Charter for the Establishment of the
Achieve Charter School of Paradise: A K-8 California Public Charter School
Submitted to
Paradise Unified School District
“Table of Contents of Legal Requirements”: This charter has been created in the format encouraged by the California State Board of Education in its adopted “Model Application for Charter Schools” and goes beyond the legal requirements of Education Code Section 47605. According to the State Board of Education, the Model Application format ensures that charter petitioners cover all of the minimum elements required by law in a systematic way. However, as the Model Application format requires that statutory provisions in the Charter Schools Act be addressed out of the order presented in the Education Code, this “Table of Contents of Legal Requirements” is presented to assist the Reviewer in establishing that all requirements of law have been met. 1. Affirmations/Assurances 2. The Educational Program 3. Measurable Pupil Outcomes 21 4. Methods to Assess Pupil Progress towards Meeting Outcomes 21 5. Governance Structure of School 26 6. Employee Qualifications 34 7. Health and Safety Procedures 37 8. Means to Achieve Racial/Ethnic Balance Reflective of District 40 9. Admissions Requirements 40 10. Independent Financial Audit 44 11. Pupil Suspension and Expulsion 42 12. Retirement System 36 13. Attendance Alternatives 41 14. Employee Rights to Return 37 15. Dispute Resolution 39 16. Labor Relations 36 17. School Closure 45 18. Impact Statement 46
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19. Signatures Attached
AFFIRMATIONS/ASSURANCES As the authorized representative of the applicant, I hereby certify that the information submitted in this application for a charter for the Achieve Charter School of Paradise to be located within the Paradise Unified School District boundaries is true to the best of my knowledge and belief; I also certify that this application does not constitute the conversion of a private school to the status of a public charter school; and further, I understand that if awarded a charter, the Charter School is committed to the following affirmations: •
The Charter School shall conduct all required pupil assessment tests pursuant to California Education Code Section 60605 and 60851 and any other statewide standards authorized in statute, or any other pupil assessments applicable to pupils in non-charter public schools.
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The Charter School shall meet all statewide standards applicable to non-charter public schools.
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The Charter School shall be nonsectarian in its programs, admission policies, employment practices, and all other operations.
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The Charter School will not charge tuition.
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The Charter School will not discriminate on the basis of race, ethnicity, national origin, gender, or disability.
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The Charter School will admit all pupils who wish to attend the charter school, subject only to capacity.
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The Meetings of the Board of Directors for the School shall be held in accordance with the Brown Act.
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The Charter School shall comply with the Individuals with Disabilities in Education Improvement Act of 2004 (“IDEA”), Section 504 of the Rehabilitation Act (“Section 504"), and the Americans with Disabilities Act (“ADA”).
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The Charter School shall comply with the Public Records Act and the Federal Educational Privacy Rights Act (“FERPA”).
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Admission to the Charter School shall not be determined according to the place of residence of the pupil, or of his or her parent or guardian, within California. This is subject only to capacity and the admissions procedures stated herein.
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The Charter School shall continually strive for a healthy, collaborative, synergistic relationship with the District without imposing a burden or liability on the District.
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The Charter School shall offer, at a minimum, the same number of minutes of instruction set forth in Education Code Section 47612.5 for the appropriate grade levels.
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If a pupil is expelled or leaves the Charter School without graduating or completing the school year for any reason, the Charter School shall notify the superintendent of the District of the pupil’s last known address within 30 days, and shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including a transcript of grades or report card and health information. The Charter School shall maintain written contemporaneous records that document all pupil attendance and make those records available for audit and inspection.
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The Charter School shall comply with all laws related to the minimum age for public instruction.
_____________________________ Thomas McLaughlin, Board President
_______________ Date
I.
