Connecting Waters Charter School

1. Connecting Waters Charter School Introduction to the school program

2. Presenters • Gary Clark, Self Study Coordinator • Sherri Nelson, Executive Director • Jill Brogan, Special Education • Catherine Miller, ES training • Marsha Silva, Curriculum

3. Presenters • Ginger Ernst, Education Specialist • Pat Nesbitt, Parent • Ingrid Kiehl, Student • Mary Halter, School Counselor

4. Why do parents and students choose CWCS? • Individualized or personalized curriculum • More parental involvement/choice • To accelerate the school program • To simplify the school experience • Safety concerns

5. Where do our students come from? • Traditional public schools • Charter schools • Non-classroom based education • Private schools

6. How do parents/students find out about CWCS? • Word of mouth • Principals/counselors recommendations • County offices

7. Regular Ed Students • Assigned a credentialed teacher(ES) • The ES contacts the parent/student via phone and schedules an appointment. • At this face to face meeting the ES/parent/student discuss goals of student and determine whether CWCS would be the best placement for the student.

8. Enrollment Process • Enrollment process is completed at the initial meeting with ES, parent and student • Es asks interview questions to determine if this would be the best placement for the student • Es will go over and have the parent sign the Charter summary • Es, parent and student will also sign the ‘Student Agreement’

9. Enrollment Process/cont. • Es will complete ‘Initial Meeting Checklist’ • Es will answer any questions that parent and student may have. • Work assignments are left for the student • Es will order materials as needed • Parent/student expectations are reviewed • Following appointments are made

10. Special Education Process • 69 students eligible for special ed @ CWCS this year • 56 currently receiving special education • 32 Student Study Teams • 43 students w/ RSP • 21 LSH • 5 OT • 1 PT • 1 DHH • 1 Counseling • 8 students with 504 accommodation plans

11. Enrollment Policies-Spec. Ed. • When a student enrolls we require they submit a copy of their IEP PRIOR to completion of enrollment • Insures services can begin immediately upon enrollment • Insures we have adequate staff • Insures services match student location

12. Special Education - cont. • 105 meetings this year (through February) • 43 Annual Review • 14 Triennials /Initials • 25 30-day • 9 Student Study Team (SST) Meetings • 8 504 Accommodation Plan Meetings • 6 Exit IEP Meetings • 174 applications reviewed and perspective families contacted by Special Education • 39 Students enrolled who are eligible for special education (14 30-day meetings pending) • 80 Student turned out to be general education students • 34 Families decided not to enroll • 21 Awaiting copies of IEP for review and finalize enrollment

13. ES Training - Initial Contact • Once hired, immediate contact from Advisor by e-mail and phone welcoming to CWCS and giving instructions for training. • Assigned to Area Facilitator who invites them by e-mail and telephone to the monthly ES group meeting in their area.

14. ES Training - Content • Consists of 14 Online Phases. • Intro and Phase 1 required before students are assigned. Phase2 • Advisor available by phone to assist. ESs are encouraged to call frequently, and if they don’t the advisors initiate calling. We allow two weeks for this process.

15. ES Training - cont. • ES’s comprehension of each phase is tested by online tests where any missed problems are discussed with their advisor. • ES Web files and ES Test picture on following slides

18. ES Training - cont. • Advisors do “one-on-one training” via telephone while working on computer after Ph 1 is complete to insure comprehension of database processes. • Area Facilitators arrange a time for the new ES to observe a parent/teacher learning record meeting. • ESs continue to work through additional phases in order of preference as needs arise, completing at least one phase per week.

19. ES Training - Ongoing • ES Handbook • Monthly ES Agendas facilitated by the Area Facilitators and attended by the ES advisors • Advisors continue working with the ES even after the training is complete. If any areas show a need for review, we can reassign phases for review.

20. ES Budget - Instructional Funds • ES Budget or Instructional Funds – ADA generated by student attendance • CWCS has appropriated this for educational purposes • Instructional funds may be spent on: • Educational materials • Contract Program Activities • Group Educational Activities • AESS (Additional Education Specialist Services)

21. ES Budget - Instructional Funds • Amount of funding put into each ES's budget is based on the calendar that the school receives ADA from the state. • This amount differs depending on the student's enrollment date. • No school funding is provided directly to parents or students for any purpose.

22. Selection of Curriculum • Education Specialists work with the parent to choose a curriculum for the student. The ES must be familiar with the many curriculum choices available. In order to be able to fully advise the parent, the ES also must know about teaching approaches, learning styles and how to access additional information.

23. Selection of Curriculum • The following questions are given as a guideline for parents and ESs when making decisions about using educational materials. • What is the parent's teaching approach? • How much time is the parent willing and able to put into lesson preparation? • What is the student's learning style? • What is the student's maturity level? In other words, what is the s • tudent’s physical, mental and emotional ability to process the information or perform the task? • How motivated is the student?

24. Learning Record Meetings • Definition: Parents and education specialists meet face to face for a Learning Record Meeting at least once every 20 school days to review and document the learning that occurs in each growth area.

