Community Collaborative Charter School has been selected as a Capturing Kids Hearts showcase school for the second year in a row. Click HERE to see what makes CCCS such a great place to be a student and why you can be a #CCCSuccesstory.
Community Collaborative Charter School is a fully accredited K-12 program through the Western Association of Schools and Colleges since 2007 with their current accreditation lasting through the 2021-2022 school year.
Phone: (916) 286-5158
Curriculum and Learning at CCCS
Our goal is to ensure that each of our students meets or exceeds their grade-level standards. If a student is far below grade level, our goal is to make significant improvement each school year to reach grade level standards as soon as possible. We are committed to doing whatever it takes to achieve these goals. We will work hard for our students in pursuit of academic excellence and we know that parents and guardians will work hard for their children too, but our students must work hardest if they want to achieve results.
Integrated Thematic Instruction (ELA, History, Science):
New this year, our students will receive integrated thematic instruction. This means that every classroom will start a new unit, every six weeks, that will explore a standards-based science OR history theme. ELA Common Core state standards will be taught through our Next Generation science and history units. Students will be placed in flexible groups; sometimes they will work with other students who are at the same reading level and sometimes they’ll be placed in groups of mixed ability reading levels depending on the activity. We are committed to differentiating curriculum, instruction, and academic experiences to meet the diverse needs of our student body.
Curriculum:
- Wonders for K-6 and Pearson Common Core for 7-8
- TCI Science Alive!
- TCI History Alive!
Math:
Students will be placed in math groups within their classrooms based on ability and grade level. Math concepts build on each other, so it’s crucial to provide curriculum and intervention that meets students where they are in math ability. These groups will also be flexible. The decision to move students between groups throughout the school year will be based on mastery of Common Core standards determined through formal and informal assessment.
Curriculum:
- EnVision for K-6 and Pearson Digits for 7-8
Independent Study Learning and Attendance
Although we have our students on campus for much of the school week, we are by name and by nature an independent study program. Over the last few years, the program has grown and evolved into more of a hybrid program where students are able to get more time and attention on campus in order to have all academic and social needs met. As an important piece of our program, there is some basic information that parents and/or guardians will need to know and understand to ensure success for their child in independent study.
Attendance & Work Completion
For all schools who use the independent study model of education, student attendance is not based on time on campus but instead by the work a student completes. This work can be completed either at home or on campus. Also, there is an expectation that our teachers and families develop close partnerships in order to create a good educational experience for each student. Here are some important things to look out for as part of our program:
Daily Homework & Monday Homework Packets
It should be expected that your child will have homework every evening. This could be both assigned homework and/or unfinished classwork. It is recommended that a parent/guardian discuss school and homework with your child every afternoon and support him/her with time and attention towards their best effort and completion of homework. If you feel that your student is taking more than 30-45 minutes to complete the homework or often does not understand the homework, you should schedule a meeting with your teacher. Also, on Friday’s, each student will be sent home with a Monday Folder containing work that must be completed to receive attendance for Mondays. Monday Folder work should take more time than the homework assigned on a school day.
Attendance sheets
Each Thursday, we will send home weekly attendance sheets for students in their Friday Folders. The attendance sheet must be signed and dated by a parent or guardian and turned back into your student’s teacher on Tuesday. The method to complete attendance sheets includes two tasks; First, place an X in the box for each day your student completed schoolwork, either on campus or at home. Secondly, print, sign, and date? in the middle of the page. The bottom of this form will be completed by the teacher.
Conferences and Progress reports
Parent/Teacher/Student Conferences will be held in November and February. During your scheduled conference appointment, you will reflect on your child’s academic and social strengths and areas in need of improvement. Much of the meeting will be spent planning how to meet your child’s social and academic needs for the following trimester both at school and at home. Progress reports will be sent home in your child’s Monday Folder in the middle of each trimester or at the request of a parent/guardian. You may, at any time, request a conference with your child’s teacher to ask questions and/or address concerns.
CCCS HS Distance Learning program:
For CCCS high school program students, the lack of in-person connections between students, families, and school staff was and continues to be a barrier toward connecting with resources especially during a pandemic. When need increased exponentially with our community. There was a moderate impact on our core instructional model and program implementation due to our usage of online curriculum through Edgenuity along with a one-to-one student Chromebook access, but students who are part of our identified special subgroups and socio-economically disadvantaged students both expressed need for increased support. For small group, lab science and CTE courses, there was high impact due to the lack of access to required hands-on resources required for activities connected to program completion. CCCS teachers have transitioned these courses to online instruction with adaptations and modifications made that emphasize key learning objectives. For the Fall 2020 semester, teachers have been able to create initial course supplies packs and have continued to survey students for their needs in order to build these packs on a continuous basis. CCCS administration and support staff have worked since the beginning of the pandemic-related school closures through the summer to the present providing family outreach services and connections with community resources upon identified need and/or requests. Both K-8 and 9-12 grade programs have outreach teams or care teams that collaborate on an ongoing basis around meeting the basic needs of students.
