Some courses offered at the Manteca and Ceres/Modest

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

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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

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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 _at_ 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

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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

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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 dont
  the advisors initiate calling. We allow two weeks
  for this process.

15
ES Training - cont.

• ESs 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

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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.

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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.

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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)

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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.

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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.

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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
• tudents physical, mental and emotional ability
  to process the information or perform the task?
• How motivated is the student?

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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.

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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

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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

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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

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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

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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.

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Ordering Process

• Parents select curriculum materials
• ESs evaluate requests for materials
• Purchase orders (POs) 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

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Contract Programs and Group Educational
Activities (GEAs)

• Courses initiated based on the students
  educational needs
• ESs and/or Site Program Coordinators set up
  courses in WEBfiles
• Courses are advertised to students
• ESs approve courses for individual students in
  WEBfiles

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Courses Offered Offsite Include

• Dance
• Self-Defense
• Tae Kwon Do
• Karate
• Gymnastics

• Tutoring
• Science Camp
• Ice Skating
• Sewing
• Music Lessons

33
Group Educational Activities include trips
include

• Gold Mine Tour
• Modesto Symphony Orchestra
• Nutcracker Ballet
• Dodge Ridge Skiing
• Bear Childrens Discovery Museum
• Imax Dome
• Zoo
• Railroad Museum

• Sutters Fort Historic Park
• Heifer International
• Monterey Bay Aquarium
• Hersheys Chocolate Factory
• Coyote Point Museum
• Applegate Zoo
• Castle Air Museum

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Some courses offered at the Manteca and
Ceres/Modesto Learning Center

• US History
• Geometry
• Algebra 1, Algebra 2
• Spanish 1, Spanish 2
• HS Writing
• Elementary Writing
• Readers Theater, Arts and Crafts

• Drawing, Space
• Piano, Guitar
• Life Skills, Computer Basics
• Painting, Oils
• Hands on Science, Math
• Computer-Aided Drawing
• Quilting

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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

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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

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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.
• ESs may assign students to general coursework
  or a-g College Prep Coursework

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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

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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

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Options during High SchoolPrograms

• Community College
• ESs 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

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Options during High SchoolPrograms

• Adult Education
• Students must be 16 or older
• Turlock http//www.turlock.k12.ca.us/TAS/index.ht
  ml
• Manteca http//www.mantecausd.net/LAS/index.htm
• Stockton http//www.stockton.k12.ca.us/schools/sch
  -html/adult.html

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Options during High SchoolPrograms

• Online Courses
• Programs like the University of Californias
  College Preparatory Initiative, UCCP, can be
  explored by students.

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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