LINCOLN UNIFIED SCHOOL DISTRICT SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CHARTER SCHOOL
A California Public Dependent Charter School
Respectfully Submitted to the Board of Trustees
of the
Lincoln Unified School District and
Superintendent Thomas W. Uslan By
Susan Lenz and Lori Green , Lead Petitioners LUSD STEM Charter School
i
ASSURANCES
Lincoln Unified School District Science, Technology, Engineering and Mathematics Charter School, (“Charter School”) shall be a “Dependent” charter school of the Lincoln Unified School District (“District”) and is committed to the following assurances:
• The Charter School shall meet all statewide standards and conduct the student assessments required by Education Code sections 60605 and 60851, and any other statewide standards authorized by statute, or student assessments applicable to students in non-charter public schools or as required by the District. [Ref. Education Code Section 47605(c)(1)] • The Charter School shall be non-sectarian in its programs, admissions policies, employment practices, and all other operations. [Ref. Education Code Section 47605(d)(1)] • The Charter School shall not charge tuition. [Ref. Education Code Section 47605(d)(1)] • The Charter School shall be open to all students who wish to attend, unless the Charter School receives a greater number of applications than there are spaces for students, in which case each application will be processed through a public random drawing with preference given as permitted by law. [Ref. Education Code Section 47605(d)]
• The Charter School shall not discriminate on the basis of the characteristics listed in Education Code Section 220 including, but not limited to, actual or perceived disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics. [Ref. Education Code Section 47605(d)(1)]
• The Charter School shall adhere to all provisions of federal law related to students with disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990 and the Individuals with Disabilities in Education Improvement Act of 2004.
• The Charter School shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials, as necessary. [Ref. Title 5 California Code of Regulations Section 11967.5.1(f)(5)(C)]
The Charter School shall be deemed the exclusive public school employer of the employees of the Charter School for purposes of the Educational Employment Relations Act (“EERA”). [Ref. Education Code Section 47605(b)(5)(O)]
• The Charter School shall ensure that teachers employed by the Charter School hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in the District is required to hold. As allowed by statute, flexibility will be given to noncore, non-college preparatory teachers. [Ref. California Education Code Section 47605(l)]
ii • The Charter School shall at all times maintain all necessary and appropriate insurance
iii
TABLE OF CONTENTS
Section Title Page
I. The Educational Program 1
II. Annual Goals and Pupil Outcomes 9 III. Local Control and Accountability Plan 13 IV. Measurable Student Outcomes 14
V. Pupil Assessment 16
VI. The Governance Structure 18 VII. Employment Qualifications 18
VIII. Health and Safety 20
IX. Retirement System 20
X. Return Rights of District Employees 21
XI. Public School Employer 21
XII. Student Policies 22
XIII. Financial Plan 25
XIV. Dispute Resolution 26
XV. School Closure Procedures 27
XVI. Facilities Plan 27
XVII. Miscellaneous Clauses 27
Appendices
Appendix A: Teacher Signatures 29
Appendix B: Bell Schedule 30
Appendix C: School Calendar 31
1 I. THE EDUCATIONAL PROGRAM
“Innovate”, A Blueprint report from State Superintendent of Public Instruction Tom Torlaksen’s STEM Task Force states that “to be successful, California’s efforts to improve schools and raise student achievement must include advancing our students’ understanding of STEM: science, technology, engineering, and mathematics. Through STEM education, students learn to become problem solvers, innovators, creators, and collaborators and go on to fill the critical pipeline of engineers, scientists, and innovators so essential to the future of California and the nation.” The newly implemented Common Core State Standards (CCSS), the upcoming implementation of the Next Generation Science Standards (NGSS), a new student assessment system, and the opportunities available through the Local Control Funding Formula (LCFF) provide a perfect opportunity to create a charter school program with a strong STEM focus as a means of equipping students with 21st century skills.
“STEM education includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. STEM teaches and trains students to engage in critical thinking, inquiry, problem solving, collaboration, and what is often referred to in engineering as design thinking. These stand out as skills that all students, workers, and Californians will need to be successful in college, career, and life.” (from “Innovate”)
Scientists, technologists, engineers, and mathematicians are largely responsible for creating the products, systems, and services that will support our health, security, economic prosperity, and quality of life. To ensure that we will prepare students who will be competitive in future job markets, we believe it is essential that we infuse STEM teaching practices and curriculum in conjunction with District’s adopted core curriculum in all subject areas.
The California STEM Task Force, has several primary recommendations regarding STEM education, one of which is “access.” The Charter School will provide K-6 students with access to high-quality STEM experiences and programs.. As recommended by the Task Force, the Charter School will provide STEM opportunities within the school day, as well as through extended day learning, and through the pursuit of community partnerships.
Mission
Upon approval by the District’s Board of Trustees, the Charter School will operate as a
dependent charter school of the District, to serve students in grades Kindergarten through six (K-6). The Charter School’s mission is to provide a comprehensive, quality education, with an additional emphasis in science, technology, engineering, and mathematics to prepare all students for success in a rigorous middle school and high school curriculum.
Vision
The Charter School’s vision is to be a leader in STEM education, preparing and inspiring our learners to meet the challenges of the 21st century through innovation, collaboration, and
2
creative problem solving.
To Be An Educated Person In The 21st Century
The global economy requires individuals that are self-motivated, competent, and lifelong learners. The educated person can read, write, speak, and problem solve in a variety of environments and settings. The Charter School’s goal is to help instill in students a desire to use their STEM knowledge and skills to benefit their local community as well as the world in which they live.
Students deemed competent for the 21st Century have skills in “the 4 C’s” – communication, collaboration, critical thinking and creativity. They are innovative and practical problem solvers, effective communicators, collaborative team members, flexible and self-directed learners, and are globally aware, active and responsible students and citizens. Additionally, they are information literate researchers, students who ask questions, implement search strategies, retrieve information from a variety of sources and synthesize main ideas to understand new concepts. A STEM curriculum will fully support the development of these skills and characteristics in our students.
The Charter School supports high expectations in students with a wide range of academic ability. To facilitate learning, the Charter School’s educational program provides instruction that both challenges the students while supporting individual learning needs. Students of all levels and abilities respond well to high expectations coupled with positive reinforcement and interaction with all staff.
