calvary chapel high school · 2015-07-01 · calvary chapel high school 3 preface the completion of...

Calvary Chapel High School

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TABLE OF CONTENTS

PREFACE...........................................................................................................................................................................................3

CCHS MISSION STATEMENT .........................................................................................................................................................4

CCHS SCHOOLWIDE LEARNING GOALS....................................................................................................................................4

FOCUS GROUPS ..............................................................................................................................................................................5

(A.1-4) ORGANIZATION FOR STUDENT LEARNING ...........................................................................................................................5 (A.5-7) ORGANIZATION FOR STUDENT LEARNING ...........................................................................................................................5 (B) CURRICULUM & INSTRUCTION ...................................................................................................................................................6 (C) SUPPORT FOR STUDENT PERSONAL & ACADEMIC GROWTH.....................................................................................................6 (D) RESOURCE MANAGEMENT & DEVELOPMENT ............................................................................................................................7

COMMUNITY PROFILE ....................................................................................................................................................................8

THE COMMUNITY OF ORANGE COUNTY...........................................................................................................................................8 ORANGE COUNTY THREE TO FIVE YEAR PROJECTION INFORMATION..............................................................................................8 ORANGE COUNTY ETHNIC POPULATION ..........................................................................................................................................9 CALVARY CHAPEL HIGH SCHOOL DEMOGRAPHICS..........................................................................................................................9 CALVARY CHAPEL HIGH SCHOOL ENROLLMENT DEMOGRAPHICS..................................................................................................10

CALVARY CHAPEL HIGH SCHOOL PROFILE...........................................................................................................................11

CCHS HISTORY............................................................................................................................................................................11 PHILOSOPHY .................................................................................................................................................................................11 ADMISSIONS..................................................................................................................................................................................11 ATHLETICS ....................................................................................................................................................................................11 EXTRA-CURRICULAR ACTIVITIES ...................................................................................................................................................11 STUDENT DEMOGRAPHICS ............................................................................................................................................................12 ENGLISH PROFICIENCY..................................................................................................................................................................12 GENDER DISTRIBUTION .................................................................................................................................................................13 CHURCH AFFILIATION ....................................................................................................................................................................13 HOUSEHOLD INCOME.....................................................................................................................................................................14 FALL 2009 TUITION.......................................................................................................................................................................14 ECONOMIC INFLUENCES................................................................................................................................................................15 HOUSING.......................................................................................................................................................................................15 DISTANCE FROM CCHS ................................................................................................................................................................16 TRAVEL TIME TO CCHS ................................................................................................................................................................16 PARENTS’ EDUCATION ..................................................................................................................................................................17 INFRASTRUCTURE..........................................................................................................................................................................18 SUMMARY OF INSTRUCTIONAL AND SUPPORT PROGRAMS.............................................................................................................18 YEARLY ENROLLMENT (2006-2010) .............................................................................................................................................18 AP/HONORS ENROLLMENT (2007-2009) ......................................................................................................................................19 STUDENT ENROLLMENT IN CO-CURRICULAR ACTIVITIES (2008-2009)..........................................................................................19 STUDENT ENROLLMENT IN ATHLETICS (2008-2009) .....................................................................................................................19 SPECIAL POPULATIONS .................................................................................................................................................................20 HEALTH/SAFETY ISSUES ...............................................................................................................................................................20 ATTENDANCE PATTERNS...............................................................................................................................................................20 SUSPENSIONS/EXPULSIONS ..........................................................................................................................................................20

ADVANCED PLACEMENT TEST DATA (2006-2009) .................................................................................................................21

AP SCORES (2006-2009).............................................................................................................................................................21 DETAILED AP SCORES (2009) ......................................................................................................................................................22


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SCHOLASTIC APTITUDE TEST DATA (2007-2009) ..................................................................................................................23

CCHS MEAN SAT 1 SCORES.......................................................................................................................................................23 SAT 1 CRITICAL READING SCORES ..............................................................................................................................................24 SAT 1 MATH SCORES...................................................................................................................................................................24 SAT 1 WRITING SCORES..............................................................................................................................................................25

STANFORD ACHIEVEMENT TEST 9 DATA (2005-2007) ..........................................................................................................26

STANFORD ACHIEVEMENT TEST 9: GRADE 9.................................................................................................................................26 STANFORD ACHIEVEMENT TEST 9: GRADE 10 ..............................................................................................................................27 STANFORD ACHIEVEMENT TEST 9: GRADE 11 ..............................................................................................................................27

STANFORD ACHIEVEMENT TEST 10 DATA (2008-2009) ........................................................................................................28

STANFORD ACHIEVEMENT TEST 10: GRADE 9 ..............................................................................................................................28 STANFORD ACHIEVEMENT TEST 10: GRADE 10 ............................................................................................................................29 STANFORD ACHIEVEMENT TEST 10: GRADE 11 ............................................................................................................................29

STANFORD ACHIEVEMENT TEST 10 DATA BY GENDER (2009) ..........................................................................................30

STANFORD ACHIEVEMENT TEST 10: GRADE 9 BY GENDER ...........................................................................................................30 STANFORD ACHIEVEMENT TEST 10: GRADE 10 BY GENDER.........................................................................................................31 STANFORD ACHIEVEMENT TEST 10: GRADE 11 BY GENDER.........................................................................................................31

STANFORD ACHIEVEMENT TEST 10 DATA BY ETHNICITY (2009) ......................................................................................32

STANFORD ACHIEVEMENT TEST 10: GRADE 9 BY ETHNICITY........................................................................................................32 STANFORD ACHIEVEMENT TEST 10: GRADE 10 BY ETHNICITY......................................................................................................33 STANFORD ACHIEVEMENT TEST 10: GRADE 11 BY ETHNICITY......................................................................................................33

CCHS STAFF ...................................................................................................................................................................................39

STAFF ...........................................................................................................................................................................................39 PROFESSIONAL DEVELOPMENT .....................................................................................................................................................39 STAFF QUALIFICATION AND EXPERIENCE.......................................................................................................................................39

CCHS PERCEPTION SURVEYS ...................................................................................................................................................41

TEACHER SURVEY RESULTS .........................................................................................................................................................41 FACULTY OBSERVATION RESULTS ................................................................................................................................................44 STUDENT SURVEY RESULTS .........................................................................................................................................................45 CCHS PARENT SURVEY RESULTS................................................................................................................................................46 CCHS ALUMNI SURVEY RESULTS.................................................................................................................................................47

CCHS STUDENT ACADEMIC GRADE POINT AVERAGES (2008-2009) ................................................................................48

CCHS STUDENT POST HIGH SCHOOL DATA...........................................................................................................................49

CCHS CONCLUSIONS ...................................................................................................................................................................50

CCHS MISSION STATEMENT .......................................................................................................................................................51

CCHS SCHOOLWIDE LEARNING GOALS..................................................................................................................................52

PROGRESS REPORT.....................................................................................................................................................................53

SELF-STUDY FINDINGS ................................................................................................................................................................56

SCHOOLWIDE ACTION PLAN......................................................................................................................................................99


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Preface

The completion of 2010 Accreditation Report process has been a milestone for Calvary Chapel High School. The administration commends the entire team for their incredible effort; the hours of meetings, the collection and analysis of data and the overall commitment to objectivity. Since our first self-study in 2004, bold steps have been taken to deepen our self-analysis, increase our level of dialogue with our stakeholders and broadened opportunities for continued growth as a school community.

The self-study process allowed for involvement and collaboration of administration, faculty, staff, parents and students. CCHS fully supports the mission and purpose of the school and views the involvement of stakeholders in the accreditation process as a means to further enhance the effectiveness of the school program. The focus groups reflected the diverse interests of the school with kitchen, maintenance and library staff, along with parents, students, faculty and school leadership.

Through the self-study process, the school mission and schoolwide learning goals were revised for clarification and application. The revised school mission and schoolwide learning goals were a direct result of stakeholder collaboration.

During the 2008-2009 school year, one Wednesday evening each month and eight in-service days were utilized for the self-study process, which included training and focus group collaboration. From August through April, the focus groups assessed the school program and its impact on student learning with respect to criterion and schoolwide learning goals. Each focus group was responsible to gather information and evidence, survey constituents and analyze resulting data. In October 2009, each group reviewed all sections of Chapter 4 in order to ensure that the responses were an accurate reflection of our school.

In December 2009, the leadership team discussed the action items proposed by the focus groups and prioritized the major needs of the school. The final step involved the development and implementation of an accountability system monitoring the accomplishment of the Action Plan.

The strengths articulated in this report have been an encouragement to our stakeholders and a confirmation of our commitment as educators. Furthermore, our school is fully committed to address the identified areas of growth in this report.

Our mission is clear and CCHS stakeholders are focused on moving forward with the objective to increase student learning. In advance, we thank the WASC visiting team for their positive efforts to bring us closer to our goals.


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CCHS Mission Statement Victory through Christ; Disciples for Life “But thanks be to God, who gives us the victory through our Lord Jesus Christ.”1 Corinthians 15:57 The mission of CCHS is to empower students to live victoriously as disciples of Christ. The faculty and staff endeavor to participate in the life of each student: encouraging spiritual growth, providing quality academic instruction, maintaining a safe environment, and offering social and emotional support.

CCHS Schoolwide Learning Goals

Communication Demonstrate effective written and verbal communication “From a wise mind comes wise speech; the words of the wise are persuasive.” Proverbs 16:23

Comprehension Demonstrate the ability to know and to comprehend course materials “Behold, my eye has seen all this, my ear has heard and understood it.” Job 13:1

Cooperation Demonstrate cooperation by working together to accomplish shared goals “For as we have many members in one body, but all members do not have the same function, so we, being many, are one body in Christ, and individually members of one another. Having then gifts differing according to the grace that is given to us, let us use them….” Romans 12:4-6a

Creativity Demonstrate creative initiative through the constructive use of resources “So he who had received five talents came and brought five other talents, saying ‘Lord, you delivered to me five talents; look I have gained five more besides them.’ His lord said to him, ‘Well done, good and faithful servant; you were faithful over a few things, I will make you ruler over many things. Enter into the joy of the lord.’” Matthew 25:20-21

Critical Thinking Demonstrate the ability to collect, analyze and apply information using critical thinking skills “So that you incline your ear to wisdom, and apply your heart to understanding.” Proverbs 2:2


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Focus Groups

(A.1-4) Organization for Student Learning

1 Ben Blush Focus Group Leader Freshman Bible Teacher, OCAD Coach

2 Sue Linn AP World History, AP European, & AP Art History Teacher 3 Megan Worth Study Skills & Health Teacher 4 Susan Ackermann Biology, Biology Honors Teacher & Science Dept. Head 5 Chris Spurgin Pre-Calculus & AP Calculus Teacher & Boy’s Volleyball Coach 6 Carrie Karkut American Literature & AP Language Teacher 7 Lindy McDaniel Office Registrar 8 Jack Grant Maintenance

9 Kim Durlach Drama Teacher, Director & Arts/Electives Dept. Head 10 Tina Ganyo Drama Teacher’s Assistant 11 Cindy McNulty Kitchen Staff 12 Robert Stapish Security Staff 13 Brooke Ballard Student (Class of 2012) 14 David Beylik Student (Class of 2009) 15 Lynsie Braun Student (Class of 2009) 16 Sue Ballantyne Parent

(A.5-7) Organization for Student Learning

1 Brandon Jackson Focus Group Leader Gov/Econ, AP Gov Teacher & ASB Advisor

2 Phil Wozniak Vice-Principal of Discipline and Safety 3 Scott Whitesell Geography Teacher & History Dept. Head

4 Erica Neumann French I, II, III and AP French Teacher 5 Dan Hayes Physics, Chemistry & Algebra II Teacher 6 Bev Eichenmuller Algebra II Teacher 7 Kelly Loock World Literature, Honors Lit Teacher & ASB Advisor 8 Jiri Novak Photo, AP Photo & Digital Photography Teacher 9 Virginia Bogart Kitchen Staff 10 Ernie Heyer Security Staff 11 Arsen Aleksanyan Strength & Fitness, Driver’s Ed Teacher & Wrestling Coach

12 Eric Cushing Student (Class of 2009) 13 Clare Dimond Student (Class of 2009) 14 Monica Hanna Student (Class of 2010) 15 Joanne Fernow Parent 16 Kathy Ruhl Parent 17 Cindy Zercher Parent


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(B) Curriculum & Instruction

1 Linda Huffman Focus Group Leader Vice-Principal of Curriculum & Staff Development

2 David Moo Junior Bible Teacher 3 Gavin Clifford On Campus Substitute Teacher 4 Claudette Vasquez Spanish I Teacher 5 Elisha Coon Physical Science & Algebra II Teacher 6 Nancy Hamilton British Literature Teacher & English Dept. Head 7 Laurel Dahlen Art, AP Studio Art, Painting & Drawing Teacher 8 Donna King Attendance

9 Daisy Jett Kitchen Staff 10 Jennifer Novakoff Assistant Librarian

11 Sherry Wilbur Office Manager 12 Tami McKeown Parent & Agape Board President 13 Andrew Joncich Student (Class of 2009) 14 Cameron Lee Student (Class of 2009) 15 DeeDee Morris Parent 16 Kathy Thomas Parent

(C) Support for Student Personal & Academic Growth

1 Bernie Francis Focus Group Leader Geometry Teacher & Math Dept. Head

2 Molly Kelley Girls’ Bible Teacher 3 Thaddeus Fennig U.S. History & AP U.S. History Teacher 4 Allyson Kirkland Spanish III, AP Spanish Teacher & Foreign Lang. Dept. Head 5 Bobby Brown Guitar, Worship Team & Pep Band Teacher 6 Steve Willette Comp. Graphics, Web Design, Multimedia & Yearbook Teacher 7 Leslie Steinhaus Freshman English Teacher, Link Crew Advisor, Key Club 8 Kim Jones Athletic Office Secretary 9 Pam Lopez Scheduling, Assistant WASC Coordinator 10 Sue Obbards Teacher’s Assistant for Sue Linn

11 Susie Secondo Office Receptionist 12 Shellby Jones Student (Class of 2010) 13 Dorri Mang Student (Class of 2009) 14 Ben Seliner Student (Class of 2010) 15 Sharon Lopez-Hidalgo Parent 16 Kelly Glascock Parent 17 Paula Trodahl Parent


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(D) Resource Management & Development

1 Ed Gonzalez Focus Group Leader Spanish II Teacher & Girls’ Softball Coach

2 Abraham DeAlba Senior Bible Teacher & Bible Dept. Head

3 Kristen Brokate World History Teacher 4 Mike Rausch Athletic Director & Vice-Principal 5 Joy Neumann Kitchen Staff- Head Chef 6 Jenise Cutler Non-College Prep English & Aerobics Teacher 7 Debbie DeLargy Administrative Assistant: NCLB Funds & Community Service 8 Paula Miller Librarian

9 Paul Woo Vice-Principal of Guidance & Athletics 10 Gary Huffman Maintenance Manager & IT Director 11 Hannah Ostunio Student (Class of 2010) 12 Nick Moores Student (Class of 2010) 13 Robyn Strachan Parent 14 Peggy Conant Parent


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Community Profile

The Community of Orange County

Calvary Chapel High School is a private High School within the Santa Ana Unified School District (SAUSD). Serving a vibrant and diverse community, the school is located on the border of Santa Ana and Costa Mesa in Orange County. The cities surrounding the school location are Huntington Beach, Newport Beach, Fountain Valley, Garden Grove, Tustin, Irvine, Stanton, Westminster, Anaheim and the city of Orange.

Orange County has a population of 3,121,251; of that number 768,419 are children ages 0 to 17. The ethnic population of Orange County is divided as 51.3% White, 30.8% Hispanic, 13.8% Asian & Pacific Islander, 1.5% Black and 2.7% other races.

The median household income is the third highest of California counties at $70,877 and the median family income is $81,168. Although the cost of living continues to increase in Orange County, the number people who choose to live in Orange County continues to rise. The estimated labor force in Orange County is 1,633,700 with 155,500 employed and 78,200 unemployed. The unemployment rate for 2008 was 4.8%.

The labor market for Orange County is divided into specific categories; services with 437,152 employees, trade with 339,697 employees, manufacturing with 230,509 employees, government with 146,592 employees, finance, insurance and real estate with 105,822 employees, construction with 79,872, transportation and public utilities with 50,982 employees, agriculture with 7,593 employees and mining with 601 employees.

The major employers within Orange County are Disneyland International with 18,700 employees, the County of Orange with 17,110 employees, the University of California, Irvine with 14,000 employees, the University of California, Irvine Medical Center with 7,000 employees and Knott’s Berry Farm with 6,330 employees.

Orange County offers a tremendous array of health services including hospitals, medical care facilities and emergency centers. The school is located right down the street from a Kaiser medical center (MacArthur and Harbor) and a Family Care Center (Fairview and Baker). There are also several hospitals in close proximity to the campus, including Orange Coast Memorial Medical Center in Fountain Valley and Hoag Hospital in Newport Beach. Both of these local hospitals have emergency care facilities.

There are a multitude of diverse benefits to living in Orange County. Quality educational institutions are within close distance including seven community colleges, two California State Universities (Long Beach and Fullerton) and the University of California, Irvine. In addition, there are several private universities and colleges such as Vanguard, Concordia, Chapman, Art Institute, and FIDM.

Orange County is also home to many cultural centers and museums, which include Bowers Museum, Discovery Science Center, the Santa Ana Zoo, the Orange County Performing Arts Center and the Orange County Center For Contemporary Art.

