We work together with local charter schools to provide classes for homeschooled students. Each of these programs requires a background check on our instructors (in addition to the background check that Optimus performs upon hiring). We are catering to students’ needs from math, reading, writing and homework help. However, we also offer help in enrichment classes such as computer coding, piano, ukulele, or Chinese. Our homeschooling program offers three of the following options:
If the student is already enrolled in a charter school, this option allows them to bring materials such as, textbooks and everything they received from the school, to Optimus. Together, we will teach and students will learn from those materials covering all California’s Standards.
if the student is enrolled in a charter school but he/she doesn’t have any provided materials, this option allows us to work with the student to come up with an academic plan. We will go over different course materials and textbooks and choose them together. Regardless of the materials, we assure you that students will meet standards by giving them the California State Standard Test ourselves.
This option allows students to pick and focus on their particular subject of interest. It may be English or Math, or they can simply focus on computer coding.
We are currently accepting students from the following homeschool/charter school programs:
However, if the student is enrolled in a different charter school other than the ones listed, please contact us at firstname.lastname@example.org for more information about what classes we may be able to provide your child
At Optimus, we believe that monitoring a student's performance enables us to provide the student the best academic support and guidance. For our new students, we use our enrollment procedure in order to give the student the best experience at Optimus. Once a student has joined Optimus, we collect their previous school year report card and state test to see where they are struggling and where they are excelling. After that, we have the student take our assessment test to get a better idea of the best strategy to get that student the best quality education. Once a student has started classes, we use our academic progress check in order for our staff to monitor the student as they attend Optimus in a variety of ways.
Each Optimus teacher is required to complete daily comments regarding each student's academics and their behavior during class. Their teacher will state a student’s academic progress by marking whether they are struggling, doing well, or excellent. If the teacher marks the student as struggling, they are required to state how they are struggling, how they were helped, and what more can be done to help the student improve. Our teachers are also required to identify their student’s behavior by marking unsatisfactory, satisfactory, or excellent. If the teacher marks their behavior as unsatisfactory, they must write a comment stating what the student did in order to have that status. Marking the student’s academic progress and behavior daily will help to catch small problems before they can become bigger and affect their academic growth.
Each teacher gives a student homework for every class they attend at Optimus. We know that our parents’ main concern is to make sure their child’s homework is completed and checked correctly. In order to notify our parents the status of completion on their student’s homework, the teacher is required to either mark finished, incomplete, or no homework. If the teacher has marked their homework as finished, this means that the homework has been finished, checked by the teacher, and corrected. If the teacher has marked the homework as incomplete, the teacher must write a comment on why the homework was not completed in their daily comment. This daily homework check allows us to monitor their homework status and make sure we know what is exactly going on in the classroom at all times. If a student receives a homework grade lower than a 70%, the teacher must write a comment on why their student received a lower grade and how they can help them rectify this problem in the future. This system will help our teachers truly know what is going on and how to help their students more efficiently.
Before a student enrolls in our program, they are requested to complete an assessment test. These assessment tests use test questions from the California state test testing them on two subjects, English-Language Arts and Math. Once a student enrolls in our program, we also make sure that they take an assessment test after every quarter as an additional measure to track their academic progress. The second time they take the assessment, they will take the same grade to see if they improved from the previous test. After the second quarter, they will take the next grade’s test to see how they are doing in their grade and after the third quarter, they will repeat that test. This data will help us further pinpoint our students’ areas of strengths and areas of weaknesses.
|Sarah's Quarterly Assessment Test Schedule|
|Test Date||Test Level|
|March 2019: While in 4th grade||4th grade test (1st time)|
|June 2019: After finishing 4th grade||4th grade test (2nd time)|
|September 2019: Starting 5th grade||4th grade test (3rd time)|
|December 2019: While in 5th grade||4th grade test (4th time)|
|March 2020: While in 5th grade||5th grade test (1st time)|
|June 2020: After finishing 5th grade||5th grade test (2nd time)|
|September 2020: Starting 6th grade||5th grade test (3rd time)|
|December 2020: While in 6th grade||5th grade test (4th time)|
At Optimus, we understand that communication between our staff and parents is an important factor in order to maintain a student's academic progress. Therefore, we have implemented a quarterly parent meeting to establish each student's academic plan. We have many ways of monitoring our student’s progress; however, without any verbal communication, a student could fall through the cracks and not get all the help he or she needs to improve. We use this quarterly parent meeting to further indicate our comments and concerns to a student’s parent in order to make sure we are doing everything possible for our students.
