Capitol Collegiate Academy
Socio-economically Disadvantaged Students
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Socio-economically Disadvantaged Students Based on the state reports on local schools, the 2000 Census, and the SCUSD website, we anticipate that approximately 95% of our students will qualify for free and reduced lunch. We based the design and structure of our school on successful urban schools that serve similar populations of students. We believe that socially disadvantaged students can achieve at the same level as any other group of students with a more extensive system of supports. We will offer a multitude of these supports to meet the needs of this group. We will work to meet the social needs of students and will also consider the financial burdens that schools can place on families in regard to uniforms, school supplies, field trips, etc. We will work with families to accommodate these economic needs. We do not, however, expect to make specific instructional modifications for students from low-income homes outside of a homework center. EXCELLENT SCHOOL VISITS In a post-industrial world and one that is rapidly moving towards a knowledge-based economy, it is critical that students are college-educated in order to be competitive. In order for students to be ready to apply, matriculate, and complete college, they must have both a strong academic background as well as a personal motivation to achieve. 120 In visiting some of the highest performing public schools in the country, we have had the opportunity to see what it takes to prepare students for this work. Although the schools had subtle differences in execution, they had similar outcomes in student achievement that hinged on two critical areas: strong curriculum and strong culture Our education philosophy and program are based on these proven systems of education. High performing college preparatory urban charter schools embrace college preparation as their theme and share core characteristics which have been incorporated into Capitol Collegiate’s design. We believe in the importance of ongoing school visits and will continue to recognize their impact on culture and curriculum. Figures 1.36 – 1.38 provide a partial list of schools visited by the planning team during the designing phase of Capitol Collegiate: Figure 1.36: Local School Visits
Figure 1.37: Regional School Visits
Figure 1.38: National School Visits
Capitol Collegiate believes in outcomes. We expect our students: (a) to be at or above grade level; (b) to be college-ready, with the K-8 foundation necessary to access competitive college preparatory high school programs; and (c) outperform students across California. The design of the school reflects the requirements of meeting such goals: mission-alignment, structured environment, strong discipline code of conduct, uniforms, excellent instruction, ample homework, and a clear, ever-present focus on learning. These are the steps necessary to ensure that students meet or exceed grade level material. Capitol Collegiate conducts business based on goals and performance. We set high goals in order to get strong performances. We believe that achievement is not prescribed by income level and that an excellent education counteracts the inequalities sometimes seen in families from low-income backgrounds. Our students go to college. Efforts to address these inequalities through education should not focus only on one point of contact in high school, but on the long-term path from kindergarten through college graduation.121 College preparation begins as soon as students accept their seat at Capitol Collegiate.
BENCHMARKS TO BE MET Capitol Collegiate will measure achievement levels through growth and absolute measures. The performance of students at Capitol Collegiate will be compared to the performances of similar SCUSD schools based on demographics and free and reduced lunch percentages. COMPARISON SCHOOLS In order to determine the success of Capitol Collegiate during the charter period, a group of comparison schools will be selected that approximately match Capitol Collegiate in socio-economic make-up. We will identify the comparison schools and will inform the district as to which schools we have selected. In the current landscape in SCUSD, such comparison schools might be: Father Keith B. Kenny, Fruit Ridge, Oak Ridge, and Pacific elementary schools as well as Will C. Wood and Fern Bacon middle schools. Comparisons will be made solely in regard to academic achievement. This achievement will be considered in two different comparison metrics. The first comparison will look at the schools Capitol Collegiate students would have otherwise attended. The second comparison will look at the similar district schools identified by SCUSD. PRIMARY GROWTH MEASURES The goals of Capitol Collegiate Academy reflect the high expectations that the school has for its students. Capitol Collegiate will regularly monitor its progress towards meeting these ambitious standards for student and school performance. Each of the following goals is measurable, feasible, and ambitious in what it plans to accomplish. As a college-preparatory school, all of the following goals are developed with the primary objective of developing students who are ready to achieve and excel in college-preparatory high schools and in universities. Meeting these goals is the critical component of closing the achievement gap for our students and helping them to access an excellent education. They also relate directly to the mission of the school in that they will enable students to compete, achieve, and lead in college through:
The goals of Capitol Collegiate Academy are as follows: ACADEMIC GOALS
ORGANIZATIONAL VIABILITY GOALS
NON-ACADEMIC GOALS
Capitol Collegiate will provide regular communication about the school and student performance through a school newsletter. This will keep students, families, and the community aware of school events, performance, and successes. Additionally, the school will create and make available an Annual Report. This report will serve as a specific and detailed account of how Capitol Collegiate performed in relation to its established goals and accountability targets. The school will also communicate with families in regard to the school’s performance on its Annual Yearly Progress (AYP) measurements, as well as all other metrics required by No Child Left Behind (NCLB) legislation.
APPROACH TO ASSESSMENT DATA Capitol Collegiate’s mission is to prepare students to compete, achieve, and lead in high school and in college. We recognize that the student population we will actively recruit will be, on average, more than one grade level behind. This will require specific structures to ensure that we are moving students towards greater proficiency and providing the foundational knowledge necessary to foster their continued success. In order to monitor the progress of our students, we will regularly assess the effectiveness of our instructional program through the use of benchmark exams, formal and informal additional assessments, and state exams. The results of these assessments will provide the invaluable data necessary to thoroughly analyze our strategies, programs, and approaches to student instruction. STATEWIDE ASSESSMENT Capitol Collegiate will administer tests required by the state of California through the Standardized Testing and Reporting (STAR) program each year and for every applicable subject as required by the state in Education Code 60602.5, 60605 and 60640. Capitol Collegiate will appoint a specific testing coordinator during the course of each academic year to manage the state testing process. The current tests Capitol Collegiate will administer include:
For more detail, please see Figure 3.1. Figure 3.1: Tests Required as Part of California State Testing Program
The assessment that is most heavily weighted in terms of school performance is the California Standards Test (CST). This test will provide Capitol Collegiate with the proficiency standings of our students and inform our progress towards the Accountability Goals of Element Two. The results of all assessments will inform our instructional practices for the following year. TEST RESULTS If the charter school does not test (i.e., STAR, CELDT) with the District, the charter school hereby grants authority to the state of California to provide a copy of all test results directly to the District as well as the charter school. ACCOUNTABILITY PROGRESS REPORTING Capitol Collegiate will also follow the State and District measurements of success using the Accountability Progress Reporting (APR) system. These measurements are outlined as follows:
The additional State Measures are outlined in Figure 3.2. Figure 3.2: Additional State Measures
ADDITIONAL METHODS OF ASSESSMENT Capitol Collegiate strongly believes in the value that standardized testing data can provide to the school. However, we also recognize that one assessment does not necessarily provide a complete or comprehensive understanding of overall student performance, nor does it inform the progress of a student throughout the course of the year. Therefore, Capitol Collegiate will use a series of benchmark exams to gather information about student progress towards mastery of standards throughout the academic school year. Benchmark assessments will be given approximately every six weeks. During the first year of operation, the Head of School will develop the benchmark assessments. After year one, the benchmark exams will be created by the Head of School, the Dean of Academics, and/or experienced teachers. These benchmarks will be based upon:
All benchmark exams will be created after intensive professional development and modeling of assessment expectations. Figure 3.3 outlines additional assessments. Yüklə 2,14 Mb. Dostları ilə paylaş:
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