery of learning outcomes through a variety of assessments, in addition to demonstrating knowledge on standardized tests. Authentic pieces of student work allow teachers greater insight into student learning. Clear expectations for authentic work also demand that students take personal responsibility for meeting learning outcomes. Students are expected to develop critical consciousness by applying their learning to positively impact their community and world. At MWA, teachers collaborate to design curriculum and assess student learning through data analysis and evaluation of student work. Teachers spend Friday afternoons engaged in planned professional development aligned with deepening instructional practices and collaboration. Increasingly, Content Leads (faculty with demonstrated “master” level instructional skills) are utilized to lead content meetings as well as inform and deliver site-based professional development. The goal is to begin to build capacity and develop vertical and horizontal opportunities for teacher leaders and a pathway for administration. Instructional practice is formally supported through scheduled formal evaluations by the divisional Directors. At MWA, it is critical that students learn how to access various forms of media and use tools to communicate and enhance learning. To prepare students for a technological world, technology is integrated into several aspects of teaching and learning, including research, classroom presentations, assessment and grading, and professional data analysis. Document1 Page 11 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Chapter I: Student/Community Profile and Supporting Data and Findings Making Waves Academy Profile – Background Making Waves Academy is located in Richmond, California. The city is a diverse community with a population consisting of 26% African American, 39% Hispanic or Latino, 17% White, 13% Asian, .5% Native American, .06% Native Hawaiian and Other Pacific Islander, and 2% other. The demographics of Making Waves Academy are comparable to West Contra Costa Unified School District (WCCUSD) which are both different than the overall demographics of Richmond. At Making Waves Academy 17% of the population is African American and 80% are Hispanic or Latino. 80% of students qualify for free and reduced lunch. English Language Learners make up 22% of the school’s population. Richmond is best known for its unique history and role in the World War II home front effort. Today the city is important to oil refining, transportation, shipping with Chevron, USA, Inc. and the Kaiser Permanente Medical Group being major employers. The community has been challenged by the major problems impacting urban cities across the country. With slightly over 100,000 residents, Richmond is known nationally for its high rates of crime and being one of the most violent cities in California. In 2010 the FBI’s Uniform Crime Reporting Program identified Richmond as one of two California cities on the top ten lists of most dangerous areas in the United States in terms of violent crime offenses and property crime offenses. The current unemployment rate is 13% of the population and 17% of the population lives below the poverty level. The West Contra County Unified School District (WCCUSD) serves students in the city of Richmond as well as surrounding cities. According to School District statistics on Ed-Data, 33.5% of WCCUSD students are English learners and 67% eligible for free and reduced priced meals. This is compared to 17.3% of English learners and 36.7% of students eligible for free and reduced priced lunch Contra Costa County wide. Making Waves Academy operates as a 501(c)(3) corporation that works collaboratively with Making Waves Foundation in order to ensure the success of its students, also known as “Wave-Makers.” Under the leadership of a dedicated and educationally stimulating team of educators, MWA applies proven best practices to support the holistic and comprehensive development of its students. MWA is predicated on developing the whole child by providing a plethora of wrap-around services that include, but are not limited to, academic instruction, academic support, transportation, meals, mental health counseling, socioemotional development, college visits and academic counseling. The staff is comprised of educators who are committed to the community, ensuring that disenfranchised youth have the skills needed to eventually gain acceptance to and graduate from four-year colleges and universities and become productive members of their communities and the workforce. Making Waves Academy opened its doors in 2007 as a public charter school for children in grades 5-8. Targeting students currently attending Title I schools in Richmond and San Pablo, MWA accepts students entering the 5th grade by way of public lottery. In 2010, Making Waves Academy Middle School reached capacity with 400 students in grades 5-8, with 100 students in each grade level (or Wave). That same year, Making Waves was granted an extension to serve students through grade twelve. In 2011, the first cohort of 8th graders graduated and in the fall of that same year, MWA welcomed its first 9th grade class Document1 Page 12 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj into the Upper School. Currently serving grades 9-11, the Upper School will be at capacity in 2015 with approximately 400 students in grades 9 – 12. In fall 2015, Making Waves Academy (Middle and Upper) will be at full capacity serving close to 800 students in grades 5 – 12 with approximately 100 students in each grade level. Making Waves Middle School is the only feeder school to the Upper School. In fall 2009, MWA opened a new campus to serve its students. Formerly the home of the Middle School, this 21st Century complex is now the Upper School campus. In fall 2012, MWA opened its second campus where the Middle School is currently housed. The adjacent campuses have a library, technology centers, science labs, art and music rooms, an edible garden, and an athletic field with synthetic turf. Classrooms are equipped with state-of-the-art technology and most up-to-date educational materials reflecting best practices. Purpose Making Waves Academy’s purpose is to create an integrated school-based, youth-development, rigorouscurricula program that increases the graduation and four-year college acceptance and completion rate of socio-economically disadvantaged students of color coming from Richmond. By holistically addressing the cultural, academic and personal needs of its students, Making Waves Academy hopes to raise students’ expectations, increase family, community and teacher involvement, and enhance access to resources not readily available to its population. Through a variety of indicators critical in the holistic development of students, Making Waves Academy’s work with students will help them become and/or accomplish the following: Student profile Caring adult College and career-ready for admission to university of choice College graduate with minimized debt Capable of effective professional and personal navigation Informed decision making/critical thinking – do we want to mention the core value of “critical consciousness? “Gives back” in the communities they reside in as adults or Develops a strong sense of community service Improve Academic Performance Personal best-based motivation for student achievement Development of self-advocacy in asking for help & accessing resources Enhanced rapport with students through one-on-one daily interaction with students Tutoring and life-skills curriculum Expand Student Horizon College visits Career exploration Summer internship programs Exposure to positive adult role models Encourage Learning Study skill techniques PSAT/SAT preparation Document1 Page 13 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Tutoring Academic and personal coaching Positive and constructive peer relationships Making Waves Academy Mission Statement Making Waves commits to rigorously and holistically preparing students to gain acceptance to and graduate from college to ultimately become valuable contributors to the workforce and their communities. Guiding Principles and Expected Schoolwide Learner Outcomes & Core Values Making Waves Academy is founded on a set of Guiding Principles and Core Values which establish the framework for working with students. Making Waves Academy’s Expected Schoolwide Learner Outcomes and Core Values are integrated into the academic and social emotional curricular programs provided in the classrooms and community meetings. The Expected Schoolwide Learner Outcomes and Core Values are critical components to helping students connect the academic program to real-life issues and community needs. Making Waves Academy Expected Schoolwide Learning Results (Expected Schoolwide Learner Outcomes) ACADEMIC CONTENT – What We Know Wave-Makers demonstrate proficiency in MWA Content Standards (based on California State Standards) for English language arts, math, social studies, science, English language development, health and physical education. SCHOLARSHIP- How We Think, Read, and Communicate Wave-Makers think, read, write, and speak like scholars (historians, mathematicians, scientists, authors, and literary critics). CRITICAL CONSCIOUSNESS – How We Act on What We Know Wave-Makers combine their intellect and critical thinking to make healthy choices for themselves and positive changes for their community. COLLABORATION – How We Work with Others Wave-Makers work together to build collective genius. SELF-EXPRESSION Wave-Makers develop an understanding of self by demonstrating their creativity across the curriculum. Document1 Page 14 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Core Values Wave-Makers embody the following core values: Critical Consciousness: We combine our intellect and critical thinking to make positive change in our lives and community. Scholarship: We are life-long learners who aspire to and achieve academic excellence. Resilience: Through hard work and perseverance, we will not let anything get in the way of our success. Self Determination: We are agents of change who have the power to define ourselves and to control our destiny. Responsibility: We are accountable for our decisions and actions and their impact on self and community. Community: We recycle our success, share our talents, and love and support each other. Justice: We are interconnected in the struggle for social equality. Respect: We treat each person as valuable and demonstrate respect by following our community norms. Integrity: We are honest and ethical in our words and our actions. Dignity: We respect ourselves and honor our heritages. Peace: We resolve conflicts with compassion and help others to do the same. Investment: We are reflective, act with foresight and invest in our futures. In the 2012-2013 academic school year. Making Waves Academy Staff analyzed the Expected Schoolwide Learner Outcomes to identify and discuss the various ways staff integrate the outcomes into the curriculum, instruction, and schoolwide culture. Staff then identified additional methods to incorporate the Expected Schoolwide Learner Outcomes across disciplines and grade levels. Revised Core Values Making Waves Academy has a complex set of 12 Core Values which are inconsistently communicated. One of this year’s Schoolwide Goals was to, “Reflect and redefine our Schoolwide Core Values and their role in instruction and school culture by March 1, 2014.” A survey of our parents, students and staff was conducted during December 2013 to inform the School Site Council and Leadership Team in preparing our revised Core Values. The School Site Council (elected parents, staff, students and appointed Middle School and Upper School Directors for a total of 16 members) held a Core Values Workshop on Saturday, January 11, 2014, which Document1 Page 15 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj was also attended by two Board Members. They reviewed the survey results. Through a process of small team collaboration meetings and a group consensus five core values were selected: Community - We combine our intellect and critical thinking to support each other and make healthy choices for ourselves and positive changes in our community. Resilience – We are agents of change, who, through hard work and perseverance, have the power to define ourselves and to control our destiny. Respect –We believe each person is valuable and we demonstrate respect by following our community norms. Responsibility – We have integrity we are accountable for our decisions and actions and their impact on self and community. Scholarship – We are life-long learners who aspire to and achieve academic excellence. The School Site Council approved the five Core Values displayed above at their February 13, 2014 meeting and recommended them to the Board of Directors for their approval at the March 13, 2014 Board meeting. Family Partnerships Schools work best when children’s education is a partnership between educators and families. Parental involvement is strong at Making Waves Academy. MWA families use their diverse talents to shape school activities and participate in governance. Teachers maintain positive relationships with families and communicate regularly regarding the progress of their children. As the primary educators of our students, MWA provides monthly parent meetings, where, on average, 80% of parents attend. During meetings, parents and guardians discuss and learn about educational opportunities, curriculum, student performance and a safe school culture. MWA also engages its various stakeholders in making decisions about curriculum and the allocation of resources through structures such as School Site Council, English Language Advisory Committee, Student Council, and grade level and subject area committees. WASC Accreditation History 2009: MWA (Middle School) applied to participate in WASC accreditation process. 2009: MWA received approval to participate in WASC Self-Study Process based on application and site visit from WASC Committee. 2010: MWA was granted a 3-year accreditation term. MWA applied for extension to participate in Selfstudy 2011: MWA received extension to postpone Self-study Process and visit until Spring 2014. 2012: MWA submitted a Substantive Change Form as a result of the addition of the Upper School. 2012: MWA hosted Substantive Site Visit and received positive feedback. 2014: MWA will host Visiting Committee in April 2014. Document1 Page 16 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Demographic Data 0 0 1 2 0 0 0 3 98 86 90 76 68 73 62 553 11 13 11 15 14 12 19 95 Enrollment by Gender and Grade 2013-2014 (as of January 14, 2014) Grade 11 10 9 8 7 6 Girls 47 47 48 47 55 54 Boys 36 41 39 48 47 48 Total 83 88 87 95 102 102 Unclassified 1 0 0 1 1 1 1 5 White non Hispanic 2 1 0 1 3 1 1 9 African American or Black 0 1 0 0 0 0 0 1 or 0 0 0 0 0 0 0 0 Hispanic Latino 0 0 0 0 0 0 0 0 Filipino 0 0 0 0 0 1 0 1 Other Pacific Islander Other Asian 112 102 102 95 87 88 83 669 Asian Indian 5 6 7 8 9 10 11 Total Laotian Total in Grade Vietnamese Grade Chinese Enrollment Summary by Ethnicity 2013-14 (as of January 14, 2014) 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 5 63 49 112 Total 347 322 669 Attendance Mobility - Table 1 AY12-13 Mobility Analysis AY 2012-13 Grade Level Initial Enrollment August 2012 Drop Add1 Net Loss Enrollment June 2013 5 6 7 8 9 10 108 106 99 96 93 88 6 6 2 3 3 1 3 4 0 0 0 0 3 2 2 3 3 1 105 104 97 93 90 87 MWA Totals 590 21 7 14 576 Document1 Page 17 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Truancy - Table 2 Three Year Comparison of Truancy Rates Academic Year CBEDS Enrollment Number of students with 3 or more consecutive absences2 Truancy Rate 401 495 583 3 9 24 1% 2% 4% 2010-11 2011-12 2012-13 Tardy Rates - Table 3 Three Year Comparison of Tardy Rates Academic Year MWA Tardy Rates 2010-11 4.6% 2011-12 3.6% 2012-13 3.9% 396 485 576 177 175 175 70,092 84,875 100,800 3,190 3,027 3,953 MWA End of Year Total Enrollment MWA total Days of School MWA total # of Tardies possible MWA Total Tardies ADA Count and Percent Totals -Table 4 Average Daily Attendance for MWA - Percent Totals Academic Year Middle 2010-11 96.48% 2011-12 2012-13 96.42% 96.54% Document1 Page 18 of 89 Upper N/A3 95.35% 95.97% Total All School 96.48% 95.89% 96.26% Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Truancy Rates 5% 4% 4% 3% 3% 2% 2% 1% 1% 0% 4% 2% 1% Truancy Rate 2010-11 2011-12 2012-13 Tardy Rates 5.0% 4.5% 4.0% 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0% 4.6% 3.9% 3.6% MWA Tardy Rates 2010-11 Document1 Page 19 of 89 2011-12 2012-13 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj ADA Percent Totals Average Daily Attendance 120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% Middle Upper Total All School 2010-11 96.48% 0.00% 96.48% 2011-12 96.42% 95.35% 95.89% 2012-13 96.54% 95.97% 96.26% English Language Learners 2013-2014 Number of students* 2010-11 2011-12 5th 43 46 6th 25 18 7th 32 13 8th 11 17 9th 4 10th 11th 111 2012-13 98 2013-14 47 36 18 10 13 3 51 26 30 13 8 13 3 127 144 * as of October CBEDS Census Day Language Proficiency for All MWA Students All MWA 2012-2013 English Learners English Only Initial fluent English Proficient Reclassified Fluent English Proficient Document1 Page 20 of 89 Number of Students 134 128 40 Percentage of Students 23 22 7 281 48 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Socioeconomic Status Number of Students Percentage of Students 2013-2014 (January 8, 2014) Free Reduced Total Population 397 153 669 59% 23% 2012-2013 Free Reduced Total Population 368 126 577 64% 22% 2011-2012 Free Reduced Total Population 327 98 498 66% 20% 2010-2011 Free Reduced Total Population 227 75 373 61% 20% Free and Reduced Lunch by Grade for 2013-2014 (as of January 8, 2014) 5th 6th 7th 8th 9th 10th 11th Free 63 6 60 63 50 49 44 Reduced 27 25 26 17 18 22 18 Total 90 93 86 80 68 71 62 Parents’ Level of Education for 2012-2013 Parents’ Level of Education Number of Students 6 Graduate Degree or Higher 42 College Graduate 100 Some College or Associate’s Degree 187 High School Graduate 197 Not High School Graduate 45 Declined to State Document1 Page 21 of 89 Percentage 1 7.3 17.3 32.4 34.1 7.8 Total 397 153 550 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Making Waves Academy Staff 2013-2014 Female American Indian or Alaska Native Administrators 0 Pupil Services 1 Teachers 0 Support 0 Services * Instructional Assistants ** Total Asian Asian Indian Pacific Islander Hispanic African White or American Non Latino Hispanic Multiple or no response Total 0 1 1 1 1 0 3 0 0 0 0 0 0 2 6 15 1 3 6 5 2 0 7 2 0 0 0 0 4 7 23 23 0 0 0 0 4 4 1 0 9 1 3 4 0 27 19 12 0 66 Male Administrators Pupil Services Teachers Support Services Instructional Assistants American Indian or Alaska Native Asian Asian Indian Pacific Islander Hispanic African White or American Non Latino Hispanic 0 0 0 0 0 0 3 2 0 0 0 0 0 0 0 0 0 0 1 0 0 Multiple or no response Total 3 7 4 1 4 2 1 0 15 0 0 0 0 0 5 1 25 11 3 6 0 0 10 Total 0 6 0 0 13 17 16 0 * Includes Bus Monitors, Clerical, Custodians, Security, Support Services, Site Monitors and Technical ** Includes Instructional Assistants, Instructors, and Tutors Document1 Page 22 of 89 52 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Grand Total Staff American Asian Indian or Alaska Native Asian Indian Pacific Islander Hispanic African White or American Non Latino Hispanic Multiple or no response Total Administrators Pupil Services Teachers Support Services Instructional Assistants 0 1 0 0 0 1 4 3 1 0 3 0 0 0 0 0 0 2 9 22 5 4 10 7 3 0 22 2 0 0 0 0 9 8 48 34 0 1 0 0 7 10 1 0 19 Total 1 9 4 0 40 36 28 0 118 MWA Staff Years of Experience Average Years of Experience Administrators Pupil Services Teachers Support Services Instructional Assistants Total 11.3 8.2 6.9 7.6 3.9 7.1 Average Years MWA 3.1 1.8 2.2 2.5 0.7 2.1 Other Staff Data Percent of highly qualified teachers Number of National Board Certified Teachers Percent of teachers outside credentialed areas Number of teachers with short term staff permits Number of teachers with provisional intern permits Number of teachers with advanced degrees Number of teachers enrolled in CLAD programs Number of teachers in first year BTSA program Number of teachers in second year BTSA program Number of teachers in an intern program Attendance rates of teachers Number/assignment of paraprofessionals who meet ESEA requirements Document1 Page 