The Charter School will provide students the opportunity to pursue learning opportunities in the STEM field that best fit the interests of the students, while helping to develop successful 21st century learners. The administration, teachers, and support staff are committed to supporting the students enrolled in all classes. The Charter School’s students will have access to instruction that will prepare them for rigorous coursework in middle school and high school and ultimately to pursue a four-year college degree and/or a vocational career.
Equal Access For Students
The Charter School will comply with all District requirements and/or policies for promoting equal access and inclusion in the Charter School’s educational programs.
Academic Program, Course Offerings, And Curriculum
All students will be enrolled in grade level course offerings, with STEM focused content and enrichment across all grade levels. Core curriculum will be utilized as adopted by the District and approved by the District’s Board of Trustees.
The Charter School program is built on the belief that students will benefit from a curriculum and school program that provides students with foundational skills and fluency in all core
3
academic subjects, as well as opportunities to deepen their understanding through Project Based Learning.
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. While the projects will be focused on teaching students important
knowledge and skills, they are derived from standards and key concepts in all academic subjects. Project Based Learning engages students in extended in-depth inquiry, and a process of asking questions, using resources, and developing answers. Project work is focused on answering a driving question. Students then use the driving question to gain knowledge, understand concepts and apply skills in answering the question. All projects include a process by which students can give and receive feedback on the quality of their work, make revisions and engage in further inquiry.
English Language Arts
LUSD’s adopted curriculum standards in the area of English Language Arts (“ELA”) will be fully implemented at the Charter School. Teachers will be guided to infuse STEM topics into their ELA instruction and to use collaboration time to define ways in which cross curricular activities and lessons might be supported.
Mathematics
LUSD’s adopted curriculum in the area of Mathematics will be fully implemented at the Charter School. Opportunities for students to be accelerated in Math will occur initially in 6th grade with the option of a 6/7 Compressed Math course. Teachers will be guided to infuse STEM topics into their math instruction and to use collaboration time to define ways in which cross curricular activities and lessons might be supported.
Teachers will be encouraged to be mindful that mathematically literate students not only know how to analyze, reason, and communicate ideas effectively; they can also mathematically pose, model, formulate, solve, and interpret questions and solutions in the areas of science, technology, and engineering.
The 8 Mathematical Practice Standards, part of the Common Core State Standards in Mathematics, will be woven throughout math instruction and teachers will continue to have regular access to professional development to strengthen both math pedagogy and content knowledge. There will be a strong focus on the integration of science, technology and engineering into mathematics to engage students and provide more relevance to their mathematical learning.
Specific conceptual categories of K-6 mathematics include numbers and arithmetic, algebra, geometry, and statistics and probability. Students will learn how mathematics is used in science, engineering and technology.
4
LUSD’s adopted curriculum standards in the area of Science will be fully implemented at the Charter School. Teachers will be guided to infuse STEM topics into their Science instruction and to use collaboration time to define ways in which cross curricular activities and lessons might be supported.
Science instruction will include the study of the natural world, as well as the laws of nature associated with physics, chemistry, and biology. Students will be engaged in the application of facts, principles, concepts, and conventions associated with these disciplines. Science as both a body of knowledge and a process that generates new knowledge will be explored. Students will be taught that knowledge from science informs the engineering design process.
Scientifically literate students use scientific knowledge not only in physics, chemistry, biological sciences, and earth/space sciences to understand the natural world, but they also understand the scientific need for existing and new technologies, how new advances in scientific understanding can be engineered, and how mathematics is used to articulate and solve problems.
The Charter School will prepare staff and students for the impending transition to the Next Generation Science Standards (NGSS). The NGSS will bring science instruction up-to-date by emphasizing a deeper focus on incorporating science and engineering practices, and applying crosscutting concepts within and across the scientific disciplines of Earth and Space, Life, and Physical Science. Teachers will reference the NGSS engineering design standards when developing STEM lessons. The NGSS also provides a coherent progression of learning from kindergarten through grade 12, so students learn step-by-step the knowledge and skills that will ultimately prepare them for college and careers. State Board of Education president, Mike Kirst, emphasized the importance of the NGSS adoption in the STEM Task Force report, stating, “The NGSS represent a huge leap forward for California’s students and our schools. Scientific innovation remains at the core of the California economy, and schools play a huge role in equipping the workforce of tomorrow.” California Department of Education, 2013
Social Science
LUSD’s adopted curriculum in the area of Social Science will be fully implemented at the Charter School. As noted in the newly revised History Social-Science Frameworks (not yet adopted, but due to be recommended to the State Board of Education for approval in May 2015) “the object of the history–social science curriculum is to set forth, in an organized way, the knowledge and understanding that our students need to function intelligently now and in the future. Those who prepared this framework believe that knowledge of the history–socialscience disciplines (history, geography, economics, political science, anthropology, psychology,
sociology, and the humanities) is essential in developing individual and social intelligence; preparing students for responsible citizenship; comprehending global interrelationships; and understanding the vital connections among past, present, and future.” (from the History Social Science Framework Field Review Draft, Chapter 1, Introduction to the Framework)
These skills align well with the underlying STEM theme of the Charter School. We want our students to perceive the complexity of social, economic, and political problems. We want them to take an active role as citizens and learn how to work for change in a democratic society. We want them to understand the value and importance, of democratic institutions.
5
We intend to teach our students a sense of ethics and citizenship. We want them to develop respect of all persons and to care deeply about the quality of life in their community, their nation, and their world.
Visual and Performing Arts
Visual and performing arts will be infused into the curriculum as in all schools within Lincoln Unified School District. Music education will be available to all students in K-6. The artistic process and the scientific method are complimentary in that both are about exploration of ideas and possibilities. Both have a “process” and a “product” aspect to them. And both require students to engage in creative and critical thinking that supports collaborative learning. Blending the arts and sciences can lead to richer student learning. 21st century skills,
particularly creativity, collaboration, critical thinking, and communication, are well supported by ongoing instruction in visual and performing arts.
Movement may be used to model various scientific or mathematical concepts, reader’s theatre may be used to assist students learning vocabulary and gaining knowledge in STEM domains, visual arts can be used to demonstrate learning in mathematics, engineering and science as well. Visual and performing arts may be used both in instruction as well as presentation of skills learned and concepts acquired.