Orange County Three to Five Year Projection Information

Housing Population Employment

2010 1,073,751 3,314,948 1,755,167

2015 1,106,607 3,451,757 1,837,771


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Orange County Ethnic Population

The ethnic population within Orange County varies in different cities. The majority of residents in Costa Mesa, Fountain Valley and Huntington Beach are white, whereas the majority of residents in Santa Ana are Hispanic. 51% of Orange County residents are White, 31% are Hispanic, 14% are Asian, 1% of African American and 2.7% are other ethnicities.

Orange County Demographics

1%14%

31%

51%

3%

African American

Asian

Hispanic

White

Other

Figure 1

Calvary Chapel High School Demographics

According to our RenWeb database, the majority of CCHS students live in Costa Mesa, Santa Ana, Fountain Valley and Huntington Beach.

Figure 2


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Calvary Chapel High School Enrollment Demographics

The chart listed below outlines key demographic information of the top four cities where students live.

Santa Ana Costa Mesa Fountain Valley Huntington Beach

CCHS Enrollment 17% 19% 10% 9%

Population 337,977

108,724 54,978 189,594

Households with Children

44,455 12,549 7,003 23,137

Median Household Income

43,412

50,732

69,734

64,824

Average Household Income

72,993

39,207

18,139

73,874

Ages 15-19 28,528

6,439 3,550 10,834

Adult Ed. Level Less than 9th Some HS HS Graduate Some College AA Degree BA Degree Graduate Degree HS or Higher

64,870 36,605 28,610 24,931 7,313 11,418 4,998 43.2%

8,318 6,662 12,211 17,372 6,222 14,864 5,973 79.1%

1,508 22,766 6,893 9,713 3,771 8,652 4,251 88.6%

5,013 8,736 21,456 36,410 12,891 31,364 16,112 89.6%

Ethnicity White African American Hispanic/Latino Asian American Indian Pacific Islander Other

157,483 7,057 257,097 31,897 5,816 1,812 149,858

79,618 1,964 34,523 8,741 1,576 981 20,749

37,274 819 5,870 15,229 645 445 3,078

156,886 2,179 27,798 20,579 2,867 1,096 14,050

Employment Unemployed Employed

11,037 127,530

2,775 56,681

1,181 27,621

4,133 102,866


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Calvary Chapel High School Profile

CCHS History

Calvary Chapel High School (CCHS) is a ministry of Calvary Chapel Costa Mesa (CCCM). CCCM opened its doors in 1970 under the leadership of Pastor Chuck Smith. In 1974, Maranatha Christian Academy (MCA) was started in response to a need from the church families who wanted their children to receive a Christian education. The school began with 24 teachers and 621 students ranging from kindergarten through eighth grade. CCHS was added in 1990 to further meet the educational, social, and spiritual needs of the children from the CCCM church body. The high school was designed to provide students with a challenging and comprehensive college preparatory program developing competence in Bible, English, Mathematics, Science, Fine Arts, Foreign Language, History and Physical Education.

Philosophy

The philosophy of Calvary Chapel High School is intrinsically aligned to Calvary Chapel of Costa Mesa where the supreme desire is to know Christ and to be conformed to His image by the power of the Holy Spirit. We believe that bringing up a child in the likeness of Christ is primarily the responsibility and Biblical duty of the parent(s). Therefore, our school exists to assist in that education, without diminishing the parent’s integral role. We strive to give students the skills to be productive citizens, but most importantly to nurture a relationship with Jesus Christ and to be an accurate reflection of His character to the world.

Admissions

Calvary Chapel High School does not discriminate based on race, color, national and ethnic origin in admissions policies, scholarship programs, athletic and any other school-administered programs. CCHS grants students of any race, color and national or ethnic origin all the rights, privileges, programs and activities generally made available to students. CCHS reserves the right to select students based on their worldview, lifestyle choices, academic performance, and personal qualifications including a willingness to cooperate with the CCHS Administration and to abide by school policies. All students must have a desire to attend Calvary Chapel High School and agree to honestly and wholeheartedly apply themselves to the study of God’s Word. They must also agree to be courteous and respectful to their peers, staff, faculty and others.

Athletics

CCHS is a member of the California Interscholastic Federation (CIF) Southern Section and competes in the Orange Coast League. CCHS fields varsity teams in Football, Cross Country, Girls’ Tennis, Girls’ and Boys’ Volleyball, Girls’ and Boys’ Soccer, Girls’ and Boys’ Basketball, Wresting, Baseball, Track and Field, Softball, Boys’ Golf and Swimming.

Extra-Curricular Activities

CCHS students have the opportunity to participate in a number of extra-curricular activities such as Associated Student Body (ASB), Drama, Key Club, Link Crew, National Honor Society, National Art Honor Society, Pep Band, Worship Team, the school newspaper, community service and mission trips.


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Student Demographics

According to our RenWeb database, our student body consists of 83% White, 11% Hispanic, 5% Asian and 1% African American.

CCHS Demographics

1%

5%

11%

83%

African American

Asian

Hispanic

White

Figure 3

English Proficiency

Based on a survey in 2008, 98% of our students identify English as the primary language spoken in their home. Based on this small percentage, CCHS does not offer an EL program.

Student's Primary Language

98%

1%

1%

English

Spanish

Korean

Figure 4


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Gender Distribution

According to our RenWeb database, 52% of our students are female and 48% are male.

CCHS Gender

48%

52%

Male

Female

Figure 5

Church Affiliation

Parents were surveyed in 2008, to find out how many of our students and parents are affiliated with Calvary Chapel or another church. Over 250 families were surveyed from the high school. An average of 69% of parents and 74% of students attend a Calvary Chapel as their home church.

Church Affiliation

0 50 100 150 200

Father

Mother

StudentCalvary Chapel Costa Mesa

Calvary Chapel Affiliate

Other

Figure 6


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Household Income

Parents were surveyed in 2008, to determine the average household income from our CCHS families. It was noted that 29% of families earn an annual income of $75,000 or less.

CCHS Household Income

5%7%

17%

21%29%

21%

Under $30,000

$30,000-$50,000

$50,000-$75,000

$75,000-$100,000

$100,000-$150,000

Over $150,000

Figure 7

Fall 2009 Tuition

Each year our Accounting Office conducts a survey to determine the annual tuition of private schools in Orange County. Since our goal is to offer affordable, quality education, we strive to keep our prices low, especially in these difficult economic times.

High Schools Tuition

Bethel Baptist 5,840

Calvary Chapel High School 6,370

Calvary Downey 6,600

Horizon Christian School 6,920 Orangewood 8,850 Whittier Christian High School 8,850 Valley Christian 8,900 Liberty Christian 8,900 Crystal Cathedral 8,910 Orange Lutheran 10,175 Capistrano Valley Christian 10,270, Brethren Christian 10,650 Mater Dei 10,950 Santa Margarita 10,950 Connelly 11,700 Fairmont 18,000 St. Margarets 20,000


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Economic Influences

Many of our families are struggling financially due to the current economic recession. We have programs that exist through private donation, school and church ministry to help these families. Over $300,000 from the CCHS budget was designated to support families in the 2009-2010 school year. These programs have given many of our students the opportunity to remain in attendance at CCHS.

In the 2009-2010 school year:

• 42 students or 7% of our student body participated in the CCHS Workstudy Program to work one hour each day for partial or full tuition.

• 72 students or 12% of our student body attended CCHS on full or partial scholarship.

• 83 students or 13% of our student body receive monthly financial aid towards their tuition.

Housing

Despite the high housing prices in Orange County, the majority of our families own homes. According

to a parent survey conducted in 2008, 83% of our families own their home and only 17% rent.

Home Ownership vs. Renting

17%

83%

Rent

Own

Figure 8


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Distance from CCHS

CCHS has a tardy policy, which allows for five additional student tardies for first period before disciplinary action is taken due to the fact that we are a commuter school. A 2008 parent survey indicated the distance students live from CCHS:

• 78% of students live within 15 miles of the school

• 17% of students live within 15-25 miles of the school

• 5% of students live over 25 miles from the school

Figure 9

Travel Time to CCHS

A 2008 parent survey indicated the length of time it takes students to travel to CCHS:

• 43% of students travel for an average of 20 minutes or less

• 57% traveled for over 20 minutes from their residence to CCHS

Travel Time to CCHS

43%

57%

20 minutes or less

over 20 minutes

Figure 10


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Parents’ Education

In 2008, over 260 families were surveyed on the educational background of our students’ parents. We

discovered that 44% of our students’ mothers and 51% of our students’ fathers hold a bachelor’s

degree. The vast majority of our parents have had some college experience.

Mother's Education

9%

5%

26%

16%

27%

9%

8%

High school diplomaor equivalent

Business or tradeschool

Some college

Associate or two-year degree

Bachelor's or fouryear degree

Some graduate orprofessional school

Graduate orprofessional degree

Figure 11

Father's Education

13%

7%

19%

10%

28%

8%

15%

High school diplomaor equivalent

Business or tradeschool

Some college

Associate or two-year degree

Bachelor's or fouryear degree

Some graduate orprofessional school

Graduate orprofessional degree

Figure 12


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Infrastructure

CCHS has 23 classrooms in the high school building with each room measuring approximately 900 square feet, which can accommodate about 32 students per classroom. Currently, we have 611 students and have room to grow by adding about 39 students to the high school. The high school gymnasium can easily seat our entire high school student body and faculty on the bleachers for pep rallies and assemblies. We also have the privilege of using the CCCM church sanctuary, which seats approximately 2,200 people. The high school kitchen serves approximately 900 people on a daily basis. The high school library has a maximum capacity of 70 students at one time; the available space is adequate to meet the needs of the student body.

Summary of Instructional and Support Programs

The CCHS instructional program is based on the California State and University of California A-G requirements. Our goal is for students to have as many opportunities upon graduation. The CCHS Guidance Department encourages students to remain on the college prep track, although some students may only elect to fulfill the minimum graduation program.

For students who are seeking an additional challenge beyond the A-G required college-prep courses, we offer four Honors courses including World Literature Honors, Biology Honors, French III Honors and Spanish III Honors. These courses give students an advanced high school experience, in addition to earning an accelerated GPA. For students who want to take a college level course, CCHS offers twelve Advanced Placement courses, including Art History, Calculus AB, European History, French Language, Government, Language & Composition, Literature, Spanish Language, Studio Art Drawing, Studio Art 2D Design, United States History and World History.

Annual Enrollment (2006-2010)

2006-2007 2007-2008 2008-2009 2009-2010

Freshmen 170 152 153 160 Sophomores 166 171 140 148 Juniors 132 163 161 136 Seniors 146 137 156 162 Total Enrollment 614 623 610 611


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AP/Honors Enrollment (2007-2009)

Course Name 2007-2008 2008-2009

World Lit Honors 26 21 Biology Honors 27 42 Spanish 3 Honors 30 22 French 3 Honors 11 6 AP World History 44 36 AP US History 39 37 AP Government 44 38 AP English Language 21 16 AP Literature 21 16 AP French 3 3 AP Spanish 12 15 AP European History 6 23 AP Calculus 28 38

Student Enrollment in Co-Curricular Activities (2008-2009)

Activity Number of Students

ASB 47 Fall Play 64 Spring Play 81 National Art Honor Society 18 National Honor Society 50 Key Club 12 School Newspaper 15 Pep Band 6 Worship Team 18

Student Enrollment in Athletics (2008-2009)

Sport Total Boys Girls 9th 10th 11th 12th

Cross Country 24 15 9 5 7 8 4 Football 45 45 0 15 11 10 9 Volleyball 62 31 31 17 17 15 13 Tennis 75 14 61 20 23 22 10

Basketball 57 37 20 14 16 18 9 Soccer 71 35 36 24 23 11 13

Wrestling 27 27 0 13 3 8 3 Softball 21 0 21 8 9 2 2

Baseball 38 38 0 7 13 9 9 Track 64 37 27 13 16 17 18


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Special Populations

CCHS does not provide special education services or formal accommodations of any kind. However, informal accommodations with appropriate documentation may be offered to students at the discretion of the administrative staff and is based upon resource availability. We have an administrator in the elementary school (MCA), a credentialed resource specialist, who is available for consultation in these matters.

If a student has special needs that CCHS is not able to meet, we will not admit the student and instead refer them to a school that offers the program(s) they require. Any informal accommodations offered to students, such as front row classroom seating, extended test time, or computer usage is approved and documented by the Vice-Principal of Curriculum and Staff Development.

Health/Safety Issues

CCS has a health office on campus where a full-time emergency medical technician (EMT) treats all non-emergency cases. Our on-site EMT has access to all pertinent health information concerning our students and makes the information available to the administration through written documentation and the RenWeb database. The administration will not communicate private information related to the health needs of individual students to teachers without parental approval.

Our campus is stocked with defibrillators strategically placed for easy access and the staff is trained in their use. The administration conducts regular fire, earthquake and lockdown drills to ensure that our students and staff are prepared in case of an emergency. Each classroom has an emergency map posted on their wall and a folder containing essential information and current roll sheets. Our security guards monitor the campus throughout the day to ensure student safety.

Attendance Patterns

The number of absences was calculated from a similar date each year, indicating a typical rate of absences for each grade level. Grade 10/18/07 10/17/08 10/20/09

9th 6 6 14 10th 9 3 4 11th 7 9 4 12th 5 7 8 Total 27 25 30

Suspensions/Expulsions

CCHS has a documented discipline system utilizing the accumulation of points or major infractions to determine when a student should be suspended or expelled. 2007 2008 2009

Total Number of Suspensions

71 58 59

Total Number of Expulsions

11 6 15


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Advanced Placement Test Data (2006-2009)

AP Scores (2006-2009)

The following table indicates the percentage of students who received a passing score of a 3, 4, or 5 on the AP test. In 2007, English Literature and European History were not offered due to the fact that it was a transition year between teachers.

2006 2007 2008 2009

Art History 44% 75% 86% 66% Calculus AB 43% 50% 66% 42% English Language 84% 94% 86% 88% English Literature 90% Not Offered 90% 100% European History 68% Not Offered 83% 70% French Language 20% 0% 0% 33% Govt/Politics 24% 11% 68% 84% Spanish Language 71% 63% 67% 69% Studio Art Drawing 43% 50% 17% 29% Studio Art 2D 78% 100% 100% 83% US History 26% 48% 55% 52% World History 86% 62% 22% 39%

AP Scores

0%

20%

40%

60%

80%

100%

120%

Art H

isto

ry

Calcu

lus AB

English La

ngua

ge

English Litera

ture

Euro

pean

Histo

ry

Fren

ch Lan

guag

e

Gov

t/Po

litics

Spa

nish

Lan

guag

e

Stu

dio Art D

rawing

Stu

dio Art 2D

US H

isto

ry

Wor

ld H

isto

ry

2006

2007

2008

2009

Figure 13


22

Detailed AP Scores (2009)

The table below outlines the specific number of students who achieved a score of a 1, 2, 3, 4, or 5 and are utilized as the summative assessment for each AP course. Each year the principal meets with AP teachers individually to review the scores along with the course grade distribution to determine the level of subject mastery students are achieving.

Total Number

of Exams

Score of 1

Score of 2

Score of 3

Score of 4

Score of 5

Art History 33 2 10 7 13 1

Calculus AB 37 15 6 5 6 5

English Language 16 2 6 4 4

English Literature 17 1 10 6

European History 23 4 3 11 5

French Language 3 1 1 1

Govt./Politics 38 3 3 15 10 7

Spanish Language 14 2 3 4 4 1

Studio Art Drawing 7 1 3 2 1

Studio Art 2D 5 1 2 1 1

U.S. History 27 5 8 7 7

World History 36 10 12 4 8 2


23

Scholastic Aptitude Test Data (2007-2009) CCHS students were well above the national mean in critical reading and writing from 2007-2009.

CCHS students were below the national mean for math from 2007-2008. Based on the assessment data for 2007-2008 and other considerations, CCHS researched and purchased the Holt Curriculum for the 2008-2009 school year. Based on the math assessment data for 2009, CCHS students were above the national mean.

CCHS Mean SAT 1 Scores

2007 2008 2009

Critical Reading 544 535 545 Math 513 511 520 Writing 541 520 526

Figure 14


24

SAT 1 Critical Reading Scores

2007 2008 2009

CCHS Mean 544 535 545 National Mean 502 502 501

SAT I Critical Reading Scores

470

480

490

500

510

520

530

540

550

2007 2008 2009

CCHS Mean

National Mean

Figure 15

SAT 1 Math Scores

2007 2008 2009


SAT I Math Scores

506

508

510

512

514

516

518

520

522

2007 2008 2009

CCHS Mean

National Mean

Figure 16


25

SAT 1 Writing Scores

2007 2008 2009


SAT I Critical Reading Scores

470

480

490

500

510

520

530

540

550

2007 2008 2009

CCHS Mean

National Mean

Figure 17


26

Stanford Achievement Test 9 Data (2005-2007) CCHS students achieved the 60th-78th percentile in reading, language and social science from 2005-2007. CCHS students achieved the 55th-74th percentile in science and math from 2005-2007.

Stanford Achievement Test 9: Grade 9

2005 2006 2007

Reading 72 74 68 Math 61 74 64 Language 77 77 73 Science 64 67 67 Social Science 67 69 66

SAT 9 Test Results: 9th Grade

0

10

20

30

40

50

60

70

80

90

Reading Math Language Science Social

Science

2005

2006

2007

Figure 18


27


2005 2006 2007


Figure 19


2005 2006 2007


Figure 20


28

Stanford Achievement Test 10 Data (2008-2009) The CCHS Administration changed from the SAT 9 to the SAT 10 Test in 2008.

CCHS students were in a slightly lower percentile in 2009 then in 2008, although most of the differences were considered marginal; less than a five-percentile difference.