23 of 89 81 0 2 0 0 28 0 6 6 0 97.9% 0 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Professional Development At Making Waves Academy, teachers and staff are supported through on-going Professional Development aimed at increasing their skills and competency in the classroom and/or in their respective areas of work. Making Waves Academy teachers and staff begin intensive training and induction before the academic year commences. During the Summer Session, all staff is trained on key areas of the school, including curriculum development, instructional strategies, data-driven instruction, use of data tools, and collaborative work. During the academic year, every Friday afternoon is dedicated to Staff Professional Development. From 2:30 pm to 4:30 pm on Fridays, faculty and staff meet to engage in training on topics aligned to the goals and mission of the school. The first 30 minutes are designated as Staff Meeting time, during which school information is shared and discussed among members of the staff. The second part of the meeting focuses on Professional Development, during which each teacher works and collaborates on focus areas in the school. During the 2012-2013 Academic Year, the primary focus of Professional Development has been the use of data-driven instruction to drive student achievement. Making Waves Academy also has one full-day and two half-day Professional Development days, which are meant to respond to faculty and staff needs. During these days, the school leadership, teacher leaders and outside consultants come together to provide in-service to the entire community. Upper School Specific Professional Development Beginning in December 2012, Making Waves Academy scheduled time during Friday Professional Development for teachers to work in grade-level groups. With the guidance of their grade-level team leaders and the Director of Curriculum and Instruction, each grade-level team chooses an instructional strategy to focus on as a team. Every four weeks, the team meets during Professional Development to discuss their efficacy with the strategy and to refine their work. Our professional development framework also supports self-guided growth and self-reflection. Two times a year, teachers are filmed in order to allow teachers to view themselves within the context of their respective classrooms. They are asked to choose a focus area and they follow National School Reform Faculty protocols to share their insights from their videos with one another. Middle School Professional Development Making Waves Academy Middle School makes the Professional Development (PD) of its faculty a high priority. Historically, PD has occurred on Wednesdays for weekly two-hour sessions. During Academic Year 12-13, the Middle School adjusted its Master Calendar to host PD on Fridays in an effort to align with the Upper School’s PD for purposes of vertical and horizontal collaboration. Professional Development is informed by the annual schoolwide goals, and functions to allow teachers the space to participate in cutting-edge instructional training, targeted collaboration, peer workshop facilitations, identify compelling motivational speakers, magnified views of data, assessment, and evaluation, ensuring that all students receive the best possible education. Beginning Teacher Support and Assessment (BTSA) Induction Program Making Waves Academy contracts with the Contra Costa County Office of Education BTSA Induction Program to provide the necessary opportunities for participating teachers to complete all professional Document1 Page 24 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj credential requirements to earn their California State Clear Credential. MWA supports new teachers by covering the costs for their BTSA training. This is a financial commitment of $5000 per participant. BTSA Participation Number of Teachers Participating Year 1 Year 2 Total 2013-2014 2012-2013 2011-2012 2010-2011 6 6 12 10 7 17 11 6 17 6 4 10 Academic Year 2012 – 2013 Upper School Staff Development Sessions Date & Content of Staff Development Aug 24, 2012 Calibrating on Schoolwide Writing Rubric (part 1) Aug 31st, 2012 Calibrating on Schoolwide Writing Rubric (part 2) & Grading Student Work Course Diagnostics: Analyzing Diagnostic Data September 7th, 2012 Course Diagnostics: Creating Action Steps & Curriculum Decisions Based on Data Analysis September 14th, 2012 Upper School RSP Procedures Designing SMART Objectives September 21st, 2012 Number of Participants 20 20 15 21 21 Mental Health Referral and Crisis Induction Training (FPA) September 28th, 2012 Identifying Key Components of a Lesson Plan Revisiting SMART Objectives October 5th, 2012 Benchmark Data Analysis and Action Steps October 12th, 2012 SMART Objectives Grade-Level Meeting: Establishing Common Grade-Level Practices October 19th, 2012 Mimio Training (Integrating Technology) October 26th, 2012 15 15 15 20 15 Classroom Video Visits: Sharing & Learning as Critical Friends November 2nd, 2012 Creating a Strong Classroom Culture Grade-Level Meetings November 9th, 2012 15 15 Schoolwide Writing: Calibrating on Student Writing for Bmk 3 November 16th, 2012 Benchmarks: Analyze Benchmark 3 Data and Create Action Plans Document1 Page 25 of 89 22 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Date & Content of Staff Development Scoring Students’ Writing to Determine Areas of Strength and Improvement November 30th, 2012 Understanding Cultural Dynamics in the Instructional Environment December 7th, 2012 Learning From Student Work (Using Protocols) January 4th, 2013 Having a Growth Mindset: Staying in Learning Orientation as an Educator Analysis of Schoolwide Survey Data and Discussion of Action Steps January 11th, 2013 An Overview of Program Improvement from a Parent’s Perspective January 18th, 2013 Teaching Academic Vocabulary to ALL Students January 25th, 2013 Mimio Training (Integrating Technology in the Classroom) February 1st. 2013 Introduction to the WASC Process PSAT Data Overview Determining Key Vocabulary Terms and Teaching Key Terms February 8th, 2013 All School Presentation by Executive Director February 15th, 2013 Self-Reflection on Key Priorities. Identifying/ refining key action steps. How to Facilitate Formal Understanding of Vocabulary in the Classroom March 1st, 2013 Understanding Accommodations vs. Modifications Grade-Level Meetings March 8th, 2013 Implementing 2 -3 Vocabulary Strategies in the Classroom March 15th, 2013 Planning and Designing an Effective Assessment (In response to area of growth) March 22nd, 2013 All School Professional Development Determining How PI Restructuring Plan, EPC’s, SpringBoard and WASC work together to Improve Instructional Practice and Student Achievement at MWA (Part 1) March 29th, 2013 Creating SMART Objectives Creating Action Plans to Respond to Benchmark Data April 12th, 2013 Evaluating SMART Objectives Mapping out Instructional Action Plans April 19th, 2013 CST Proctoring Preparation, part 1 April 26th, 2013 CST Proctoring Preparation, part 1 Grade-Level Meetings May 3rd, 2013 Determining How PI Restructuring Plan, EPC’s, SpringBoard and WASC work together Document1 Page 26 of 89 Number of Participants 21 18 20 22 15 15 18 20 21 21 15 15 21 15 15 20 20 21 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Date & Content of Staff Development to Improve Instructional Practice and Student Achievement at MWA (Part 2) May 10th, 2013 PSAT and CAHSEE Data Review May 17th, 2013 End-of-Year Self-Reflection: Reflecting on our Trajectory Who We Are (our staff and community) May 24th, 2013 End-of-Year Self-Reflection: Reflecting on our Trajectory Where We Were (at the beginning of the year) May 31st, 2013 End-of-Year Self-Reflection: Reflecting on our Trajectory Where We Are June 7th, 2013 Staff Meeting & Teacher Work Time June 13th, 2013 Identifying Essential Teacher Tasks & Setting 2013 – 2014 Personal Goals Where We Need to Go Academic Year 2012-2013 Middle School Staff Development Sessions Date & Content of Staff Development September 7, 2012 Special Ed. Services, Absence Notification Process, MS Organizational Chart September 14, 2012 Mimio & Accelerated Reader October 5, 2013 2011-12 CST Data Analysis October 12, 2012 2011-12 CST Data Analysis November 2, 2012 (Academy Wide) Academic Intervention Services Progress Report, Guest Speakers Paul St. Roseman and Robyn Fisher Intercultural Storytelling Exercise, Guest Speaker Greg Tananka (Middle School Only) November 9, 2012 Safety on Campus November 15, 2012 Number of Participants 20 20 20 20 20 20 Number of Participants 38 29 33 31 60 31 23 Student Discussion with FPA, Guest Speakers Dr. Greene-Fruge and Dr. Greene) November 30, 2012 40 Overview of Evaluation Process December 7, 2012 34 Mimio Training January 4, 2013 30 PD Report Outs, Parent Meeting Structure, Student Achievement (Finals Week and Report Cards), Evaluation/Self Assessment Process 60 January 11, 2013 (Academy Wide) Program Improvement Status Essential Program Components Document1 Page 27 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Date & Content of Staff Development January 18, 2013 Number of Participants 31 Overview of WASC and Self-study Process, ELD Update, School Site Council Nomination January 25, 2013 Teacher Collaboration (Quarter 3 Planning) February 1, 2013 Staff Visit and Tour of Head Royce, Oakland February 8, 2013 Organizational Update and Budget Implications, Mr. Holsclaw February 15, 2013 35 31 32 33 Teaching within a Context of Educational Genocide, Guest Speaker Dr. Christopher Knaus March 1, 2013 Accelerated Reader, Career Day Debrief March 8, 2013 Hip Hop Pedagogy – Engaged Learning in the 21st Century, Guest Speaker Nolan Jones March 15, 2013 Evaluation Debrief, Classroom Highlights, Accelerated Reader, Lockdown Debrief March 22, 2013 (Academy Wide) PI Status, Essential Program Components, Springboard Instructional Strategies, WASC – Analysis of MWA School wide Learner Outcomes, Guest Speaker Robyn Fisher April 12, 2013 Creating a College-Going Mindset for Students and Parents, Special Guest Sharon Cravanas My Very Own Library/Literacy Night Planning Letters of Employment (One on one meetings with Head of School, Ms. St. Roseman) May 3, 2013 (Academy Wide) Program Improvement Plan (Essential Program Components), Springboard Instructional Strategies, WASC – Overview of Committees May 10, 2013 Special Ed. Presentation (Accommodations vs. modifications) May 17, 2013 Teacher Performance Evaluations May 24, 2013 Staff Transition – Mr. Dabner MWA Organization Transition Plan, Mr. Nelson WASC Perception Surveys May 31, 2013 WASC – Committees Sign Ups WASC – Perception Surveys June 7, 2013 Staff Transition – Mr. Dabner Quarter 4 Finals, 8th Grade graduation preparation, Last week of school schedule June 14, 2013 2012-2013 Reflection – Springboard, Team Ability Reports, CST Preliminary Data, Staffing, Master Schedule Planning, Evaluations 25 28 30 60 25 60 45 36 35 35 35 Description of Safety Conditions, Cleanliness and Adequacy of School Facilities: Document1 Page 28 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj School Facilities: Making Waves Academy is located in an industrial park area of Richmond. It is comprised of three buildings on 6.5 acres. In July 2009, MWA moved into a newly remodeled, state-of-the-art, two-building facility. In July 2012, MWA opened a new, state-of-the-art, two-story building. Over $28 million was invested in these three buildings. Two of the three campus buildings house the Upper School and include: Building 1 has 25,000 square feet, nine classrooms, three science labs, a technology classroom, a library/media center, nine administration offices, student support resource rooms, two conference rooms, a staff lounge and workroom. Building 2 has 32,000 square feet, 17 classrooms, an art studio, music studio, multipurpose room with a stage, cafeteria, and boys/girls locker rooms. Outside area with an artificial turf playfield, basketball court, and student garden. The third of the three campus buildings is a two-story building housing the Middle School and includes: 42,000 square feet, 23 classrooms, three science labs, a technology classroom, a library/media center, music studio, seven administration offices, two conference rooms, one staff lounge and a teacher workroom. Outside area with an eating area, boys and girls locker rooms, artificial turf playfield, basketball court, and student garden. Cleanliness: Classrooms and offices are cleaned each evening by the custodians using a team cleaning concept. The facility is vacuumed, damp mopped, dusted, and trash removed. Desktops, telephones, door knobs and bathrooms are disinfected daily. Trash, recycling and composting bins are in each classroom, community area and outside. An outside consultant conducts an annual cleaning audit. Each year, the custodial team has earned an “Outstanding” review. The outside area is tended to weekly by a professional landscaping company. They groom the plants, mow the grass, and sweep the walkways and driveway areas. Turf areas are groomed twice a year. Safety Conditions: The Academy has these updated resources: The “School Emergency Response Plan” was updated in the summer of 2012. Ten fire drills are conducted annually. Students are trained in Health & Wellness for earthquake response. Each classroom and office has an emergency response folder with protocols for fire, earthquake and lock-down emergencies; and, a current list of emergency telephone numbers. Material Safety Data Sheet (MSDS) binder is maintained by the Operations Manager. The Academy employs two full-time, guard-card certified security officers to provide campus security during student days from 6:30 am. until 6:30 p.m.. Additional officers are hired occasionally to assist with large school events. Administrative and security staff is equipped with uniforms, safety vests, cell phones, and walkie-talkie radios. Document1 Page 29 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj In the event of a disaster, the Academy has stored enough water and food to serve students and staff for three days. Three sides of the Academy campus are fenced; the driveways are gated. Each building has fire, security alarm systems and exterior cameras that are professionally monitored. In the event of a fire or intrusion, the monitoring company reports immediately to administrative / security personnel. Budget Process Each revenue and expense account is assigned to a Budget Manager. The Budget Manager prepares the budget for assigned accounts for review and approval by the Chief Executive Officer (CEO), Chief Financial Officer (CFO) and Finance Committee. As a public charter school, our budget is approved by our Board of Directors and submitted to the Contra Costa County Superintendent of Schools for approval. The three-year budget is approved in June of each year for the next three fiscal years, July to June. The three-year budget is reviewed, revised if needed, and approved by the CEO, CFO, Finance Committee, Board of Directors and Contra Costa County Superintendent of Schools in December and March of each year. Budget Management Assigned Budget Managers are responsible for specific budget accounts. Each Budget Manager oversees and approves expenditures within his/her budget and provides input into the development of the budget and the implementation of respective programs. The assigned Budget Manager, CEO and CFO approve all purchases, credit card payments, payrolls and check requests. Monthly Budget v. Actual Reports are issued to the Budget Managers. The CEO and CFO review monthly Budget v. Actual Reports. The CEO and CFO have annual budget planning sessions with each Budget Manager. The Making Waves Foundation, Inc. Board of Directors has established a Finance Committee that reviews three-year budgets in addition to December and March budget revisions to the three-year budgets. Hosaka, Rotherham & Company conducts annual audits and prepares an annual management letter which also is subsequently reviewed and accepted by the Finance Committee and Board of Directors. Fiscal Policies The Board of Directors has adopted Fiscal Policies that cover the following: 1 Budget Development and Oversight Calendar and Responsibilities Controls, Budget, and Fiscal Management Funding Entitlements Negotiation Property (Equipment only) and Liability Insurance Board Compensation Contracts and Agreements Fundraising, Grant Solicitation, and Donation Recognition See the complete Fiscal Policies at Appendix B Expenditures per Student Enrolled, FY2014 Budget, First Interim, October 31, 2013 1 These policies were established by the prior Board of Directors and continue until changed by the new Board of Directors that assumed office in December 2013. Document1 Page 30 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj The FY2014 Budget, First Interim, October 31, 2013 estimates total expenditures of $12,988,739 for a budgeted enrollment of 675 students’ grades 5-11. The budgeted expenditures per student enrolled are $19,243. Monies from Other Funding Sources FY2008-14 Budgets John Scully has made a major commitment to Making Waves Academy. Over the past six (6) fiscal years various entities 2 controlled by Mr. Scully have contributed $21,800,000 to Making Waves Academy and are projected to contribute $7,634,000 this fiscal year for a grand total of $29,434,000 for the seven (7) FY2008-14. Fiscal Year FY2008, Actual FY2009, Actual FY2010, Actual FY2011, Actual FY2012, Actual FY2013, Actual Total Actual FY2008-13 FY2014, Budget (First Interim) Total FY2008-14 2 3 Amount 3 $2,230,000 3,445,000 3,200,000 3,316,000 4,409,000 5,200,000 21,800,000 7,634,000 $29,434,000 Phoebe Snow Foundation, Inc., Scully Family Trust No. 2, and Making Waves Foundation, Inc. In whole $1,000’s of dollars. Document1 Page 31 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj FY2014 Budget (First Interim, October 31, 2013) A summary of the FY2014 Budget, First Interim, October 31, 2013 is shown below: Description Income Amount Federal State of California Federal/State Rent Reimbursement Making Waves Foundation, Inc. Other Local Sources Total Income $575,194 4,595,455 410,400 7,402,382 55,308 13,038,739 Expenses Salaries Benefits Supplies Contract Services 5,754,246 1,432,756 1,110,841 4,690,896 Total Expenses Net Change Fund Balance Beginning Fund Balance, July 1, 2013 Projected Ending Fund Balance, June 30, 2014 12,988,739 50,000 1,169,361 $1,219,361 MWA Response to Intervention Program Response to Intervention is an approach that promotes a well-integrated system connecting general, gifted, and special education in providing high quality, standards-based instruction/intervention that is matched to students’ academic needs. Response to Intervention (RtI) is a multi-tiered, problem-solving approach that addresses academic challenges of ALL students. It is a whole-school improvement model that is standards-driven, proactive, and incorporates both prevention and intervention. Within an RtI framework, resources are allocated in direct proportion to student needs. Tier I – The foundation consist of scientific, research-based core instructional practices and is designed for all students in the general curriculum. Tier II – Supplemental instruction, curriculum and interventions are provided in addition to core standards-based instruction to those students for whom data suggest additional instructional support is warranted. Tier III –Includes more explicit instruction that is focused on a specific skill and/or concept needs, whether that is an accelerated need or a remedial need. RtI goals and objectives are designed based on sound educational plans (WASC Criterion & Program Improvement Plans). Teachers systematically collect achievement data to support ongoing assessment of RtI progress. Assessments are given periodically to determine student progress. Document1 Page 32 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Extracurricular and Co-curricular Activities The extracurricular and co-curricular activities offered at Making Waves Academy (MWA) seek to cultivate well-rounded, productive members of society through academically enriching programs that complement Core Day coursework. These programs expose students to activities that support their academic and social-emotional growth, health and well-being, college readiness, and school and community engagement. The following are MWA’s extracurricular and co-curricular offerings. Middle School Middle School Academic Support Students are offered homework