INTRODUCTION/FOUNDING GROUP
BACKGROUND Achieve Charter School of Paradise Inc. (hereafter referred to as “Achieve”), a 501(c)(3) California, nonprofit public benefit corporation, was founded in 2005 by experienced educators, administrators and parents to enrich students' lives and provide an alternative within the public school system. A group of parents and interested community members developed this idea in response to the closure of a local private school. MISSION Achieve has a six-part mission: • • • • • •
To increase the performance of Paradise's academically diverse student population; To develop productive, democratic students; To enable students to be self-motivated, competent lifelong learners; To diversify instruction to meet the needs of each unique student; To provide a safe, small, nurturing environment for learning; and To provide all students with an exceptional education that will allow them to excel inside and outside the classroom.
FOUNDING GROUP The founders of Achieve are a well-rounded group of educators, administrators and parents interested in providing students with an excellent academic education that meets State Standards. The founders bring together the combined experience of District and County Office of Education administration, teaching experience, District Board membership, and the local business community. The common denominator, however, is their belief that all children deserve the opportunity to excel academically, recognize their unique talents and abilities and be allowed to express themselves. Attached as Appendix A, please find a listing of the main founders and a brief description of their expertise and current involvement in the School. CHARTER PETITION In accordance with Education Code Section 47600 et. seq., Achieve petitions the Paradise Unified School District (hereafter referred to as “PUSD” or “District”) for a K-8 charter for the Achieve Charter School for a term of up to 5 school years. Education Code Section 47601 outlines the legislative intent behind the Charter Schools Act of 1992. It states as follows:
“It is the intent of the Legislature in enacting this Part to provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure, as a method to accomplish all of the following: (a) (b)
(c) (d)
(e)
(f)
(g)
Improve pupil learning. Increase learning opportunities for all pupils, with special emphasis on expanded learning experiences for pupils who are identified as academically low achieving. Encourage the use of different and innovative teaching methods. Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site. Provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system. Hold the schools established under this part accountable for meeting measurable pupil outcomes, and provide the schools with a method to change from rule-based to performance-based accountability systems. Provide vigorous competition within the public school system to stimulate continual improvements in all public schools.”
By offering a small school option with the hope of targeting those students who are academically low achieving, Achieve will make important contributions to the legislative goals outlined above. Thus, by granting this charter school petition, PUSD will help to fulfill the intent of the legislature. SCHOOL LOCATION This charter authorizes the operation of the Achieve Charter School of Paradise, a charter school, which shall operate at one site within the geographic boundaries of Paradise Unified School District, as authorized pursuant to Education Code Section 47605. The anticipated school site shall be located at 771 Elliott Rd. Paradise, California.
II.
EDUCATIONAL PROGRAM
Governing Law: A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners. --California Education Code Section 47605(b)(5)(A) WHOM THE SCHOOL IS ATTEMPTING TO EDUCATE: The School will serve approximately 205 students in grades K-8. Achieve's educational program is based on the instructional needs of our target student profile. Achieve targets the following students: 1. 2. 3.
students whose academic needs are not being met in a large school environment students whose academic needs necessitate a small school environment with personalized attention; students who are underachieving in core academic subjects and whose performance does not match their potential;
In education, one size does not fit all and Achieve is dedicated to providing students and families in the PUSD with a small school option that can meet their unique needs. WHAT IT MEANS TO BE AN EDUCATED PERSON IN THE 21ST CENTURY: The fundamental characteristic of the new millennium is ever accelerating change. Information is multiplying as quickly as it is becoming obsolete and ideas are continually revisited, retested and revised. At the same time, the world is becoming increasingly interdependent. These challenges mean that students must learn to learn in order to participate in the 21st Century. Achieve expects its students to graduate able to collect information, think systematically and critically about that information, create new knowledge and effectively express and apply their thinking to real world problems. The expression of student thinking may come in an essay, a painting, a poem, an oral presentation, a one-act play, a mathematical argument, or a scientific rebuttal. In summary, Achieve aims to graduate students who have the ability to access, use and analyze information, solve problems collaboratively, produce new knowledge and respond critically and thoughtfully and who are productive democratic citizens. Ultimately, Achieve intends to equip students with the skills they need to excel in the 21st Century. Thus, the School will seek to enable its pupils to become self-motivated, competent and lifelong learners.