The most significant increase was in 9th grade science, which went from the 54th to the 61st percentile. CCHS added a mandatory Physical Science course in 9th grade in 2008, which we expect has accounted for the increased score.


2008 2009

Reading 70 69 Math 68 66 Language 71 69 Science 54 61 Social Science 59 59

SAT 10 Results: 9th Grade

0

10

20

30

40

50

60

70

80


Science

2008

2009

Figure 21


29


2008 2009



0

10

20

30

40

50

60

70

80


Science

2008

2009

Figure 23


2008 2009



58

60

62

64

66

68

70

72

74

76

78


Science

2008

2009

Figure 24


30

Stanford Achievement Test 10 Data by Gender (2009) CCHS has been increasing our systematic analysis of disaggregated student achievement data. In 2009, the administration ordered the SAT 10 results online to facilitate this process.

SAT 10 data indicates that females are scoring in a higher percentile in reading and language, whereas males are scoring in a higher percentile in math and science. This will be something to investigate in the future to determine whether or not this is a valid trend.

Stanford Achievement Test 10: Grade 9 by Gender

Male Female


SAT 10 Grade 9: Gender 2009

0

10

20

30

40

50

60

70

80

90


Science

Male

Female

Figure 25


31


Male Female



0

10

20

30

40

50

60

70

80


Science

Male

Female

Figure 26


Male Female



0

10

20

30

40

50

60

70

80

90


Science

Male

Female

Figure 27


32

Stanford Achievement Test 10 Data by Ethnicity (2009) Although there is a significantly higher number of Whites than Hispanic, Asians or African Americans, CCHS makes it a priority to ensure equal access to a quality education.

Stanford Achievement Test 10: Grade 9 by Ethnicity

White Hispanic Asian African American

Reading 73 60 65 76 Math 70 65 64 60 Language 73 65 62 71 Science 63 60 64 62 Social Science 62 53 65 69

SAT 10 Grade 9: Ethnicity 2009

0

10

20

30

40

50

60

70

80

Rea

ding

Math

Lang

uage

Scienc

e

Social S

cien

ce

White

Hispanic

Asian

African American

Figure 28


33


White Hispanic Asian African American



0

10

20

30

40

50

60

70

80

90

100

Rea

ding

Math

Lang

uage

Scienc

e

Social S

cien

ce

White

Hispanic

Asian

African American

Figure 29


White Hispanic Asian

African American



0

10

20

30

40

50

60

70

80

90

Rea

ding

Math

Lang

uage

Scienc

e

Social S

cien

ce

White

Hispanic

Asian

African American

Figure 30


34

CCHS Grade Distribution by Department

Science Department - Grade Distribution

Grade Fall 2007 Spring 2008 Fall 2008 Spring 2009

PHYSICAL SCIENCE

A 28.26% 46.34% 26.25% 32.08%

B 63.04% 46.34% 31.88% 30.82%

C 6.52% 4.88% 31.88% 28.93%

D 2.17% 0.00% 10.00% 8.18%

F 0.00% 2.44% 0.00% 0.00%

BIOLOGY

A 20.83% 19.79% 16.16% 15.96%

B 31.25% 41.67% 41.41% 40.43%

C 37.50% 23.96% 30.30% 35.11%

D 10.42% 11.46% 11.11% 8.51%

F 0.00% 3.13% 1.01% 0.00%

BIOLOGY HONORS

A 46.43% 55.56% 74.42% 73.81%

B 50.00% 25.93% 25.58% 26.19%

C 0.00% 14.81% 0.00% 0.00%

D 3.57% 0.00% 0.00% 0.00%

F 0.00% 3.70% 0.00% 0.00%

CHEMISTRY

A 36.30% 30.07% 28.45% 28.83%

B 33.56% 41.26% 36.21% 29.73%

C 28.77% 26.57% 30.17% 37.84%

D 1.37% 2.10% 5.17% 3.60%

F 0.00% 0.00% 0.00% 0.00%

ANATOMY/PHYSIOLOGY

A 50.00% 41.67% 40.00% 4.17%

B 38.46% 33.33% 48.00% 58.33%

C 7.69% 20.83% 12.00% 33.33%

D 3.85% 4.17% 0.00% 4.17%

F 0.00% 0.00% 0.00% 0.00%

PHYSICS

A 37.04% 43.75% 31.25% 41.30%

B 59.26% 50.00% 47.92% 23.91%

C 3.70% 6.25% 20.83% 32.61%

D 0.00% 0.00% 0.00% 2.17%

F 0.00% 0.00% 0.00% 0.00%

SCIENCE - OVERALL

A 33.06% 32.88% 30.14% 31.30%

B 40.11% 40.82% 36.66% 32.77%

C 22.76% 20.27% 26.27% 30.25%

D 4.07% 4.11% 6.72% 5.67%

F 0.00% 1.92% 0.20% 0.00%


35

English Department - Grade Distribution


FRESHMEN ENGLISH

A 36.02% 53.37% 34.18% 38.96%

B 50.31% 32.52% 46.20% 34.42%

C 11.80% 11.04% 16.46% 19.48%

D 1.86% 0.61% 1.90% 5.84%

F 0.00% 2.45% 1.27% 1.30%

WORLD LITERATURE

A 20.55% 18.79% 18.66% 27.78%

B 34.25% 37.58% 35.07% 38.10%

C 26.03% 24.83% 32.84% 23.81%

D 14.38% 14.09% 10.45% 7.94%

F 6.03% 4.70% 2.99% 2.38%

WORLD LIT HONORS

A 48.15% 34.62% 47.62% 52.38%

B 33.33% 34.62% 28.57% 38.10%

C 18.52% 23.08% 23.81% 9.52%

D 0.00% 3.85% 0.00% 0.00%

F 0.00% 3.85% 0.00% 0.00%

AMERICAN LITERATURE

A 21.90% 26.19% 25.52% 15.33%

B 47.45% 35.71% 49.66% 57.66%

C 27.01% 30.16% 21.38% 24.82%

D 3.65% 5.56% 2.76% 2.19%

F 0.00% 2.38% 0.69% 0.00%

AP ENGLISH LANGUAGE

A 52.38% 42.86% 43.75% 56.25%

B 42.86% 47.62% 56.25% 43.75%

C 4.76% 9.52% 0.00% 0.00%

D 0.00% 0.00% 0.00% 0.00%

F 0.00% 0.00% 0.00% 0.00%

BRITISH LITERATURE

A 13.56% 8.11% 15.44% 18.46%

B 33.90% 40.54% 49.26% 38.46%

C 36.44% 35.14% 28.68% 33.08%

D 16.10% 16.22% 6.62% 9.23%

F 0.00% 0.00% 0.00% 0.77%

AP LITERATURE

A 42.86% 38.10% 31.25% 25.00%

B 47.62% 42.86% 50.00% 43.75%

C 9.52% 19.05% 12.50% 25.00%

D 0.00% 0.00% 6.25% 6.25%

F 0.00% 0.00% 0.00% 0.00%

ENGLISH OVERALL

A 26.47% 29.66% 25.40% 27.33%

B 41.84% 36.79% 45.05% 42.00%

C 22.98% 23.34% 23.48% 23.83%

D 7.61% 7.78% 4.95% 5.83%

F 1.11% 2.43% 1.12% 1.00%


36

Math Department - Grade Distribution


PRE ALGEBRA

A 15.00% 20.00% 22.22% 22.22%

B 55.00% 40.00% 44.44% 55.56%

C 25.00% 25.00% 33.33% 22.22%

D 5.00% 10.00% 0.00% 0.00%

F 0.00% 5.00% 0.00% 0.00%

ALGEBRA I

A 31.25% 38.71% 14.85% 27.00%

B 35.42% 38.71% 35.64% 44.00%

C 23.96% 15.05% 40.59% 22.00%

D 8.33% 5.38% 6.93% 7.00%

F 1.52% 2.15% 1.98% 0.00%

GEOMETRY

A 22.84% 27.75% 21.71% 33.33%

B 38.89% 18.50% 29.61% 18.06%

C 27.16% 28.90% 19.08% 20.83%

D 11.11% 20.81% 21.71% 13.89%

F 0.00% 4.05% 7.89% 13.89%

ALGEBRA II / TRIGONOMETRY

A 25.48% 31.37% 28.19% 30.50%

B 31.21% 31.37% 32.89% 24.82%

C 35.03% 29.41% 28.19% 34.04%

D 7.64% 5.23% 8.72% 7.80%

F 0.85% 2.61% 2.01% 2.84%

PRE CALCULUS

A 28.57% 19.51% 19.35% 16.85%

B 48.81% 42.68% 43.01% 47.19%

C 19.05% 26.83% 30.11% 23.60%

D 3.57% 9.76% 7.53% 8.99%

F 0.00% 1.22% 0.00% 3.37%

AP CALCULUS

A 25.93% 46.43% 9.52% 42.11%

B 37.04% 35.71% 30.95% 44.74%

C 22.22% 17.86% 47.62% 10.53%

D 14.81% 0.00% 9.52% 2.63%

F 0.00% 0.00% 2.38% 0.00%

CONSUMER MATH

A 7.69% 4.55% 24.32% 5.41%

B 46.15% 68.18% 43.24% 56.76%

C 42.31% 27.27% 29.73% 27.03%

D 3.85% 0.00% 2.70% 10.81%

F 0.00% 0.00% 0.00% 0.00%

MATH - OVERALL

A 25.00% 29.07% 21.10% 27.42%

B 38.46% 32.22% 34.82% 34.05%

C 27.97% 25.74% 29.85% 24.55%

D 8.22% 10.33% 11.15% 9.14%

F 0.35% 2.63% 3.09% 4.84%


37

Social Science Department - Grade Distribution


GEOGRAPHY

A 57.14% 55.63% 43.23% 47.40%

B 27.33% 23.75% 41.29% 31.82%

C 11.80% 15.00% 12.90% 14.94%

D 3.11% 4.38% 1.94% 5.84%

F 1.45% 1.25% 0.65% 0.00%

WORLD HISTORY

A 19.01% 18.98% 18.03% 20.66%

B 35.92% 23.36% 40.16% 36.36%

C 30.99% 29.20% 31.15% 28.93%

D 11.97% 19.71% 8.20% 12.40%

F 2.61% 8.76% 2.46% 1.65%

AP WORLD HISTORY

A 36.36% 36.36% 47.22% 55.56%

B 47.73% 38.64% 44.44% 36.11%

C 15.91% 20.45% 8.33% 5.56%

D 0.00% 2.27% 0.00% 2.78%

F 0.00% 2.27% 0.00% 0.00%

US HISTORY

A 23.81% 24.19% 50.00% 35.77%

B 42.06% 55.65% 36.43% 40.65%

C 29.37% 16.94% 12.14% 18.70%

D 4.76% 3.23% 1.43% 4.07%

F 0.00% 0.00% 0.00% 0.81%

AP US HISTORY

A 25.00% 74.36% 34.48% 40.74%

B 47.50% 23.08% 44.83% 44.44%

C 25.00% 2.56% 20.69% 14.81%

D 2.50% 0.00% 0.00% 0.00%

F 0.00% 0.00% 0.00% 0.00%

GOVERNMENT / ECONOMICS

A 27.00% 21.00% 22.40% 14.29%

B 45.00% 44.00% 40.80% 36.13%

C 23.00% 26.00% 28.80% 39.50%

D 5.00% 9.00% 8.00% 10.08%

F 0.00% 0.00% 0.00% 0.00%

AP GOVERNMENT

A 41.18% 35.29% 36.84% 28.95%

B 44.12% 41.18% 50.00% 47.37%

C 14.71% 17.65% 13.16% 21.05%

D 0.00% 5.88% 0.00% 2.63%

F 0.00% 0.00% 0.00% 0.00%

AP EUROPEAN HISTORY

A 85.71% 83.33% 56.52% 65.22%

B 14.29% 16.67% 26.09% 30.43%

C 0.00% 0.00% 17.39% 4.35%

D 0.00% 0.00% 0.00% 0.00%

F 0.00% 0.00% 0.00% 0.00%


38

SOCIAL SCIENCE - OVERALL

A 34.96% 36.77% 37.19% 34.95%

B 39.21% 36.13% 41.51% 38.19%

C 19.84% 16.61% 16.82% 19.42%

D 5.35% 8.06% 3.86% 6.96%

F 0.63% 2.42% 0.62% 0.49%


39

CCHS Staff Staff

CCHS employs one hundred and two staff members. Of these, fifty-three are male and forty-nine are female. There are thirty-five teachers, eleven office personnel, twenty-five coaches, fourteen maintenance personnel, five kitchen staff, six administrators, two on-campus substitutes, two bus drivers and two librarians.

Professional Development

Calvary Chapel High School places great importance on staff development. The Vice-Principal of Curriculum and Staff Development is responsible to implement the professional development program. The ultimate goal of professional development at Calvary Chapel High School is to increase student learning through quality curriculum and research-based instruction.

Staff Qualification and Experience

Highest Level of Education

AA BA/BS BA/BS, Credential

MA MA, Credential

Percentage of Staff

10% 21% 28% 13% 28%

Years at CCHS 1-2 Years 3-5 Years 6-10 Years 11-15 Years 15 or Greater

Percentage of Staff

5% 20% 18% 26% 31%

Administrative

Staff Position Education Completed Education in

Progress Years at

CCS

Jay Henry Superintendent & Principal

BS+MA+Credential PhD 14

Paul Woo Vice-Principal BA+MA+Guidance Credential

18

Linda Huffman Vice-Principal BA+MA+Credential

22

Phil Wozniak Vice-Principal BA

4

Amber Phillips Vice-Principal BA+MA+Credential+ Administrative Credential

10


40

Teaching Staff Position Education Completed

Education In Progress

Years at CCHS

Susan Ackermann Science BA+MA 8 Arsen Aleksanyan PE BS MA 3 Ben Blush Bible BA MA 4 Kristen Brokate History BA+MA+Credential 14 Bobby Brown Music AA 5 Elisha Coon Science/Math BS MS+Credential 2 Jenise Cutler English BA+MA+Credential 18 Laurel Dahlen Art BA 14 Abraham deAlba Bible AA 4 Kim Durlach Drama AA 16 Beverly Eichenmuller Math BA 7 Thaddeus Fennig History BS+Credential MA+BTSA 2 Bernie Francis Math BA 11 Edward Gonzalez Spanish BA+MA 2 Nancy Hamilton English BA+MA+Credential 15 Dan Hayes Science/Math BS+MA BTSA 7 Brandon Jackson Gov/Econ BA+Crendential BTSA 3 DJ Jett Math BA 13 Carrie Karkut English BA+MA+Credential 14 Molly Kelley Bible BA 6 Allyson Kirkland Spanish BA+MA+Credential 17 Sue Linn History/Art BA MA+Credential 11 Kelly Loock English BA MA+Credential 5 Joel Lopez Bible AA 6 Paula Miller Library BA+MA 17 David Moo Bible BA 3 Erica Neumann French BA MA+Credential 11 Jiri Novak Photo BS+MA+Credential 4 Christopher Spurgin Math BA+MA 6 Leslie Steinhaus English BA+MA 14 Claudette Vasquez Spanish BA 5 Scott Whitesell Geography BA+Credential 19 Steve Willette Computers BA+Credential 19 Megan Worth Health/Study Skills BA+MA 18 Average Number of Years at CCHS 9.5


41

CCHS Perception Surveys

Teacher Survey Results

Mission, Culture, Policy Strongly Agree

Agree Disagree

I am familiar with the mission statement. 67% 33%

I am familiar with the schoolwide learning goals. 77% 23%

I am informed and know the school policies. 90% 10% When appropriate I have input in the creation and change of school policy and procedures.

70% 30%

I have input into decisions that affect my students and me. 59% 41% Average Response 73% 27% Christian Presence Strongly

Agree Agree Disagree

CCHS promotes Christian values in the activities it offers to students.

97% 3%

The students demonstrate a Christian attitude toward me and others.

62% 38%

The school staff demonstrates a Christian attitude toward each other.

85% 15%

Weekly chapel services are a meaningful experience for attendees.

77% 23%

CCHS provides regular opportunities for all stakeholders to reach out into the community to show Christian care and concern for those in need.

74% 26%

CCHS students are invited to share their faith by participating in community outreach opportunities.

72% 28%

Average Response 78% 22% Professional Development and Growth Strongly


As a member of the CCHS faculty and staff, I have the opportunity to develop leadership skills.

72% 28%

I am offered opportunities for professional development. 82% 18% I am frequently evaluated and offered constructive feedback to improve instructional strategies.

30% 50% 20%

My participation in professional development opportunities has improved my effectiveness in meeting the individual needs of my students.

74% 26%

Average Response 65% 30% 5%


42

Communication Strongly Agree

Agree Disagree

CCHS provides resources and opportunities for parents to be informed about its educational program.

77% 23%

I regularly communicate with parents via e-mail/phone calls 70% 30% I use ParentsWeb as a way to communicate student academic progress to parents.

85% 15%

CCHS rules affecting students are reasonable. 77% 23% Discipline is administered in a fair and consistent manner. 77% 23% Average Response 77% 23% Curricular and Co-Curricular Strongly


The Worship Team and Pep Band add value to the school program.

92% 8%

The sports programs add value to the school program.

90% 10%

The visual & performing arts program adds value to the school program.

95% 5%

The foreign language program adds value to the school program.

90% 10%

CCHS is doing a good job in developing basic academic skills.

87% 13%

The total educational program is appropriately challenging for students.

72% 28%

Classroom activities provide for individual styles of learning.

70% 30%

The quantity of homework assigned is appropriate.

87% 13%

CCHS provides students with the opportunity to reach their academic potential.