support, tutoring, and study-skills development from MWA Core Day teachers and Enrichment instructors. Students are grouped and supported by Response to Intervention (RtI) tiers based on their Math California Standards Test scores: Tier I (Proficient and Advanced) Students attend study hall/office hours. independently and may solicit help from instructors as needed. Tier II (Basic) students are supported in groups of 12 or fewer students per instructor and receive directed support. Tier III (Below Basic and Far Below Basic) Students are supported in groups of 10 or fewer students per instructor and receive directed support. Students work Middle School Enrichment MWA’s enrichment program goals are to spark and support student interests, develop student imagination, reinforce Core Day coursework concepts through real-life application, and provide safety, increase school attendance, and foster the avoidance of risky behavior (drug use, sexual exploration, violence). To achieve these goals the following four Enrichment Pathways are offered to students: Leadership; STEM (science, technology, engineering, mathematics); the arts, and athletics. Sixth grade students take a survey of courses (one each quarter) to expose them to each pathway. Seventh and eighth grade students choose a Pathway and participate in courses within their selected pathways. Fifth grade students are supported by Making Waves Education Program (MWEP) college interns in self-contained enrichment classes. Middle School Student Clubs Student clubs at MWA are designed to cater to student interests and expose them to activities that reflect a diversity of interests. Document1 Page 33 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Middle School Student Council The Middle School Student Council reinforces MWA’s mission of creating global leaders by developing the following skills: Leadership Conflict Resolution Cooperative Learning These skills aid in the development of a participatory Middle School experience that helps students take ownership of their learning process while building self-awareness and developing a positive self-concept. Furthermore, the student council allows students to implement or engage in or experience the democratic process, understand hierarchical structures, and learn finance and time management through student-run leadership and teacher mentoring. Middle School Community Building Community Building time4 is an opportunity for the entire Middle School body to meet and discuss schoolwide topics. Community Building seeks to: o o o o o Positively acknowledge students Reinforce schoolwide expectations and procedures Address concerns within the community Facilitate schoolwide discussions in a public forum while developing public speaking and self-advocacy skills. Celebrate MWA’s 5Core Values. Community building further reinforces MWA’s belief in relationship building among faculty and students. Middle School Saturday Academy Saturday Academy provides targeted academic support to Tier I and Tier II “bubble” students with math scores on the California Standards Test (CST) between 315 and 380, as well as to English learners. Supporting these students in improving their test scores enables Making Waves Academy to achieve Adequate Yearly Progress. Students engage in project-based learning experiences that build their math skills as reflected in the Focus Standards and Power Standards, including number sense, algebra and functions, terminating and repeating decimals, and simplifying expressions. Students make connections between math and “real-life” interdisciplinary applications they may encounter outside of school. During each Saturday Academy session, students complete a pre- and post-assessment to monitor their progress. The program’s curriculum is designed and instructed Core Day Making Waves Academy faculty. 4 Unless there is a change in schedule, Community Building occurs on Fridays from 1:05pm-1:55pm. Making Waves Academy has 12 Core Values (Critical Consciousness, Scholarship, Resilience, Self-Determination, Responsibility, Community, Justice, Respect, Integrity, Dignity, Peace, and Investment) that helps to develop the student’s soft skills while acting as the Academy’s system of moral and communal accountability. 5 Document1 Page 34 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Middle School Summer Academy Overview Making Waves Summer Academy has been in existence since 2010. Every year the program is customized to meet the targeted needs of specific subgroups identified by the Academic Intervention Services Team. In the summer of 2013, Summer Academy was designed to provide remediation in the current grade focus standards that correlate with the next grade focus standards. In 2013 Summer Academy was offered to Wave 14 (rising 9th), Wave 15 (rising 8th), and Wave 16 (rising 7th) students. Summer Academy for Wave 14 was an interactive math only based program. Summer Academy for Wave 15 and 16 was an interactive math and ELA based program. 2013 Middle School Summer Academy Program Schedules Wave 15 and 16 (rising 7th and 8th Grade) Time 8:30 am-8:55 am 8:55 am-9 am 9 am-11:05 am 11:05 am-11:45 am 11:45 am-11:50 am 11:50 am-1:55 pm 2 pm Activity Student Arrival Five minute transition Period 1-Math or ELA Lunch Five minute transition Period 2-Math or ELA Student Dismissal Wave 14 (rising 9th Grade) Time 8:30am-8:55am 8:55am-9am 9am-11:05am 11:05am-11:45am 11:45am-11:50am 11:50am-1:55pm 2pm Activity Student Arrival Five minute transition Period 1-Math Lunch Five minute transition Period 2-Study Island and STEM Project Student Dismissal Upper School Upper School Academic Support Program The mission of the Making Waves Academy Upper School Academic Support Program [ASP] is to promote the academic and personal growth of all Making Waves Upper School students needing additional academic support through tutoring, mentoring, skill development, and other services to empower their success. The Academic Support Program occurs during periods 8 and 9, after Core Day classes. Upper School students are required to participate in the Academic Support Program if they have not reached the 3.0 minimum G.P.A. required for Academic Good Standing. Document1 Page 35 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Currently, there are 33 sophomore students and 42 freshmen students mandated to participate in the Academic Support Program. Each quarter, the list of ASP-mandated students is revised to reflect the progress of those students that have achieved Good Academic Standing. Upper School Advisory All Making Waves Academy Upper School students are enrolled in advisory classes that meet during 8 th period Monday through Thursday, and 6th period on Fridays. The goal of the Upper School Advisory program is to create responsible, educated contributors with the tools to actively participate in the 21st Century, as defined by the Core Values of Making Waves. To this end, the Advisory curriculum incorporates workshops, guest lectures, and symposiums throughout the year. The Advisory curriculum holds four Core Values of focus for the 9th and 10th grades: Critical Consciousness, Scholarship, Resilience, and Self- Determination. These Core Values of focus are integrated into social-emotional and college-career development lessons in which students generate portfolio pieces to follow them throughout their Making Waves Academy careers. As the Upper School continues to expand, the Advisory curriculum for 11th and 12th graders will each address a new set of Core Values of focus, and offer distinct social-emotional and college-career preparation to reflect student development and grade-specific needs. Upper School All School Assemblies MWA Upper School All School Assemblies feature the following: Reinforce the core values at MWA with special emphasis on the four Core Values highlighted during the 2013-2014 school year. Generate excitement about learning by having students lead short, yet effective activities (i.e., singing contests, dance contests, etc.) Disseminate information through announcements (teachers, administrators, students) regarding the activities in and outside of school. Provide opportunity for students to interact with each other in a non-classroom environment to build collaboration and trust. Upper School College Readiness Program Field Trips Upper School students have the opportunity to visit college campuses throughout the school year. The college campus tours provide: exposure to different types of college campuses information about admission requirements and financial aid opportunities interaction with first-generation, low-income college students to learn about their success and challenges The following field trips occurred in the 2012-2013 school year: UC Davis – 12th Wave, June 2012 UC Berkeley – 12th Wave, June 2012 University of San Francisco – April 2013 Document1 Page 36 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj San Jose State University – April 2013 College Representative Visits During fall 2012, four college representatives from in-state and out-of-state colleges visited Making Waves Academy to present information. In addition, the Making Waves Education Program hosted 11 college representative presentations. Upper School students had the option to attend presentations at both locations. It is a requirement of the program that Upper School students attend at least two college representative presentations. Fall 2012 College Representative Presentation Attendance 12th Wave o o Percentage of students that attended 2 presentations = 27% Percentage of students that attended 1 presentation = 58% o o Percentage of students that attended 2 presentations = 31% Percentage of students that attended 1 presentation = 57% 13th Wave Upper School Student Clubs and Organizations The following clubs and organizations are offered at Making Waves Academy Upper School, and meet weekly, biweekly, or monthly during lunch or after Core Day classes. Students must achieve Good Academic Standing in order to participate in a student organization on campus. Student Cabinet Black Student Union [BSU] Book Club Gender Issues Club Glee Club Key Club National Honors Society Psychology and the Brain Club Upper School Interscholastic Athletics Making Waves Academy Upper School is in the process of developing a full-fledged sports program that will eventually compete in the North Coast Section of the California Interscholastic Federation (CIF). Beyond the opportunity for inter-scholastic competition, the diverse sports offered through the MWAUS Athletics department strive to cultivate an understanding of sportsmanship, fair play, and respect for one’s opponent, as well as learning experiences that encourage perseverance, discipline, cooperation, dedication, teamwork, and fun. These are critical tenets of the Making Waves Academy Core Values, as well as the NCS standards. Document1 Page 37 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Making Waves Academy Upper School has joined the Bay Counties League (BCL), providing our student athletes the opportunity to strive towards league titles as well as section championships in the following sports: Boys’ Soccer Girls’ Volleyball Cross Country Boys’ Basketball Girls’ Basketball Girls’ Soccer Girls’ Softball Boys’ Baseball Track and Field As the high school in its third year of development, the majority of Upper School students do not have experience playing the sports offered. As the Upper School’s Athletic Department continues to grow and develop, the vision is to simultaneously expand the breadth of student experiences as they are offered the opportunity to participate in unfamiliar athletic arenas for the first time. In order to participate in athletic programs, Upper School students must achieve a minimum 2.3 G.P.A. Upper School Saturday Academy Saturday in the Upper School is focused around college readiness, as it relates to preparing for college entrance exams, such as the PSAT and SAT, and state tests, such as the California Standards Test (CST) and the California High School Exit Exam (CAHSEE). Students spend 10 to 12 Saturdays over the course of the school year at Saturday Academy, which typically runs from 8:30 a.m. to 12:00 noon. Students are given instruction about test preparation, and how the concepts are aligned to their core classes and the California content standards they are expected to master. Upper School Summer School Summer School at Making Waves Academy Upper School is a four-week intensive program that provides students with opportunities to work on needed skills and knowledge. Students focus their time and effort in recovering credits needed for graduation. Multiple levels of English and math are offered each summer, with an emphasis on courses from 9th and 10th grades. MWAUS full-time faculty members are preferred summer school instructors; outside teachers are hired annually to supplement as needed. In summer 2013, MWAUS offered the following courses: English 9, English 10, Algebra I, Geometry, Algebra II, and Integrated Math II. Summer 2014 courses are scheduled in spring 2014 based on student needs from the previous year. Summer School is open to all students who need to recover at least one class of credit. Summer School is optional, but students who failed at least one second semester class are highly encouraged to attend. Students may take up to two semesters of coursework each summer. Summer School courses and grades are listed on transcripts as summer coursework and appear in addition to the original academic year course and grade received. All grades on the transcript factor into the cumulative GPA, as do Summer School courses. At the end of Summer School, students who received a final grade of C- (70% - 71%) have the opportunity to complete a C- Module in order to make up 1-2 points to raise the final grade to a C (passing). There is only one C- Module opportunity per summer, which mirrors the C- Module program at the end of each semester during the academic year. Document1 Page 38 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Upper School College & Career Counseling College & Career Counseling Services philosophy: Fit: we believe in working with our students and their families to select the post-secondary options that are the best personal and financial fits for them. We promote options that guarantee the support and development our students’ need to become leaders in our communities. Identity: we believe in meaningful engagement through the post-secondary process. We push students to grow their identities intentionally, discover their voices, and embrace old and new passions. Advocacy: we believe in teaching self-advocacy as essential to success throughout the post-secondary process. Similarly, we advocate actively on behalf of all of our students. Programmatic elements: Individual post-secondary advising Summer programs access and advising Enrichment opportunities access and advising Academic planning Career exposure and explanation o Junior Achievement partnership for off-site job shadows o www.virtualjobshadow.com access for all students o Individual career exploration advising o Internship opportunities access and advising College and university exposure and exploration o Off-campus college and university visits o On-campus visits from admissions representatives o Annual Case Study & College Fair program o Individual college and university exploration advising Cognitive and non-cognitive development and support of post-secondary skills through Advisory program curriculum Post-secondary planning events for students and families o College application components o Post-secondary search process o Financial planning and scholarship search process o Career planning and job readiness Student Performance Data Making Waves Academy is a Title I school providing targeted academic assistance to students who require additional support based on STAR – California Standardized Test results. The Title I services provided to students include a host of holistic wrap around services including additional core day Mathematics and English Language Arts support classes; supplemental technology-based and enhanced curriculum; extended day homework assistance, Saturday academic programs, as well as, daily healthy breakfasts, lunches and snacks; transportation to and from school; and psychological services for those students requiring further support. Making Waves Academy has not met its Adequate Yearly Progress (AYP) for the past four years for one subgroup, English Language Learners (ELL). Making Waves Academy is in Program Improvement Year 5. Significant improvement has been made over the past three years. Our ELL subgroup has met its Document1 Page 39 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj English AYP targets for the past two years. However, the remaining area where we need to improve our performance for the ELL subgroup is for math. In order to exit Program Improvement, our ELL subgroup needs to meet its growth target for AYP. The Contra Costa County Office of Education provides technical assistance and consults with the Making Waves Academy administrative team about the details of the process to meet Program Improvement requirements. MWA also works in partnership with the West Contra Costa Unified School District’s Special Education department to monitor student IEPs and progress towards achieving academic standards and the expected school wide learning results. The district now provides two full-time Special Education RSP teachers (one for each division of the school), two instructional assistants, and other specialist support services. Finally, MWA receives extensive teacher professional development support from the College Board, RTFisher Educational Enterprises, Inc. and Fruge Psychological Associates. Based on the requirements for Program Improvement Year 5, MWA has assembled an Academic Intervention Services Leadership team to assist with the oversight, progress monitoring, and collaboration of CORE Day and Intervention instructors. This team has developed a program improvement plan that effectively assesses student’ academic performance, quantifies students’ rate of improvement or responsiveness to instruction, and evaluates the effectiveness of instruction. Based on the requirements for Program Improvement Year 5, MWA must continue to strive to demonstrate evidence of growth in student achievement for its English Language Learner students. To this end, annual goals have been identified and action plans developed based upon student formal and informal academic achievement results in order to best meet the needs of the identified subpopulations. Performance Index –Historical – Total Growth = 143 Academic API Growth Actual Met Target Year Target Growth Schoolwide 822 A 18 YES 2013 804 5 19 yes 2012 785 5 31 yes 2011 2010 2009 2008 BASE Document1 754 713 679 Page 40 of 89 5 6 41 34 yes yes All Subgroups NO (EL’s) NO ( EL’s) NO (EL’s and Af. Amer.) (?) YES YES Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj California Standards Test CST Performance School, District, County, State for grades 5 -8 for ELA and Math for 2013 English Language Arts Site MWA Grade Level %Adv %Prof %Basic %Below Basic %Far Below 5 18% 33% 35% 9% 5% WCCUSD 6 7 8 5 6 17% 16% 19% 20% 18% 32% 42% 39% 26% 30% 33% 35% 33% 35% 35% 17% 5% 8% 12% 12% 2% 1% 1% 8% 5% Subject State 7 13% 28% 34% 16% 9% 8 5 6 7 8 16% 28% 28% 26% 28% 25% 32% 32% 34% 29% 31% 27% 27% 26% 29% 18% 8% 9% 10% 10% 10% 5% 4% 5% 5% Math Site MWA Grade Level WCCUSD State 5 6 7 8 5 6 7 8 5 6 7 8 %Adv 21% 10% 30% 8% 23% 15% 13% 100% 32% 25% 19% 6% %Prof 41% 29% 40% 34% 28% 27% 26% 0% 33% 30% 33% 25% %Basic 27% 32% 24% 31% 23% 28% 29% 8% 19% 25% 28% 32% %Below Basic 8% 25% 5% 21% 19% 23% 24% 39% 12% 16% 17% 27% %Far Below 3% 4% 0% 6% 7% 7% 8% 52% 4% 4% 4% 11% CST Performance School, District, County, State for grades 5 & 8 for Science and 8 for History for 2013 Subject 5th Grade Science Site MWA 11% 37% 33% 17% 1% %Adv %Prof %Basic %Below Basic %Far Below 8th Grade Science District State 16% 24% 26% 33% 33% 28% 15% 10% 11% 6% MWA 40% 38% 10% 13% 0% District 33% 24% 17% 14% 11% 8th Grade History State 28% 26% 26% 11% 9% MWA District 13% 17% 40% 19% 33% 27% 12% 14% 2% 22% State 29% 23% 26% 10% 12% CST Performance School, District, County, State for grades 9-10 for Math for 2013 Percent Proficient MWA Grade Level %Adv %Prof %Basic %Below Basic %Far Below Document1 Algebra I WCCUSD 9 0% 13% 29% 44% 15% Page 41 of 89 9 0% 6% 17% 46% 31% State MWA 