Technology
Students will learn how to use technology as a 21st Century learner. Technology will be used to improve communication, expression, promotion and information through the use of industry-standard software, along with being a industry-standard means of preparing word processing documents, presentations, and data sheets.
Students at the Charter School will learn how to obtain, utilize, and manage technological tools to solve science, mathematics, and engineering problems.
Technology will be readily available to students via wired computer labs, mobile computer carts, classroom computers and tablets. Classrooms will be set up with wireless display mirroring, LCD projectors and document cameras.
Additional technology will be added as needed depending on the requirements of the STEM program and needs of the program and students.
Special Education
Each Student will achieve goals and objectives designed specifically to address his or her needs as identified in their Individualized Education Plan. Multiple methods for assessing student growth and understanding will be employed in order to provide continuous feedback for all individuals supporting the student (i.e. parents, teachers, designated instructional service
6
providers, etc.) Students will access the general education curriculum in all subject areas, with accommodations and modifications appropriate to each student’s needs pursuant to an IEP. Students will demonstrate proficiency as defined in their IEP in core curriculum subject matter through a variety of assessment methods. Consultation and collaboration between general and special education teachers will ensure full access to the general education curriculum for all students with exceptional needs. The Charter School will continue federal and state mandated education services.
Physical Development and Health
Students will acquire lifetime physical fitness concepts to help them develop motor skills, shape and maintain a positive self-image, display appropriate social behavior, and enjoy physical education as a recreational interest. Students will increase muscular strength and endurance, flexibility and agility; develop cardio-vascular endurance, and maintain body composition. Students will gain an understanding of human growth and development, as well as sexuality; planning a physical fitness program; understanding nutrition, substance abuse, and the nature of illness. Students will demonstrate their knowledge of the skills and course content on written examinations, physical skills tests, and observation by the instructor during class activities. The STEM focus of our school will be woven throughout instruction in physical education and health as is appropriate. Opportunities will be created to consider how science, technology, engineering and math relate to these content areas.
Academically High-Achieving Students
The Charter School will comply with all District requirements and/or policies for Academically High-Achieving Students, according to the LUSD GATE plan.
Academically Low-Achieving Students
The Charter School will comply with all District requirements and/or policies for Academically Low-Achieving Students.
Grade Levels
The Charter School will ultimately serve students in grades K-6, when enrolled at full capacity. During Year One, the Charter School will operate at only one site, with enrollment in grades K, 1 and 2. Third grade will be enrolled depending upon interest. During Year Two, the site will expand to include 3rd graders if there were none enrolled in Year One. During Year Three the Charter School will need to expand to a second site that will serve fourth through sixth grades based upon enrollment demand.
Projected Maximum Number of Pupils
The class sizes for the Charter School will be as follows: Kindergarten 22
7
First – Third Grades 25 Fourth – Sixth Grades 32
Using these class sizes, and a projected enrollment of kindergarten, first and second in Year One, the maximum number of pupils will be 144 students. During Year Two, or when third grade students are added, the maximum enrollment will be 194 students. When the school reaches full capacity at two sites with all grades fully enrolled the maximum number of pupils will be 386 students.
Academic Calendar
The Charter School will operate on a traditional school calendar, that matches that of the District. Students will attend school for 180 days.
Instructional Minutes
See Appendix D for a copy of the Bell Schedule. Students will receive 27.5 hours per week of scheduled class time in grades 1-6 and 20.0 hours per week of scheduled class time in
kindergarten.
English Learners
The Charter School will comply with all District requirements and/or policies for English Learners, including CELDT Testing and reclassification procedures.
Special Education and Section 504
Pursuant to Education Code section 47641(b), the District shall be the local educational agency (“LEA”) for purposes of compliance with the Individuals with Disabilities and Education Improvement Act (20 U.S.C. sections 1400, et seq.) (hereinafter “IDEIA”). The District shall, in partnership with the Charter School, ensure that all students with exceptional needs who attend the Charter School are provided with a free and appropriate public education in compliance with the IDEIA. A child with disabilities attending the Charter School shall receive special education instruction or designated instruction and services, including transportation, in the same manner as a child with disabilities who attends another public school of the District.
1. The Charter School will assume primary responsibility, and fully cooperate with the District, in identifying any student with special needs, including all students who seek enrollment at the Charter School or who are enrolled in the Charter School, and in convening annual IEP’s. The District retains responsibility for all other IDEIA obligations and responsibilities not assigned to the Charter School for students enrolled in the Charter School.
2. The Charter School’s staff trained in special education shall be responsible for identifying and referring Charter School students to the District who have or may have exceptional needs that qualify them to receive special education and/or related services from the District while enrolled at the Charter School. The Charter School will comply with and
8
implement all District policies and procedures to ensure that students who have or may have exceptional needs are identified. The Charter School shall work cooperatively with the District to provide services to pupils with exceptional needs at the Charter School. The Charter School shall notify the District’s Director of Special Education or designee as soon as practicable of any and all pupils who seek to enroll or who are being considered to be dropped from enrollment, and who had an IEP in the current or previous year, or who have a record of having ever received special education services. To this end, the Charter School shall require students enrolling in the Charter School to indicate whether they have, or have ever had, an IEP.
3. The District shall be responsible for evaluating and assessing Charter School students identified by the Charter School who have or may have exceptional needs that qualify them to receive special education and/or related services. The Charter School will develop, maintain, and implement policies and procedures within the Charter School to ensure that students who have or may have exceptional needs are referred to the District for evaluation and assessment. If during the pre-placement evaluation and assessment, or any subsequent IEP, it is determined by the IEP team that the Charter School is not an appropriate placement for a student with exceptional needs, the student will be referred to the District, or the pupil’s district of residence, for placement in an appropriate program that meets the needs of the student.
4. The District shall be responsible for developing, maintaining, and reviewing the form and format, as required by the District’s Special Education Local Plan Area, of all written IEP’s for students who have or may have exceptional needs that qualify them to receive special education and/or related services. The Charter School will comply with and implement all District policies and procedures in ensuring that IEP’s are implemented for all students with exceptional needs who are enrolled in the Charter School.