85% 15%

The curriculum includes an appropriate level of use of technological resources.

59% 41%

National or community issues and needs sometimes cause me to modify the curriculum.

30% 60% 10%

Student issues and needs sometimes cause me to modify the curriculum.

38% 54% 8%

I regularly incorporate the schoolwide learning goals in my lesson plans and curricular goals.

22% 56% 22%

I regularly incorporate the schoolwide learning goals in my teaching methods.

13% 67% 20%

I regularly evaluate student progress based on the schoolwide learning goals.

11% 50% 39%



43

Student Support and Facility Strongly Agree

Agree Disagree

The school facilities are generally well-maintained and safe 77% 23% The school is generally clean, free of clutter, and presents a good appearance to visitors.

82% 18%

The Hot Lunch program generally serves meals the kids will like.

72% 28%

The Hot Lunch program provides nutritious meals. 59% 41% I work closely with my department chair, and my department to meet individual student needs using student achievement data.

37% 33% 30%

I work closely with the administration to meet the individual needs of my students.

70% 30%

I work closely with parents to meet the individual needs of my students.

70% 30%

Average Response 67% 29% 4% Teacher Placement and Job Satisfaction Strongly


Are you satisfied with your job at CCHS

94% 5% 1%

Do you feel that your position is best suited for your qualifications?

94% 5% 1%

Would you change your position if given the opportunity?

67% 33%

Average Response 85% 14% 1% Teacher Availability Percent of Participation

Are you available outside of class? 100%

When are you available outside of class daily? Lunch 100%

After school 92%

Weekend 12%

How long are you available outside of class time on a daily basis?

Less than 30 min 12%

30-60 min 40%

60 or more min 52%

Do you volunteer for extracurricular activities? Sports 28%

Teacher Advisor (ASB,

Yearbook, etc.) 32%

Club Advisor 8%


44

Faculty Observation Results As part of the self-study process, each member of Focus Group B observed at least one faculty member in the classroom. A peer observation form was utilized that focused on what the students were doing, application of knowledge and skills, evidence of application of the school mission and the SLGs and teaching strategies. The following is a list of the subjects observed: Student Activities:

Interacting with the Teacher 67% Answering Questions 68% Working Independently 54% Working Collaboratively 67% Problem Solving 54% Analyzing, Synthesizing, Evaluating Information 58% Project-based Learning 37% Applying Skills 58% Researching 29% Following Directions 75% Student Skill Application:

Reading 25% Writing 68% Speaking 83% Computing 9% Thinking 83% Listening 96% Types of Formative/Summative Assessments: Classwork 80% Projects 24% Quizzes 19% Homework 14% Oral Presentation 24% Labs 10% Reports 10% Games 10% Skits 10% Peer Critiques 5%


45

Student Survey Results

Student Support 9th 10th 11th 12th Average

Teacher prayed with you personally

25% 44% 63% 75% 52%

Teacher promised to pray for you later

44% 44% 50% 67% 52%

Teacher was available outside your class period

56% 71% 77% 84% 72%

Teacher displayed your work in the classroom

32% 66% 41% 42% 45%

Teacher recognized your good behavior/Godly character in class

52% 56% 48% 49% 51%

Teacher recognized you for exceptional academic achievement in class

44% 54% 54% 54% 52%

Do you feel that the extra curricular activities offered at CCHS meet your needs?

62% 91% 82% 92% 82%

Student Well-Being Survey Agree Disagree Neutral

CCHS meets all my nutritional needs by offering healthy snacks and meals

60% 20% 20%

CCHS meets all my exercise needs by offering PE and a variety of sports

84% 7% 9%

The required health class provides all the necessary information to live a healthy lifestyle

47% 11% 42%

The campus health office provides adequate care for my daily health needs

51% 10% 39%

Average Response 61% 12% 27% Student Support Services Agree Disagree Neutral

CCHS guidance counselors are readily available to assist me in my college planning and career goals

67% 10% 23%

CCHS guidance counselors provide me with adequate and relevant information for my college and career goals.

62% 11% 27%

CCHS provides personnel to assist me in any of my personal counseling needs.

52% 12% 36%

CCHS guidance counselors are readily available to assist me with my academic needs.

69% 8% 23%

CCHS teachers are readily available to assist me with my academic needs

69% 10% 21%

CCHS provides adequate opportunities for any private tutoring needs I may have

55% 8% 37%



46

CCHS Parent Survey Results

Unsatisfied Satisfied Very Satisfied

Facility Appearance & Cleanliness 1% 20% 79%

Classroom Equipment 1% 39% 60%

Technology 4% 40% 56%

Campus Security 2% 23% 75%

Amount of Homework 8% 38% 54%

Academic Rigor 1% 40% 59%

College/Career Advising 5% 31% 64%

Food Service 7% 33% 60%

Uniform Company 16% 46% 38%

School Communication 4% 23% 73%

Administration 2% 21% 77%

Teaching Staff 3% 30% 67%

Office Staff 2% 18% 80%

Athletic Programs 4% 35% 61%

Student Activities 3% 40% 57%

School Website 1% 31% 68%

ParentsWeb 3% 23% 74%


2008 Parent Survey

4%

31%

65%

unsatisfied

satisfied

very satisfied

Figure 31


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CCHS Alumni Survey Results

In 2008, CCHS Alumni from 1992-2008 were surveyed to assess their learning experience. High

School AA

Degree Military Trade

School BA/BS MA PhD

Level of Education

31% 8% 2% 2% 47% 8% 2%

CCHS Alumni Survey Agree Disagree Neutral

The education I received at CCHS prepared me for college 77% 9% 14% Were you encouraged to grow spiritually at CCHS? 95% 4% 1% As a student, did CCHS provide a safe, healthy environment?

96% 3% 1%

As the student, did the CCHS staff provide social and emotional support?

88% 11% 1%

Average Response 89% 7% 4% CCHS Alumni were asked to rate their experience in each of the following subjects Subject Excellent Good Average Poor N/A

Art 18% 28% 19% 8% 27% Athletics 29% 32% 17% 3% 17% Bible 59% 29% 10% 1% 1% Computers 13% 26% 24% 20% 17% English 44% 44% 11% 1% 0% Foreign Language 22% 42% 26% 7% 3% History 18% 44% 30% 6% 2% Math 36% 38% 22% 2% 2% Science 13% 45% 32% 6% 4% Average Response 28% 55% 21% 6% 8%


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CCHS Student Academic Grade Point Averages (2008-2009)

Grade Levels Above 2.0 Academic GPA

9 94.74% 10 92.72% 11 98.55% 12 96.30%

Figure 32

Grade Levels Above 3.0 Academic GPA

9 59.87% 10 56.29% 11 65.94% 12 54.94%

Figure 33


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CCHS Student Post High School Data The following chart indicates what percentage of students attended 4-year colleges, 2-year colleges, military or other (Bible Colleges, Trade Schools, etc.)

2006 2007 2008 2009

4 Year Colleges 52% 50% 41% 50% 2 Year Colleges 46% 48% 52% 45% Military 1% 1% 1% 1% Other 1% 1% 6% 4%

College Planning

0%

10%

20%

30%

40%

50%

60%

4 Year

Colleges

2 Year

Colleges

Military Other

2006

2007

2008

2009

Figure 34


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CCHS Conclusions

Community/Student Profile Identified Strengths:

• 98% of students identified English as their primary language, which supports the school’s lack of an EL program.

• 57% percent of students travel to school for 20 minutes or more every morning, which supports the CCHS tardy policy allowing students five additional tardies for first period before disciplinary action is taken.

• According to the analysis of standardized test data, CCHS students are consistently achieving at or above the national average.

• Stanford Achievement Test 10 data confirmed an increase in student achievement directly following the curriculum revision for math in 2008-2009.

• Stanford Achievement Test 10 data confirmed an increase in student achievement directly following the addition of a mandatory Freshman Physical Science Course.

• According to the Parent Survey conducted in Spring 2008, 96% of parents are satisfied or very satisfied with our school programs and operations.

• According to the 2008 Alumni Survey, 57% of our students went on to earn a Bachelor’s, Master’s or Doctorate degree.

• According to GPA data, 59% of students in grades 10-12 are eligible for University of California schools.

• According the 2009 tuition survey, CCHS offers one of the lowest tuitions compared to other private schools in Orange County.

• According to analysis of the school budget, CCHS has responded to economic conditions by designating $300,000 dollars of the school budget towards full or partial tuition aid.

Community/Student Profile Areas of Growth:

• Wider application of SLGs in the classroom through instruction and assessment (Reference Teacher Survey Results).

• Increase systematic evaluation of student progress based on SLGs (Reference Teacher Survey Results).

• Increase opportunities for teachers to receive professional feedback to improve instructional strategies (Reference Teacher Survey Results).

• Increase the analysis of student achievement data to increase individual student achievement (Reference Teacher Survey Results).

• Increase collaboration within academic departments to increase individual student achievement (Reference Teacher Survey Results).

• Increase the display of current student work in the classroom (Reference Student Survey Results).

• Increase student awareness of available personal and academic counseling opportunities (Reference Student Survey Results).

• Investigate other options for uniform companies (Reference Student Survey Results).

• Expand the use of alumni formal studies to improve the school program (Reference Alumni Survey Results).


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CCHS Mission Statement

Victory through Christ; Disciples for Life

“But thanks be to God, who gives us the victory through our Lord Jesus Christ.”1 Corinthians 15:57 The mission of CCHS is to empower students to live victoriously as disciples of Christ. The faculty and staff endeavor to participate in the life of each student: encouraging spiritual growth, providing quality academic instruction, maintaining a safe environment, and offering social and emotional support. Mission Statement Revision Process

In December 2008, CCHS Administration initiated a review of the school mission and schoolwide learning goals. The process began with a collective effort by our stakeholders to measure the effectiveness of our current mission as the foundation that: 1) defines our school purpose, 2) reflects the process that drives our schoolwide learning goals.

Using criteria based on these objectives, stakeholders worked in groups and each group submitted a proposal to retain, revise or rewrite the school mission statement. The collective finding of this effort confirmed the mission statement, as written, was not specifically relevant to the classroom environment and was therefore ineffective.

It was unanimously agreed that the school would adopt a revised mission statement compiled from the approved proposals. In January 2009, the revised mission statement was submitted to the WASC focus groups where stakeholders, including parent and student representatives, were asked to provide input. The feedback was 100% favorable and the new CCHS mission statement was adopted.


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CCHS Schoolwide Learning Goals

Communication Demonstrate effective written and verbal communication “From a wise mind comes wise speech; the words of the wise are persuasive.” Proverbs 16:23

Comprehension Demonstrate the ability to know and to comprehend course materials “Behold, my eye has seen all this, my ear has heard and understood it.” Job 13:1

Cooperation Demonstrate cooperation by working together to accomplish shared goals “For as we have many members in one body, but all members do not have the same function, so we, being many, are one body in Christ, and individually members of one another. Having then gifts differing according to the grace that is given to us, let us use them….” Romans 12:4-6a

Creativity Demonstrate creative initiative through the constructive use of resources “So he who had received five talents came and brought five other talents, saying ‘Lord, you delivered to me five talents; look I have gained five more besides them.’ His lord said to him, ‘Well done, good and faithful servant; you were faithful over a few things, I will make you ruler over many things. Enter into the joy of the lord.’” Matthew 25:20-21

Critical Thinking Demonstrate the ability to collect, analyze and apply information using critical thinking skills “So that you incline your ear to wisdom, and apply your heart to understanding.” Proverbs 2:2

Schoolwide Learning Goals Revision Process

The completion of the revised mission statement provided our stakeholders with significant motivation to begin the review process of the schoolwide learning goals. With a clear and unified perspective, stakeholders worked in groups with objectives to measure the effectiveness of the schoolwide learning goals: 1) as a reflection of our revised school mission, 2) as measurable criteria to assess student learning, and 3) to be universally applied throughout the school program.

Each group submitted a proposal to retain, revise or rewrite the goals. The collective findings of this effort confirmed the schoolwide learning goals were relevant but not specifically measurable in the classroom environment and therefore ineffective.

Stakeholder groups submitted revision proposals, which were documented on a worksheet that included appropriate assessments to measure student progress. The administration evaluated and compiled the department proposals to create the revised schoolwide learning goals and enlisted the Bible department to add supporting Scripture for each goal.

In March 2009 the revised schoolwide learning goals with Biblical support were introduced to the WASC Focus Groups for feedback and approval. Minor changes for further clarification were made based on stakeholder recommendation.

The revised mission statement and schoolwide learning goals were officially presented to the entire student body and parents in September 2009.


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Progress Report

Critical Area #1 “The administration and staff further define quality achievement of the SLGs and develop a variety of assessments to accurately measure student progress toward the SLGs.”

According to the 2007 Revisit Report, CCHS was commended for making significant progress in this area; however the Visiting Committee did indicate that, “further work was needed to ensure that these types of assessments are being implemented in a systematic way and that the student work is being analyzed to determine what interventions are necessary on the school’s part to help all students achieve the SLGs.”

CCHS responded to the Visiting Committee’s recommendation by evaluating the extent of our ability to systematically measure student achievement of the SLGs. This self-evaluation confirmed that although our school program was connected to the SLGs, they were not specifically measurable in every class.

The CCHS 2007-2010 Action Plan [Major Action Item #1] outlines the specific steps of action taken “define quality achievement of the SLG and develop assessments to accurately measure student achievement of the SLGs”.

Through this process, CCHS effectively accomplished:

• Major Schoolwide Learning Goal revision which 1) reflects our revised school mission, 2) established measurable criteria to assess student learning, and 3) applied universally throughout the school program [reference Chapter 2]

• Increasing utilization of RenWeb to create a semi-automated process by which each teacher applies SLGs to daily lesson plans and assessments [reference A6.1].

• Utilization of RenWeb reporting features to compile 6-week reports which indicate: number of lesson plans applied to each SLG, assessments administered for each SLG, class average and individual student average for measuring achievement of each SLG [reference A6.1]

• Aligning the measure of student achievement to be consistent with the school grading scale [reference B1.3]

• SLG Reflection created to establish a documented communication process between teachers and their department heads [reference B1.3]

Critical Area #2 “The administration and staff design and implement systematic procedures for collecting, measuring, interpreting, and using data for curriculum and instruction improvement.”

CCHS responded to the Visiting Committee’s recommendation with a focus on current research of curriculum mapping processes and their impact on student learning.

The CCHS 2007-2010 Action Plan [Major Action Item #2] outlines that “the administration and staff will implement the process of curriculum mapping to connect course objectives to instruction and assessments and accurately measure student achievement of the course objectives”.


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Through this process, CCHS has effectively:

• Developed a schoolwide curriculum mapping process that includes a 6-week data analysis cycle [reference B1.2]

o Documented course objectives, methods of instruction and assessment

o Documented action steps in response to data conclusions

• Enhanced communication and collaboration between teachers and their departments for the improvement of curriculum and instruction [B1.5]

• Improved articulation and documentation of curriculum that can be modified to meet individual student needs and respond to current educational research [B1.2]

Critical Area #3 “Though the school has made progress in initiating a staff development program, there is a continued need to maintain support for the faculty through training in ongoing mentoring programs, in research-based instructional strategies and formal educational opportunity for the faculty (Bachelor’s, Master’s, and credential programs).”

Since 2007, CCHS continues to support and develop the following Staff Development components:

• The Induction Program offers new teachers individualized support and mentoring, which is based on the California Standards for the Teaching Profession [reference A4.4]

• Training at staff in-services in research based instructional strategies is scheduled throughout the year [reference A4.4]

• CCHS allocates NCLB funds for staff to continue their formal education and professional development opportunities [reference A4.4]

• BTSA mentoring on-site by the Vice-Principal of Curriculum and Instruction [reference A4.5]

• Formal and informal teacher observations take place throughout the year [reference A4.5]

The CCHS 2010-2012 Action Plan [Major Action Item #2] outlines the goals for continued development by demonstrating how “the school leadership will establish a documented, data-driven Professional Development Plan, which will provide clear direction and maintain support for faculty through collaboration, mentoring and training in research-based instructional strategies.”

Critical Area #4 “The administration and staff develop and implement a long-range master resource plan particularly in the areas of technology and infrastructure.”

The CCHS Technology Plan is the governing document for improvement of technology and infrastructure. Since the 2007 revisit, CCHS has made the following technological improvements:

• Installed 30 student resource computers in the library

• Installed 2 Smart Boards in classrooms for increasing student exposure to technology through interactive instructional methods

• Incorporated the Family Connection program in our Guidance Department as an interactive resource for assisting students in the college and career planning

• Incorporated Kuder assessments to help students determine their career interests and skills


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• Expanded utilization of RenWeb and ParentsWeb as an integral component of our daily operations and communication to parents and students

• Updated the network infrastructure in the computer lab

• Installed a Digital Photography computer lab and introduced Digital Photography as an elective course

Critical Area #5 “The administration will further clarify the organizational structure of the school, articulate said structure, and continue efforts towards including all stakeholders in the decision making process.”

CCHS has made significant progress in the clarifying, articulating and documenting of the school organizational structure. This includes:

• A documented Leadership Structure [reference A2]

• Documented job descriptions [reference A3.1]

• Utilization of the organizational structure to empower each level of school leadership to effectively collaborate [reference A3.3]

• Expanded and articulated the role of the department head for the improvement of communication and collaboration at the department level [reference A3.2]

• Incorporated the Collaborative Materials Binders to document classroom and department level conclusions drawn from data analysis [reference A3.3]

• Monthly collaboration meetings to facilitate stakeholder input are scheduled for [reference A3.2]:

o Grade-Level

o Department Level

o Department Head

o All-Staff

o Administration

The CCHS 2010-2012 Action Plan [Major Action Item #1] outlines the goals for further increasing stakeholder inclusion in the decision-making process by utilizing the organizational structure of the school. “The school leadership will oversee the school organizational structure to ensure that staff members are systematically gathering, analyzing and using a variety of data sources to make informed decisions for the improvement of curriculum and instruction at the classroom, department and administrative level.”