9 4% 21% 27% 33% 14% 9 31% 38% 23% 8% 0% Geometry District State 9 3% 17% 22% 45% 14% 9 14% 31% 28% 23% 4% MWA 10 11% 39% 35% 13% 2% Algebra II District State 10 3% 9% 21% 34% 33% 10 11% 28% 30% 21% 10% Integrated Math II MWA District State 10 3% 18% 58% 20% 3% 10 - 10 5% 26% 39% 21% 9% Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj CST Performance School, District, County, State for grades 9-10 for ELA for 2013 Subject Site Grade Level %Adv %Prof %Basic %Below Basic %Far Below English English MWA 9 27% 40% 20% 10% 3% 10 23% 43% 26% 5% 4% WCCUSD 9 14% 30% 29% 15% 12% English State 9 29% 33% 24% 10% 5% 10 15% 20% 30% 18% 18% 10 24% 28% 30% 11% 7% California English Language Development Test (CELDT) MWA English Learner Designation Levels 2010-2013 Performance Levels 2010-11 2011-12 2012-13 Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested 7 58 32 4 1 102 8 40 42 9 2 101 2013-14 8 66 46 7 0 127 MWA English Learner Designation by Grade Level for 2012-2013 CELDT Level 5th 6th 7th 8th 9th 4 2 2 0 0 Advanced 24 18 10 7 7 Early Advanced 16 13 6 3 5 Intermediate 3 2 0 0 1 Early Intermediate 0 0 0 0 0 Beginning 47 35 18 10 13 Total Number of English Learners Year (Fall Assessment) Grade 2012-2013 2011-2012 th 47 48 5 35 19 6th th 18 13 7 10 17 8th th 13 4 9 4 * 10th 127 101 Total Document1 Page 42 of 89 2010-2011 43 24 32 7 * * 106 14 73 49 5 1 142 10th 0 0 Total 8 66 3 1 46 7 0 4 0 127 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj *MWA added 9th Grade during the 2011-12 Academic Year MWA English Language Students Reclassified 2010-2013 Grade 2012-2013 2011-2012 2010-2011 th 23 12 24 5 7 25 8 6th 5 8 21 7th th 1 13 18 8 0 3 9th 0 10th 11th 36 Total Students Taking Algebra by Grade Level Algebra by 8th 9th Grade # % # % Year 93 100 50 56 2012-2013 51 52 NA** NA** 2011-2012 97 100 NA*** NA*** 2010-2011 2009-2010 10th # NA* NA** NA*** % NA* NA** NA*** NA* No 10th Graders taking algebra I – They were taking Integrated Math II NA** Students taking Integrated math I NA*** High School Not Open In 2010-11 and 2012-13 All 8th Graders took algebra In 20111-1-2012 Only Students assessed as ready and recommended by teachers took algebra in 8th grade. Document1 Page 43 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Report Card Analysis – Percentages of D’s and F’s WASC Report Card Analysis - Amount of D's and F's - Semester 1 (S1) and Semester 2 (S2) English Math Science Social Studies Term Total Enrolled Number of D's %D's Number of F's % F's 8% Total D's and F's 52 % D's and F's 9% 20122013 S1 583 6 1% 46 20112012 S1 487 12 2% 40 8% 52 11% 20112012 S2 487 7 1% 24 5% 31 6% 20122013 S1 583 6 1% 18 3% 24 4% 20112012 S1 487 13 3% 59 12% 72 15% 20112012 S2 487 11 2% 39 8% 50 10% 20122013 S1 540 11 2% 99 18% 110 20% 20112012 S1 480 8 2% 81 17% 89 19% 20112012 S2 480 3 1% 75 16% 78 16% 20122013 S1 550 10 2% 63 11% 73 13% 20112012 S1 475 8 2% 119 25% 127 27% 20112012 S2 475 10 2% 59 12% 69 15% Middle School Local Assessments As both a benchmark exam and a California Standardized Test scoring predictor, Making Waves Academy Middle School administers College Board Spring Board designed and Common Core State Standards compliant embedded assessments in core subject areas as a part of the curricular formative assessment pacing. The Middle School also uses the Discovery Education Assessment Program. Students take the Discovery Education Assessment as a benchmark exam. Teachers have been trained to access and to interpret the diagnostic reports that are generated once scores are entered into the Zoom Data Source database. The data is used to modify instruction and to adjust pacing guides and scope and sequences accordingly. Data is also used to detect power standards, identify bubble students, and to provide targeted intervention. Document1 Page 44 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Math Discovery Test B Spring 2011 Amount of Students Proficient/ Advanced 185 Basic 113 Below Basic 66 Far Below Basic 4 Math Spring 2011 4 66 113 185 Proficient/ Advanced Basic ELA Discovery Test B Spring 2011 Prof/Adv Basic Below Far Below Amount of Students 193 109 74 9 9 Prof/Adv 74 109 Basic 193 Below Far Below Upper School Local Assessments In order to ensure that California standards are being addressed by faculty and learned by students, Making Waves Academy Upper School employs a quarterly benchmark cycle. Benchmarks are aligned to California State Standards and assess key areas in each content area. Once benchmarks are given, the data is ‘turned around’ in less than 48 hours to enable teachers to analyze the results and plan appropriate responses to the data. MWA US faculty has been trained in data-driven instruction and employs a MWA template adopted from New Leaders for New Schools (see appendix D ) to analyze benchmark data and create instructional action plans to address student needs. Document1 Page 45 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj See Benchmarks 1 – 4 data below along with 2012 – 2013 CST results for corresponding content areas. English 9 Document1 Page 46 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj English 10 World History Document1 Page 47 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj US History Biology Document1 Page 48 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Physics Algebra 1 Document1 Page 49 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Algebra 2 Completion Rates Currently, Making Waves Academy serves students in grades 5 – 10. Each year MWA adds an additional 112 students in the 5th grade. The Middle School is the only feeder to the Upper School. Making Waves Academy will serve students at full capacity in the fall of 2014. The first 12th grade class (the 12th wave) will graduate in the spring of 2015. Making Waves Academy’s Discipline Data The following data is a four-year comparison of student infractions at MWA. MWA began with 5th graders and each year has added a grade level. The goal is to add a grade level each year until the Upper School is at capacity (12th grade). The data below represents the sequential grade level entry into MWA and the infractions that were committed in that year. This data also represents students who are currently enrolled. The following factors have played a pivotal role in the development and implementation of MWA’s discipline system: Teacher Development As a new school seeking to create a culture reflective of its mission, professional development was needed to help change various perceptions of behavior within our student demographic. Coaching of teachers on “how” to effectively use the Action Form o Using objective language o Taking the “emotion” out of the situation/factually based Document1 Page 50 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Student Suspensions Student Suspensions by Wave 60 57 Number of Suspensions 50 40 35 30 Wave 12 35 27 25 Wave 13 27 Wave 14 20 Wave 15 20 13 13 13 Wave 16 11 9 10 9 9 4 Wave 17 2 0 2009-2010 2010-2011 2011-2012 2012-2013 Academic School Year 2009-2010 MWA Suspensions by Infraction Type Vulgarity Robbery Infraction Type Stolen Property Sexual Harrassment Intimidation/Harrassment Wave 14 Disruption Wave 13 Property Damage Wave 12 Force/Violence Physical 0 2 4 6 8 Number of Suspensions Document1 Page 51 of 89 10 12 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj 2010-2011 MWA Suspensions by Infraction Type Vulgarity Robbery Infraction Type Stolen Property Sexual Harrassment Wave 15 Intimidation/Harrassment Wave 14 Disruption Wave 13 Property Damage Wave 12 Force/Violence Physical 0 2 4 6 8 10 12 Number of Suspensions 2011-2012 MWA Suspensions by Infraction Type Related to Bullying Truancy Weapon Infraction Type Controlled Substance Vulgarity Robbery Wave 15 Stolen Property Wave 14 Sexual Harrassment Intimidation/Harrassment Wave 13 Disruption Wave 12 Property Damage Force/Violence Physical 0 5 10 15 20 Number of Suspensions Document1 Page 52 of 89 25 30 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj 2012- 2013 [Sep-Jan] MWA Suspensions by Infraction Type Related to Bullying Truancy Weapon Controlled Substance Infraction Type Vulgarity Robbery Wave 17 Stolen Property Wave 16 Sexual Harrassment Wave 15 Intimidation/Harrassment Wave 14 Disruption Wave 13 Property Damage Wave 12 Force/Violence Physical 0 2 4 6 8 10 12 Number of Suspensions College SAT and/or ACT Results No SAT or ACT results are available for Upper School students, because students have not taken these college entrance exams. Currently, the Upper School is not at full capacity and only serves 9 th,and 10th and 11th grade students. However, PSAT (Preliminary SAT) Results are available for both 9th and 10th grade students. During the 2012-2013 school year, all Upper School students (9th and 10th graders) were required to take the PSAT in October 2012. Table 1. MWAUS Schoolwide Average PSAT Results 9th Grade (13th Wave) 10th Grade (12th Wave) 2011 California Sophomores 2011 Total Sophomores PSAT/NMSQT College & Career Readiness Total Test Takers 87 81 175,401 1,570,141 n/a Critical Reading 36.2 38.1 42.2 43.1 42 Mathematics 36.8 42.2 42.8 43.1 44 Writing Skills 36.9 37.4 40.8 40.9 42 Table 2. Gender Comparison for 10th Grade Males (12th Wave) MWAUS Male Document1 Page 53 of 89 2011 California Sophomore Male 2011 Total Sophomores Male Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj 38 38.9 44.2 36.3 Total Test Takers Critical Reading Mathematics Writing Skills 81,834 41.5 43.6 39.8 754,573 42.3 43.8 39.9 Table 3. Gender Comparison for 10th Grade Females (12th Wave) Total Test Takers Critical Reading Mathematics Writing Skills MWAUS Female 2011 California Female Sophomore 2011 Total Sophomores 43 37.5 40.4 38.3 91,996 42.9 42.4 41.8 804,463 43.9 42.6 42.0 Female Table 4. Gender Comparison for 9th Grade (13th Wave) Male versus Female Total Test Takers Critical Reading Mathematics Writing Skills MWAUS Male MWAUS Female 39 35.3 35.2 34.5 46 37.0 38.3 39.0 Table 5. Average PSAT Result Comparison Between School-Years for 12th Wave Critical Reading Math Writing Skills 2011-2012 2012-2013 35.9 37.3 35.5 38.1 42.2 37.4 Advanced Placement Test Results No Advanced Placement (AP) test results are available for Upper School students because students have not taken any AP exams and no AP courses were offered during the 2012-2013 school year or for the current 2013-14 school year. AP courses will be offered in 2014-15. A-G Requirements/Graduation Requirements Under the current graduation requirements listed in the renewed charter petition, MWA students who graduate from Making Waves Academy Upper School are required to complete the following courses, fulfilling the recommended level of California A-G requirements. The Charter was amended in January 2014 to allow for graduation requirements aligned with the required A-G criteria. Document1 Page 54 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Amended MWA Upper School Graduation Requirements History/ Social Science…………………..3 years English…...……………………...…… ....4 years Mathematics.…………………..………… 3 years Science…………………………….….. …2 years Foreign Language………………………..2 years Visual and Performing Arts………………1 year Health and Wellness……………………….2 years We think it is important that students who attend Making Waves Academy (many since 5 th grade) and particularly those with special needs have a pathway that is still aligned with college readiness while also acknowledging the need for differentiated pathways and requirements based on extra courses or intervention support some students may require. A. History – Students must complete at least three year-long courses of history with a grade of C or higher. The two years are mandated and the third year is for non-Western and/or non-traditional history. Students can also take an AP History course as their third or fourth year course. B. English – Students must complete the equivalent of four years of English with final course grades of C or higher. C. Mathematics – Students must complete the equivalent of four years of mathematics with final course grades of C or higher and/or through at least Algebra II. D. Science – Students must complete the equivalent of two years of Lab Science with final course grades of C or higher from among two of the three science branches (Biology, Chemistry, and Physics). E. Language Other Than English – Students must complete either two years of one language or two years of two different languages with final course grades of C or higher. F. Visual and Performing Arts – Students must complete one year-long courses – one introduction and one advanced with a final course grade of C or higher. G. Health & Wellness – Students must have two year-long course of Health and Wellness with final course grades of C or higher. Additional Courses H. Technology – We would require students to take one semester of a technology class in the 9th grade. (TBD) I. Advisory – Students must complete the program with a pass. Document1 Page 55 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Chapter II: Progress Report Significant Developments Extension of the Middle School and Upper School Since our last WASC site visit in 2010, Making Waves Academy has developed significantly. In 2010 Making Waves Academy Middle School reached capacity with approximately 400 students in grades 5-8 serving one hundred students in each grade level (or Wave). In 2010, Making Waves Academy successfully amended its charter to include serving students in grades 9-12. In 2011 the first cohort of 8th graders graduated in the spring of 2011. MWA welcomed its first 9th grade class into the Upper School in the fall of 2011. In the spring of 2013, MWA also received permission to have classes of up to 112 students per grade level in grades 5-6. This would continue to allow MWA to serve as close to an 800-student capacity as possible as MWA loses some students along the way between 7th-12th grades and grade level student numbers drop below 100 students. In the fall of 2012, MWA opened its second campus, a two-story facility where the Middle School is currently housed. Both Middle School and Upper School campuses have a library, technology centers, science labs, art and music rooms, edible gardens, and athletic fields with synthetic turf. The school’s classrooms are equipped with state-of-the-art technology and the most up-to-date educational materials reflecting best practices. In 2014-2015, the Upper School will be at capacity with approximately 360-370 students in grades 9-12 and approximately 415-430 students in grades 5-8. In the fall of 2015, Making Waves Academy (Middle and Upper) will be at full capacity serving approximately eight hundred students in grades 5-12. (I moved this paragraph because it seemed to be a better fit here. Mission Statement Revision In the spring of 2013, Making Waves entered into a three-month engagement with Bain & Company to help the organization address concerns of the Founder and main benefactor about the financial sustainability of the model. The engagement and analysis addressed a broad range of topics including financial, programmatic, leadership, and governance topics. The Bain team interviewed individuals across the organization, including key leaders in Making Waves Academy, Making Waves Education Program (including the high school and college programs), and Making Waves Foundation. The engagement process included analysis and benchmark comparisons with other education reform organizations, charter schools and charter management organizations – both locally and nationally. The process also included detailed and in-depth working meetings to address and craft revisions and changes in response to analysis and data as well as towards meeting the goal of financial sustainability. The process rarely uncovered information and analysis that Making Waves leadership had not already determined. What Bain added was expertise in facilitating a process, collecting and analyzing data, bringing in key benchmark data, being an informed thought partner, and helping to prepare a plan for Making Waves to use moving forward. In the process, it was determined that many of the key hallmark Document1 Page 56 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj elements that have comprised the Making Waves approach could be maintained – including transportation services, mental health services, and college coaching and scholarship support. A key representation of this work is found in the mission statement revision. The revised mission statement is more concise (one sentence), points to key components Making Waves maintains and values academic rigor, holistic education of the student, and being community and civically-engaged upon graduation from college. One key difference is that language such as “ensure” has been removed, because it can suggest an approach where failure is not an option and no cost is too great. The revised mission provides clarity for both internal and external constituents and maintains continuity of the key elements that Making Waves feels is vital for Wave Maker success. Adoption of SpringBoard In the fall of 2012, grades 6, 7, 9, and 10 adopted the SpringBoard curriculum for Math and English Language Arts. SpringBoard is a college and career readiness program for grades 6- 12 in English language arts and mathematics. It is published and supported by the College Board, the organization behind the SAT. The curriculum meets state standards and more importantly, is aligned with the Common Core State Standards, which will be implemented here in CA in the 2014-15 school year. Beginning the fall of 2013, SpringBoard will also be adopted by grades 8 and11. The strategic decision was made to adopt and begin to work with a Common Core aligned curriculum for math and English to allow our faculty and administrators more time to build capacity and learn best practices in implementing Common Core aligned instruction. By the fall of 2015, grades 6 -12 will utilize SpringBoard for math and English language arts. Governance Structure – Change in Leadership Making Waves Academy’s Charter (July 2012 to June 2017) was approved for another five years by the Contra Costa County Board of Education on June 20, 2012. This Charter provided for an Executive Director reporting to the Board of Directors. It further provided for a Head of School reporting to the Executive Director. Glenn W. Holsclaw was the Executive Director. The Middle School Head, Irene St. Roseman and the Upper School Head, Alton B. Nelson, Jr. reported to Executive Director Holsclaw. On May 21, 2013 Executive Director Glenn W. Holsclaw announced, “… I will step down from the position of Executive Director, effective June 30, 2013.” 6 Mr. Holsclaw further announced, “Although I am stepping down from the position of Executive Director, I will continue to support Making Waves as a member of our Board of Directors. I will also spend time writing and speaking, locally and nationally, telling the Making Waves story to a much broader audience. I look forward to adding my voice to the national conservation on how best to reform public education in America.” 7 John H. Scully Chairman of the Board stated, in a press release dated May 21, 2013, “We all have benefitted from Glenn’s inspired leadership of our highly recognized and lauded program.” 8 At the same time Mr. Scully stated, “As we move into this next phase, we are pleased to be guided at Making Waves Academy by Head of School Alton Nelson.” 9 This appointment is effective July 1, 2013. The change in leadership at the Executive Director level began a process of organizational restructuring at Making Waves across the organization – including Making Waves Education Program, Making Waves Foundation, and Making Waves Academy. Leadership changes include: Sherry A. Smith as the 6 Making Waves Press Release, May 21, 2013, Glenn W. Holsclaw Ibid. 8 Making Waves Press Release, May 21, 2013, John H. Scully 9 Ibid. 7 Document1 Page 57 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Managing Director for Making Waves Foundation; Alton B. Nelson, Jr. is the CEO for Making Waves Academy; the addition of a CFO; and a Director of the College and Alumni Program (provides college coaching and career mentoring for MWA alumni). As CEO, Mr. Nelson supervises a Middle School Director and an Upper School Director. During this process, MWA Board of governance was also assessed with an eye to developing structure, membership and practices more in line with evolving charter school law and good-governance principles. The new leadership structure was effective July 1, 2013, the new board structure December 5, 2013. Making Waves Board of Directors The Charter further provided that the Contra Costa Board of Education could appoint, if it so desired, a non-voting member to the Board of Director. The Contra Costa County Board of Education appointed Dr. David Krapf to this position. On July 18, 2012 the Contra Costa County Board of Education amended their Board Policy 0420.4 Charter Schools “… to reflect the change that the Contra Costa Board of Education will no longer appoint representatives to serve on the board of directors of a charter school authorized by the Contra Costa County Board of Education.” 