Teachers receive formal performance evaluations from the Director at the end of each quarter. There are four general factors that go into evaluating a teacher; all four are important. Throughout the quarter, the Assistant Director will observe each teacher three separate times. The first two observations are unplanned (one is in-class and the other is through the audio/video camera) and the third is planned. For each observation, one Observation Form is filled out, each observation is 10% and together they make up 30% of your evaluation score. A weekly student grade check is filled out by teachers every week and make up 30% of the evaluation score. Also, Student/Parent Feedback is filled out by parents on the last week of each quarter and make up 20% of the evaluation score. The Director fills out an Intangibles Forms for all teachers, which make up the final 20% of the evaluation total.
The observation form goes into detail about lesson preparation, style and presentation, interpersonal dynamics, class management, and the overall impression of the class. The student/parent feedback and intangibles forms; however, are simpler and provide general feedback.
* All forms use a 1-5 scoring scale and teachers should have a score of 4.0 (equivalent to 80%) or more, which indicates that a teacher is performing well. The base scale is 3.5, which is the score all teachers are started with.
(scored by the Assistant Director each month)
|Weekly Student Performance
(affected by scores on English and Math tests/projects)
(from Parent Opinion Questionnaires completed quarterly)
(scored by the Director periodically throughout the quarter)
Each teacher will be observed once per month for a total of 3 observations per quarter. For teachers that teach more than one type of class, the Assistant Director will try to observe as many types as possible. The observation form will be used each time. For any items that are not observable in that class (i.e. Assistant Director didn’t stay long enough to see it that day, that doesn’t happen in that type of class, etc.), the item will not be scored and will not count towards that evaluation.
Based on the student’s most recent report card, the student will be given a “baseline percentage.” For example, if Student 1 had a B in English on their most recent report card, that student will have a baseline percentage of 80% for English. If Student 1 had a C in Math, they will have a baseline percentage of 70% for Math. Once baseline percentages have been established for the quarter, the teacher will need to enter student data each week for each subject. Scores students get on tests in those two subjects will affect the performance percentage. Quarterly, a student’s achievement scores will be averaged together (Weeks 1-12). This averaged percentage will be compared to the student's baseline percentage from the start of the quarter. Averaged percentages above the original baseline percentage will be rewarded with higher evaluation scores for the teacher, whereas averaged percentages below the original baseline percentage will receive unsatisfactory evaluation scores. At the end of the quarter (or ongoing) the teacher evaluation point value can be calculated based on the amount that the student’s performance has improved or gone down from the baseline percentage. If Student 1 finished the quarter with an English performance percentage of 80% (the same as the baseline percentage), the teacher would receive a score of 3.5 for that portion of the evaluation. If Student 1 finished the quarter with an English performance percentage of 90%, the teacher would receive a score of 4.5 for that portion of the evaluation.
Each quarter, parents will be asked to fill out a Parent Opinion Questionnaire (P.O.Q) that asks them to agree or disagree with a series of statements about their child’s teacher and the education they are receiving at Optimus. The P.O.Q also includes a number of short-response questions for which parents can provide specific feedback. Parents with more than one child in the program (or a child taking class with more than one teacher) will need to fill out one P.O.Q for EACH teacher. There are two different forms of the P.O.Q, one for students enrolled in the Afterschool Program and one for students taking enrichment classes.
Periodically throughout the quarter, the Director will be checking certain aspects of a teacher’s performance. These can include punctuality, walkie-talkie response, daily comments, e-mailing student performance, parent complaints/emailed HW pictures, etc. Each time an item is checked, a “grade” will be recorded for the teacher’s performance in that area. At the end of the quarter, the Director will be able to review the grades given to the teacher for each intangible item along with the date each grade was given. A score will be determined from that.