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Self-Study Findings

A1 School Purpose Criterion The school has established a clear mission statement that reflects the beliefs and philosophy of the institution. The mission statement is defined further by the adopted schoolwide learning goals that form the basis of the educational program for every student.

A1.1 The mission statement is an accurate reflection of the beliefs and philosophy of the stakeholders.

Victory through Christ; Disciples for Life “But thanks be to God, who gives us the victory through our Lord Jesus Christ.”

1 Corinthians 15:57

The mission of CCHS is to empower students to live victoriously as disciples of Christ. The faculty and staff endeavor to participate in the life of each student: encouraging spiritual growth, providing quality academic instruction, maintaining a safe environment, and offering social and emotional support.

Calvary Chapel High School (CCHS) is a ministry of Calvary Chapel Costa Mesa (CCCM) where the supreme aim is to know Christ and to be conformed to His image by the power of the Holy Spirit. The CCHS mission statement is an accurate representation of the beliefs and philosophy of our stakeholders, who are considered an integral part of the ministry at CCCM. Our school exists to support parents in their desire to provide their children with a quality education taught from a Biblical worldview.

A1.2 The student/community profile data influenced the mission statement and SLGs.

Calvary Chapel High School maintains a database of common/standard statistical profile data and periodically publishes surveys to our currently enrolled families and alumni students to assess student and parent perception of our effectiveness in achieving our stated mission and SLGs.

The profile areas of specific interest to our mission statement and SLGs are:

• Curriculum designed and taught from a Biblical worldview consistent with the Calvary Chapel Statement of Faith.

• Statistics of students enrolled in college prep and advanced college prep courses

• Statistics of graduates’ post high school academic opportunities

• Statistics of students participating in competitive athletic team sports

• Statistics of students participating in co-curricular activities

• Statistics of parents’ educational background

• Range of household income

• Range of students’ geographic location


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The most extensive CCHS survey to date was given to our families during Student Registration in 2008. This survey was designed to comprehensively assess our effectiveness in areas key to our mission statement and SLGs. This invaluable feedback preceded the 2008/2009 WASC Focus Group self-study and was used extensively throughout the process.

In December 2008, CCHS adopted our revised mission statement stated in section 1.1 of this document. This process is further outlined below in section 1.3.

The CCHS schoolwide learning goals were developed and approved in March 2009 as a practical, meaningful and measurable academic extension of our mission statement.

A1.3 The school involves all the stakeholders in the development/refinement of the mission statement and SLGs.

In December 2008 the CCHS faculty, staff and administrators met to discuss the school’s mission statement. In groups, stakeholders were given criteria and asked to consider the effectiveness of our current mission statement and submit a recommendation to retain, revise or rewrite the school mission statement. Each group had an equal opportunity to present their proposal. The group vote determined that the school would adopt a revised mission statement compiled from the proposals.

The process of revising the CCHS mission statement was highly effective. Once the new mission statement was drafted, it was submitted to the WASC Focus Groups, where parent and student representatives were asked to provide additional input. The feedback from the parents and students was 100% favorable and the new mission statement was adopted.

The process of evaluating our SLGs immediately followed the revision of the mission statement. In January 2009, the staff met again to discuss the SLGs. Stakeholder feedback in the monthly Focus Group Meetings indicated that our SLGs were not easily understood and not specifically measurable schoolwide. Using our existing goals as a point of reference, the faculty, staff and administration revised the SLGs so that they could be applied and measured schoolwide. The outcome of this meeting was to introduce the revised SLGs to the focus groups in March 2009 for feedback and approval; minor changes were made according to stakeholder recommendation.

The revised mission statement and SLGs were officially presented to the students and parents in September 2009.

A1.4 There is a strong degree of consistency between the school mission statement, the SLGs and the school program.

CCHS faculty, staff and administration have made a deliberate effort to ensure consistency between the school mission statement and the SLGs, which are both effectively carried out in the school program. Each of the SLGs is connected to the areas of major importance articulated in the mission statement. The SLGs are implemented directly in every classroom through ongoing instruction and assessments, confirming students are receiving quality academic instruction. Instructors correlate the SLGs with their daily lesson plans and assessments through the RenWeb database, where student achievement is continually measured. In addition, teachers analyze assessment data every six weeks and adjust their instructional strategies accordingly.

The school program places appropriate emphasis in the areas of major importance articulated in the mission statement:


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Spiritual Encouragement

• Bible Classes

• Chapels

• Community Service Opportunities

• Hospital Ministry “Spirit Led Art”

• Mission Trips

• Student and Staff Led Bible Studies/Prayer Groups

• Worship Team

Quality Academic Instruction

• Math, English, Science, History, Foreign Language, Visual & Performing Arts Department

• Non-College Prep, College Prep, AP and Honors Courses

• AP Assessments Results

• SAT and ACT Results

• College Acceptance Rates

• SAT 10 Assessment Results

• Student Academic GPA

Safe Environment

• AED Defibrillators

• Athletic Trainer

• Disaster Plan and Drills (Earthquake, Fire or Lockdown Emergency)

• Discipline Plan-Point System

• Emergency Medical Technician (EMT)

• Maintenance Staff

• Security Staff

Social Support

• Associated Student Body (ASB)

• Drama

• Fellowship of Christian Athletes

• Formals

• Homecoming

• Key Club

• Link Crew

• National Art Honors Society

• National Honors Society

• Newspaper

• Pep Band

• Pep Rallies

• Sadie Hawkins


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• Scrabble Club

• Sporting Events

• Yearbook

Emotional Support:

• Faculty

• Bible Teachers

• CCCM Counselors

• CCCM Pastors

A1.5 The school publicizes the mission statement to all the stakeholders.

The CCHS mission statement and the SLGs are posted in the school office and published in the Parent/Student Handbook, the Staff Handbook, the Curriculum Guide and on the CCHS website. The SLGs are also posted in each classroom.

A1.6 The school has a process in place to regularly review/revise the mission statement and SLGs based on student needs.

The process for reevaluating the school mission statement and the SLGs is accomplished with our on-going self-study process every three years.


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A2 Governance Criterion The governing authority (a) adopts policies which are consistent with the school mission statement and support achievement of the SLGs for the school, (b) delegates implementation of these policies to the professional staff and (c) monitors results

The Church Board has authority over the ministries of Calvary Chapel Costa Mesa (CCCM). CCHS is a ministry of CCCM; therefore, the Church Board functions as the spiritual head of the school. Prospective board members are nominated by the Church Board and confirmed by the congregation; board members serve a term of two years. In general, the Church Board does not dictate school policy, although it has the authority to intervene when it deems necessary. Instead, the Board delegates the majority of that responsibility to the Calvary Chapel Schools (CCS) Superintendent.

The Church Board and the CCS Superintendent meet once each month. During this meeting the Superintendent presents school developments by way of written reports from each school principal. Although the majority of communication is accomplished in monthly Board Meetings, the Superintendent stays in contact with the Board members as needed by phone or email.

The Superintendent, with Board supervision and support, adopts policies consistent with the mission statement and student achievement of the SLGs. The Superintendent works closely with the administration to implement policy within the different areas of administrative responsibility (Figure 1). Stakeholder input is collected through staff meetings, department heads, grade-level coordinators, parent emails, and surveys administered to parents, students and other stakeholders.

The Church Board fully supports the established organizational structure, which allows the Superintendent, together with the administration, to monitor the effectiveness of the school program based on data and department level conclusions. Monthly calendars are provided to all staff, faculty and administration; indicating mandatory scheduled meeting times for grade levels, departments and all staff collaboration.

Figure 34: CCHS Leadership Structure

Paul Woo Guidance & Athletics

CCHS Department Heads: Bernie Francis- Math

Kim Durlach- Arts/Electives Nancy Hamilton- English Scott Whitesell- History Abraham de Alba- Bible

Allyson Kirkland- Foreign Languages Susan Ackermann- Science

Linda Huffman Curriculum & Staff

Development

Amber Phillips WASC Coordinator &

Guidance

Phil Wozniak Discipline & Safety

Mike Rausch Athletic Director

Jay Henry CCS Superintendent & CCHS Principal

Senior Pastor Chuck Smith &

the Church Board


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A3 School Leadership Criterion The school leadership (a) makes decisions to facilitate actions that focus the energies of the school on students achievement of the schoolwide learning goals (b) empowers the staff and (c) encourages commitment, participation and shared accountability for student learning.

A3.1 The school has administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

CCHS annually updates the Staff Handbook, which include written policies pertaining to administration, faculty and staff members. Each staff member is required annually to read and sign the Employee Agreement Form. Job descriptions and other related information are kept in the Human Resources Office for reference. The Staff Handbook is posted on our Staff Resources section of the school website for convenient access. Any updates or changes to the policies or procedures are communicated to the staff with an official memo from the Superintendent, which is also posted on Staff Resources for reference.

A3.2 The school has existing structures for internal communication, planning and resolving differences.

The school utilizes a vertical and horizontal teaming structure to facilitate communication, planning and resolving differences. The administration encourages internal conflicts be resolved within the established organizational structure.

Grade-level coordinators and department heads are given specific responsibility by the administration to ensure communication remains effective and consistent. Mandatory scheduled meetings for grade-levels and departments each month provide a smaller venue for proactively addressing individual concerns and determining resources needed for improving internal communication, planning and resolving differences.

Department Communication Each month, administration meets collectively with department heads to address specific agenda items. Each department head is given an opportunity to communicate areas of concern and evidence of progress of department goals within the context of the Schoolwide Action Plan. Administration considers the department head role as the essential liaison to maintaining effective communication between administration and the faculty.

Grade-Level Communication Every faculty member has a grade-level assignment and attends mandatory grade-level meetings scheduled each month. Each administrator has been assigned to oversee a grade-level and observes each meeting, acting as a resource for the coordinator. These meetings are specifically designed to increase student achievement of the SLGs and course objectives through strategic curriculum planning.

Administrative Communication All staff members are required to attend bimonthly staff meetings. The Superintendent facilitates these meetings to provide general information relevant to all staff. This may include coordination for upcoming events, emergency drills and clarification to policies/procedures.


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A3.3 The school leadership has processes and procedures for involving staff in shared responsibility, collaborative structures and actions, and accountability to focus ongoing improvement on teaching and learning that supports student learning.

The administration utilizes the organizational structure to empower each level of school leadership to effectively collaborate. The fundamental purpose of the organizational structure is to encourage data-driven communication based on conclusions validated through multi-level analysis.

The process of data analysis is accomplished through the curriculum maps and SLG reflections, which are completed by the teachers on a 6-week cycle, in parallel to our grading terms. Conclusions drawn by analysis of student achievement data are utilized to support decisions made by individual teachers to improve student learning. Teachers analyze and synthesize their individual findings at department meetings, which are used to inform planning and decision-making at the department level. Individual teachers and department conclusions are documented in the department Collaborative Materials Binders. At department head meetings, the administration receives updated accounts of department progress from the individual department heads. These department level conclusions are utilized by the administration to inform schoolwide decision-making and action steps as documented in the Schoolwide Action Plan.

A3.4 The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.

The school regularly measures student achievement through data analysis completed at the end of every six-week term. This cumulative process provides invaluable information on the effectiveness of the curriculum and teaching methodologies. Data is gathered at the classroom level by individual teachers, which the department analyzes and from which conclusions are drawn. These conclusions are utilized by departments, together with the administration, to measure student achievement and support decisions to improve school programs.


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A4 Staff Criterion The school leadership and staff are qualified for their assigned responsibilities, are committed to the school’s purpose and engage in ongoing professional development that promotes student learning.

A4.1 The school has clear employment policies/practices related to qualification requirements of staff.

The employment policies/practices of the school are clearly outlined in the Staff Handbook, which is updated annually. Teachers, staff and administration sign an Employee Agreement Form acknowledging they have read and agree to the terms of employment.

A4.2 The school reviews all information regarding staff background, training and preparation.

Prospective employees are required to complete a detailed application for employment, including a resume, references, and a recent photograph. Completed applications provide information necessary to begin the process of determining whether a candidate is qualified for the position by reviewing education, professional experience and personal testimony.

As positions become available, the administration first considers the experience of our current staff in order to place the most qualified person in that position.

Staff members are encouraged to further their education and professional growth to better meet the needs of our students. All information related to on-going training, credentialing and advanced degrees is updated and reviewed by the administration as needed.

All employees are required to be fingerprinted. Our school is registered with the Department of Justice and uses the Live Scan system administered through our Human Resources Office. Records of fingerprint clearance are noted in the employee’s permanent file. Individuals who do not have fingerprint clearance will not be allowed to commence employment.

CCHS is committed to full compliance with federal immigration laws. Therefore, CCHS is required to verify the identity and legal ability to work of all individuals before they can begin employment. In keeping with this legal obligation, each applicant must produce documentation that shows his/her identity and legal authority to work. All offers of hiring and continued employment are conditioned on furnishing satisfactory evidence of identity and legal authority to work in the United States.

To ensure that individuals joining CCHS are well qualified and have the potential to be productive and successful, CCHS will check the employment references of all applicants. Deception in these matters may be grounds for dismissal.

A4.3 The school assigns staff members to maximize the use of their expertise in accomplishing quality student learning.

Providing our students with quality academic instruction by thorough faculty placement is a high priority to ensure quality student learning. Standardized test results, educational background and professional experience are key indicators. In addition, the administration conducts annual teacher observations, which provide valuable information to support appropriate teacher placement.


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A4.4 The school leadership supports professional development with time, personnel and fiscal resources based upon a written professional development plan.

The CCHS Professional Development program is strongly supported by the administration, as evidenced by the time and resources allocated to its fulfillment.

All new teachers must participate in a two-year induction program, which includes a three-day orientation in the summer, weekly support meetings with the Vice-Principal of Curriculum and Staff Development and monthly development meetings based on California State Standards.

Every third year the entire staff attends the Association for Christian Schools International (ACSI) Convention in November, which includes two full days of training and special speakers.

The administration makes use of No Child Left Behind (NCLB) funds when available, for teachers who want to pursue higher degrees of education, Beginning Teacher Support and Assessment (BTSA) or Advanced Placement (AP) Seminars (Vanguard University, Hope International University, National University). Among our current high school employees, 60% have furthered their formal education through NCLB funds.

CCHS also holds in-service days at the end of each term for collaboration and staff development. Below is the in-service schedule for the last three years.

CCHS In-Service Schedule

2007-2008

Date Topic Presenter August 24, 27-30 New Teacher Induction Linda Huffman &

Administration August 31 Biblical Worldview Integration Dr. Brian Smith (BJU) September 4-6 Spiritual Retreat Administration &

Pastor Brian Brodersen October 19 California State Standards for the Teaching Profession

Classroom Management RenWeb Training

Linda Huffman Jason Huffman Pam Lopez

November 19 Kagan Cooperative Learning Training (Part 2) Tom Serel (Kagan) November 20 Harassment Prevention

OSHA Training Disaster Plan & Drills CPR Training (Red Cross) Computer Assessment (CTAP) Power Point Training

Amber Phillips Jason Huffman Greg Steinhaus Susan Ackermann Linda Huffman Joseph Trevino

November 21 Communion Volunteer at Samaritan’s Purse for Operation Christmas Child

Jay Henry

December 7 Cooperative Learning Applied Linda Huffman January 8 Classroom Management & Organization Rick Morris March 20 Student Success & Achievement Dr. Dennis Eastman April 11, 23 Kagan Cooperative Learning Individual Coaching Tom Serel June 16 Staff Appreciation & Closing Meeting Jay Henry


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2008-2009

Date Topic Presenter August 18-19, 22 New Teacher Induction Linda Huffman &

Administration August 25 Harrassment Prevention

OSHA Training Curriculum Binders WASC Focus Groups Introduction

Amber Phillips Paul Mahlow Linda Huffman Amber Phillips

August 26-28 Spiritual Retreat Administration & Pastor Brodersen

October 24 Score Study Skills Strategies Sharon Lockett November 24-25 ACSI Convention November 26 Communion

Volunteer at Samaritan’s Purse for Operation Christmas Child Jay Henry

December 5 School Mission Statement Revision Amber Phillips January 30 Curriculum Mapping Introduction

Schoolwide Learning Goals Revision “Leadership Above the Line”

Linda Huffman Amber Phillips Dr. Sarah Sumner

March 13 Curriculum Mapping Workshop SLGs Assessment through RenWeb

Amber Phillips

April 9 Communion Chapter 4 Peer Critique

Jay Henry Amber Phillips

June 22 Staff Appreciation & Closing Meeting Jay Henry

2009-2010

Date Topic Presenter August 24, 27 New Teacher Training Linda Huffman &

Administration August 31 Review curriculum mapping & student progress of SLGs

State standards in curriculum maps Analyzing student work by departments

Amber Phillips Linda Huffman

September 1-3 Spiritual Retreat Administration & Pastor Brodersen

October 16 WASC Report Chapter 4 Final Revision Amber Phillips November 23 Harassment Prevention Training

OSHA Training Disaster Plan Training/First Aid & AED Training Child Abuse Policies and Procedures HR Employee Policies Marketing Plan Update

Amber Phillips Jason Huffman Phil Wozniak Jay Henry Kelly Dishong Kim Durlach

November 24 Data Analysis (SAT 10) Curriculum Mapping & SLG Reflection Workshop

Paul Woo Amber Phillips Linda Huffman

December 4 Department Head Meeting Curriculum Mapping & SLG Reflection Workshop WASC Leadership Meeting- Action Plan

Amber Phillips

February 5 Department Planning Curriculum Mapping & SLG Reflection Workshop

Linda Huffman Amber Phillips

March 19 WASC Preparation Administration April 1 Department Planning (Continued) Linda Huffman June 21 Staff Appreciation & Closing Meeting Jay Henry


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A4.5 The school has supervision and evaluation procedures that promote professional growth of staff.