10 At the same July 18, 2012 meeting the Board withdrew the appointment of Dr. David Krapf as their representative on the Making Waves Academy Board of Directors. Effective December 5, 2013, in order to avoid possible conflicts of interest and to ensure effective oversight of MWA, the membership of the MWA Board no longer includes MWA staff, Making Waves Foundation, Inc. staff, Making Waves Education Program staff, or relatives of employees of any of the three entities. The board continues to include at least one MWA parent. Board members are now recruited based on their background, experience and skill set, with a desire to secure a combination of traits beneficial to MWA. Material Revisions to Making Waves Academy Charter, January 15, 2014 On March 7, 2007 the Contra Costa County Board of Education approved a five-year charter commencing with the 2007-08 school year. On June 20, 2012 they approved a five-year renewal of the Charter commencing on July 1, 2012 through June 30, 2017. On December 11, 2013 Making Waves Academy submitted a request to the Contra Costa County Office of Education for material changes to the Charter to amend the following sections: Section II (D) – Educational Program/Overview of Core Academic Program – Graduation Requirements Section IV – Governance Structure Section V – Human Resources (change of Executive Director to Chief Executive Officer) These material changes were approved by the Contra Costa County Board of Education on January 15, 2014 (Resolution 9-13/14). See Appendix C. The new Bylaws of Making-Waves, Inc. (d/b/a Making Waves Academy) were also approved by the Contra Costa County Board of Education on January 15, 2014. These Bylaws provide that Making Waves Foundation, Inc. shall be the “Sole Statutory Member” as defined in Section 5056 of the California Nonprofit Corporation Law. See a copy of these Bylaws at Appendix D. 10 Contra Costa County Board of Education Minutes, July 18, 2012, page 5. Document1 Page 58 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj An organization chart is displayed at Appendix E. Operational governance roles are displayed at Appendix F. Schoolwide Critical Areas for Follow-up A3. Leadership and Staff Criterion: Based on student achievement data, to what extent does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent do the school leadership and staff annually monitor and refine the single schoolwide action plan based on the analysis of data to ensure alignment with student needs? 2010 Visiting Committee Report Comments – A3 A new testing system was introduced to monitor interim results and the math progress midterm declined from Winter to Spring (January – April). Schoolwide Update Throughout the past two academic school years, the respective Middle and Upper School Heads meet weekly with the Executive Director/CEO to discuss the monitoring of student achievement, instruction, and professional development. Student and staff needs are also addressed. Making Waves Academy continues to refine and build a data-driven culture within the school through intentional activity through formal PD meetings and collaboration meetings. Making Waves Academy has provided Professional Development on how to use different data tools as well as using data to differentiate instruction. Making Waves Academy formed a committee to look at data schoolwide called the Academic Intervention Services Committee or (AIS Committee). This group began to meet 1-2 times quarterly to discuss the development and implementation of a comprehensive, schoolwide, approach to review student achievement data. The committee designed progress monitoring tools along with timelines to allow key school administrators to respond to data closer to real time in making adjustments to curriculum, programming, or instruction. The group consists of Middle and Upper School administrators, faculty, and staff along with key members of a consultant group who have supported various academic intervention and enrichment programs at MWA, RT Fisher, Inc. Middle School Academic Intervention Services Response to Intervention (RtI) is an early detection, prevention, and support system that identifies struggling students and assists them before they fall behind. RtI promotes a well-integrated system that address the specific needs of general, gifted, and special education students by providing high quality, standards-based instruction/intervention that is matched to their academic needs. Response to Intervention is a multi-tiered, problem solving approach that addresses academic challenges of ALL students. It is a whole-school improvement model that is standards-driven, proactive, and incorporates both prevention and intervention. Making Waves Academy Middle School is in year three of Response to Intervention. Within an RtI framework, resources are allocated in direct proportion to student needs: Document1 Page 59 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Tier I – Universal or general education, research-based core instructional practices designed for all students in the general curriculum Tier II – Targeted and supplemental instruction, curriculum and interventions are provided in addition to core standards-based instruction to those students for whom data suggest additional instructional support is warranted. Tier III – Targeted and intensive, includes more explicit instruction that is focused on a specific skill and/or concept needs, whether that is an accelerated need or a remedial need. Tier IV – Special Education designation, students may continue to receive services in any tier according to learning needs as well as district special education services according to their IEP RtI goals and objectives are designed based on sound educational plans (WASC Criterion & Program Improvement Plans). Teachers systematically collect achievement data to support ongoing assessment of RtI progress. Progress monitoring assessments are given periodically to determine whether students are making adequate progress. RTFisher provides the following comprehensive services that include both strategic and intensive intervention: Training and Professional Development In-service prior to Intervention classes beginning Monthly training by an instructional coach Weekly collaborative meetings Half-day trainings provided by curriculum coaches in November, February and April Bi-monthly collaboration with Core Day teachers Monthly Saturday Collaboration Meetings with Core Day teachers Curriculum and Instruction RTFisher developed intervention curriculum for MWA Middle School intervention classes. In developing the curriculum the following were taken into account during the development and implementation. Focus standards identified for math and ELA intervention classes grade 5-8 for 2nd-4th Quarters Focus standards and curriculum based on student assessment data to address student need WAGs and Lesson Plans with core day teachers Resources used included: o Buckle Down o Holt o CST Release Questions o Envision RTFisher provided all Intervention classes with the following curriculum support: Document1 Page 60 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj o o o Scope and Sequences Week at a Glance Daily Lesson Plans Progress Monitoring RTFisher maintained various progress monitoring indicators in reporting student progress. include: These Discovery Ed Tests PAB/ABD Mid-/End- Quarter Assessments (for 2nd and 3rd Qtr.) WRAT 4/MDTP Progress Logs (Zoho and AIS Student Folders) Daily Class Reports (Survey Monkey) Student Work/Student AIS Folders Teacher Grade book Student Grades Tier III Documentation Forms Attendance Student Interest Surveys Student Placement RTFisher provided recommendations for student placement into intervention classes. This was completed twice in the 2012/13 school year. In addition, during the second semester review of student placement, RTFisher made recommendations for the criteria process to be used for determining appropriate placement. 1st Placement based on 2011 CST data 2nd Semester based on 2012 CST data Direct Services RTFisher provided direct services to Tier II classes, Tier III classes and in grades 5-8 in ELA and math. Middle School Comprehensive Intervention Services Student Performance Data The Discovery Ed data for the 5th – 8th grades shows a decrease in the number of students who remained Far Below Basic/Below Basic. During the first semester, from Test P (Qtr 1) to Test A (Qtr 2/3) on the math section, 50% (28/56 students) of Tier III students moved one or more proficiency levels up. Also, in English language arts, 54% (26/48 students) of Tier III students moved up one or more proficiency levels. Furthermore, during second semester on the math, an additional 7% (2/28 students) of the remaining Tier III students moved up one or more proficiency levels up from Test A to Test B, as well as on the English language arts section, an additional 59% (13/22 students) moved up one or more proficiency levels. This Discovery Ed data indicates that students have improved academically by moving from Far Below Basic/Below Basic to the Basic proficiency level. In math, out of the 56 total Tier III students, 21 moved to ‘Basic’ and 9 moved to ‘Proficient’. In addition, in the ELA section, out of the 54 total students, 21 moved to ‘Basic’ and 8 moved to ‘Proficient’. The Discovery Ed data suggests that students have begun Document1 Page 61 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj to close their achievement gap by increasing 1-2 proficiency levels; this indicates 1.5-2 years of growth in a one-year time period. Discovery Ed Test Data for Saturday Academy Students: # of Far Below/Below Basic students (All students who participated in Saturday Academy) Grade Level Test P – Quarter 1 Math* ELA Test A –Quarter 2/3 Math ELA Test B – Quarter 4 Math* ELA 5 6 7 8 16 8 11 21 9 10 4 5 7 11 1 7 7 14 8 19 9 6 7 0 6 2 1 0 Math* - 8th Grade was administered Test A-C in math; Grades 5-7 were administered Test P/A/B for both math and ELA. Number of Tier III Students Remaining Far Below Basic/Below Basic at the End-of Saturday Academy Assessment Grade Level 5 6 7 8 Tier III Students 8 8 5 4 ELA Tier III Students 12 13 13 4 Math End-of-Saturday Academy Assessment ELA Math 1 0 2 3 2 1 2 1 Tier III students in either a math and/or ELA subjects. Number of Tier II Students (“bubble” students) who remained Basic on the End of Saturday Academy Assessment Grade Bubble Students 5 6 7 8 3* 13 12 19 End-of-Saturday Academy Assessment ELA Math 0 2 10 8 9 8 19 19 Tier II students in either a math and/or ELA subjects/*students enrolled by special request. Program Successes Improved data entry and data progress monitoring within the various systems used for the program, better use of reports being generated from the data systems, for professional developments/trainings/curriculum/instruction. Collaboration meetings between Core Day teachers and Interventionists informed overall program development. Effective communication with the MWA Liaison during the weekdays and on Saturdays allowed for a seamless Saturday Academy implementation. Document1 Page 62 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Comprehensive curricular scopes and sequences provided the necessary instruction that students based on CST data. Saturday Academy instructors were flexible and were all team players In order to provide a continuous and seamless education program to students, instructors and students followed the MWA Weekday rules and policies Providing additional intervention for the bubble students occurred for the first time at Making Waves Academy Curriculum was aligned to grade level power standards Program Challenges Assessment questions were not always aligned to the curriculum and CSTs. Intervention for bubble students was not long enough to yield the same results as the Tier III students. Clearly defined Program Outcomes were not available from the start of the program to better prepare updates and/or final reporting. Program Recommendations Create Pre-/Post- assessments at the same time during curriculum development and review with teachers prior to instruction. Provide strategic intervention for bubble students throughout the year to have the greatest impact. Identify clearly defined program outcomes from the start of the program to better prepare updates and/or final reporting. Upper School Update In making the transition from middle school curriculum to credit bearing high school curriculum, several key systems and approaches were designed and implemented in order to reinforce and support both the MWA schoolwide RtI model but also to insure that the systems were developmentally appropriate, effective, and involved a variety of key faculty and staff to support their growth and implementation. Specifically, with respect to intervention, it was clear that both math and English would be key drivers in the RtI model moving forward, particularly math as half of the incoming 9 th graders in the first year had Algebra I while the other half had Algebra Readiness. As a result, the following systems or programming were put in place: Core Instructional Programming Document1 Page 63 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Math Lab & English Workshop – Embed both a Math Lab and English Workshop class into the Core Day schedule providing an extra period to help targeted students either build a bridge to learning their core math and English course content. Math Labs and English Workshops were taught by the Core Day math teacher or an interventionist. The goal was to extend their exposure to concepts and content they were currently learning in math and English, and in a smaller, more intimate setting provide extra support. Extended Day – 8th Period Advisory/Study Hall/Office Hours – Embed an 8th Period Extended Day/Core Day bridge section in the schedule from 3:20-4:15 to allow students the opportunity to study, start their homework, seek help from their teachers or other students and for Tier III students and students with low GPA’s (below 3.0) a place to receive more targeted support. Students report to their Advisory (a faculty member/core day teacher) and either stay in their Advisor’s room to study or seek out one of their teachers for office hours to get help in a class. Math Intervention – Tier III students receive targeted math intervention instruction two days per week during 8th Period. Each student in Math Intervention has a personalized intervention plan based on CST data and other achievement data. Students complete modules with support. At the end of the module they take an assessment. If the student scores 80% or better on the assessment they have successfully completed the module and can go on to the next module. Once students have successfully completed all of their modules and module assessments, they are then eligible to exit from the math intervention program. During the first two years, this program was built and co-designed with RT Fisher, Inc. Beginning in 2013-14, MWA Intervention staff will take on this work. Extended Day – 9th Period Academic Support Program (ASP) – 9th Period Intervention for all subjects is in the form of ASP, where intervention staff work with a targeted group of students. For students earning below 3.0 in 9th and 10th grades, participation is mandatory. Students’ planners are checked daily and used as the basis for monitoring adequate progress on homework. Students can “graduate” from ASP by earning a 3.0 or higher. The goal in ASP is to focus on building foundational study and organizational skills that will help students be successful in 11th-12th grades and college. General Academic Intervention Approach In the Upper School, the following elements were implemented to support a focus in learning: Document1 Emphasizing Efficacy – Steady improvement through effort, focus, and repetition – with faculty, administrators, students, and parents. Data Walls – Creating divisional grade-level data walls in hallways and in classrooms with benchmark and GPA updates throughout the grading period so that students can track their progress as a group. Goal Setting – Students are encouraged to set improvement and achievement goals for themselves individually and as a cohort or grade level group. Their progress is monitored and shared in weekly All School Meeting. Progress Reports and Access to Gradebooks – Students receive mid-quarter progress reports on their performance in their classes. Parents and students also have access to teacher grade books via unique passwords for access to Power School so that they can monitor progress. Benchmark System – The Upper School has built a solid benchmark protocol and administers benchmarks in all core subjects on an ongoing basis. Data is consistently shared with faculty and students. Page 64 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Progress Monitoring Systems – We have developed progress monitoring systems across the division to help track and monitor student growth such as the AIS team and meetings, quarterly meetings to discuss math intervention data and progress, and meeting with staff regularly to discuss benchmark assessment data. A4. Qualified Staff Criterion: To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development? 