5. The District shall retain all special education funds of the Charter School for services to special education pupils (i.e., “special education funding allocation”). In addition, the Charter School shall pay to the District a special education general fund encroachment fee for each unit of Charter School enrollment.
6. The District shall address, respond, and/or investigate complaints received under the District’s Uniform Complaint procedure involving Charter School students receiving special education and related services from the District. The Charter School shall cooperate with the District in responding to such complaints as deemed required by the District.
7. The District may initiate and shall defend against due process hearings involving any Charter School student receiving special education and related services from the District in accordance with federal and State law. In the event any due process hearing is filed against the District, the District, as the LEA providing special education to Charter School students, shall be responsible for the District’s costs associated with filing for or defending against the due process hearing.
9
8. The Charter School will comply with all District policies and procedures regarding Section 504 of the Rehabilitation Act, including procedures and timelines for the handling of related complaints.
II. Annual Goals and Pupil Outcomes for All Groups Served
Pursuant to Education Code section 47605(b)(5)(A)(ii), and no later than July 1, 2015, and by July 1 of each subsequent school year during the term of this Charter, the Charter School shall provide to the District a description of the Charter School’s annual goals for all pupils and for each subgroup of pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the program operated, by the Charter School, and specific annual actions to achieve those goals. The Charter School may identify additional school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals. The following shall apply for the 2015-2016 school year.
CHARTER SCHOOL ANNUAL GOALS AND ACTIONS TO ACHIEVE STATE PRIORITIES State Priority #1 Basic Services. The degree to which teachers are appropriately assigned (E.C. §44258.9) and fully credentialed, and every pupil has sufficient access to standards-aligned instructional materials (E.C. § 60119), and school facilities are maintained in good repair (E.C. §17002(d)
ANNUAL GOALS TO ACHIEVE PRIORITY #1 ACTIONS TO ACHIEVE ANNUAL GOALS - Charter School will ensure all core
teachers possess appropriate credentials as defined by law. Additionally, teachers shall have expertise or training in math, science, engineering or technology.
- Charter School will use core instructional materials identical to those used in LUSD, following adoption procedures defined by LUSD’s Board of Trustees, and ensure adequate copies are available for each student enrolled in the class. Charter School will use supplemental instructional materials, approved by the Executive Board of the Charter School, and ensure adequate copies are available for each student enrolled in the class.
- Charter School will ensure facilities provide an environment that facilitates
- Pre-employment qualification reviews
- Recruitment Strategies
- Develop and approve master schedule
- Follow LUSD board policy regarding adoption of instructional materials
- Allocate sufficient resources to instructional materials budget
- Charter School will adhere to all codes, regulations and District policies.
- Charter School will adopt and implement a School Safety and Emergency
10
learning.
State Priority #2 Implementation of Common Core State Standards. Implementation of Common Core State Standards (CCSS) for all students including EL students to gain academic content knowledge and English language proficiency
ANNUAL GOALS TO ACHIEVE PRIORITY #2 ACTIONS TO ACHIEVE ANNUAL GOALS - All content area instruction will be aligned
to CCSS, as applicable
- History/Social Science, and Science as well as the integration of technology will be aligned to the CCSS’s “ELA and Literacy in History/Social Science,
Science and Technical subjects” standards.
- All students, including EL students, will be enrolled in a broad course of study that is aligned to CCSS.
- Teachers will be trained and given support to ensure curriculum and lesson plans are aligned to CCSS.
- Teachers will have collaboration time to work together to develop CCSS aligned lessons and analyze their effectiveness
State Priority #3 Parental Involvement. Efforts to seek parent input and how the school will promote parent participation
ANNUAL GOALS TO ACHIEVE PRIORITY #3 ACTIONS TO ACHIEVE ANNUAL GOALS - A Parent Committee will be established
and meet regularly.
- Parents will be notified of opportunities to get involved in Charter School and their students education.
- Parents/Families will be asked to provide volunteer service equivalent to a minimum of one half hour per week.
- Charter School will implement effective modes of home-to-school communication to inform parents, Parent Committee and opportunities for involvement (e.g., webpage, message board, automated phone calls, flyers home, email list serves, newsletter, Orientation, etc)
- Opportunities for Parent/Family volunteer service will be included in enrollment documents, student/parent handbooks, and/or Orientation information.
- Charter School will maintain a list of current volunteer opportunities which may be published on the school webpage, newsletters, email list serves and hard copy.
State Priority #4 Student Achievement. Charter School will measure student achievement by all of the following, as applicable:
Statewide assessments
Percentage of ELs who make progress toward English language proficiency as measured by the CELDT
11
ANNUAL GOALS TO ACHIEVE PRIORITY #4 ACTIONS TO ACHIEVE ANNUAL GOALS - Charter School will administer all required
statewide assessments (e.g., STAR, CAASPP, CST, CELDT, etc.)
- Charter School students, and subgroups of students, will exceed average performance levels of students, and subgroups of students, statewide on statewide assessments.
- Charter School ELs will make progress toward English language proficiency at a rate that meets or exceeds average English language proficiency progress of students statewide.
- Charter School will achieve an EL
reclassification rate that meets or exceeds average statewide reclassification rates.
- Create and implement a schoolwide assessment calendar to ensure all
assessment timelines (e.g., ordering, pre-id files, communication to parents, etc.) are met.
- Train staff and teachers on administration and proctoring of statewide assessments.
- Data-driven Professional development for staff to reflect and refine on instructional strategies to improve student achievement.
- Data-driven intervention for students who are performing below grade level.
- Professional development for staff on GLAD, SEI, SDAIE strategies.
- Ensure teachers serving EL students meet or exceed credentialing requirements.
- ELA and Mathematics coursework, test taking strategies embedded in curriculum
State Priority #5 Student Engagement. To be measured by all of the following, as applicable: School attendance rates
Chronic absenteeism rates
ANNUAL GOALS TO ACHIEVE PRIORITY #5 ACTIONS TO ACHIEVE ANNUAL GOALS - Charter School students will meet or
exceed the 95% attendance rate expectation.
- Students will not be chronically absent
- Attendance expectations will be
articulated in the Student Handbook and at Orientations, prior to students enrolling at Charter School.