All CCCS HS students are issued Chromebooks, and wireless internet devices upon request, to allow full access to core curriculum through our web-based education platform, Edgenuity. For core curriculum, CCCS will have 100% continuity of delivery and content to access to exactly the same A-G course offerings. CCCS also offers classroom-based CTE classes, academic classes, support classes, and labs, and as many of these courses as possible will be offered in an online format. Students will continue to have access to synchronous and asynchronous learning through Zoom or Google Meet for our CTE classes (Photography, Animal Science, Nursing Assistant, Auto Detailing) our academic options (Film and Literature, Shakespeare through the Arts, writing instruction), and student support classes (Student Reach, Onboarding program: a class supporting new students, and weekly small group classes with the teacher). The number of labs has increased to better support distance learning and the most vulnerable student populations. Students can access academic support via Zoom or Google meet with paraeducators, five math labs with credentialed math teachers per week, an ELD Lab, a photography lab and a science lab. Teachers will continue to have individual meetings with their students on Zoom or Google Meet weekly, during which they assess and support the student’s academic progress and personal well-being.
CCCS will offer both synchronous and asynchronous instructional opportunities each week in all live classes. As a non-classroom based instructional model school, CCCS will continue to assess pupil progress through daily engagement logs, work completed and submitted for each student and through monitoring of curriculum embedded formative and summative assessment outcomes. In CCCS’s online coursework, which was already a part of the school’s curriculum prior to COVID-19, student progress will continue to be assessed by learning logs and work completion within the online curriculum platform. A record of student work samples for all courses will be collected to justify time value of work completed for attendance purposes. We are dedicated to providing all students access to support in their online curriculum as well as live access to teachers and tutoring.
To that end, all students in the high school program will be expected to participate as follows:
- Students will meet with their teacher each week for both a Monday “Teacher Team” virtual class of one and one-half hours and an individual one hour teacher appointment/meeting at their scheduled day/time.
- Students will work at a minimum of four hours/day (based on five weekdays) in online curriculum to stay on track.
- Students will use Google Classroom for teacher team, CTE, elective and writing assessment assignments.
- Students will communicate with the teacher at least two additional times per week.
- Students will communicate with teachers or paras to open tests, must take unit tests on school laptops and with Go Guardian protections.
- Students will be expected to complete six credits every four weeks to stay on 4 year graduation track.
- Students who fall behind will be assigned paraeducator tutoring in one-half hour increments based upon the course/concept needs.
- IEP, EL, and credit recovery student groups will have regularly scheduled one to two hours/week paraeducator or resource specialist support.
- Brand-new students will attend Onboarding classes for four successive Fridays.
To facilitate these expectations, teachers will monitor and record student progress in Edgenuity and attendance at meetings/classes. Students will complete Weekly Reflections that ask them to reflect on how well they used their academic time and to track progress towards their educational goals. When students fall short of expectations, we have a detailed intervention system in place, including parent/student calls, meetings with administrators and counselors, and success contracts that outline next steps.
This plan was created through an on-going collaborative engagement process including parents/guardians, students, staff, community partners, and other stakeholders. Our school leadership team and educational staff collaborated to analyze our data and identify the greatest needs of our students and families. This feedback and subsequent data was used to drive the goals, actions and services embedded throughout this plan. We will be continuously looking at the expressed needs of students and families in order to ensure their needs are met throughout this school year. When we are able to welcome students back on campus during the 2020-2021 school year, we will prioritize the most at-risk and most academically in need student populations. There will be student and family re-orientations to clarify general safety best practices around social distancing, wearing of masks, and personal cleanliness as a part of our updated on-campus expectations for students and all stakeholders.
Staff Bios
Name:Jon Campbell
Title: Principal
Hometown: Nevada City, CA
Education: National University: M.S. in Eduation; CSU Chico: B.A. in Social Science; Clear Administrative Credential; Clear Teaching Credential
Interests and Hobbies: Family, sports, and outdoor activities.
Name:Sarah Scheeline
Title: Campus Principal
Hometown: Fort Bragg, CA
Education: CSUS: BA in Liberal Studies; CSUS: Clear Credential HQT – Language Arts and History
Interests and Hobbies: Yoga, reading, and Legos
Name:Andrea Flores
Title: Site Manager
Hometown: Roseville and Auburn, Ca
Education: Sierra College: AA Bussiness Administration, AS Social and Behavioral Sciences; Sacramento State: BS Accounting (in progress)
Interests and Hobbies: : My son, family time, trivia, swimming, and exercising.
Name:Melissa Bishop
Title: Attendance Clerk
Hometown: Born and raised in Sacramento but I currently live in Lincoln
Education: Sierra College and MTI College (Legal Administrative Program), I would like to continue with my education and get my BA. I am a work in progress and love to learn.