2010 Visiting Committee Report Comments – A4 Several teachers do not have the proper credentials but are working towards obtaining them. Faculty requested that goal setting be a part of their evaluation. The ACT Team is refining the observation process and staff portfolios will be part of each staff member’s annual evaluation. Portfolios include professional growth inventory, assessment of development needs, and a contractual agreement of a professional growth plan. Teacher Credentials Progress Update Making Waves Academy screens all candidates for proper credentials when recruiting and hiring new teaching staff. Our internal credentialing auditor conducts frequent internal checks to ensure our teachers are in compliance with state licensing requirements. For the 2013-2014 school year, MWA will have 14 teachers participating in the Beginning Teacher Support and Assessment Program (BTSA) which will assist teachers on their path to obtain their clear credential. The Upper School has nine BTSA participating teachers and the Middle School has five participating teachers. Two Making Waves Academy teachers will serve as BTSA mentors with each of them supporting one participating teacher. Teacher Credentials Update To ensure that teachers are properly credentialed, MWA has established the Teacher Credential Plan and Agreement Form (Appendix G) to ensure these steps are taken. Teachers are required to work with the credentialing auditor and the Divisional Director to ensure their credentialing issues are properly addressed. Upper School Professional Development Update During our end-of-year Professional Development sessions, the staff engaged in reflective conversations about the successes and challenges of Academic Year 2012 – 2013. Based on these conversations and on individual self-reflection, each returning teacher made one public commitment and one goal for AY 2013 – 2014. The public commitment is a statement that the staff member is willing to make to the entire community and be held accountable by the entire community. The goal each teacher selected addresses a teaching practice area for improvement. Each teacher’s goal will be incorporated into observation feedback and in 2013-2014 formal evaluations. In order to capture the benefits of the time away from work and the self-reflection that can occur during the summer, teachers will have a chance to revise their goals when they return from summer. Document1 Page 65 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj At MWA Upper School, observations are part of the Professional Development framework set up to support teacher growth. Each teacher is observed informally at least 2x a month. After each of these informal observations, the observer (coach or supervisor) meets with the teacher to discuss the observation. During the debrief session, the teacher and observer discuss the successes and challenges of the lesson based on the stated objectives and on the percentage of students that mastered the objective (see MWA Upper School Informal Observation tool- Appendix H). The observer also shares notes on the observation with the teacher. The teacher can request a follow-up meeting or communicate via e-mail to further discuss these notes. Teachers are also formally observed three times annually. During these Formal Observations, teachers are filmed and the film is given to the teacher and observer. The teacher has an opportunity to see the class and lesson through the perspective of an observer; this helps the teacher and observer discuss the lesson from the same vantage point, as well as allows the teacher to reflect on the lesson from a different viewpoint than usual. Teachers are evaluated twice annually. Each of the two evaluations follows each of the first two Formal Observations in the year. If a teacher is on an Improvement Plan, the teacher will have a third Formal Evaluation in the late spring in order to determine if a position will be offered the following Academic Year. Each evaluation will address the goal the teacher set for him/herself. Middle School Professional Development Update Making Waves Academy Middle School makes the Professional Development (PD) of its faculty a high priority. Historically, PD has occurred on Wednesdays for weekly two-hour sessions. During 2013, the Middle School adjusted its Master Calendar to host PD on Fridays in an effort to align with the Upper School’s PD for purposes of Vertical and Horizontal collaboration. Professional Development is informed by the annual Schoolwide Goals, and functions to allow teachers the space to participate in cutting edge instructional training, targeted collaboration, peer workshop facilitations, motivational speaker presentations, magnified views of data, assessment, and evaluation, as well as the use of collective genius towards ensuring that all students receive the best education possible. A6. Resources Criterion: To what extent are the human, material, physical, and financial resources sufficient and utilized effectively to support students in accomplishing the academic standards and the expected school wide learning results? C2. Strategies and Resources Criterion. To what extent does the school ensure that all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? 2010 Visiting Committee Report Comments – A6 and C2 Technology is developing The library needs support Document1 Page 66 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Schoolwide Technology Progress Update The Education Technology Committee was established in 2011. The goal of the team is to research schools with robust technology programs and gather best practices to implement in MWA. The Education Technology Committee (ETAC) will continue to meet and establish recommendations and oversight of technology initiatives for the school. Three school visits have been made over the last two years to the Branson School in Ross, CA, Leadership Public High School in Richmond, CA, and Rocketship Mosaic Elementary in San Jose, CA. The ETAC Team will continue to identify and visit schools in the 20132014 school year. The ETAC Team will also focus on building on our success with integrating technologies in the classroom, such as the Gaggle Learning Management System, Mimio Interactive White Boards, Digital Camera, and Voting devices and various online educational resources. Students and teachers have multiple means of accessing and utilizing technology at Making Waves Academy. There are two computer labs, one in each school. Classrooms are a shared space between the Upper School and Middle Schools. In the fall of 2012, all classrooms were equipped with nine laptops. Three new classrooms will receive nine laptops in 2013-2014. Currently there are also four laptop carts available, two per school. There are nineteen laptops in each cart to complement the nine laptops in classrooms so an entire class is able to work on a project individually at the same time. In 2013-2014, an additional laptop cart (19 laptops) and classroom laptops (nine each in three additional classrooms) will be provided for the Upper School to support 100 more students. In the fall of 2012, all classrooms were equipped with Interactive white boards, document cameras, and voting devices. Three new classrooms will receive sets of Mimio Interactive white boards, document cameras, and voting devices for the 2013-2014 academic school year. In regards to technology professional development, teachers have experienced four trainings since the summer of 2012 on Mimeo products. Trainings began in August 2013 and will continue on Mimio throughout 2013-2014 with a from a certified Mimio Instructor. The goal of the differentiated training strategy is to ensure teachers who have developed proficiency with this tool continue to advance, while new teaching staff and staff develop basic proficiency. All Wave-Makers are assigned student emails using Gaggle, a Learning Management System. By Spring of 2013, all students will use their email accounts to communicate with faculty and peers. MWA staff and administrators attended an administration training led by Gaggle in January, 2013 and a pilot of Gaggle was conducted with three teachers in the Upper School in the spring of 2013. Instruction based training led by Gaggle will be held for faculty during our professional development session in August, 2013. Gaggle will be deployed to all students throughout the 2013-2014 school year. In 2012, Parent and Student Portals, which provide students and family access to grades, attendance, and assignments, were established for both schools. The PowerSchool Student and Parent Portals were launched for both the Middle and Upper Schools in 2012-2013. Students and parents use this tool to keep updated about assignments, grades, and attendance. Our Technology Plan was completed in 2010. It was recently revised to update a three-year plan. The revised version was submitted in November 2012 to ensure the school continues to receive eRate funding. The newly revised three-year eRate Technology Plan was approved in April of 2013. MWA is currently utilizing digital learning resources such as Accelerated Reader, Accelerated Math, Study Island, and Discovery Education to supplement and enhance the core curriculum. Document1 Page 67 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Middle School Library Update Since the last visit, Making Waves Academy has increased the number of books in its library and in 2011 hired a Literary Coordinator whose job was also to provide a working and functional library. In fall of 2013, a new Literacy Coordinator established an electronic check-out system. The Coordinator is also investigating how best the school can use technology to access various resource materials. Upper School Library Update The space in the Upper School that is currently designated as a library will likely transition to a mix between a Media Center/Learning Center. While some literature and non-fiction books and resources will located there, more books will be made available to students through classroom libraries. Teachers in the Upper School are provided with annual budgets (about $500/classroom) to purchase books for their classrooms. Over the next two to three years, efforts will be made to learn more about what other schools are doing around the country to both expand accessibility of reading material and general literacy proficiency supported by a traditional space for books (a library) along with expanding accessibility and access through technology. As this occurs, a re-imagination of the current library space will occur that is better aligned to support how students learn and how these spaces will need to be designed. B3. Graduation Criterion: How does the school ensure that upon completion of the high school program, students will be able to meet all of the requirements of graduation? List (or attach) the graduation requirements of the school. Visiting Committee Report Comments - B3 Not applicable because at the time MWA only served 5th – 7th grade students Making Waves Academy Graduation Requirements We think it is important that students who attend Making Waves Academy (many since 5 th grade) and particularly those with special needs have a pathway that is still aligned with college readiness while also acknowledging the need for differentiated pathways and requirements based on extra courses or intervention support some students may require. A. History – Students must complete at least three year-long courses of history with a grade of C or higher. The two years are mandated and the third year is for non-Western and/or non-traditional history. Students can also take an AP History course as their third or fourth year course. B. English – Students must complete the equivalent of four years of English with final course grades of C or higher. C. Mathematics – Students must complete the equivalent of three years of mathematics with final course grades of C or higher and/or through at least Algebra II. D. Science – Students must complete the equivalent of two years of Lab Science with final course grades of C or higher from among two of the three science branches (Biology, Chemistry, and Physics). E. Language Other Than English – Students must complete either two years of one language or two years of two different languages with final course grades of C or higher. Document1 Page 68 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj F. Visual and Performing Arts – Students must complete one year-long courses – one introduction and one advanced with a final course grade of C or higher. G. Health & Wellness – Students must have two year-long courses of Health and Wellness with final course grades of C or higher. Additional Courses H. Technology – We would require students to take one semester of a technology class in the 9th grade. (TBD) I. Advisory – Students must complete the program with a pass. D1. Data Collection & Analysis Criterion: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? D2b. 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? 2010 Visiting Committee Report Comments – D1 The school introduced another testing/monitoring system in January for math “Discovery Assessment.” The school is learning how to use the disaggregated data to improve the instructional program for individual students. The management team is working on the final Program Improvement Plan due at the end of January 2010 which will be shared with the stakeholders. Middle School Data Collection and Analysis Progress Update As both a benchmark exam and a California Standardized Test scoring predictor, Making Waves Academy Middle School administers the College Board SpringBoard program and Common Core State Standards compliant embedded assessments in core subject areas as a part of the curricular formative assessment pacing. The Middle School also uses the Discovery Education Assessment Program. Students take the Discovery Education Assessment as a benchmark exam. Teachers have been trained to access and to interpret the diagnostic reports that are generated once scores are entered into the Zoom Data Source database. The data is used to modify instruction and to adjust pacing guides and scope and sequences accordingly. Data is also used to detect power standards, identify bubble students, and to provide targeted intervention. Program Improvement Plan Update Making Waves Academy is in Program Improvement Year 4. Students receive holistic wrap around services including additional Core Day mathematics and English language arts support classes; supplemental technology-based and enhanced curriculum, extended day homework assistance, Saturday academic programs, Summer academic programs, and psychological services for those students in need of further support. Making Waves Academy consults with the Contra Costa County Office of Education to help ensure the school wide program meets Program Improvement requirements. MWA also works in partnership with the West Contra Unified School District’s Special Education department to monitor Document1 Page 69 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj students IEPs and progress towards achieving academic standards and the expected schoolwide learner outcomes. MWA receives extensive teacher professional development support from College Board, RTFisher Educational Enterprises, Inc. and Fruge Psychological Associates. An Academic Intervention Services Leadership group has also been assembled to assist with the oversight, progress monitoring, and collaboration of Core Day and Intervention instructors. This group, comprised of Middle School and Upper School administrators and instructors, collaborates to develop a program improvement plan that effectively assesses students’ academic performance, quantifies students’ rate of improvement or responsiveness to instruction, and evaluates the effectiveness of instruction. Upper School Data Collection & Analysis Progress Update Making Waves Academy Upper School uses Data Director/ Zoom to collect disaggregate and analyze assessment data, including benchmark data, class assessment data and end-of-semester finals. Every teacher that begins the year with the Upper School is trained during Summer PD to use Data Director; teachers that entered the school mid-year were trained on Data Director when they began. The workshops during the 2012 Summer PD were differentiated to address the different proficiency levels of the staff; there was a workshop for teachers new to Data Director as well as an advanced workshop for teachers that had experience with the data and assessment program. All teachers are proficient at using the basic elements of Data Director, including creating Scantron sheets, uploading Scantrons, pulling reports from the home page and printing data reports from the program. Twelve out of 14 teachers used Data Director to create their Finals at the end of the ’12 - ’13 academic year. Teachers also use Data Director reports to analyze results in each of the school’s benchmark cycles. The Upper School uses PowerSchool to compile and record student grades, GPA, absences and tardies and uses the program to create progress reports and report cards that are sent to parents and students. Teachers use a number of varied strategies to assess student learning in their classrooms. Every teacher at the Upper School gives Unit Tests at the end of each of their units. Teachers also use a variety of formative assessment tools to check for student understanding in their classes, including quizzes, exit tickets, classroom observations and questioning. Teachers use the benchmark data during each of the benchmark cycles to adjust instruction and prioritize areas that need to be addressed in the classroom. Teachers also use benchmark data, as well as their own assessment data, to create student groupings to address the different needs of students. All teachers also post current assessment and classroom data on their walls in order to keep students informed of their progress.Program Improvement Plan Update E2. Culture Criterion: To what extent does the school ensure that it is a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, and high expectations for all students with a focus on continuous school improvement? Schoolwide Progress CPR Certification 100% of the faculty and full-time staff are Basic First Aid, CPR and AED Certified. Document1 Page 70 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Emergency Response Plan The School Emergency Response Plan was updated in the summer of 2012. Two copies are accessible on campus. A third copy is located at the Making Waves Foundation office. Emergency Response Folders have been placed in all classrooms and offices. They are equipped with emergency guides. The guides outline protocols for Fire, Earthquake, and lock down emergencies. A list of emergency numbers is also included in every folder. Protocols have been established for threats, intruders, and shelters in place. The following drafts are in process – Earthquake Plan, Lockdown Plan, and Fire Drill. Up-to-date facility maps were completed in August 2012. Four copies are available on campus. Copies are located off site at the Making Waves Foundation office. MWA has a comprehensive Material Safety Data Sheets (MSDS) Binder. In the event of a natural disaster, barrels of water are stored in bunkers. All water barrels were emptied and refilled. The water is drinkable until 2018. In the event of a natural disaster, MWA has three days’ worth of food supply in containers. (2013) Safety emergency response vests have been purchased for office and administrative emergency response staff. Students are trained in Health & Wellness classes for earthquake drills. Security and Safety on Campus Vehicle security Gates were added in the fall of 2012. There is always at least one security officer on campus throughout the school day and during after school hours, 6:00 am – 6:30 pm. Two security officers work daily from 10:00 am – 2:30 pm. To support communication among staff between buildings, more walkie-talkies have been purchased. In the fall of 2012 MWA established a verbal threat policy. There are three AEDs located on campus, one in each building. Ensuring a Clean Environment Once a year, the custodial team participates in a workshop centered on cleaning and proper disinfectant strategies. Annually the custodial team has blood borne pathogen training. Document1 Page 71 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Composting and recycling have increased and more than doubled since 2010. Site supervisors support recycling and composting efforts during lunch and recess. Revolution Foods has partnered with MWA to offer more recyclable and compostable items (e.g. food plates and trays). In the Middle School, students share the responsibility of maintaining a clean campus. During lunch students volunteer to serve on the beautification team or are either assigned to serve on the team as part of community service. After recess, grade levels take turns disposing trash left behind on the outside field and turf area. Vehicle and Pedestrian Traffic Staff are designated to monitor and direct traffic during arrival and dismissal times. Revisions have been made to the arrival and dismissal plan to ensure the safety of students and staff. E4: Student Personal Support Criterion: To what extent do all students have access to a system of personal support services, activities, and opportunities at the school and within the community? 