- Attendance protocols will be clearly articulated and communicated to parents in multiple ways.
- Implement an RtI model that promotes early identification and early intervention for students who are struggling,
academically, behaviorally, or with attendance.
- Promote student involvement in their school community through school events, clubs, enrichment activities, etc. so
students feel a sense of connectedness and community.
State Priority #6 School Climate. To be measured by all of the following, as applicable: Pupil suspension rates
12
Pupil expulsion rates
Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness
ANNUAL GOALS TO ACHIEVE PRIORITY #6 ACTIONS TO ACHIEVE ANNUAL GOALS - Charter School will maintain pupil
suspension rates lower than the District.
- Charter School will maintain lower pupil expulsion rates than the District.
- California Healthy Kids surveys will be administered as available
- Articulate and communicate behavioral expectations to parents and students in Student Handbook and Orientation materials, prior to enrollment.
- Implement an RtI model that promotes early identification and early intervention for struggling students.
- Implement Intervention Action plans and develop strategies to rectify behavior.
- Share key findings of California Healthy Kids surveys, if administered, with stakeholders. Use findings to refine program and goals for the following school year, as appropriate.
State Priority #7 Course Access. The extent to which pupils have access to, and are enrolled in, a broad course of study, including programs and services developed and provided to unduplicated students (classified as EL, FRPM-eligible, or foster youth; E.C. §42238.02) and students with exceptional needs.
“Broad course of study” includes the following, as applicable:
Grades 1-6: mathematics, English, social science, science, physical education, health, visual and performing arts (E.C. 51210)
ANNUAL GOALS TO ACHIEVE PRIORITY #7 ACTIONS TO ACHIEVE ANNUAL GOALS - Create and staff a master schedule that
allows all students appropriate access to a broad course of study.
- Develop supplemental instructional supports for ELs and students with disabilities, as appropriate.
- Master schedule planning to begin early each spring, to ensure adequate time and resources to accommodate for facilities, staffing and curriculum needs.
- Offer intervention and supplemental supports to EL students and students with disabilities (e.g., speech therapist, resource specialist, assisted technology, etc).
State Priority #8 Other Student Outcomes. Other indicators of student performance in required areas of study will be measured and may include performance on other exams.
ANNUAL GOALS TO ACHIEVE PRIORITY #8 ACTIONS TO ACHIEVE ANNUAL GOALS
All students, including all student subgroups, unduplicated students, and students with exceptional needs, will demonstrate grade
The Charter School will continue to provide current curriculum design, comprehensive professional development, and training in data
13
level proficiency in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Physical Education, Social and Civic Responsibility, STEM courses/activities.
analysis.
III. Local Control Accountability Plan (“LCAP”)
On or before July 1, 2015, and each year thereafter, the Charter School shall provide the District its Local Control Accountability Plan (“LCAP”) in accordance with Education Code sections 47606.5 and 52064. The LCAP shall include the goals and annual actions to achieve those goals as identified in the Charter pursuant to Education Code section 47605(b)(5)(A) or Section 47605.6(b)(5)(A). The LCAP and annual update shall be developed using the template adopted pursuant to Section 52064 and shall include all of the following:
(1) A review of the progress toward the goals included in the Charter, an assessment of the effectiveness of the specific actions described in the Charter toward achieving the goals, and a description of changes to the specific actions the Charter School will make as a result of the review and assessment.
(2) A listing and description of the expenditures for the fiscal year implementing the specific actions included in the Charter as a result of the reviews and assessment required by paragraph (1).
The expenditures identified in the LCAP shall be classified using the California School Accounting Manual pursuant to Section 41010.
For purposes of the review required by Section 47606.5(a), the Charter School may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to Section 52052 or any other reviews.
To the extent practicable, data reported pursuant to this requirement shall be reported in a manner consistent with how information is reported on a school accountability report card. The Charter School shall consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the annual update.
14 IV. MEASUREABLE STUDENT OUTCOMES
CHARTER SCHOOL ANNUAL GOALS AND ACTIONS TO ACHIEVE STATE PRIORITIES State Priority #1 Basic Services. The degree to which teachers are appropriately assigned (E.C. §44258.9) and fully credentialed, and every pupil has sufficient access to standards-aligned instructional materials (E.C. § 60119), and school facilities are maintained in good repair (E.C. §17002(d)
MEASURABLE OUTCOME #1 METHODS OF MEASUREMENT #1
-Core teachers will hold a valid CA Teaching Credential with appropriate English learner authorization as defined by the CA Commission on Teaching Credentialing
-100% of pupils will have access to standards-aligned materials and additional instructional materials
-Initial and annual verification of core teacher credential as reported by the CA Commission on Teacher Credentialing; CALPADS Report 3.5 NCLB Core Course Section Compliance; Annual publication of School Accountability Report Card
- Principal and/or Executive Board will review any school wide instructional materials to be used by the Charter (outside of those already approved by the District Governing Board) before purchase pursuant to E.C. § 60119
State Priority #2 Implementation of Common Core State Standards. Implementation of Common Core State Standards (CCSS) for all students including EL students to gain academic content knowledge and English language proficiency
MEASURABLE OUTCOME #2 METHODS OF MEASUREMENT #2
-Annually, teachers will participate in
professional development designed to develop best practices and instructional strategies related to implementation of the CCSS -Additionally, teachers will participate in professional development regarding instruction English language development -EL students will gain academic content knowledge through the implementation of the CCSS, and English language development strategies delivered within their daily classroom instruction
-EL students will reach English language proficiency within five years on initial classification as English Learner
-The Charter School will document teacher participation in all professional
development
-EL student performance on the CAASPP; CELDT Assessments, etc.