Interests and Hobbies: : Anything and everything to do with my kids... Any time spent with them is the best! I also enjoy reading, outdoor activities, good food and relaxing.
Name:Kim Brenneman
Title: Kindergarten Teacher
Hometown: Sacramento, CA
Education: B.A. in Child Development; Multiple Subject Teaching Credential
Interests and Hobbies: Spending time with my husband and three kids, traveling, and reading.
Name:Susanne Rosas
Title: 1st Grade Teacher
Hometown: Los Angeles, CA
Education: CSUS: BA in Psychology; SCOE - Credential
Interests and Hobbies: Jogging by the river, painting, and exploring Sacramento
Name:Aly Wilson
Title: 2nd/3rd Grade Teacher
Hometown: Bakersfield, CA
Education: CSU Bakersfield: BA in Liberal Studies with a Minor in Theater; Preliminary California Multiple Subject Teaching Credential
Interests and Hobbies: Musical Theater, salsa dancing, and karaoke!
Name:Russ Fluty
Title: 3rd/4th Grade Teacher
Hometown: Galt, California
Education: University of California, San Diego
Interests and Hobbies: Jamming on Piano, Keyboards, Organ, or Rhodes. Open Mics. Supporting Local Live Music. Family. Game Night! Fine Foods. Beach, Ocean, Mountains, and Camping.
Name:Crystal Parker
Title: 4th/5th Grade Teacher
Hometown: Mariposa, CA
Education: AA in Liberal Studies and Humanities, BA Liberal Studies
Interests and Hobbies: Kickboxing, Dancing, Painting
Name:Kristina Forbes
Title: 6th Grade Teacher
Hometown: Sacramento, California
Education: Graduated from Sacramento State University with my Bachelor’s degree in Liberal Studies. Currently getting my teaching credential through the SCOE intern program.
Interests and Hobbies: I am a mother of boys. I love spending time outside, playing games, and going on adventures with my kids. I also am an avid reader and love to read in my spare time! My favorite books of all time are the Harry Potter series!
Name:Kaela Vermeulen
Title: 7/8 Math and Science Teacher
Hometown: Newton, New Jersey
Education: BFA in Motion Pictures and Television, Acting; Saint Mary's College of Moraga, Multiple Subjects Teaching Credential
Interests and Hobbies: Harry Potter, Video Games, Reading, Writing Stories and Scripts, Being a Momma, Exercising
Name:Angee Phraxayavong-Briones
Title: Middle School Specialist – ELA/Social Science
Hometown: Sacramento, CA
Education: Sacramento City College (SCC): AA in Social Science; California State University, Sacramento (CSUS): BA in English; University of Southern California (USC): MA and Teaching Credential
Interests and Hobbies: Reading, gaming, arts and crafts, being an awesome mom to two boys.
Name:Briana Peacock
Title: RSP Teacher
Hometown: Sacramento, CA
Education: Sonoma State University: BA in Criminology, Fortune School of Education: Multiple Subject Credential, Brandman University: Special Education Credential
Interests and Hobbies: Trail running/hiking, reading, swimming, & creative expression
Name:Jennifer Marzion
Title: School Psychologist
Hometown: Stockton, CA
Education: St. Mary’s College (Moraga) BA Psychology. Brandman University, Education Specialist, Masters in Special Education and Masters in Educational Psychology.
Interests and Hobbies: Patio parties with my family, walking the dog and travel.
Name:MacKenzie Wilson
Title: Speech Language Pathologist
Hometown: Moses Lake, WA
Education: Eastern Washington University: BA in Communication Disorders; Washington State University: M.S., in Speech-Language Pathology
Interests and Hobbies: Hanging with my family and friends, being outside – on the water, hiking, yardwork, tanning, anything!, and exercising
Name:Mila Navarro
Title: Paraeducator
Hometown: Kaney, Ukraine
Education: Degree in accounting in Ukraine; AA –Business/Liberal Arts from ARC; Working toward a degree in Psychology at Sacramento State University
Interests and Hobbies: Reading, Dancing, Travelling, Hiking, Fishing, Hunting and Camping.
Name:Gena McNeal
Title: RSP Para Educator
Hometown: Olympia, WA
Education: Twin Rivers School District: Instructional Para Educator NCLB Proficiency Certification; NCE: CA Licensed Pharmacy Technician; MBN: Certified Medical Biller; BCTI: Business Computer Training; University Of Phoenix: AA Business/E-Commerce (In Progress); American River College: CBest (in progress)
Interests and Hobbies: Karaoke, cooking, craft projects.
Name:Faith Rivers
Title: Para Education 4th-8th grade
Hometown: Sacramento, CA
Education: Social and Behavioral Science Degree
Interests and Hobbies: Cycling, Writing, Painting
Name:Kathleen Fairwell
Title: ELD Teacher
Hometown: Pasco, WA
Education: University of Portland: BA in Education
Interests and Hobbies: Reading, exercising, watching British mysteries, hanging out with my new grandson.