2010 Visiting Committee Report Comments - E4 It is the goal of MWA to begin offering clubs, sports, and recreational program/activities during the next school year. Middle School Enrichment, Clubs and Organizations Field Trips serve to reinforce the Academy’s Core Values, while exposing students to different social and intellectual experiences. Throughout the 2011-2012 and 2012-2013 academic year, Middle School students have participated in the following field trips: Recycling Center Autodesk California Academy of Sciences Tilden Park University of California Berkeley President Obama Fund Raising Event, Billy Graham Civic Auditorium Monterey Bay Aquarium Stanford University National Aeronautics and Space Administration [NASA] National Association for the Advancement of Colored People [NAACP] Leadership Conference Alvarado Park Indian Camp Meadow and Little Farm Muir Beach Document1 Page 72 of 89 Making Waves Academy Self-Study Report Chapters I, II and III - Final - 3.14.14 - aj Miller Knox Regional Park Six Flags Discovery Kingdom Psychological Services: Individual and group clinical psychological services are available to students through teacher, staff, parent and/or self-referral and are designed to address student specific socioemotional needs. Gender-specific groups have been offered with the focus on social skills, self-esteem, and anger management. Preparing the Mind for Success & Competition (PMSC): In the fall of 2012 5th grade students were introduced to an innovative program called Preparing the Mind for Success and Competition (PMSC). The goal of PMSC is to assist students in developing the belief system and psychosocial skill set to meet the demands of rigorous college environments, excel in competitive work industries, and prevents the occurrence of debilitating psychological disorders. Students participated in the program once a week and were trained comprehensively and systematically in areas encompassing self-awareness, problem solving, relationship management, and coping. National Jr. Honor Society [NJHS]: The Middle School Honor Roll was established in 2010.The NJHS was established during the 2012-2013 academic year, to honor and celebrate students with exemplary achievements in the area of academics, service, and leadership. Thirteen members were inducted into the NJHS in the 2012-213 academic year. Student Clubs: Student clubs at MWA are designed to cater to specific student interests and to expose students to a variety of activities that reflect a diversity of interest. Student Council: The Middle School Student Council was created to reinforce MWA’s mission of creating global leaders by developing the following skill sets: Leadership Conflict Resolution Cooperative Learning Enrichment Program: Consists of both academic support and enrichment courses for all Middle School students, it is designed to cultivate well-rounded students through an academically enriching program that complements Core Day coursework while exposing students to a variety of activities that support their academic and social-emotional growth; health and well-being; college readiness; and school and community engagement. Below is a list of enrichment courses offered to Middle School students: 8th Grade Graduation Art Project Archery 6th Grade Art Basketball Chess Club Creative Writing Culture & the Media Fit for Life (Healthy living and food choices) Fun with Math Document1 Page 73 of 89 Gardening & EcoLiteracy Healthy Living Healthy Person/Health Planet (Cooking, Food Justice, and Sustainability) National Junior Honor Society Not in Our Schools (Anti-Bullying Project) Origami Club Peer Tutoring Performing Arts/Dance Soccer Sports & Games Sports ology (Survey of sports from their origins to their contemporary forms, and sportsmanship) Student Council Technology/Computer Science The Watershed Project (Environmental Justice/ Sustainability Upper School Student Clubs and Organizations Making Waves Academy supports the academic and social development of students through enhancing the quality of campus life. We seek to raise cultural awareness, sharpen leadership skills, and promote wellness within the school community. Thus, we encourage participation student clubs and organizations as an excellent way to engage in leadership roles, participate in variety acts of service, demonstrate character strengths, and share common interests and passions with other students, faculty, and staff. In order to be recognized as a student club or activity, the following criteria must be met: 1. Students may organize clubs and/or schoolwide activities provided that the club formation and activities are student-initiated, student-driven, and voluntary. 2. A student-organized extracurricular club must have at least one faculty advisor who ensures that school policies are not violated. 3. A minimum of five students are required for the establishment of the club and/or activity. 4. Membership in a student-organized club and/or activity is open to all students. However, student officers and active committee members must maintain a minimum 2.3 G.P.A. 5. The activities of a student-organized extracurricular club shall take place only during non– instructional time or “Minimal Impact Time” (M.I.T.). 6. Student–organized club and/or activity must submit a Proposal to the Upper School Administrative Team for feedback and approval. The following clubs and organizations are offered at Making Waves Academy Upper School for 20122013. o o o o o o Student Cabinet Black Student Union [BSU] Body Positive Club Gender Issues Club Glee Club Key Club o o o o o o Latin Club National Honors Society Psychology and the Brain Club Quiz Bowl Tech Wave Computer Club Yearbook Upper School Office Hours During 8th period Monday-Thursday, Upper School students participate in Office Hours with their Core teachers. Similar to office hour’s procedures at colleges and university, students sign up to visit different teachers ahead of time, and may check in with up to two teachers per office hours session to receive help or further discuss class material. Page 74 of 89 Office hours directly encourage students to develop self-advocacy skills, a critical Core Value for student success. Upper School Academic Support Program Students that have not yet achieved Academic Good Standing (a 3.0 G.P.A. minimum) are mandated to participate in the Academic Support Program during 9th period, Monday through Thursday. Students participate in study hall, have weekly grade progress check-ins with tutors, and develop Office Hours attendance schedules under the support and supervision of Academic Support Team tutors. Student Academic Progress is monitored on a mid-quarterly basis to allow students to “graduate out” of the Academic Support Program or to enroll as needed. Upper School Interscholastic Athletics MWAUS was recently granted acceptance into the North Coast Section of CIF and Bay Counties League. As of fall 2013, the following sports will be offered to MWAUS Students: Cross Country Girls’ Volleyball Basketball Soccer Basketball Baseball Softball Track and Field Other Areas to Which the School Has Responded - Separate Accreditation of Upper School (Grades 9-12) The Visiting Committee Initial Visit Report for the April 16, 2012 visit stated, “The visiting team recommended that since it would be a separate administration that they develop a separate mission statement and a separate set of Expected Schoolwide Learning Results and seek separate accreditation for their high school and not try to combine the accreditation for their 5-8 school with the high school since the high school’s mission and ESLRs would be different.” 11 Our initial Chapter 2007-12 was rejected by the West Contra Costa Unified District Board of Education and was subsequently approved by the Contra Costa County Board of Education on appeal. The initial charter included grades 5-8. When we submitted our application to renew our Charter for 2012-17, we elected to amend our existing Charter to add grades 9-12. The other option was to apply for a new Charter for grades 9-12 from the West Contra Costa Unified School District. If the high school charter was approved, we would have two authorizers, Contra Costa County Board of Education for grades 5-8 and West Contra Costa Unified School District for grades 9-12. In our opinion this would not be an effective governance structure for our one school, grades 5-12. Therefore, we elected to ask the Contra Costa County Board of Education to amend our initial charter to include grades 9-12 which they did on June 20, 2012 when they approved our new five-year charter. 11 Accrediting Commission for Schools, Initial Visit Visiting Committee Report – California Public School, April 16, 2010, page 22 Page 75 of 89 In addition, we applied to the California Department of Education for a separate County-District-School (CDS) code for our Upper School. They advised us, “Very rarely are multiple school codes issued for the same charter number, the exceptions are ‘Statewide Benefit Charters’ and all charter districts.” 12 In summary, Making Waves Academy did not follow the WASC recommendation for separate accreditations because: The reorganization of our governance structure, placed the Middle School Division and the Upper School Division under one Making Waves Academy Head of School (now called CEO). The California Department of Education rejected our request for a separate CDS code for the Upper School. We would be governed by two different authorizers, one for the Middle School grades 5-8 and one for the Upper School grades 9-12. Our Charter renewal was amended to include grades 9-12 for one grade 5-12 school. Ongoing Follow-up Process As a stipulation for entering our fifth year in Program Improvement (PI), Making Waves Academy made the choice to create a Restructure Plan that will be audited by the Academic Program Survey (APS) in an effort to maintain adherence or compliance to the Essential Program Components (EPC) implementation as identified by the state regarding programmatic best practices. Because Making Waves Academy is in PI, we are required to administer state program self-assessment tools. These tools measure our academic program, inclusive of EL, SPED, and our advanced students. The State Board of Education (SBE) has approved nine EPC’s. Compliance to these components is measured by the surveys. The components are derived from characteristics and best practices of successful and sustainable school programs. The purpose is to analyze and provide evidence toward the extent to which we are providing a coherent instructional program that will support improved student achievement. The components are also standards-aligned. In short the components focus on these summated areas: 1. 2. 3. 4. 5. 6. 7. 8. 9. State Board adopted and standards aligned instructional materials Adherence to instructional minutes Intervention and Course pacing Professional Development Highly qualified teachers Instructional support for teachers Assessment and instructional progress monitoring Monthly teacher collaboration using data Fiscal support using general and categorical funds Making Waves Academy has an active Academic Intervention Services (AIS) team that serves as the leadership team for our Response to Intervention (RtI) efforts. From this leadership team a subgroup of Administrators, Teachers, and Interventionists came together to revise our Single Plan for Student Achievement (SPSA), and to delineate and cement a comprehensive programmatic restructure plan reflective of both the nine EPC’s and the schoolwide goals of the Academy. 12 Email from Dorothy Aicega, Data Management Division, Educational Demographics Office, California Department of Education to Anton Jungherr, Business Manager, Making Waves Academy, dated July 7, 2011. Page 76 of 89 MWA’s choice to restructure is reflective of the state’s restructuring option #5, which allows for the implementation of a major restructuring of the school to improve student achievement and to make Adequate Yearly Progress (AYP). In workshop style-center based three- hour meetings, the subgroup met three times over the course of a quarter. In these meetings the programmatic strengths and challenges the Academy were charted, SMART goals were created, and acceptable evidences as well as progress monitoring means were established. Following these meetings, the leadership team would review, refine, and push back to the subgroup. This cyclical relationship moved towards a plan that would be introduced to the faculty and greater MWA community during Pre-Back to School Professional Development. At the retreat, a group of Middle and Upper School faculty members described their experiences on the team and spoke to the importance of the plan, the teacher’s role in implementation, the expectations for progress monitoring, and the imperativeness of fidelity towards Program Improvement exodus. The distilling of our SPSA and Program Improvement Restructuring Plan is an iterative process. The MWA AIS leadership team as well as the PI-Restructuring Plan sub group of the AIS will continue to meet quarterly to effectively monitor progress and to report back to faculty and the MWA community regarding successes and challenges. There will also be a braiding of EPC monitoring and our WASC Selfstudy conversations as our schoolwide goals, Learning Outcomes, and the programmatic best practices of a healthy school as identified by the State of California are synchronized. Progress, Evidence, Impact on Student Learning for Action Plan Section or Goals: Single Plan for Student Achievement Goals 1A – 5 Goal 1A Goal 1A: All students will reach high standards at a minimum, at attaining proficiency or better in reading by 2013-2014. Goal 1A (Revised S.M.A.R.T. Goal): By Spring of 2014, 65% (320/492 or more of all students will perform at the proficient or advanced level in ELA on the California Star Test. Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: A3. Leadership and Staff Criterion A new testing system was introduced to monitor interim results and the math progress midterm declined from Winter to Spring (January – April) D1. Data Collection & Analysis Criterion The school introduced another testing/monitoring system in January for math “Discovery Assessment.” The school is learning how to use the disaggregated data to improve the instructional program for the individual students. The management team is working on the final Program Improvement Plan due at the end of January 2010, which will be shared with the stakeholders. Critical Learner Need(s): 1. Increase academic achievement and implement best practices of our Tier 1-4 students, specifically Gate, English Language Learners, and Special Education students. 2. Cultivate and increase student motivation, involvement, rigor and results. Expected Schoolwide Outcome(s): Wave Makers demonstrate proficiency in MWA Content Standards (based on California State Content Standards) for English Language Arts, Math, Page 77 of 89 Social Studies, Science, English Language Development, Health, and Physical Education. How the goal was determined: Progress Report: Impact on student learning Wave Makers think, read, write, and speak like scholars (historians, mathematicians, scientists, authors, and literary critics). Wave Makers work together to build collective genius. The initial Single Plan for Student Achievement was developed in 2007 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of the Making Waves Academy In 2013 the Academic Intervention Services Team refined the goal as part of our Program Improvement Restructure Plan. The goal was revised to embody the characteristics of a Smart, Measurable, Attainable, Realistic, Timely (S.M.A.R.T.) goal. Due to changes in assessing as determined by the California Department of Education, the CST has been cancelled and the state has adopted a national testing system called Smarter Balance Assessment Consortium (SBAC). In honor of our goals and in recognition that attainment of our goals reflect a high level of achievement- we have decided to administer the CST to our students who are a part of the subgroup that didn’t meet AYP as well as our EL’s and identified bubble students. Our expectation is to meet our original goal with this targeted student community. Students have prepared via quarterly benchmark assessing utilizing Discover Ed which is a CST indicator. We are training staff to incorporate SBAC aligned questions in their instruction in an effort to transition to the newly adopted assessment effectively. Goal 1B: Goal 1B: All students will reach high standards at a minimum, attaining proficiency or better in mathematics by 2013-2014. Goal 1B (Revised S.M.A.R.T. Goal): By Spring of 2014, 65% (320/492 or more of all students will perform at the proficient or advanced level in Math on the California Star Test. Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: A3. Leadership and Staff Criterion A new testing system was introduced to monitor interim results and the math progress midterm declined from Winter to Spring (January – April) D1. Data Collection & Analysis Criterion The school introduced another testing/monitoring system in January for math “Discovery Assessment.” The school is learning how to use the disaggregated data to improve the instructional program for the individual students. The management team is working on the final Program Improvement Plan due at the end of January 2010, which will be shared with the stakeholders. Critical Learner Need(s): 1. Develop students’ comprehensive math skills at every grade level. 2. Increase academic achievement and implement best practices of our Tier Page 78 of 89 1-4 students, specifically Gate, English Language Learners, and Special Education students. 3. Cultivate and increase student motivation, involvement, rigor and results. Expected Schoolwide Outcome(s): How the goal was determined: Progress Report: Impact on student learning Wave Makers demonstrate proficiency in MWA Content Standards (based on California State Content Standards) for English Language Arts, Math, Social Studies, Science, English Language Development, Health, and Physical Education. Wave Makers think, read, write, and speak like scholars (historians, mathematicians, scientists, authors, and literary critics) Wave Makers work together to build collective genius. The initial Single Plan for Student Achievement was developed in 2007-2008 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of Making Waves Academy. The Making Waves Academy Board of Directors approved the plan on May 14, 2008. In 2013 the Academic Intervention Services Team refined the goal as part of our Program Improvement Restructure Plan. The goal was revised to embody the characteristics of a Smart, Measurable, Attainable, Realistic, Timely (S.M.A.R.T.) goal. (Please see summary for Goal 1A) Due to adoption of CCSS and SBAC, the CDE has suspended PI. As a school in Math PI we’ve decided to move forward with the goal of targeted instruction and assessment for our student subgroups who are not meeting math AYP. Goal 2: Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: A3. Leadership and Staff Criterion A new testing system was introduced to monitor interim results and the math progress midterm declined from Winter to Spring (January – April). D1. Data Collection & Analysis Criterion The school introduced another testing/monitoring system in January for math “Discovery Assessment.” The school is learning how to use the disaggregated data to improve the instructional program for the individual students. The management team is working on the final Program Improvement Plan due at the end of January 2010, which will be shared with the stakeholders. Page 79 of 89 Critical Learner Need(s): 1. Increase academic achievement and implement best practices of our Tier 1-4 students, specifically Gate, English Language Learners, and Special Education students. 2. Cultivate and increase student motivation, involvement, rigor and results. Expected Schoolwide Outcome(s): Wave Makers demonstrate proficiency in MWA Content Standards (based on California State Content Standards) for English Language Arts, Math, Social Studies, Science, English Language Development, Health, and Physical Education. Wave Makers think, read, write, and speak like scholars (historians, mathematicians, scientists, authors, and literary critics) Wave makers work together to build collective genius. How the goal was determined: Progress Report: Impact on student learning The initial Single Plan for Student Achievement was developed in 2007-2008 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of Making Waves Academy. The Making Waves Academy Board of Directors approved the plan on May 14, 2008. The goal has not changed since 2008. Due to adoption of CCSS and SBAC, the CDE has suspended PI. As a school in Math PI we’ve decided to move forward with the goal of targeted instruction and assessment for our student subgroups who are not meeting math AYP. Goal 3: Goal 3: By 2014-2015 all students will be taught by highly qualified teachers. Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: A4. Qualified Staff Several teachers do not have the proper credentials but are working towards obtaining them. Faculty requested goal settings as part of their teacher evaluation. The ACT team is refining the observation process and staff portfolios will be a part of each staff members’ annual evaluation. Portfolios will include: professional growth inventory, assessment of development needs, and a contractual agreement of a professional growth plan. 1. Develop students’ comprehensive math skills at every grade level. Critical Learner Need(s): 2. Increase academic achievement and implement best practices of our Tier 1-4 students, specifically Gate, English Language Learners, and Special Education students. 