-Student performance on CELDT
Assessment, ELD curriculum assessments, and reclassification documentation
15
State Priority #3 Parental Involvement. Efforts to seek parent input and how the school will promote parent participation
MEASURABLE OUTCOME #3 METHODS OF MEASUREMENT #3
-The Charter School will maintain parent representation and leadership
-all parents will volunteer and/or participate in Charter School activities
-Parent organization meeting agendas and minutes
-The Charter School will create an annual report documenting parent volunteer and/or participation in school activities
State Priority #4 Student Achievement. Charter School will measure student achievement by all of the following, as applicable:
Statewide assessments
Percentage of ELs who make progress toward English language proficiency as measured by the CELDT
EL reclassification rate
MEASURABLE OUTCOME #4 METHODS OF MEASUREMENT #4 -85% of students will be proficient or
advanced in ELA and Math
-Students who are not proficient will advance at least one performance level per academic year
-50% of EL students will advance at least one performance level per CELDT each academic year
-25% of EL students will be reclassified as Fluent English Proficient and perform at grade level on the CAASPP
-CAASPP reports
-API reports or equivalent as determined by CDE
-Student information system AERIES
-CELDT score reports and EL reclassification documentation -CELDT results and CAASPP scores
State Priority #5 Student Engagement. To be measured by all of the following, as applicable: School attendance rates
Chronic absenteeism rates
MEASURABLE OUTCOME #5 METHODS OF MEASUREMENT #5
-ADA will be at least 95%
-80% of enrolled students will have fewer than seven absences
-Monthly, quarterly, and annual ADA reports
-Student attendance reports -SARC report
State Priority #6 School Climate. To be measured by all of the following, as applicable: Pupil suspension rates
Pupil expulsion rates
Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness
16
MEASURABLE OUTCOME #6 METHODS OF MEASUREMENT #6
-Suspension, 5% or less of all enrolled students
-Expulsion, 1% or less of all enrolled students -Students will participate in safety drills -Retention rate will be 90% or higher
-SARC and CALPADS reports - SARC and CALPADS reports -Annual drill calendars
State Priority #7 Course Access. The extent to which pupils have access to, and are enrolled in, a broad course of study, including programs and services developed and provided to unduplicated students (classified as EL, FRPM-eligible, or foster youth; E.C. §42238.02) and students with exceptional needs.
“Broad course of study” includes the following, as applicable:
Grades 1-6: mathematics, English, social science, science, physical education, health, visual and performing arts (E.C. 51210)
MEASURABLE OUTCOME #7 METHODS OF MEASUREMENT #7
-100% of students including all student subgroups, unduplicated students, and students with exceptional needs will have access to all core and non-core subjects available
-Course and grade level schedules
State Priority #8 Other Student Outcomes. Other indicators of student performance in required areas of study will be measured and may include performance on other exams.
MEASURABLE OUTCOME #8 METHODS OF MEASUREMENT #8
-The Charter School average will be at or above the District average for performance in all core subject areas
- CAASPP results, API
V. PUPIL ASSESSMENT
The Charter School will meet all statewide standards and conduct student assessments required pursuant to Section 60605 and any other statewide standards authorized in statute or student assessments applicable to students in non-charter schools. Student learning outcomes are based on the Common Core State Standards.
To ensure that all statewide performance standards are met and to ensure continual evidence of student learning, the Charter School will conduct testing pursuant to Education Code Section 47605(c) as well as its own assessment and evaluation processes. Multiple forms of assessment will be used to measure student achievement and progress, tailor programs of instruction, validate and continuously improve teaching methods, gauge the school’s performance in comparison to similar schools throughout the state, and provide the metrics for programmatic audits reported to the District and the California Department of Education (CDE).
17 Statewide Testing
As one method of measuring student progress, assessments will be conducted pursuant to 47605(c)(1) which requires the Charter School to conduct state testing pursuant to Education Code Section 60605 and any other statewide assessments applicable to students in District schools.
California English Language Development Test/English Language Proficiency Assessments for California
The CELDT/ELPAC is used for initial identification of English language learners and for annual assessment until students are reclassified as fluent.
Unit Assessments
For each core course, the Charter School will utilize district adopted scope and sequence, unit descriptions, and key learning targets for each unit. The key learning targets are taken from the Common Core State Standards. The Next Generation Science Standards will also be considered in developing scope and sequence, unit descriptions and key learning targets for newly developed STEM units. Using Aeries, teachers are able to carefully examine the effectiveness of daily lessons against the results of standards based assessments and share that information to students and parents.
The Charter School will use the District’s data management system, Aeries, to identify students’ academic strengths and weakness and develop targeted goals for each student. This system will report the previous years’ CST, CELDT/ELPAC and CAASPP scores and house local assessments to provide a portfolio of student information. Teachers will use assessments throughout the year to monitor student progress toward meeting his or her goals.
Teachers will also be able to create informal formative assessments that guide instruction on a daily and weekly basis. Teachers will be expected to closely monitor students’ progress in any area of focus, analyze that information, discuss with colleagues, and make adjustments as needed. Teachers will be able to rotate students and reteach specific concepts to a targeted group of students as needed, because teacher schedules will be aligned to support this collaborative effort.
All students will have an opportunity to participate in Science Fair (grades K-6), Science Olympiad (grades 3-6) and Math Olympiad (grades 4-6), as part of their enrollment in the Charter School.
18 VI. THE GOVERNANCE STRUCTURE Authorizing Agency
The Charter School is formed pursuant to the Charter Schools Act, with oversight responsibility vesting in the authorizing agency: The Board of Trustees of the District. Accordingly, the Board of Trustees may approve, modify, or reverse any recommendation, decision, or other action by the Charter School’s Executive Board. The Superintendent of the District may approve, modify, or reverse any recommendation, decision, or other action by the Charter School’s Principal.
Executive Board
The Charter School’s Executive Board is comprised of five members appointed by the Board of Trustees (the District’s Chief Business Officer, two members of the LUSD Board of Trustees, and two community members and/or parents). All meetings of the Executive Board will comply with the requirements of the Ralph M. Brown Act. (Gov. Code § 54950 et seq.) The Executive Board’s responsibilities include direct management of all operations of the Charter School, including but not limited to, the review of financial and operational management of the school, the annual financial budget, solicitation and receipt of grants and donations, contracts, personnel matters, and relations with the District. The Executive Board also provides guidance to the educational and extracurricular programs offered by the Charter School.
The Executive Board shall comply with the Public Records Act, and all conflict of interest laws generally applicable to the District’s Board of Trustees, including but not limited to, Government Code section 1090, and the Political Reform Act.
