Methods Of Assessment
Governing Law: The method by which pupil progress in meeting those pupil outcomes is measured.
--California Education Code Section 47605(b) (5) (C)
Content and Proficiency Standard Assessment Cycle
School culture at OAHS is collaborative, performance-based and data-driven. Teachers, staff, parents and students work together in the spirit of collegiality to set clear goals and objectives for each member of the OAHS community. At every step, data is used to measure how well teachers are teaching and students are learning. To ensure that we catch students before they fail we engage in the content and proficiency assessment cycle. The cycle begins with formative assessments that measure the current abilities of students in comparison to the California state standards and the school-wide benchmarks. It is important to note that assessments are only a measure of a student’s current abilities, not an indicator of student potential. We believe all learning challenges can be overcome through effective effort and strategic student supports. To ensure that all students do learn we engage them in setting clear, obtainable academic goals based on the formative assessments, then we monitor progress, as students grow increasingly competent and independent. Celebrating success, developing each of the multiple intelligences and stimulating each learning style is central to maximizing student academic and personal growth. The OAHS staff likewise uses the assessment cycle to promote better teaching, to identify areas of need (in students and their own teaching) and to seek professional development. The assessment cycle forms a feedback loop that allows each member of the community to monitor how well the school is doing at teaching students, and offers them opportunities to take an active role with clear objectives in promoting student success.
Content and Proficiency Standard Assessment Cycle Table
During the “Summer Bridge Program” and at the beginning of each course students will be given a formative assessment of the specific learning objectives of the course. The results of the formative assessments will be used by teachers to organize, plan and fine-tune lessons and units. Formative assessments will be used by students, advisors and parents to clarify the work students must do in order to succeed in the course, and to set student specific academic goals. The Administration will use the results collectively to monitor cohort progress toward school-wide benchmarks and California State content and performance standards.
Every four to six weeks students will take interim assessments to monitor their progress toward achieving both the learning objectives of the course, and student. Teachers will use the results of interim assessments to guide instruction, to identify areas that need re-teaching and to personalize lessons to the specific needs of the class and individual students. Students, parents and advisors will use results to monitor progress toward personal academic goals, to strategize around areas of difficulty and to guide the development of objectives for student practicums, if necessary. The administration will use the results to identify areas for professional development, to guide teacher efficacy and to monitor school-wide progress toward benchmark skills.
At the end of each course students will take a comprehensive exam that will summarize the specific learning objectives of the course. Areas of strength and needed improvement will be identified. The results of the summative assessment will be used to determine eligibility for promotion, setting practicum objectives and to monitor progress toward school-wide benchmarks. Teachers will use the results to re-fine and where necessary re-design lessons to increase future student achievement and personal mastery.
Comparison of Assessments
Students will be given a variety of assignments throughout each course. Daily assignments may include readings, short writings, class discussions, projects, and tests and quizzes. At the end of each week there will be a culminating assignment designed to synthesize the lesson elements into a coherent expression of the week’s learning objectives. Both teacher and student will keep daily and weekly assignments as a measure of individual progress, and for inclusion in student portfolios. Teachers will also use assignments collaboratively with other staff to standardize rubrics across disciplines and troubleshoot areas of difficulty. These artifacts become important tools in the development of best practices and data based inquiry.
Students will keep a portfolio that showcases progress toward individual academic goals, and the school-wide grade level benchmarks for each course. Portfolios are personal, interactive and genuine expressions of the personality and talents of each student. They can take many forms, and develop year by year with the student into an assertion of personal and academic growth. Twice each year students will participate in portfolio exhibition. Portfolios are evaluated by a group of no fewer than three teachers, two peers and a parent/community member according to a standardized rubric. Passing scores on portfolios are required for promotion.
Exhibitions of student work will be held in the winter and late spring. The exhibition can take many forms including (but not limited to) oral, dance, video, musical or written expressions in front of a live audience. Exhibitions are presented to fellow students, faculty, parents and community members. Exhibitions are a time for students to show off who they have become over the course of the year. Portfolio Exhibitions are evaluated by a group of no fewer than three teachers, two peers, one board member, and a parent/community member according to a standardized rubric based on grade level school-wide benchmarks. Passing scores in both portfolios and exhibitions is required for promotion and graduation.
School-wide outcomes will be measured as follows:
Use And Reporting Of Data
The Charter School will compile and provide to the Oakland Unified School District Board of Education an annual performance report. This report will, at a minimum, include the following data:
The Charter School and Charter School Office will jointly develop the content, evaluation criteria, timelines and process for the annual performance report. The Charter School will use the information compiled in the performance audit to evaluate and improve upon its educational programming as necessary.
The Charter School and Charter School Office will also jointly develop a site visitation process and protocol to enable the District to gather information needed to confirm the school's performance and compliance with the terms of this charter. In addition, the District may inspect or observe the school at any time without prior notice and retains the authority to assign or subcontract any oversight responsibilities if it chooses. Pursuant to Education Code Section 47604.3, the Charter School shall promptly respond to all reasonable inquiries, including, but not limited to inquiries regarding its financial records from the District. The School shall automatically submit all financial reports required under Education Code Section 47604.33 and 47605(m).