3. Cultivate and increase student motivation, involvement, rigor and results. Expected Schoolwide Outcome(s): Wave Makers demonstrate proficiency in MWA Content Standards (based on California State Content Standards) for English Language Arts, Math, Social Studies, Science, English Language Development, Health, and Page 80 of 89 Physical Education. How the goal was determined: Progress Report: Impact on student learning: The initial Single Plan for Student Achievement was developed in 2007-2008 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of Making Waves Academy. The Making Waves Academy Board of Directors approved the plan on May 14, 2008. The goal was revised in 2013 to reflect the 2014–15 school year. The original goal created in 2008 stated “2007-2008.” Making Waves Academy has made a special effort to build and refine our recruitment process to ensure a highly qualified teaching faculty: During the 2011-2012 academic year, a recruitment team made up of the Heads of School, Central Services, Executive Assistants to the Heads, and an representative from the MWA Foundation met once a week to discuss and refine our outreach process, create a recruitment plan, centralize and institutionalize a common set of initial phone interview questions and steps in the hiring process. We made a concerted effort to be a presence in local as well as national recruitment fairs including reaching out to and visiting teacher colleges at Stanford, Harvard and Columbia University. We held monthly informational recruitment open houses on the MWA campus to attract local candidates. We used local recourses including Edjoin, CalWest, and the Charter School Association Jobs site to post our openings and manage the recruitment process. During these activities our goal was to communicate the Making Waves Mission and Vision and to give an accurate picture of what it means to work at a Charter School and specifically MWA. Challenges have included the recruitment and retention of adept Math and Science teachers. This is a national and local challenge. Support of Highly Qualified Faculty Making Waves has a commitment to the continued growth of a Highly Qualified Faculty. We contract with the Contra Costa County BTSA Program and support our first and second year teachers to clear their preliminary credentials. MWA pays for their tuition and gives release time for BTSA related activities. In the last two years we began training onsite BTSA mentors and hope to grow mentor capacities in the next few years. Making Waves is committed to on-going professional development and provides weekly professional development as well as opportunities for teachers who request it to attend seminars and conferences. Making Waves supports and follows our teachers who are in teacher intern programs and/or who have teaching experience in independent schools. Teachers are encouraged to complete their credentials as soon as possible. Teachers who come from out of state and have not completed the CLAD requirement are given a year to do so. Division Directors are responsible for Page 81 of 89 working with faculty to become fully credentialed. Goal 4: Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: A6. Resources/C2. Strategies and Resources Technology is developing. The library needs help. E2. Culture 100% of the faculty and full time staff are Basic First Aid, CPR, and AED Certified. Critical Learner Need(s): Expected Schoolwide Outcome(s): 1. Cultivate and increase student motivation, involvement, rigor and results. Wave Makers combine their intellect and critical thinking to make healthy choices for themselves and positive changes for their community. Wave Makers work together to build collective genius. Wave Makers develop an understanding of self by demonstrating their creativity across the curriculum. How the goal was determined: Progress Report: Impact on student learning Wave Makers embody the following core values: respect, resilience, selfdetermination, responsibility, integrity, dignity, peace, investment, community, scholarship, justice, critical consciousness. The initial Single Plan for Student Achievement was developed in 2007-2008 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of Making Waves Academy. The Making Waves Academy Board of Directors approved the plan on May 14, 2008. The goal has not changed since 2008. To provide learning environments that are safe, drug free, and conducive to learning, Making Waves Academy has implemented a multi-faceted approach that utilizes the talents and resources of our Faculty, community institutions, and our student body. Critical members of our administration and Faculty have been assembled and trained as a School Emergency Response Team (SERT) in preparation to keep our students safe in the event of intruders on campus, campus lockdowns, earthquakes, natural disasters, fires, gas leaks, hazardous material spills, etc. Comprehensive Emergency Response Plan binders have been compiled and distributed to each division of the Academy, as well as the Making Waves Foundation office, detailing emergency response plans, escape routes, and contingency plans for every conceivable emergency situation that could potentially impact our school community. SERT members have received emergency response training for school environments through course offerings facilitated by law Page 82 of 89 enforcement officers at the Contra Costa County Office of Education. In addition, all Making Waves faculty and staff members are required to be currently certified in CPR and First-Aid. At the Academy’s expense, Making Waves provides annual CPR/First-Aid certification courses on campus. Making Waves Academy also partners with the Richmond Police Department to facilitate community reflections on our strong stance against bullying, violence, and drug use. When criminal infractions are committed by students, Making Waves joins with parents, involved students, administration members, and law enforcement officers to provide critical interventions to communicate that our school and community does not tolerate disruptive and aggressive infractions, such as bullying, violence, and drug use, and that infractions of this nature can warrant recommendations for expulsion and potential criminal charges. Making Waves Academy also prioritizes keeping our learning environments safe, drug free, and conducive to learning by utilizing a strong Dean of Students Department. Our Middle School and Upper School divisions each include two Deans of Students (four total) who prioritize responding swiftly to disruptive and aggressive infractions that may jeopardize our safe learning environments. Making Waves Academy (MWA) has a no tolerance bullying policy. Bullying by any individual at MWA is strictly prohibited and such conduct may result in disciplinary action, including suspension and/or expulsion from the school. Students are considered for suspension for infractions that are detrimental to our learning environments, such as inappropriate gesturing, gross disrespect to teachers and/or peers, damaging property, theft or possession of stolen property, the presence or use of a weapon or object as a weapon, the use and/or possession of alcohol, drugs, and/or tobacco, sexual harassment or abuse, bullying, intimidating, and/or threatening, fighting, hitting, shoving, and/or pushing, or otherwise creating an unsafe environment (e.g. pulling a fire alarm when unwarranted). Disciplinary consequences vary depending on the severity and frequency of the infraction(s). Disciplinary consequences range from detentions, beautification duties (campus clean-up), reflective writing, loss of privileges, confiscation of possessions, denial of school provided transportation, in-house suspension, out-of-school suspensions, required parental attendance, or expulsion. Beyond disciplinary consequences, MWA relies on positive reinforcement and investment in the development of pro-social behavior in the student body to maintain safe and drug free learning environments. For students who have committed severe behavioral infractions that are detrimental the safety of the community, MWA provides Restorative Justice counseling sessions. Restorative Justice counseling sessions are facilitated by clinical psychologists and focused around helping students to gain awareness into how their decisions impact the community, the purpose and function of community, character development, and healthy decision-making. To further reinforce behaviors that keep our learning environments safe, MWA implements positive incentives, such as Positive Referrals to honor students displaying our Core Values, merit points, weekly Community Building assemblies, positive public acknowledgment, “rap sessions” with faculty, positive phone calls home, special classroom jobs, Honor Roll designation, special school field trips, free dress privileges, etc. MWA also invests in efforts to maintain the safety of our campus by providing opportunities for Student Volunteers to serve as hall monitors, traffic safety monitors, campus cleanliness teams, and site supervisors to support schoolwide rules and Page 83 of 89 expectations.” Goal 5: Goal 5: All students will graduate from High School Correlation to 2010 Critical Areas for Follow Up/Visiting Committee Report Comments: B3. Graduation Not applicable because at the time MWA only served 5th – 7th grade students Critical Learner Need(s): 1. Develop students’ comprehensive math skills at every grade level. 2. Increase academic achievement and implement best practices of our Tier 1-4 students, specifically Gate, English Language Learners, and Special Education students. 3. Cultivate and increase student motivation, involvement, rigor and results. Expected Schoolwide Outcome(s): Wave Makers demonstrate proficiency in MWA Content Standards (based on California State Content Standards) for English Language Arts, Math, Social Studies, Science, English Language Development, Health, and Physical Education. Wave Makers think, read, write, and speak like scholars (historians, mathematicians, scientists, authors, and literary critics) Wave Makers combine their intellect and critical thinking to make healthy choices for themselves and positive changes for their community. Wave Makers work together to build collective genius. Wave Makers develop an understanding of self by demonstrating their creativity across the curriculum. Wave Makers embody the following core values: respect, resilience, selfdetermination, responsibility, integrity, dignity, peace, investment, community, scholarship, justice, critical consciousness. How the goal was determined: Progress Report: Impact on student learning The initial Single Plan for Student Achievement was developed in 2007-2008 by EdTec, an educational consultant firm in partnership with Dr. Roche-Smith, Head of School during the opening year of Making Waves Academy. The Making Waves Academy Board of Directors approved the plan on May 14, 2008. The goal has not changed since 2008. Author Ms. Fried Page 84 of 89 Chapter III: Student/Community Profile – Overall Summary from Analysis of Profile Data and Progress Implications In the spring of 2013, Home Groups were tasked to respond to the following questions while analyzing the Student Community Profile data and as a result collectively generated the findings below; 1. What are the implications of the data with respect to student performance? Scores have improved every year since school opened, above district and above state. MWA is above district and state performance levels and showing steady improvement. Our students are performing very well within the state. Our students perform at a higher level than their counterparts across the district and state. We have improved in ELA, math, and science in the past four out of five years. The percentage for ELA, math and science scores has increased since 2007/2008. The data indicates that students are improving in math, ELA, history, and science. However, performance of our English language learners has declined. In ELA 58% scored proficient and advanced on STAR tests. ELA scores dropped by 31 points. Student proficiency is generally increasing with the exception of EL learners. Our ELL scores are declining. There is a lack of growth for ELLs English Learners are not meeting our goals. The percentage of English making progress in learning English has decreased since 2009/2010. Data implies we’re meeting our target API growth with the exception of English language learners. Data also implies that Hispanic/Latino API growth has taken a dip (-6) but still makes the target. There is still room for improvement. Stay on all subgroups. The data implies that English language learner services being provided in the Middle School should be continued into high school years, specifically by including EL coordinators + ELA intervention services. The ELLs experienced inconsistencies with content and structure. There was an increase among African American scores. The African American subgroup increased? What were the resources and influence for that? How can this be transpired to our ELLs? Hispanic/Latino scores dropped by six points. Our students are healthy according to the Healthy Fitness Zone test scores. Over 90% of students passed the CAHSEE. Our (Response to Intervention) RtI process is effective. Our curriculum is working. 2. List important questions that have been raised by the analysis of student performance and demographic data. How does school culture impact student learning? Page 85 of 89 How can we look at data for specific classes and students? Semester 1 School Wide Ds and Fs – What factors determine the grades? Should we standardize category weights by grade and department? What data is being collected to track student performance across each subject area (especially in social studies and science? How do we continue to support student subgroups that meet target goals? Why are our ELL scores declining and what can we do to support them? Why are we expecting a downward trend in progress for EL in learning English? Are we providing appropriate/adequate support for our ELs? What can we do across all curricula to support progress in EL learning English? What specific training/PD can we get to help us support EL learning English? What happens to the ELL support when transitioning to the Upper School? What services are the Middle School providing for English learners that are not being provided in the Upper School? What services were provided to address ELL students? What happened during the year ELL scores dipped? Curricular change? Staffing change? Scheduling? What is the process for reclassifying or FEPing students out? What continued support services do Fluent English Proficient students receive? Why did the API growth drop for Hispanic/Latinos but they still meet the target? What does this mean for student achievement? Are we doing what is necessary regarding the learning needs of our ELL population? How do we incorporate ELL practices into all classes? In what ways can we support ELA across other content areas to support ELL students? What are we doing to solidify our ELD program? Did it work this year? Will scores among this subgroup improve this year? According to the data ELD has dropped three years but how have the numbers changed? Are there more students in ELD now than in 2010? Did 90-minute classes (core classes) help make the big jump in 2009-2010? How do we create more literacy initiatives? Why are we still in Math PI when we’re meeting our school wide target? One fifth of students are not passing science but students are scoring above the district on the CST in Science. Why is this? What are we doing as an organization to support our students with disabilities? What are the teaching strategies/best practices that we have been implementing in the classroom in the past two years that are working? Page 86 of 89 3. Select two to three critical learner needs based on the data, noting the correlated school wide learner outcomes. Increase ELL English learning proficiency through a focus on learning English across all departments/curricula. Increase proficiency of ELL students in math, science, and ELA – correlation to ESLRs – academic content knowledge, collaboration, scholarship, core values, critical consciousness. Increase student agency; using knowledge to inform actions and reduce referrals and suspensions. ELLs need to improve reading comprehension and literacy. ELLs need application to current and cultural relevancy. Develop a more holistic ELD program. English Language Learners need to have a fully implemented, fully integrated, fully supported cohesive program. Train teachers on best practices when working with ELLs. Special Ed students need to be better supported and teachers need training. Based on the data and teacher observation, more needs to be done to facilitate student motivation. Use literacy across content areas and differentiate instruction. Improve reading comprehension of all students in non-fiction text. Support students in math and help them master their foundational math skills. Develop students’ conceptual math skills at every grade level. 3. Using the data generated in the profile comment on the degree to which the students are achieving the following schoolwide learner outcome “Academic Content – What We Know.” Higher rate of Ds and Fs in Social Studies and Science Lack of pre- and post-assessments to measure academic vocabulary and reading comprehension growth (benchmarks for social studies) Academic Content: ELA, math, science achieving well and trend shows improvement. ELL students have not met the API targets. Our ELL scores have declined almost 20% in the past three years. ELLs need continued and additional support Discipline and behavior needs a more consistent policy and follow up Many students are making progress with the exception of our English Language Learners subgroup and even though the CST data is not evident our Special Ed students need more support. Only 58% of students are proficient in ELA. We only have data to assess three ESLRs – Academic Content, Scholarship, and Collaboration. An alarming number of students are not receiving passing grades in four core subjects. 2011 CST math scores - 54% proficient or advanced ( 22% in 2008) 2011 CST science scores – 67% proficient or advanced (30% since 2008) 2011 CST history scores – 51% proficient or advanced (39% in 2011) Page 87 of 89 2011 CST ELA Scores – 60% proficient or advanced (29% in 2008) Critical Academic Needs MWA staff analyzed the Student Community Profile in the spring of 2013. Based on the data staff developed their recommendations for Critical Learner Needs. Subsequently, the WASC Leadership Team reviewed the proposed Critical Learner Needs and then worked together to prioritize them. Three Critical Learner Needs were finally established. They then went under a series of revisions. In the fall of 2013, the Leadership Team agreed on the following to incorporate into our self-study; 1. Develop students’ comprehensive math skills at every grade level. Quarterly Benchmark Data Analysis Monitoring population of students who qualify for Intervention Services Implementation and Progress Monitoring of Accelerated Math with fidelity 2. Increase academic achievement and implement best practices of our Tier I-IV students, specifically English Language Learners, Special Education students, and Gate-identified students. Timely reclassification and progress monitoring of newly Reclassified Fluent English Proficient (R-FEP) students in order to ensure our goal of reclassifying all students by the end of 8th grade. Implementation of Individual Education Plan (IEP)/504 Plan accommodations, modifications and SMART goals that will be monitored and modified, as necessary, and during annual IEP meetings. GATE prepared and certified teachers share best practices and key elements of teaching GATE-identified students through Professional Development as well as monitoring the progress of GATE-identified students. 3. Cultivate and increase student motivation, involvement, rigor, and results. Administer student survey each semester Analyze SpringBoard audits Organize data talks to inform instruction Page 88 of 89 Important Questions The WASC Leadership team reviewed important questions raised by Home Groups as a result of the Student/Community Profile data analysis. The WASC Leadership Team identified the following three important questions to be used during the self-study process among Focus and Home Groups. 1. How does school culture impact student learning? 2. How can we collect, analyze, and use specific data to inform instruction and increase student achievement across subject areas? 3. What are we doing as an organization to support students with special needs? Page 89 of 89