The Superintendent of the District will assist the Principal with:
• Developing annual goals for the Charter School
• Establishing committees and providing recommendations to the Principal • Assessing goals and objectives
• Acknowledging achievements
• Monitoring the financial status of the Charter School
• Monitoring, advising and responding to both personnel and student matters VII. EMPLOYMENT QUALIFICATIONS
In accordance with District policies, the Charter School will recruit professional, effective and qualified personnel for all administrative, instructional, instructional support, and non-instructional support capacities. In accordance with Education Code section 47605(d)(1), the Charter School will be nonsectarian in its employment practices and all other operations.
19 Principal
At a minimum, the “Principal” is required to hold a current teaching credential and administrative services credential. The Principal shall also possess a demonstrated expertise in STEM content areas. The Principal shall be selected by and serve at the discretion of the Superintendent. The Principal may be released from his/her position at any time without cause. The Principal of the Charter School will additionally have a teaching/coaching assignment to be determined by the Executive Board. The responsibilities of the Principal or designee may include, but are not limited to, the following:
• Direct the daily operation and administration of the Charter School, including the
supervision of all staff members and volunteers
• Timely evaluation of all certificated and classified personnel • Ensure compliance with all District and Charter School policies • Conduct recruitment and training activities for Charter School staff
• Act as the instructional leader, responsible for helping students achieve outcomes as
outlined in the educational programs
• Take action as necessary on all confidential matters, with input as necessary from
Executive Board
• Report to the Executive Board
• Monitor students with disciplinary issues and work with parents/guardians regarding their
obligation to involve themselves in school activities
• Oversee the implementation of the educational programs consistent with the Charter
School’s mission and vision
• Oversee development and implementation of curriculum in alignment with Common
Core State Standards and Frameworks
• Monitor and evaluate student achievement, and develop strategies with staff to ensure
academic progress
• Participate in teacher and staff hiring process
• Participate in the dispute resolution procedures and complaint procedures when necessary • Develop annual Charter School performance target goals
• Oversee the recommendation and implementation of student IEP’s and attend IEP
meetings as necessary
• Plan, coordinate, and attend student orientations as necessary • Facilitate and attend open house events
• Oversee and guide all parent/student/teacher relations as necessary
• Stay informed of education laws and legislation, and work with the District’s legal
counsel when necessary
• Implement site safety procedures in compliance with all applicable laws and District
policies
• Create, appoint, and guide committees to assist in the execution of certain planning and
administrative functions
20 Certificated and Classified Employees
All Charter School staff shall be employees of the Charter School.
Parental Involvement
Parents may hold positions on the Executive Board or in various school committees. In addition, the Superintendent will work with the Principal to establish additional opportunities for parent involvement.
Volunteer opportunities will be made available to all parents, with the expectation that parents contribute a minimum level of volunteer effort to the Charter School.
VIII. HEALTH AND SAFETY
The Charter School will be subject to District Board policies and Administrative regulations, as noted below:
• Policies requiring enrolling students to provide documentation of immunizations.
• Policies and procedures for response to natural disasters and emergencies, including fire
and earthquakes.
• Policies related to preventing contact with blood-borne pathogens.
• Policies requiring that instructional and administrative staff receive training in emergency
response, including appropriate first-responder training.
• Policies relating to the administration of prescription drugs and other medicines.
• A policy establishing that the school functions as a drug, alcohol, and tobacco free
workplace.
• Requirements that each employee of the school submits to a criminal background check
as required by Education Code Section 44237; subcontractors and vendors whose duties require contact with Charter School students to submit fingerprints in accordance with Education Code section 45125.1; and all parent volunteers, who will supervise children outside of the presence of a credentialed employee, to undergo fingerprinting/background checks pursuant to Education Code sections 35021 et seq.
• All staff members are required to offer medical clearance including proof of physical
exam and tuberculosis (TB) screening.
• Policies governing staff action as mandated child abuse reporters. IX. RETIREMENT SYSTEM
The Charter School’s employees shall be covered by the same California State Teachers’ Retirement System (CalSTRS) and California Public Employee Retirements System (CalPERS) as provided by law to certificated and classified employees of the district. The Charter School shall contract with the District’s payroll department to provide all administrative services in
21
connection with CalSTRS and CalPERS reporting requirements pursuant to a Memorandum of Understanding (“MOU”) between the Charter School and the District.
X. RETURN RIGHTS OF DISTRICT EMPLOYEES
All employees of the Charter School are at-will employees. The Charter School may employ a District employee on an approved leave of absence from District employment. A District employee on such leave shall have a right to return to District employment only upon expiration of the approved leave of absence. A District employee on such leave who wishes to return to District employment prior to expiration of the approved leave may be returned to a position in the District only if there is a vacant position for which the employee is credentialed and qualified to serve. If no vacant position exists, the employee will have top priority for the next vacant position for which the employee is credentialed and qualified in order of the employee’s seniority in the District.
XI. PUBLIC SCHOOL EMPLOYER
The Charter School shall be deemed the exclusive public school employer of the employees of the Charter School for the purposes of the Education Employment Relations Act as specified in Chapter 10.7 (commencing with Section 3540) of Division 4 of Title 1 of the California State Education Code [47611.5(b)]. District employees shall have no right of any kind whatsoever to employment in the Charter School and Charter School employees shall have no right of any kind whatsoever to employment in the District.
Employee Salaries
The base salary schedules of the Charter School shall be identical to the district base salary schedules for represented employees. Salaries of Office Supervisor and Principal shall be set by the Executive Board upon hire and shall not exceed salaries of an elementary principal and office supervisor employed by the district. Any increase/decrease to these schedules shall be at the discretion of the Executive Board.
Employee Health Benefits
All Charter school employees shall have two options for health benefits: 1) Employees may decline health and welfare benefits for the plan year and receive an annual stipend for 12 months; or 2) Employees may elect Kaiser (Family), Delta Dental Plan (Family), and Vision Services Plan (Family) at no cost to the employee and not receive a monthly stipend. The annual stipend shall be $14,500 for certificated employees and $10,130 for classified employees. Employee Assistance Plan will be provided to all employees at no cost to the employee. Benefits will be prorated for part-time employees.