The Vice-Principal of Curriculum & Staff Development works directly with our teachers to promote professional growth utilizing internal and external resources.

Teachers are formally evaluated by the administration once a year based on the California Standards for the Teaching Profession (CSTP). All teachers receive valuable feedback, which includes an assessment of their SLG incorporation. In addition, teachers are encouraged to conduct informal peer observations during their prep periods.

In order to provide more frequent feedback to the teachers, the administration plans to include department heads in the observation process beginning in 2010.

First and second year teachers are placed in an induction program which meets weekly, emphasizing the application of CSTP standards in the classroom. Informal in-class observations are conducted at least two times each grading period. Additionally, the Vice-Principal of Curriculum and Staff Development mentors our teachers who are in the process of clearing their credentials through the Beginning Teacher Support and Assessment (BTSA) Program.

A4.6 The school leadership and staff develop processes to determine the measurable effect of professional development on student performance.

A4.7 The school leadership evaluates the effectiveness of professional development and uses the data to inform planning and future decision-making.

The school has made the documentation of a Professional Development Plan a priority, as shown in the CCHS Action Plan [Major Action Item #2]. CCHS has concluded that the most significant measure of the effect of professional development on student performance will be determined by building a data analysis and conclusion-driven process to inform action steps within the Professional Development Plan. The Vice-Principal of Curriculum and Staff Development will be responsible to sustain this process with the collaboration and support of school leadership (department heads and administration).


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A5. School Environment Criterion The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student.

A5.1 The school demonstrates caring, concern, and high expectations for students in an environment that honors individual and cultural differences.

CCHS believes that the consistent demonstration of Christ-like behavior is the embodiment of our purpose as a Christian school. Students are exposed to a wide variety of opportunities and support systems, which provide encouragement and assistance both academically and personally. Many of our full-time teachers are involved in ministries, extra-curricular activities, campus clubs and/or coaching sports teams, which are listed below:


• Athletic Program

• Community Service

• Fall and Spring Drama Productions


• Honor Roll Recognition


• Key Club

• Link Crew

• Mentoring

• Missions Trips

• National Art Honor Society

• National Honor Society

• Pastoral support from CCCM High School Ministry

• Personal and Academic counseling

• Spiritual Emphasis Days

• Student led Bible studies and prayer groups

• Student Success Program (SSP)

• Teacher tutoring and after-school help

A5.2 The school fosters student self-esteem through high expectations for each student and recognition of successes.

CCHS believes that student success begins with clear communication of academic expectations. From the point of registration at our school and every year thereafter, students consistently receive information regarding requirements for graduation and academic success.

The CCHS Guidance Department is a proven resource to help students maximize their potential by meeting with them individually to map out their high school courses on our Four Year Planner. These meetings are an encouragement to students as they are able to recognize their progress in light of their developing post-high school goals.


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Each term the administration evaluates the Academic GPA for all students. School policy dictates that students are required to maintain a minimum 2.0 Academic GPA. Students who fall below the requirement are placed on Academic Probation and given the opportunity to enroll in the Student Success Program (SSP). This program is designed to provide students with motivation, accountability, study skills, organizational strategies and tutoring referrals.

CCHS has a variety of other means by which students are recognized for their achievements in academics, leadership, sportsmanship and performing arts. These include, but are not limited to:

• Annual Award Ceremony

• Calvary Popstar Talent Competition

• Class ranking – Valedictorian and Salutatorian

• Fall and Spring Drama Production

• Honor Roll



• Open House – Classroom, Music, Art & Photography Exhibits

• Orange County Academic Decathlon (OCAD)

• Performing Arts

• Presidents Award

• Sports Banquets

• Worship Team & Pep Band

A5.3 Mutual respect and effective communication among and between staff, students, and parents is evident.

The school website www.calvaryschools.org provides parents and students with current school announcements, calendars and information. With the addition of the Staff Resources page, the school website is an important source of communication by providing staff with convenient access to important information, staff meeting minutes, forms and memos. In addition, the Administrative Resources page allows administrators to easily access student achievement data for review, discussion and planning.

Additional Sources of Communication:

• The “Wings” publication available to parents every term, which includes topical information and encouragement from the administration, school news and calendar of events.

• The Booster Club, a parent led organization, publishes a monthly newsletter regarding Calvary Chapel Athletics, as well as an end of the year highlights issue.

• The Guidance Office provides important graduation, scholarship and college information workshops.

• The Community Service Window posts community service opportunities for students.

• The school newspaper, “The Premier,” carries stories of noteworthy events from a student’s perspective.

• The Athletic Department posts information on the school website regarding game schedules.

• The school’s LCD display in the trophy case provides up to date information regarding school events.


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• The Marquee Board displays information to parents, church, students and the community.

• On the exterior perimeter of the school there is an electronic message board used to communicate information to parents, students and the community.

• Agape Board coordinates parent involvement in school events throughout the school year.

A5.4 There is a level of support and encouragement for teachers to use innovative approaches to enhance student learning.

The administration demonstrates a full commitment to enhancing student learning by investing a minimum of ten days to innovative training and curriculum enhancement. The Vice Principal of Curriculum and Staff Development is primarily responsible for increasing student learning through the improvement of curriculum and instruction. CCHS professional development in-services during the school year focus on techniques, processes, data analysis and strategies intended to increase the school’s application of current research-based instructional strategies.

The Staff Development Plan [Major Action Item #2] will be prioritized through analysis of department level conclusions and current research in effective instructional strategies.

A5.5 The school has policies, codes, and procedures and resources (e.g. facilities) that ensure a safe, healthy, nurturing environment.

The Vice Principal of Discipline and Safety maintains the Disaster Preparedness Handbook. Standard operating procedures in case of fire, earthquake or lock down have been communicated to faculty during staff meetings. Students receive specific instructions in the classroom. Procedures are tested and reinforced to staff and students through regularly scheduled drills (fire, earthquake, lockdown). Each faculty member has an emergency folder with essential instructions, in case of an emergency.

The entire staff participates in OSHA and harassment prevention training at an annual in-service. Our staff members are trained in the use of AED Defibrillators annually.

The CCHS Code of Conduct is designed to create a safe and nurturing environment for all students. The Code of Conduct is published in the Parent/Student Handbook each year and requires parent and student agreement by signature.

The CCHS Discipline Policy clearly distinguishes between minor and major infractions. Minor infractions are handled through a “point system.” Students who are consistently disrespectful or disruptive can be easily identified based on their accumulation of points. Specific benchmarks are built into the system with progressive consequences, providing students with an opportunity to change their behavior.


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A6 Reporting Student Progress Criterion

The school leadership and staff regularly assess student progress toward accomplishing the schoolwide learning goals and report student progress to the rest of the school community.

A6.1 The school has existing standards and procedures to assess student progress towards the SLGs and the curricular objectives.

Student progress is most accurately analyzed through the application of clear course objectives and the SLGs. CCHS defines course objectives as the specific knowledge or skills that students should be able to demonstrate through assessments. Teachers are required every 6 weeks to document course objectives, instructional strategies and assessments on their course Curriculum Map. These objectives are used to develop daily lesson plans and assessments. Lesson plans and assessments are tied directly to the SLGs through a semi-automated system in our RenWeb database.

At the end of each grading period teachers are required to analyze assessment data correlated to the course objectives and achievement of the SLGs. This analysis is completed as follows:

SLG Reflection Teachers analyze student achievement of the SLGs through data automatically compiled in reports through RenWeb. An SLG Reflection is produced based on data results, which includes a review of instructional strategies, assessments, conclusions, support and a measurable goal for the next term.

Curriculum Map Reflection Teachers analyze student achievement of the course objectives through assessment data documented on the Curriculum Map. Teachers provide a reflection with support, which determines if students met the course objectives, and develop a measurable goal for the next term.

These reports are submitted to the department head for further analysis. Feedback is provided to teachers by the department head; conclusions are used to support improvement of curriculum and instruction.

A6.2 The school has procedures to communicate to the governing authority and members of the school community about student progress.

Student progress is communicated publicly through our School Profile, which is updated annually and is available in the high school office and on the school website. Standardized test scores including Stanford 10 Achievement Test, SAT, ACT and Advanced Placement (AP) scores are available in this profile. In addition, post-high school statistics show the percentage of graduates who are attending a four-year college, two-year college, vocational school or the military.


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A7 School Improvement Process Criterion The school leadership facilitates school improvement which (a) is driven by plans of action that will enhance quality learning for all students, (b) has school community support and involvement, (c) effectively guides the work of the school, and (d) provides for accountability through monitoring of the schoolwide action plan.

A7.1 The school can document that the school planning process is broad-based, collaborative and has commitment of the stakeholders. A7.2 There is correlation between the school plans and analysis of student achievement of the SLGs.

The CCHS planning process is governed by the Schoolwide Action Plan and supported by the Technology Plan and the Professional Development Plan. Through the self-study process, stakeholders determine areas of growth, which are used to inform planning. The administration, along with the Focus Group Leaders, review findings and make recommendations to include improvements in the Schoolwide Action Plan.

Departments have a vital role in connecting student achievement with the school plans defined in the Schoolwide Action Plan. Each department is provided with a Collaboration Materials Binders. The purpose of this binder is to maintain a central location for department collaboration, data analysis of student achievement of the SLGs and course objectives, and recommendations for curriculum and instructional improvement correlated with the Schoolwide Action Plan.

A7.3 Within the school there is evidence of systems alignment in areas such as professional goals, teacher evaluation and strategic planning for the purpose of ongoing school improvement.

As shown in the following chart, the self-study process functions in parallel to school systems and makes recommendations for the improvement of school programs. CCHS systems are designed to work cooperatively and provide clear conclusions drawn from data analysis used to support ongoing school improvement.


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Figure 35: CCHS Systems Alignment

A7.4 There is a correlation between allocation of time/fiscal/personnel/material resources, SLGs, and the improvement plan.

The CCHS Action Plan has been designed to govern with maximum stakeholder input and to provide a singular system for allocation and resource management.

In 2007, CCHS revised the action plan format to specifically to clarify the following:

• System of Accountability

• Justification for Major Action Items

• Goals for Completion

• SLG Connections

• Action Item Leadership

• Timeline

• Tasks/Resources

• Person(s) Responsible

• Evidence

• Communication


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Areas of Strength and Growth

Section A: Areas of Strength

• There is a strong degree of consistency between the school mission statement, the SLGs and the school program (A1.4)

• The school’s effective utilization of a vertical and horizontal organizational structure to facilitate communication, data-analysis, planning and resolving differences (A3.2)

• The organizational structure of the school has been designed to empower each level to collaborate for the purpose of improving student learning (A3.3)

• The school has clear employment policies/practices that are updated annually in the Staff Handbook (A4.1)

• CCHS is proud of their highly qualified faculty and staff. (A4.3)

• There is a definite commitment to the care and development of the whole child. (A5.1)

• The school has existing standards and procedures to assess student progress towards the SLGs and the curricular objectives (A6.1)

Section A: Areas of Growth

• It would beneficial for the administration to include department heads in evaluation procedures in order to provide teachers with more frequent feedback (A4.5) [2010-2012 Professional Development Plan]

• The administration needs to create a process to determine the measurable effect of professional development on student performance and increase the use of data to inform decision-making (A4.6-7) [2010-2012 Major Action Item #2]

• The administration needs to continue to provide time for department collaboration, the completion of Curriculum Maps and SLG Reflections (A6.1) [2010-2012 Major Action Item #1]

• The administration should further improve the process of documenting conclusions to inform strategic planning at the department and administrative levels. (A7.3) [2010-2012 Major Action Item #1]


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B1. What Students Learn Criterion To what extent does the school provide a challenging, coherent and relevant curriculum for each student that fulfills the school’s purpose and results in student achievement of the schoolwide learning goals through successful completion of any course of study offered?

B1.1 SLGs are the foundation for our course objectives, instruction and evaluation of learning.

The recent revision of the SLGs in the 2008-2009 school year has resulted in the renewed commitment to teaching and monitoring student progress towards achievement of the SLGs. The new SLGs were created by the stakeholders with the goal of increasing schoolwide application and effectively increasing student learning and achievement. Introduced in fall 2009, the SLGs are now easily recognized by students as being the “5Cs of CCHS.” The SLGs are displayed in every classroom, the school office, the Curriculum Guide, the Parent/Student Handbook and the school website.

In order to achieve the stated goals of increasing schoolwide application and measuring student achievement, the administration and staff tested the goals prior to their public release by introducing data analysis processes at the classroom level. The processes introduced in spring 2009 included; semi-automation using the school’s RenWeb database, Renweb reporting functions, data analysis expectations and communication of conclusions to be applied to the Schoolwide Action Plan.

In 2009-2010 the administration released the new SLGs to the student body during orientation week. Teachers currently incorporate the SLGs into every level of the curriculum process, which include determining and documenting course objectives, daily lesson plans, instruction and assessments. Using the RenWeb database, teachers utilize existing tools to attach SLGs to lesson plans and assessments, in line with stated course objectives. Each step of the process is designed to connect to the prior as cohesive steps, providing data analysis resulting in clear conclusions.

B1.2 Clearly articulated curriculum that is modified to respond to current research and student needs.

Teachers are responsible to maintain a current Curriculum Binder that includes the course syllabus, curriculum maps, lesson plans, benchmarks and assessments. Curriculum binders are organized and updated by teachers thoughout the school year. Lesson plans are generated in the lesson plan module of the RenWeb database.

Data analysis processes and collaboration between teachers and their departments are designed as an immediate response system to implement curriculum improvements at the classroom level.

In 2009, curriculum mapping was introduced to monitor curricular goals and student progress in each course. Teachers are required to record curricular objectives with applicable state standards indicating what they want students to learn, their chosen teaching methods for communicating the information, their chosen assessment methods, and finally a reflection indicating whether students achieved the objectives.

CCHS curriculum is designed to support different learning levels and styles. In addition to our University of California approved college-prep courses, students can choose from non-college prep, honors, or AP courses. Non-college prep courses are designed for students who need a slower pace or more individual attention. Honors and AP courses are designed for students who desire more challenge in their academic studies and preparation for college-level coursework. All of our courses


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are designed to equip students with the knowledge, experience and skills to graduate and accomplish their post-high school goals.

As an additional support, freshmen are required to take Study Skills, which uses curriculum from the SCORE program. The basic skills of organization, note-taking and study strategies are taught and applied, so students are provided with the foundation to be successful.

B1.3 Students demonstrate achievement of course objectives and SLGs through defined performance indicators.

CCHS has designed a creative process to monitor student achievement of the SLGs by attaching them to the assessments of each course as they apply. If a teacher assigns his/her students an oral report, they would attach the goal of “communication” to the assessment in their RenWeb gradebook. The student’s score indicates their progress of this particular SLG. The standards are based on our grading scale, and teachers analyze this data by course, class and/or specific student(s).

90% – 100% A – Advanced

80% – 89% B – Proficient

70% - 79% C – Average

60% - 69% D – Below Average

59% or below F – Far Below Average

Data analysis is used to support the SLG reflection completed at the end of each grading period. Each SLG is individually analyzed and conclusions are drawn based on data, which includes changes to instructional strategies to improve student achievement.

B1.4 Curriculum is evaluated and revised on a regular basis to improve teaching and student learning.

Formal curriculum and textbook reviews are done in cycles, as shown below:

Subject Scheduled Year of Review

History 2009-2010

English 2010-2011

Science 2011-2012

Math 2012-2013

Electives 2013-2014

The department head is responsible for department communication and coordinating the process of formal curriculum and textbook review. Department heads acquire samples of different curriculums/textbooks for review and research, which is accomplished collaboratively with the teaching staff. In order to procure the necessary materials and resources, the department head presents their data driven conclusions to the Superintendent before the end of the school year.


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B1.5 Administrators and teachers collaborate to refine lessons/units by examining curriculum design and student work.

The administration and teachers collaborate through an organized system of communication at the department and administrative level through the utilization of curriculum maps. The curriculum mapping process was implemented in the 2008-2009 school year to provide a consistent format for documenting course objectives and measuring student achievement. This cumulative process follows each course through its full year cycle, providing the framework for curriculum and instruction. The CCHS curriculum map focuses on:

• Course Objectives – What students will be able to do

• Instructional Strategies – How course objectives will be taught

• Methods of Assessment – How course objectives will be assessed

• Reflection – Based on assessment data, to what extent students achieved each course objective and the resulting plan of action developed by the teacher

The curriculum maps are reviewed each term by department heads and administration. Needs are analyzed and prioritized with a view to available resources. Teachers and their department head evaluate strengths and weaknesses in the curriculum and ideas for supplemental materials and activities.

This process is complemented by our formal and informal teacher evaluations conducted by the administration, which provide teachers with valuable feedback based on the California Standards for the Teaching Profession.

B1.6 Course completion, credits, grades and homework are all governed by clear policies.

The Curriculum Guide is the governing document that clearly outlines course descriptions, course level, prerequisites and course credit. The document is reviewed and revised annually in cooperation with each department. In addition, the Curriculum Guide outlines schoolwide academic guidelines, graduation requirements, grading scales, GPA calculations and Honor Roll requirements. The Curriculum Guide is given to each family at registration and published on the school website.

