Schoolwide Learner Outcomes

The Education Department at Charis Youth Center is dedicated to fulfilling the graduation plans described on each of its student’s Individual Education Plan (IEP).  It does so by providing each student with equal access to a curriculum aligned with the Common Core State Standards of the California.  It recognizes and serves the unique educational profiles of its students by creating individualized graduation plans.  It also dedicates time to preparing students for the California High School Exit Exam (CAHSEE) given on test dates scheduled by the California Department of Education.  All efforts are made to support students in their aspirations to graduate from high school with a diploma.

There is a two-pronged expectation vis-à-vis schoolwide achievement.Charis_Thinker  The first is that students will satisfy high school graduation requirements and earn a diploma.  Toward that end, students are enrolled in classes that are the equivalent – albeit it modified – of those offered in Nevada Joint Union High School District’s public school settings.  The second is that students will fulfill IEP goals, which are written to address the deficits that become evident when assessment results of standardized testing are discussed and observations regarding academic progress are shared.  In both instances, records of progress made are maintained by the teachers.  Annual Goals Progress Reports are written on a quarterly basis and provide evidence of achievement or the need for remediation.  Achievement and effort toward satisfaction of daily assignments are recorded by the teachers and are used to determine the next intervention.  In brief, teachers assess progress toward fulfillment of IEP goals and satisfaction of high school graduation requirements.

Charis Youth Center Non-public School Expected Schoolwide Learning Results

Introduction

Within the general Charis Youth Center school philosophy, a structured, well-defined model for the school-based component was developed.  One of the most important aspects of treating socially/emotionally disturbed students is the relationship formed between staff and students, and the relationship formed among a group of students within the same classroom.  It is through this positively supported group environment that a student can begin to exercise self-esteem building skills.  In the academic area it is essential for each student to identify her/his strength(s) and begin to build self-esteem from their specific strength(s) to strive towards successful learning.

Through the use and implementation of individualized learning programs, Charis Youth Center is dedicated toCharis_Student_Chalkboard:

1.   The remediation and accommodation of learning disabilities in students to facilitate their re-entry to a regular education program.

2.   Providing academic skills necessary for independent living situations.

3.   Providing vocational experience that can lead to successful work placement upon completion of schooling years.

4.   Providing a course of study for secondary students to meet state requirements for high school graduation.

5.   Promoting achievement through various learning channels including, but not limited to:

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  1. auditory input
  2. tactile input
  3. visual input
  4. kinesthetic feedback
  5. psychological counseling
  6. supportive teacher-student relationships
  7. Providing community education concerning the suitability and productiveness of learning disabled employees.

Expected Schoolwide Learning Results (ESLRs)

In keeping with the school philosophy, the following ESLRs were developed to serve as the ideal outcomes for all of the students.  These were developed after the initial WASC application. They were developed by the education team at Charis Youth Center through the analysis of problems and the gathering and organization of data.  The teachers post the ESLRs in their classrooms and offices and correlate specific outcomes in their lesson plans.  Charis continually strives to help all students achieve their greatest potential and become productive members of society.

1.   Learn the Academics of their Education Program

  • Participate a minimum of 80% in each subject area qualifying to receive full academic credit.
  • Prepare solid academic foundations in all subjects.
  • Graduate high school with a diploma.

2.   Be Collaborative Workers / Responsible Community Membersshutterstock_39807499

  • Respect diversity and appreciate the differences of others.
  • Learn to be resourceful and an advocate for continually improving quality of life.
  • Accept and adapt to the changes in their environment.
  • Demonstrate positive and productive citizenship by being involved in school and community activities.
  • Demonstrate pro-active social skills.
  • Be a responsible community member.
    • Understand and exhibit honesty and equality.
    • Display positive behaviors and attitude.
    • Think before acting.
    • Realize consequences (positive and negative) to actions.
    • Be accountable.

3.   Strive to be Lifelong Learners.

  • Develop the ability to think critically, communicate effectively, reason logically, and creatively solve unique problems.
  • Apply mathematical principles and operations as a life skill.
  • Practice effective communication skills (listening, speaking, and writing).
    • Use creative, effective expression through a variety of mediums.
    • Transmit thoughts and ideas clearly; choose effective words (writing and speaking).
    • Read and comprehend information.
    • Think creatively and critically; make decisions; solve problems.
      • Generate creative ideas.
      • Consider risks and positive outcomes to make the best decisions.
      • Recognize problems and plan action(s) to solve.

4.   Personal Growth

  • Develop a Personal Development Plan and cultivate strategies to achieve goals in the areas of personal life, education, and career development.
  • Assess, explore, and prepare an employment portfolio for post-secondary training/instruction and career placement.
  • Demonstrate character, initiative, and leadership traits in order to take responsibility for their own successes and failures in all aspects of life.
  • Participate in therapeutic sessions and Intensive/Rehabilitation Day Treatment activities with the intention of graduating from the program at Charis Youth Center.
  • Take charge of their education program; be a self-advocate.
    • Assess strengths and needs; utilize gained knowledge and learned skills to meet those needs.
    • Set goals that can be achieved.
    • Ask questions; insist on clarity for understanding.
    • Enlist support of educators, other staff, and community members.