Employees who retire from the charter school shall receive retiree health benefits in accordance with the retiree benefits and vesting requirements established in District Policy. Service time for
22
the District and for the Charter School shall be combined for determining retiree benefit eligibility.
Employee Hours
First through sixth grade teachers shall be assigned approximately 27.5 hours of scheduled class time per week. Kindergarten teachers shall be assigned approximately 20 hours of scheduled class time per week. In addition, all teachers shall be assigned approximately 4 hours per week of before or afterschool enrichment or intervention time with students.
Certificated employees, other than the principal, shall work 188 days per year and returning certificated employees shall work 185 days. The principal shall work 213 days per year.
Classified employees of the Charter School shall be compensated on an hourly basis.
Employee Additional Duties
Certificated employees of the Charter School shall be expected to fulfill other duties as assigned by the Executive Board or Principal without additional compensation such as but limited to attending and preparing for staff meetings, parent conferences, student conferences, collaboration time, Back-To-School Night, Open House, and yard duty. All certificated employees shall be responsible for coordinating the parent volunteer committee assigned to their class.
The principal shall also have a teaching assignment as determined by the Executive Board.
Employee Leaves
Sick leave, bereavement leave, and jury duty leave shall be administered in accordance with the Education Code. Up to 7 days per year of accumulated sick leave may be used for personal necessity leave. Personal necessity leave shall not be used for vacation, recreation or to engage in other employment. Employees may request an unpaid leave of absence from their supervisor. Vacation days for classified employees shall be administered in accordance with the Education Code.
XII. STUDENT POLICIES Health and Safety
The Charter School will be subject to District Board policies and Administrative regulations, as noted below:
23
• Policies and procedures for response to natural disasters and emergencies, including fire
and earthquakes.
• Policies related to preventing contact with blood-borne pathogens.
• Policies requiring that instructional and administrative staff receive training in emergency
response, including appropriate first-responder training.
• Policies relating to the administration of prescription drugs and other medicines.
• A policy that the school will be housed in facilities that have received State Fire Marshal
approval and that have been evaluated by a qualified structural engineer who has determined that the facilities present no substantial seismic safety hazard.
• A policy establishing that the school functions as a drug, alcohol, and tobacco free
workplace.
• Requirements that each employee of the school submits to a criminal background check
as required by Education Code Section 44237; subcontractors and vendors whose duties require contact with Charter School students to submit fingerprints in accordance with Education Code section 45125.1; and all parent volunteers, who will supervise children outside of the presence of a credentialed employee, to undergo fingerprinting/background checks pursuant to Education Code sections 35021 et seq.
• All staff members are required to offer medical clearance including proof of physical
exam and tuberculosis (TB) screening.
• Policies governing staff action as mandated child abuse reporters. Racial and Ethnic Balance
The District’s jurisdiction includes a wide range of ethnic, socioeconomic, and racial groups. The Charter School’s enrollment will be monitored and reported by the Principal to the District each year through the CBEDS process. The Charter School will develop and implement assertive recruitment strategies to achieve a balanced representation of racial and ethnic groups that is reflective of the District.
Admission Requirements
The Charter School uses an open enrollment admission policy for all students, and does not discriminate on the basis of residency, gender, sexual orientation, disability, religion, national origin, ethnic and/or racial background, or achievement level. The Charter School does not charge tuition and is non-sectarian in its programs, admissions, and policies. Continued enrollment is dependent upon making satisfactory academic progress and meeting behavioral expectations.
There are no admission criteria for the Charter School. Rather, students and parents/guardians are strongly urged to carefully consider the nature of the programs offered and the rigor of the curriculum prior to applying.
If the number of pupils who wish to attend the Charter School exceeds the school’s capacity, attendance, except for existing pupils, shall be determined by a public random drawing in accordance with Education Code section 47605 (d)(2)(B). Preference may be given in the following order;
24
1. Pupils currently attending the Charter School; and
2. All other pupils residing within the District. (Selection for pupils residing in the District shall be determined by BP 5116.1.
Pupil Suspension and Expulsion
The Charter School’s students are expected to act in a manner that is caring, respectful, and demonstrates good citizenship. Upon enrollment, all families will receive a Student Handbook that covers academic, attendance, and behavior expectations. A student who fails to meet the academic, attendance or behavior expectations will be placed on a probationary contract after a meeting with student, parent/guardian, teachers, and the Principal. If the student fails to meet the behavioral criteria in the probationary contract, he or she will be subject to expulsion from the Charter School.
The purpose of suspension or expulsion is to ensure a safe and effective learning environment. Expulsion is defined as a permanent removal from the school without re-enrollment privileges, and must be approved by the Executive Board. Suspension is defined as a temporary removal from the school that may occur at the discretion of the Principal or designee.
A pupil shall be subject to suspension or expulsion whenever the Principal or his/her designee determines a pupil has committed one or more of the acts identified in Education Code sections 48900, 48900.2, 48900.3, 48900.4, or 48900.7. Except as expressly incorporated herein by reference, Charter School suspension or expulsion proceedings shall not otherwise be subject to the provisions set forth in Education Code sections 48900 et seq.
The Principal or designee may immediately suspend any pupil for any period not to exceed five (5) consecutive school days or a total of twenty (20) school days per school year. Prior to implementing suspension, the Principal and/or his/her designee shall meet with the pupil, inform the pupil of the reasons for the action and the evidence against the pupil, and hear the pupil’s reasons why he/she should not be suspended.
A pupil who fails to comply with pupil discipline policies and/or who is deemed to present an unreasonable risk of harm to health and safety of others, as determined by the Principal, may be expelled by the Executive Board upon the recommendation of the Principal. A pupil recommended for expulsion by the Principal or designee shall be entitled to written notice of the grounds for and facts in support of the proposed expulsion. Within five (5) school days of mailing written notice of expulsion to the pupil’s last known address, the pupil may request an opportunity to meet with and respond to the Executive Board prior to its determination whether to approve the recommendation for expulsion. Failure to submit a written request to meet with and respond to Executive Board shall constitute a waiver of the pupil’s right to respond and the Executive Board may take action to expel the student without meeting with or hearing from the pupil. The pupil and his or her parents or guardians may appear before the Executive Board and present written and/or oral information on the pupil’s behalf. However, the meeting before the