^ Governance Structure
Governing Law: The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement—California Education Code Section 47605(b)(5)(D)
Non-Profit Public Benefit Corporation
While the School intends to collaborate with the District, the Charter School shall operate as a separate legal entity, independent of the District. The Charter School will be operated as a duly constituted California nonprofit public benefit corporation, and will be governed in accordance with applicable California Corporations Code Sections and its adopted bylaws which shall be consistent with the terms of this charter. As provided for in the California Corporations Code, the Charter School will be governed by its Board of Directors, whose members have a legal fiduciary responsibility for the well-being of the Charter School.
Pursuant to Education Code Section 47604(c), the District in performing its oversight of the Charter School as required by Education Code Section 47604.32, shall not be liable for the debts and obligations of the School or for claims arising from the performance of acts, errors, or omissions by the Charter School.
Non Profit Board Of Directors
The Charter School will be governed by a minimum of five to a maximum of eleven voting members of a Board of Directors consisting of representatives from OCO, the College of Alameda, the Port of Oakland, an aviator, an educator with administrative experience, parent, a teacher, a finance person and fundraising person. The District may appoint any person to serve on the OAHS Board of Directors and may chose for this person to be either a voting or nonvoting member. Although the Board currently has five members, the Board will expand to nine members once the Charter is approved in accordance with the Charter School’s Bylaws.
The Board will meet on a regular basis, not less than once per month, to make decisions relating to the operations of the school.
The Board of Directors has a responsibility to solicit input from, and opinions of, the parents of School students regarding issues of significance and to weigh the input and opinions carefully before taking action. The primary method for executing their responsibility is the adoption of policies that offer guidance and interpretation of the charter and procedures to assist the staff in facilitating the implementation of such policies.
The Directors will meet regularly and as needed and will be responsible for carrying out Board responsibilities including, but not limited to, the following:
The Board may initiate and carry on any program or activity or may otherwise act in any manner which is not in conflict with or inconsistent with or preempted by any law and which are not in conflict with the purposes for which schools are established.
The Charter School shall adopt governance policies, which are aligned with the principles of the Brown Act and the Political Reform Act.
A Board member shall not vote or participate in a discussion relating to a matter in which he/she has a direct personal financial interest. The Board shall adopt policies and procedures regarding self dealing and conflicts of interest.
The Board may execute any powers delegated by law to it and shall discharge any duty imposed by law upon it and may delegate to an employee of the Charter School any of those duties. The Board however, retains ultimate responsibility over the performance of those powers or duties so delegated. Such delegation will:
The responsibilities of the Executive Director/Principal may include, but are not limited to, the following:
The above duties may be delegated or contracted as approved by the Board to a business administrator of the Charter School or other employee, a parent volunteer (Only in accordance with student and teacher confidentiality rights) or to a third party provider.
Partnership with parents is the final design element proven to be essential for successful student outcomes. Orientation for new families will be held in late spring to prepare for the coming school year. Parents and guardians will receive a written description of the OAHS program, including WASC accreditation status, and the transferability of credits to neighboring public schools. OAHS teachers will conduct home visits with the families of students in their advisories twice a year, once in August/September, and once in January/February. An analysis of the student’s proficiency on grade level standards will be shared with the parent/guardian and a personal learning plan will be created to help each student rise to a proficient or advanced level. As part of the personal learning plan, an agreement will be created between the family and the school in which parents, student and advisor share their expectations and commitments to support the student’s success.
Parents will be encouraged to participate in the daily life of the school, and to affirm the educational aspirations of their children. Parents will participate on the governing board, on state and federally mandated committees such as the school site council and the English language advisory committee. Each teacher will have at least two parent leaders to support their advisory. These Parent Leaders will form a Parent Leadership Team that will advise the Governing Board and the Principal of the charter. Parents, principal, teachers and support staff will receive leadership training from Oakland Community Organizations, an affiliate of People Improving Communities through Organizing (PICO) and will work to build a relational culture in the school through the practice of “one to one” visits: ongoing intentional conversations for the purpose of building a culture of trust and respect. The Life Guidelines and Life skills will be shared and practiced by all adults in the school, including parents and guardians. Exhibitions of student work will be held in the winter and late spring. Parents will participate on graduation committees that will evaluate student portfolios and presentations.
OAHS promotes a parent participation program because it views parents as integral partners, not just volunteers. Parents are encouraged to express their concerns, to visit our school and meet with the staff. To this end, the Charter School shall annually distribute parent surveys to all parents requesting them to give their opinions on the progress of their child and encouraging them to express suggestions of how the school might improve its services. The responses shall be returned to the school and reviewed with faculty and administration in order to address any concerns.
Parents are asked to dedicate at least 30 hours per year of participation to benefit the Charter School. To encourage additional parent involvement, the Charter School shall at a minimum do the following:
No student will be denied enrollment nor disenrolled for a failure of the parent or guardian to dedicate thirty (30) hours of participation to the Charter School. However, in all cases, to give the student the maximum opportunity to succeed, the Charter School will work with parent/guardians to consider all possible opportunities for parent involvement.
OAHS may establish other advisory committees to the Charter School Board, such as an English Language Advisory Council (ELAC) and school site council as appropriate.
During operation, the Charter School will encourage staff members to develop a committee made up of all staff of the Charter School, which will act in an advisory capacity to the Board of the Charter School. This Staff Committee will be governed by bylaws adopted by the staff involved in the staff committee.