LINCOLN UNIFIED SCHOOL DISTRICT SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CHARTER SCHOOL. A California Public Dependent Charter School

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1 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

2 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 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 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 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 (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)] i

3 The Charter School shall at all times maintain all necessary and appropriate insurance ii

4 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 Appendix D: Budget/Financial Documents 32 iii

5 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 1

6 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 2

7 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. Science 3

8 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 social science 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. 4

9 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 industrystandard software, along with being a 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 5

10 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 6

11 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 7

12 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. 8

13 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 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 ) and fully credentialed, and every pupil has sufficient access to standardsaligned instructional materials (E.C ), and school facilities are maintained in good repair (E.C (d) ANNUAL GOALS TO ACHIEVE PRIORITY #1 - 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. ACTIONS TO ACHIEVE ANNUAL GOALS - 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 Preparedness Plan. - Charter School will ensure facilities provide an environment that facilitates 9

14 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 - 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. ACTIONS TO ACHIEVE ANNUAL GOALS - 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 - 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. ACTIONS TO ACHIEVE ANNUAL GOALS - 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, 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, 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 EL reclassification rate 10

15 ANNUAL GOALS TO ACHIEVE PRIORITY #4 - 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. ACTIONS TO ACHIEVE ANNUAL GOALS - 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 - Charter School students will meet or exceed the 95% attendance rate expectation. - Students will not be chronically absent ACTIONS TO ACHIEVE ANNUAL GOALS - 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 11

16 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 - 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 ACTIONS TO ACHIEVE ANNUAL GOALS - 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 ) 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 ) ANNUAL GOALS TO ACHIEVE PRIORITY #7 - 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. ACTIONS TO ACHIEVE ANNUAL GOALS - 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 All students, including all student subgroups, unduplicated students, and students with exceptional needs, will demonstrate grade ACTIONS TO ACHIEVE ANNUAL GOALS The Charter School will continue to provide current curriculum design, comprehensive professional development, and training in data 12

17 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 and 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 (b)(5)(A). The LCAP and annual update shall be developed using the template adopted pursuant to Section 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 For purposes of the review required by Section (a), the Charter School may consider qualitative information, including, but not limited to, findings that result from school quality reviews conducted pursuant to Section 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. 13

18 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 ) and fully credentialed, and every pupil has sufficient access to standardsaligned instructional materials (E.C ), and school facilities are maintained in good repair (E.C (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 standardsaligned 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 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 14

19 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 -CAASPP reports -API reports or equivalent as determined by CDE -Student information system AERIES -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 -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 15 -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

20 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 ) 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 ) 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 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). 16

21 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 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. 17

22 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 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 noninstructional 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. 18

23 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 Oversee enrollment procedures 19