Students receive a course syllabus, which outlines the objectives, policies and procedures related to each individual course. Most instructors require a signature agreement form indicating student and parent agreement to the syllabus to be turned in at the start of each course. Each syllabus must be in accordance with school policies and approved by the administration.

Students have multiple opportunities during each school year to hear from our Guidance Department regarding graduation requirements, including guidance presentations in the spring and fall, as well as individual meetings throughout the year.

B1.7 Alumni studies have a direct impact on our curricular program by revealing the extent to which we prepare students for their future.

CCHS has expanded the use of alumni studies over the past three years. We currently employ 22 alumni, and over 20 other alumni have been employed here in the past. CCHS invites alumni to register on our website; currently 398 are registered. In the spring of 2009, CCHS conducted an alumni survey. This survey showed that 77% felt that the education they received at CCHS had prepared them for college.


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Alumni stay involved with our school in various ways, including homecoming games, alumni games, coaching sports, drama productions or contacting teachers by email about their progress in their college coursework. The school also gathers qualitative feedback on our curricular programs and level of instruction through student contact.

Alumni from 1992-2008 were surveyed to assess their level of education and their learning experience; the results are below.

High School

AA Degree

Military Trade School

BA/BS MA PhD

Level of Education 31% 8% 2% 2% 47% 8% 2% CCHS Alumni Survey Agree Disagree Neutral

The education I received at CCHS prepared me for college 77% 9% 14% Were you encouraged to grow spiritually at CCHS? 95% 4% 1% As a student, did CCHS provide a safe, healthy environment?

96% 3% 1%

As the student, did the CCHS staff provide social and emotional support?

88% 11% 1%

Average Response 89% 7% 4% CCHS Alumni were asked to rate their experience in each of the following subjects. Subject Excellent Good Average Poor N/A

Art 18% 28% 19% 8% 27% Athletics 29% 32% 17% 3% 17% Bible 59% 29% 10% 1% 1% Computers 13% 26% 24% 20% 17% English 44% 44% 11% 1% 0% Foreign Language 22% 42% 26% 7% 3% History 18% 44% 30% 6% 2% Math 36% 38% 22% 2% 2% Science 13% 45% 32% 6% 4% Average Response 28% 55% 21% 6% 8%


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B2 How Students Learn Criterion To what extent does the professional staff a) use research-based knowledge about teaching and learning and b) design and implement a variety of learning experiences that actively engage students at a high level of learning consistent with the school’s purpose and expected schoolwide learning results?

B2.1 Administrators and teachers know and apply current research to improve teaching and learning.

Administration trains and encourages teachers to use of a variety of instructional strategies. The role of the Vice-Principal of Curriculum and Staff Development is to provide the staff with research-based methods of instruction. Teachers are trained individually through our Induction Program and staff professional development in-services. Our current strategies can be categorized as collaboration, technology integration and cooperative learning. The school is currently applying research to improve instructional strategies as shown below:

• Collaboration- Teachers are using curriculum maps to set specific curricular goals, diversify methods of instruction, and plan assessments. Departments utilize curriculum maps to improve the curriculum across departments and grade levels based on assessment data.

• Technology- Teachers are integrating video clips, PowerPoint presentations & other technology-based visual aids; two Smart Boards are currently being tested in the high school by our English and Math departments.

• Cooperative Learning- Our teachers have implemented Kagan cooperative learning structures in their classroom as a strategy to increase student engagement.

The 2010-2012 Professional Development Plan outlines further application of research-based methods for improving curriculum and instruction.

B2.2 Professional development is used to enhance the curriculum and improve learning and teaching.

The CCHS Professional Development Plan is designed to address specific and stated objectives related to the improvement of curriculum and instruction. In 2009, the Professional Development Plan was formatted to document the following:

• Justification for Major Action Items

• Goals for Completion

• Resources

• Implementation Strategies

• Timeline

• Assessment Methods

• Conclusions & Reflection

The Professional Development will utilize student achievement data and stakeholder input to support faculty collaboration, mentoring and training in research-based instructional strategies.


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B2.3 Instructional strategies are selected to increase student engagement and support achievement of course objectives and SLGs.

The curriculum map cycle is six weeks long, which coincides with the end of every grading period. This frequent analysis of student progress of the course objectives and the SLGs through the curriculum mapping process allows teachers to identify areas of improvement based on assessment data and to draw conclusions that directly impact classroom instruction.

According to curriculum maps and observations, teachers frequently incorporate the following instructional strategies:

• Class Discussion

• Cooperative Learning

• Current Events

• Debate

• Demonstration

• Direct Instruction

• Drills

• Essays

• Field Trips

• Flash Cards

• Oral Presentations

• Partner Work

• Peer Review

• Portfolios

• PowerPoint Presentations

• Project Based Learning

• Projects

• Review Games

• Skits

• Socratic Seminars

• Student made video projects

• Video Clips

• Visual Aids

B2.4 Teachers consider differing learning styles and individual student needs when selecting instructional strategies.

Identifying the instructional strategies that meet differing learning styles is part of our curriculum mapping process. At the classroom level, teachers determine to what extent students are achieving the course objectives based on student assessment data every six-week term.


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Since course objectives are implemented through lesson plans tied directly to the SLGs, teachers can also evaluate individual student achievement through the SLG Student Report. This report outlines each assessment that has been used to measure student achievement of the SLGs and the achievement level for that student based on our grading system (Reference B1.3).

Both curriculum maps and SLG reflections provide teachers with a process of evaluating student achievement data to respond to student needs and differing learning styles.

B2.5 Teachers systematically integrate technology to provide students with a wide range of technological skills.

Students are provided with multiple opportunities to improve their technological skills through their course work at CCHS. Teachers are required to document their instructional strategies on their curriculum maps, including technology integration. Through the self-study process, teacher’s lesson plans were collected as evidence documenting the use of technology in the classroom.

The school has a computer lab utilized for Computer Graphics, Web Design, Multimedia, Advanced Multimedia and Yearbook classes. In the 2009-2010 school year, a Digital Photography course and computer lab were added for our Visual and Performing Art Department. Additionally, the school has installed 30 new computers in the high school library for student use before, during and after school.

Teachers utilize a classroom projector unit connected to their school laptop. Two of our teachers are currently experimenting with a Smart Board, as administration is researching new practical and creative ways to integrate technology.

The 2010-2012 Technology Plan outlines projections for increasing the systematic integration of technology in the classroom.

B2.6 All students, regardless of background or ability, are actively engaged in learning based on the course objectives and SLGs.

Every teacher incorporates the SLGs in their daily instruction, which are attached to daily lesson plans, and predetermined course objectives, which are the foundation for daily lesson plans. To ensure that all students are engaged in learning, teachers and administration are conducting ongoing analysis of student achievement of the course objectives and the SLGs. Teachers draw conclusions at the classroom level on SLG Reflections and Curriculum Maps, which are provided to department heads for collaborative analysis at department meetings.

Students who fall below average on course objectives and SLGs are discussed at grade-level meetings, where teachers can confirm whether a particular student is not achieving in other grade-level courses. An administrator is assigned to each grade-level to facilitate teacher discussion and problem solving. If a student has not been placed on academic probation, but the teachers have observed below average academic achievement, an administrator may hold an intervention meeting with the parents, teachers and the student in order to determine what is hindering the student from learning and to develop a plan of action to support the student.

If the student is struggling academically, an accountability system may be developed with the teachers who are available to provide individual support, if needed. If a student is struggling emotionally or spiritually, pastors from CCCM are resources to support students with counseling, prayer and mentorship.


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B2.7 Observations of students’ working and analysis of student work demonstrate achievement of the SLGs and course objectives.

Through the self-study process, our administration and staff have collected work samples and conducted documented observations demonstrating student achievement of the SLGs and course objectives. Learning Snapshots, a WASC recommended observation form, combine both objective and subjective assessments and were utilized in the process to examine students’ working. Observers answered detailed questions about the following: student engagement, skills application, written/verbal communication, recognition of student achievement, student interaction, evidence of learning and alignment with the mission and SLGs.

B2.8 Students effectively use resources outside their textbook, such as collaboration, technology, community or library/media resources.

The creative utilization of resources is emphasized through our SLGs. Our departments regularly engage students in activities that require collaboration, technology application and research outside of the textbook. The diversity of resources utilized by students is evidenced by teacher’s lesson plans, curriculum maps and the faculty observation results compiled from the Learning Snapshots (reference Chapter 1).

To help facilitate student research, we recently installed 30 computers in the library. Because many students are accustomed to researching on the Internet, our English Department specifically instructs students how to determine if a source is credible.


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B3 How Assessment is Used Criterion To what extent a) is teacher and student use of assessment frequent and integrated into the teaching/learning process; b) are the assessment results the basis for measurement of each student’s progress toward the expected schoolwide learning results; c) are the assessment results the basis for regular evaluation and improvement of curriculum and instruction; and d) are the assessment results the basis for the allocation of resources?

B3.1 Teachers use a variety of assessment strategies to measure student progress (essays, individual or group projects, portfolios).

Teachers use a variety of formative and summative assessment strategies. Formative assessment examples were gathered through the self-study process. Summative assessments are evidenced by gradebooks and curriculum maps. Although written tests are the most frequently used assessment, teachers regularly incorporate essays, oral reports, individual/group projects and individual participation.

B3.2 Teachers correlate assessments to SLGs, curricular objectives, and instructional strategies.

Teachers attach SLGs to specific assessments in the Renweb gradebook. Course objectives are identified on teacher’s curriculum maps, along with instructional strategies and correlated assessments.

B3.3 Assessment data is collected, analyzed and used to make changes and decisions about curriculum, instruction, professional development and resource allocation.

Assessment data indicating student achievement of the course objectives and the SLGs are analyzed and used to make decisions at the classroom and department level each term. Teachers record conclusions from data analysis on their curriculum maps and SLG reflections. Department heads analyze conclusions drawn by individual teachers collaboratively with their departments. Administrators are informed of department conclusions at monthly department head meetings and utilize data to direct and support resource allocation and professional development as indicated in the Schoolwide Action Plan.

Additionally, the school annually analyzes SAT 10 scores, which are used in conjunction with classroom assessment data to direct department and administrative plans for the improvement of curriculum and instruction.

B3.4 Student work/assessments demonstrate proficiency in the knowledge and skills necessary to be successful learners of the curriculum.

Teachers frequently analyze student work/assessments indicating achievement of course objectives and SLGs. Curriculum Maps and SLG Reflections document individual teacher’s findings, according to student assessment data. Departments compile individual teacher’s conclusions to support their department goal for ensuring students are successfully learning the curriculum. In order to ensure departments are systematically analyzing student work, the CCHS Action Plan [Major Action Item #1] includes plans to implement this process.


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B3.5 Student feedback is an important part of monitoring student progress of the SLGs and curricular objectives.

Each semester, teachers administer student surveys, which are collected and analyzed by the teachers, departments and the Vice-Principal of Curriculum and Staff Development. The teachers have been encouraged to add student feedback on SLGs and course objectives to the questions they have already developed for their classes.

B3.6 Teachers monitor student progress over time and use student feedback to determine whether course objectives have been met.

Teachers monitor student progress each term through curriculum maps, SLG Reflections, SAT 10 data and gradebook progress reports. Departments and grade-levels meet every month to monitor student progress. Teachers gather student feedback by conducting student surveys each semester related to teaching strategies and course expectations. Although currently the survey questions are not specifically directed towards assessing course objectives, this component will be added to the student survey during spring semester 2010.

B3.7 Teachers modify and revise the curriculum and methods of instruction based on collective and individual student assessment results.

Teachers regularly modify curriculum and methods of instruction based on student assessment results as indicated on course curriculum maps, SLG Reflections and SAT 10 results. The administration has recently introduced the process of documenting department-level conclusions and plans of action, which are recorded in the Collaboration Material Binders.


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Section B: Areas of Strength

• The SLGs are incorporated by teachers into every level of the curriculum process, which include determining and documenting course objectives, daily lesson plans, instruction and assessments (B1.1)

• The school has a clearly articulated curriculum that is collaboratively revised on a regular basis to improve teaching and student learning; a Curriculum Guide outlines curriculum policies and is updated annually. (B1.2, B1.4-6)

• Students demonstrate achievement of course objectives and SLGs through defined performance indicators based on the CCHS grading scale (B1.3)

• A variety of instructional and assessment strategies are utilized to meet diverse learning needs and support achievement of course objectives and SLGs (B2.3, B3.1)

Section B: Areas of Growth

• The school needs to continue to gather and use data from formal alumni studies, to further validate the school program (B1.7)

• Under the guidance of the school Technology Plan, the school needs to develop processes to ensure systematic integration of technology in the classroom (B2.5)

• The staff needs incorporate a systematic process with clear administrative expectations to analyze student work/assessments and document conclusions, to inform department level planning (B3.4) [2010-2012 Major Action Item #1]

• The administration and staff need to incorporate student feedback in the process of monitoring student progress of the SLGs and curricular objectives (B3.5-6)


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C1. Student Connectedness Criterion Students are connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the schoolwide learning goals.

C1.1 The school provides personalized student support correlated to student achievement of the SLGs and curricular goals.

C1.2 The school coordinates a system of support services for maximum effectiveness, including processes for intervention and referral.

At the classroom level, every six weeks teachers are required to analyze assessments indicating student achievement of the SLGs and curricular goals. This process is designed to establish the teacher’s plan of action to support student learning and allows the teacher to adjust curriculum, instructional strategies and assessments to meet individual learning needs.

The school developed the Student Success Program in Fall 2008 to support students who are placed on academic probation after falling below a 2.0 academic GPA. According to school policy, students are given two semesters to increase their grades in academic classes and bring their academic GPA up to or above a 2.0.

The Vice-Principal of Curriculum and Staff Development facilitates the Student Success Program, which begins with an informational meeting for parents. After agreement forms are signed, students attend one mandatory meeting each week to learn study skills and time management strategies and to set goals to improve their academic performance.

Student Surveys from the Student Success Program in 2008-2009 indicated:

• 100% of students liked the Student Success Program

• 100% of students felt it made them a better student

• 94% believed the Student Success Program helped them improve their GPA

C1.3 The school has available adequate services, including referral services, to support students in EL support, special needs, academic assistance, career counseling and personal counseling.

CCHS considers it a priority to communicate with parents and students regarding their student’s current academic progress. ParentsWeb is a valuable tool that allows parents and students to be connected in the academic process and make informed decisions correlated to their student’s specific needs.

The Naviance Family Connection Program is utilized by the Guidance Department to provide students with current information and extensive search engines to help each student find the right college and/or career to fit their goals. The guidance counselors are available to meet with students and parents individually to help students discover their individual strengths and areas of interest through the Kuder assessment; this information is discussed and goals are established with the Game Plan tool in the Family Connection Program.

The CCCM High School Ministry, provided by Calvary Chapel Costa Mesa, is on-campus to support students with prayer and counseling. Currently, there is one head pastor, two male assistant pastors and one female girls’ counselor. The girls’ Bible teacher is available to provide the girls with counseling every afternoon.


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CCHS does not provide special education services or formal accommodations of any kind. However, informal accommodations with appropriate documentation may be offered to students at the discretion of the administrative staff and based upon resource availability. We do have an administrator in the elementary school (MCA), a credentialed resource specialist, who is available for consultation in these matters.

If a student has special needs that CCHS is not able to meet, we will not admit the student and instead refer them to a school that offers the program(s) they require. Any informal accommodations offered to students, such as front row classroom seating, extended test time, or computer usage is approved and documented through letters written by the Vice-Principal of Curriculum and Staff Development.

C1.4 The school uses strategies to develop students’ self-esteem, a personalized approach to learning, and connections to the learning environment.

The CCHS personalized approach to learning begins with immediate accessibility to student progress and achievement through ParentsWeb. It is our desire to empower parents and encourage cooperation with the teacher by providing the most up-to-date information on course load, attendance patterns and detailed academic progress. This collaboration between parents, students and their teacher is foundational to accurately identify student needs.

The school uses a variety of strategies to recognize student achievement and increase students’ self-esteem. The following is a description of some of the strategies utilized for this purpose:

• CCHS Open House is a celebratory event where student achievement in academics, art, music and athletics is proudly displayed throughout the school.

• The CCEA or ACSI Science Fair gives students an opportunity to display and compete with their science projects.

• The CCEA or ACSI Art Fair gives students an opportunity to display and compete with their art projects.

• The Honor Roll is published online at www.calvaryschools.org and displayed on the Guidance Department window to honor students who earned an academic GPA of 3.5 to 3.74 for the semester.

• The Principal’s Award is published online at www.calvaryschools.org and displayed on the Guidance Department window to honor students who earned an academic GPA of 3.75 or higher for the semester.

• Athletic achievements are honored by a trophy case, morning announcements in the classrooms, banquets, the CCHS Booster magazine, pep rallies and on the school website at www.calvaryschools.org

• CCHS holds an annual Awards Ceremony, which honors individual student achievements in academics, visual/performing art and athletics.

In addition, the school uses a variety of strategies to connect students to the learning environment and increase student’s self-esteem. The following is a description of some of the strategies utilized for this purpose:

• Link Crew is a school organization with the sole purpose of connecting students with students. Link Crew is led by student mentors who are selected through an application and committee approval process overseen by our ASB Director of Student Relations, with support from the Freshman English instructor. Each candidate is carefully chosen based on individual academic achievement, leadership experience and overall citizenship. Link Crew utilizes creative


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opportunities for students to make social connections during their first year at our school. Mentors are available to students throughout the school year and are encouraged to provide support by helping students acclimate socially and academically. Based on student feedback, Link Crew has been an invaluable opportunity to new students and well as fostering leadership among our upperclassmen.