25. ES Responsibilities During Learning Record Meetings • Meet face-to-face with the parent/student • Evaluate the work product of the student • Provide educational support and counsel to the parent • Opportunity for the parent to ask questions and for the Education Specialist • Interview parent and student • ES will share different teaching strategies, suggest activities and resources with educational value and offer support and encouragement

26. ES Responsibilities During Learning Record Meetings • Pick up of the hard copy attendance roll sheet which the parent kept for that learning period, and provide them with one for the next period. • Arrange the next two appointment dates and locations with the parent • Pick up portfolio samples

27. Parents Viewpoint - My Visit With My ES • Provides school communication and information • Discusses need of additional resources • Call and emails in between meetings • Assesses how parent and student are doing • Reviews learning that has occurred since last meeting • Asks questions about learning • Records learning into learning record • Provides techniques and strategies as needed

28. ES Responsibilities During Learning Record Meetings • 5 school days to submit the learning record electronically • Determine growth areas for learning • Match learning to CA State Standards

29. Sample Learning Record: • Anthony completed three chapters in his Science Text. He read each chapter, and answered in writing the chapter review questions to show comprehension of the key points. Topics covered were plant parts, flowers, fertilization, fruits, growing plants indoors, what plants need to grow, and plants and photosynthesis. He grew a plant in a plastic container to watch the growth process, and drew its parts. He completed an on-line activity unit with accompanying worksheets, and watched a video on plant photosynthesis.

30. Ordering Process • Parents select curriculum materials • ES’s evaluate requests for materials • Purchase orders (PO’s) for these materials are placed electronically by ES in ES WEBfiles • The Accounting Department approves the order, creates an official copy, and sends it to the vendor • The vendor sends or delivers the materials to the Education Specialist • The ES records the materials and delivers them to the family

31. Contract Programs and Group Educational Activities (GEA’s) • Courses initiated based on the student’s educational needs • ES’s and/or Site Program Coordinators set up courses in WEBfiles • Courses are advertised to students • ES’s approve courses for individual students in WEBfiles

32. Dance Self-Defense Tae Kwon Do Karate Gymnastics Tutoring Science Camp Ice Skating Sewing Music Lessons Courses Offered Offsite Include

33. Gold Mine Tour Modesto Symphony Orchestra Nutcracker Ballet Dodge Ridge Skiing Bear Children’s Discovery Museum Imax Dome Zoo Railroad Museum Sutter’s Fort Historic Park Heifer International Monterey Bay Aquarium Hershey’s Chocolate Factory Coyote Point Museum Applegate Zoo Castle Air Museum Group Educational Activities include trips include:

34. US History Geometry Algebra 1, Algebra 2 Spanish 1, Spanish 2 HS Writing Elementary Writing Reader’s Theater, Arts and Crafts Drawing, Space Piano, Guitar Life Skills, Computer Basics Painting, Oils Hands on Science, Math Computer-Aided Drawing Quilting Some courses offered at the Manteca and Ceres/Modesto Learning Center

35. Student Viewpoint - Other Educational Resources • Enrichment Programs • College and University Summer Programs • College Classes • Modesto Junior College • Stanislaus State University • Extracurricular Activities • Community Service • CWCS Involvement • Sports/Music • Outside Interests/Activities

36. CWCS Graduation Requirements Reading/Writing 30 credits Life Skills 50 credits History 25 credits Political Process 5 credits Math 20 credits Science 20 credits Special Interests 60 credits Total = 210 credits

37. Pathways to attaining a Diploma • Standard Graduation • Recommended for students who are going directly into the job market with a high school diploma only. The ES may recommend “basic” or “general” coursework.

38. Pathways to attaining a Diploma • Community College • This pathway is for students wishing to continue their education at a community college, vocational school, trade school, business school, technical school where they may earn a certificate or an A.A. or A.S. degree. • ES’s may assign students to “general” coursework or “a-g College Prep” Coursework

39. Pathways to attaining a Diploma “a-g” College Prep Coursework • UC and CSU “a-g” Requirements • A – History 2 years • B – English 4 years • C – Math 3 to 4 years (alg, geom, alg 2) • D – Lab Science – 2 to 3 years • Life Science and Physical Science • E – Foreign Language 2 to 3 years • Must be same language • F – Visual and Performing Arts • Must be from CWCS a-g course list • G – College Prep Electives • Must be from CWCS a-g course list

40. Options during High SchoolPrograms… • ROP – Regional Occupational Program • Must be 16 years or older • Mostly vocational courses like welding, restaurant management, cooking, cosmetology, electronics, business, etc… • http://www.monet.k12.ca.us/careers/ROPCOURSEGUIDE.htm • http://www.sjcoe.org/rop.asp

41. Options during High SchoolPrograms… • Community College • ES’s encourage High School students to take courses at the local community college. • Modesto Junior College • San Joaquin Delta College • Merced College • Las Positas College • De Anza College

42. Options during High SchoolPrograms… • Adult Education • Students must be 16 or older • Turlock http://www.turlock.k12.ca.us/TAS/index.html • Manteca http://www.mantecausd.net/LAS/index.htm • Stockton http://www.stockton.k12.ca.us/schools/sch-html/adult.html

43. Options during High SchoolPrograms… • Online Courses • Programs like the University of California’s College Preparatory Initiative, UCCP, can be explored by students.

44. Beyond High School… • Students are surveyed….. • Job Market? • Military? • Trade/Technical/Vocational School? • 2 year Community College? • 4 year University? • Workshops and/or individual counseling sessions are offered