• Study Skills is a mandatory freshman course developed as an introduction to high school expectations coupled with academic support. This course is based on Score, which is a study skills program designed to identify student strengths and foster their development. The students learn individualized strategies that will help them take notes, stay organized and use effective time management. In addition, students take an online assessment though the StrengthsQuest program to discover their top five strengths. This assessment is utilized to help students recognize and apply their strengths to support academic, social and career success.

The Study Skills teacher works in cooperation with the other 9th grade teachers, as well as Link Crew to provide freshman with the skills they need to be successful, both academically and socially.

C1.5 The school ensures that the support services and related activities have a direct relationship to student involvement in learning.

CCHS strives to extend student learning beyond the classroom, which is evidenced in teacher involvement throughout our support services.

The following is a list of programs with a strong correlation to student involvement in learning:

• Kuder Assessment Program - Assess students’ strengths, areas of interest and work skills

• Family Connection Program - College/career exploration based on individual student interests and achievements

• Regional Occupational Program (ROP) - Career and vocational training

• Guidance Seminars - Essential college and career preparation uniquely designed for each grade level

• Career Day - Students hear about career opportunities from a variety of community presenters

• Link Crew - Students are connected to student mentors for academic and social support

• Parents Web - Connects parents and students to the academic process in order to support student learning and achievement

• CCCM Ministry Office - Students have the opportunity to receive prayer and counseling throughout the day

• Student Success Program - Students below a 2.0 academic GPA are provided with individualized academic support and accountability


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C1.6 The school ensures that the co-curricular activities are linked to the SLGs.

The SLGs were revised in order to make them relevant and easily integrated into the entire school program. The co-curricular program is designed to provide a wide variety of opportunities that reinforce the SLGs and fulfill our mission. Each of our co-curricular programs requires that students utilize effective communication, comprehension, cooperation, creativity and critical thinking. The following is a list of activities with a strong correlation to the SLGs.

• Art and Foreign Language Trip to Europe


• Cheerleading

• Community Service

• Drama Productions



• Key Club

• Link Crew

• Missions Trips (France, El Salvador, Italy, Panama, Africa)



• OCAD/Speech

• Pep Band/Worship Team

• Scrabble Club

• Student Success Program (SSP)

• Wednesday Night Church Student-led Small Groups

At CCHS, we offer the following CIF Athletic Programs:

• Baseball

• Boys and Girls Basketball

• Boys and Girls Cross Country

• Boys and Girls Soccer

• Boys and Girls Volleyball

• Football

• Girls Tennis

• Golf

• Softball

• Swimming

• Track and Field

• Wrestling


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C1.7 The school regularly evaluates the level of student involvement in curricular/co- curricular activities and student use of support services.

Students are highly encouraged to participate in a variety of curricular and co-curricular activities to express themselves artistically, develop leadership abilities, improve social skills and maintain a healthy fitness level. Students are also made aware of the benefits of curricular and co-curricular activities for the college application process. All CCHS curricular/co-curricular activities are faculty supervised. Faculty advisors work alongside the administration in cooperation with the school mission and monitor the level of student involvement. The school’s RenWeb database is a valuable tool to monitor the level of involvement in these programs.


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C2. Parent/Community Involvement Criterion The school leadership employs a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students.

C2.1 The school has regular processes for the involvement of parents and community.

The Agape Board is a parent organization that is designed to support the school programs. Each year, parents receive a letter from the Agape Board inviting them to participate in various school events with multiple commitment levels to support parent’s diverse schedules, including the following:

• Teacher Luncheons/coffees

• High School Snacks

• Uniform Exchange/Fittings

• Harvest Night

• Graduation Committees

• Helping Hands

• Teacher Appreciation

• Grade Level Coordinator

• Mother/Son Banquet

• Father/Daughter Banquet

The Agape Board president, along with her leadership committee, meets monthly with the school administration to coordinate upcoming events. Parents can join the leadership committee at any time by contacting the Agape Board president, as directed on the school website. For each event, parents are sent an email inviting them to participate and informing them of the needs; they can accept or reject the invitation without pressure.

National Honor Society hosts an annual Career Day which invites members of the community and parents to speak to students about career opportunities and answer questions. Each year this event grows, as we have more returning speakers giving the students the opportunity to hear many diverse career choices.

Each year, senior parents volunteer to organize the theme and events of Grad Night. Parents collaborate, under the direction of the Vice-Principal of Guidance, to budget funds used for food, prizes and entertainment.

Parents are invited to join the Booster Club each year to support Calvary Chapel athletics. The Booster Board meets every month to receive updates on each of our sports programs, discuss new ideas and organize fundraising events. The major fundraising events that benefit CCHS athletics are a Silent Auction and a Grand Slam Golf Tournament.

The CCHS athletic program is a direct beneficiary of our parent and community involvement through coaching opportunities. This is evidenced by the fact that 68% of our coaches are parents and community members.


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C2.2 The school uses community resources to support students such as professional services, business partnerships, speakers, etc.

The school has partnered with local restaurants that provide food, awards or funds that benefit the school:

• Bruegger’s Bagels

• Chik-fil-A

• Chipotle

• Cold Stone

• Corner Bakery

• Mimi’s Cafe

• Rubio’s

• Ruby’s

• Souplantation

• Starbucks

In September 2009, CCHS received a donation of $200,000 of fitness equipment from 24 Hour Fitness to improve our gym facility.

CCHS utilizes resources from the Santa Ana Unified School District (SAUSD), Orange County Department of Education (OCDE), as well as No Child Left Behind (NCLB) funds. In addition, we work with many local Christian colleges and universities by hosting speakers and professionally collaborating with educators from Biola University, Master’s College, Vanguard University, Hope International University and Concordia University.

C2.3 The school ensures that the parents and school community understand student achievement of the SLGs through the school’s program.

CCHS made a significant improvement in our ability to communicate with our parents and the school community with the revision of our schoolwide learning goals. In September 2009, parents and students were introduced to the new schoolwide learning goals with emphasis on their foundational role in the school program. The SLGs are posted on the school website, which is our most effective channel of communication to the school community at large.

Student achievement of the SLGs is aligned with CCHS grading criteria, which means parents are able to check their student’s progress through ParentsWeb at any time. Teachers can also email an SLG Report to parents upon request; this report identifies each SLG with the assessments used to measure student progress and the student’s individual grade on each assessment.


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Section C: Areas of Strength

• The Student Success Program has offered considerable support to students who are placed on academic probation (C1.2)

• The school is effectively supporting freshmen through the Link Crew program and the Study Skills course, helping them be successful both socially and academically (C1.4)

• The school’s co-curricular programs are clearly linked to the SLGs (C1.6)

Section C: Areas of Growth

• The administration, along with the department heads, need to continue to develop each department’s plan of action to increase student achievement (C1.1) [2010-2012 Major Action Item #1]

• The school should find creative methods of increasing stakeholders’ understanding of student achievement of the SLGs and communicating student progress (C2.3)


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D1 Resources Criterion The resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school’s mission and student achievement of the schoolwide learning goals.

D1.1 There is a relationship between the decisions about resource allocations, the school’s mission and assessment of students accomplishing the SLGs and curricular objectives.

CCHS believes that school decisions pertaining to resource allocation must be supported by conclusions drawn from student achievement data. Through the curriculum mapping process and SLG reflection, CCHS has aligned our system of data collection and analysis so that conclusions from data can be more easily prioritized and applied into action steps.

Curriculum mapping and SLG reflections are completed every 6 weeks, which coincides with the end of every grading period. Findings and conclusions are discussed within departments and provided to the administration during monthly department head meetings.

The school budget governs our resource allocation decisions. The Church Board upholds our mission and oversees the school budget, which is reevaluated on a monthly basis in cooperation with the Superintendent.

D1.2 The school develops an annual budget, has an annual audit, and at all times conducts quality business and accounting practices, including protections against mishandling of institutional funds.

Calvary Chapel Schools uses the Sage Accounting Software Program to ensure accurate account balance, which is verified by the yearly audit conducted by the Capin Krouse Accounting Firm. The auditors have delineated proper procedures for handling funds by our Accounting Department. The school has complied entirely with the auditors’ requests, including the institution of a checks and balances system for protection against the mishandling of funds. Policy states that a board member will sign all checks over $250 or approve in advance any reimbursements directly to the Superintendent that exceed $250.

Calvary Chapel Schools’ fiscal year runs from July 1st through June 30th. The school develops spending projections within the framework of our Action Plan goals, spending reports from previous years and input from the departments and administration. The Superintendent and Head Accountant prepare the school’s budget based on spending projections, which is reviewed and given final approval by the Church Board.

Co-curricular and extra-curricular programs are incorporated into the overall budget, as restricted funds, so that the school operates under a unified Master Resource Plan.

D1.3 The facilities are adequate to meet the school’s purpose and are safe, functional, and well maintained.

The facilities are adequate for the size and needs of the school. The campus is located on the Calvary Chapel of Costa Mesa (CCCM) property, which covers 40 acres of land bordering Costa Mesa and Santa Ana. CCCM provides the school with a campus without charging rent or utilities, which is one of the many ways that the Church Board demonstrates their support. The school budget designates funds for student scholarships, in order to prevent finances from becoming a barrier to student enrollment.


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Currently, CCHS has 610 students enrolled. The campus has 23 classrooms that can accommodate 33 students each. The gymnasium can seat our entire student body and staff, approximately 700 people. Our kitchen serves about 1,000 people each day, including our junior high students and staff. Our library can accommodate 70 students and includes 30 computers for student use. The church sanctuary, which seats 2,200 people, is used for our assemblies, drama productions, awards ceremonies, chapels and graduations.

CCHS has full-time security during school hours, and the church provides security, which patrols the grounds after school hours. There is a health office on campus with a full-time EMT. If students from kindergarten through high school are injured or ill, they are sent to the health office. An ambulance is immediately called in emergency health situations.

Automated external defibrillators (AED’s) are strategically placed throughout the campus. In case of emergency, each room has an evacuation map posted, along with an Emergency Folder that contains an AED locator map and procedures to be followed during a drill or an actual emergency. The school holds at least five drills each year, rotating between fire, earthquake and lockdown drills. Every year, the Fire Department regularly inspects our emergency bell system and evacuation routes, along with appropriate systems for fire extinguishing every year. The Vice-Principal of Discipline and Safety updates the Disaster Preparedness Handbook and conducts training with the staff on an annual basis.

The Vice-Principal of Discipline and Safety also oversees our security and maintenance departments. The Director of Maintenance makes decisions concerning daily maintenance priorities and manages the maintenance staff. Facility needs are reviewed each month with recommendations from Vice-Principal of Discipline and Safety.

D1.4 There are procedures for acquiring and maintaining adequate instructional materials, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, laboratory materials and library/media resources.

Schoolwide curriculum and textbook reviews are conducted by departments on a five-year cycle. The purpose of this process is to consider the effectiveness of the curriculum, based on student achievement of the course objectives and SLGs, current educational research and further alignment with the California State Standards.

Each department head draws up a proposed budget, which includes instructional materials, teaching supplies and other supplementary course materials. This is submitted to the Superintendent for funding approval and purchase authorization.

CCHS has contracted with Jubilee Book Company, as the sole distributor of textbooks. Jubilee receives enrollment data from the school to ensure adequate availability of textbooks for all students. The book company holds an annual “Book Buy Back” where textbooks in good condition are bought back by the distributor to offset the costs to our parents. Textbook lists are provided on our school website as a courtesy to our parents, who may choose to obtain textbooks on their own.

D1.5 There are resources available for hiring and nurturing a well-qualified staff.

The largest budget expenditure in the CCHS budget is dedicated to the support and growth of an exceptionally well-qualified staff. The Professional Development Plan is designed to ensure that our staff receives training and resources to support student achievement. The annual budget is closely monitored and adjusted as needed to ensure adequate funding and staffing for the next school year.


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D2 Resource Planning Criterion The governing authority and the school leadership execute responsible resource planning for the future.

D2.1 The school has a master resource plan with a process for regular examination to ensure the continual availability of appropriate resources that support the school’s purpose and SLGs.

The master resource plan is defined by CCHS as the school budget. The budget is developed annually and reevaluated on a monthly basis. The goal of the budget is to ensure the continued availability of appropriate resources that support the school’s mission and student achievement of the SLGs. The Church Board approves all final budgetary decisions submitted by the Superintendent at monthly meetings.

As evidenced by our continually balanced budget, the financial support of the school is adequate. Funding for the school’s budget is primarily derived from school tuition. There are additional sources of income such as various gifts from individuals, money from the Church and our Scrip fundraising program. An endowment fund has also been established for Calvary Chapel Schools, which will support our long-term sustainability.

D2.2 The school uses information, research and stakeholder input to form the master resource plan.

The Superintendent uses information from previous expense reports, data analysis and comparative research to create the annual budget and adjust it on a monthly basis with approval from the Church Board. The Superintendent works with the Vice-Principal of Accounting, the MCA Principal and the Jr. High Principal to set the annual budget.

The Superintendent also considers data analysis conducted by departments indicating student progress of the SLGs, course objectives and standardized testing. In addition, the Accounting Office researches and gathers information such as local private schools tuition rates and teacher salary scales. The Superintendent regularly updates the staff on budgetary information at in-services.

D2.3 The school has marketing strategies to support the implementation of the developmental program.

The Director of Marketing was appointed by the Superintendent to research, gather ideas from the staff and implement new strategies for marketing our school. In July 2009, the marketing committee created the tag line, “Calvary Chapel Schools: Building Tomorrow’s Christian Leaders Today, ” which has been publicized on the radio and our school website.

Each year our Superintendent sends a personal letter to each of the local Calvary Chapels with information on our school and school applications.

Our administrators annually attend high school information nights at Carden Hall, Mariners Christian and Calvary Church. On these nights, the school profile is distributed to prospective students, along with invitations to our Prospective Student Night and Open House.

CCHS hosts a Prospective Student Information Night every February, which is attended by over 150 students and parents. The Superintendent opens the night by communicating our school’s mission and goals. The department heads present specific information related to the school curriculum.


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Open House is our largest public event held every spring. Parents and students walk through classrooms and the art exhibit, which is set up to highlight student work. The Pep Band and Worship Team contribute to the atmosphere with fun music in the courtyard where food is available for purchase. This night is dedicated to highlighting student achievement and prospective students and their parents are invited to attend in order to see the breadth of what the school has to offer.

D2.4 The governing authorities and school leaders are involved in informing the public and appropriate governmental authorities about the financial needs of the organization.

As a private institution, CCHS does not publicly disclose our general needs; however, we work selectively with certain organizations for fundraising. The major source of fundraising is through scrip sales, which is advertised frequently through the school and the church. The scrip program allows us to fundraise without additional cost to parents by purchasing gift cards from companies that donate a percentage of their profits to our school. In addition, parents are encouraged to register their frequently used credit/debit cards and register their Ralph’s, Albertsons and/or Vons member cards.

Private donations of money or resources are contributed to the school; these unexpected resources are channeled through the budget. At times, families will donate to the school through their places of employment, as some employer’s apply matching funds.

We are also entitled to NCLB funds through our School District, Santa Ana Unified. CCHS submits a report annually to Santa Ana Unified School District delineating our planned use of the funds available for staff development. The Principal and Vice-Principal of Curriculum and Staff Development monitor the expense reports. The money provided by NCLB funds has been used towards purchasing technology upgrades, including two Smart Boards for the high school. The majority of the NCLB funds have been utilized to provide our teachers with further formal education opportunities.


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Section D: Areas of Strength

• The school has an effective process of analyzing data indicating student achievement of the SLGs, course objectives and standardized testing to inform resource allocation decisions made by the administration (D1.1)

• The school protects itself against the mishandling of funds through Church Board oversight, annual audits and systems of checks and balances (D1.2)

• The school has maintained a balanced budget, which allows the school to provide students with quality academic instruction with the use of safe, well-maintained facilities at an affordable cost (D1.3)

• The school has productively utilized NCLB monies by providing further opportunities for formal education to our faculty, staff and administration (D2.4)

Section D: Areas of Growth

• The administration and staff need to continue to market the school to support future school sustainability (D2.3)

• The administration needs a Professional Development Plan with supporting resource allocation to further nurture the growth of the professional staff. (D1.5) [2010-2012 Major Action Item #2]


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Chapter 4 Major Evidence:

• ASB and Link Crew Binders

• Budget/Master Resource Plan

• Classroom Observations

• Collaborative Materials Binders

• Curriculum Binders

• Curriculum Guide

• Disaster Plan Handbook

• Drama Production DVD

• Emergency and Substitute Folders

• Focus Group Materials Binders

• Grade-level Meeting Minutes

• Invitations to High School Fair Nights

• Job Description Binder

• K-Wave Radio Commercial

• Letter to the Church Board

• Library and Media Resources

• NCLB Reports

• Parent-Student Handbook

• Photo and Art exhibits

• Planned Absence Request Form

• Professional Development Plan

• Prospective Student Information Night Flier

• Senior English Portfolios

• SLG Poster

• Spirit Led Art

• Staff Handbook

• Student Success Binder

• Student Work

• Support CCS Flier

• Surveys

• Technology Plan

• Wings Newsletter


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Schoolwide Action Plan

2010-2012 Major Action Items

1. The school leadership will oversee the school organizational structure to ensure that staff members are systematically gathering, analyzing and using a variety of data sources to make informed decisions for the improvement of curriculum and instruction at the classroom, department and administrative level.

2. The school leadership will establish a documented, data-driven Professional Development Plan, which will provide clear direction and maintain support for faculty through collaboration, mentoring and training in research-based instructional strategies.

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