HOW LEARNING BEST OCCURS Overview Achieve believes that learning best occurs when students are offered a rigorous core curriculum, outstanding staff, high standards and expectations, and personalized learning opportunities. Achieve will be structured to support high student achievement by creating as many personalized learning opportunities as possible. The following features, which are designed to create a sense of community and a challenging learning environment, illustrate essential program design elements of the School and reflect Achieve's beliefs about how learning best occurs. A Sense of Community Achieve is a small school with small classes, which creates a community where each student is known personally. Research shows that small schools allow students and teachers to develop intensive, long-term relationships that enable better conditions for teaching and learning. Achieve is designed to serve approximately 205 students. In smaller classes, teachers can give each individual student the time and attention necessary to realize his or her personal academic goals. It is the objective of Achieve to maintain a 20:1 student/teacher ratio in grades K-3, a 25:1 ratio in grades 4-8. . A Challenging Learning Environment Achieve provides students with a demanding education program and effective teachers. The School is committed to establishing high standards and expectations for all students. Multiple strategies for active learning of academic skills and mastery of a demanding curriculum with real world connections will support all students. Achieve strengthens and builds on students' prior knowledge to make learning meaningful. Achieve's high level of parental involvement allows for students to be successful with these challenging expectations. Highly Qualified and Supported Teachers The faculty will consist of well-prepared and certified teachers. All teachers and paraprofessionals will meet the requirements of the No Child Left Behind Act. Professional development and teacher collaboration will be scheduled on a regular and ongoing basis to support teachers throughout their career. Annual professional development will be planned and evaluated by teachers and the principal. Ongoing planning and evaluation of professional development will align to the school-wide outcomes and measurable pupil outcomes as mentioned in Element 3. In establishing a professional teaching environment Achieve will ensure collaborative planning time for teachers to design student focused curriculum, pedagogy and assessment through which
students can make connections, and deepen their understanding of concepts and achieve at higher levels. Please see appendix F for a sample yearly professional development calendar.
Attendance Guidelines Achieve will offer the same number of instructional minutes as set forth in Education Code 46201 for the appropriate grade levels and will operate at least for the required minimum of 175 days. Achieve expects that students will attend school daily unless ill and documented by a physicians note. We will contemporary written records that document all student attendance and make these records available for audit and inspection. Pedagogical Strategies Achieve recognizes that there is no single pedagogical strategy that is best for all students. Therefore, Achieve will employ a range of pedagogies based on the most current educational research. By using a variety of instructional techniques, our program will meet the needs of students who are not currently succeeding. The following variety of instructional methods will provide the best opportunities for all students to learn at high levels given our current student population and current educational theory and research. Standards-based instruction: Achieve Charter School understands the importance of utilizing research-based instructional practices to promote student achievement. In order to address how learning best occurs, faculty will be trained to: (1) design standards-based instruction (using the principles of backwards design), (2) align appropriate assessments to the standards, (3) implement instructional activities that are aligned to standards and reflect research-based best practices including strategies detailed in Classroom Instruction that Works, by Marzano, Pickering, and Pollock, and 4) analyze achievement outcomes to determine effectiveness. The following provides a detailed description of Strategic Design for Student Achievement, the standards-based instructional design process to be implemented at Achieve. Strategic Design for Student Achievement (SDSA) is based upon the method, known as “Backward Design.” Backward Design is an instructional design method with a strong research base currently being employed in reform efforts across the nation. Originally published in “Understanding by Design,” by Grant Wiggins and Jay McTighe. This method of instructional planning is one in which teachers start with the desired results (goals or enduring understandings), derive the curriculum from the evidence of learning (performances or assessments), and then teach those lessons necessary for students to perform successfully. Below is
a description of the work teachers will engage in as part of the Strategic Design process.
Stage 1: Unpacking and Prioritizing State Content Standards Teachers and administrators will apply specific tools necessary to “unpack” and prioritize content standards. This is a necessary prerequisite step to effectively designing assessments that are aligned to standards. Specifically, teachers will: • •
Understand the stages of the Strategic Design process (identifying desired results, designing and aligning assessments to those results, differentiating instruction to meet the needs of all learners). Apply a concrete process for analyzing standards which helps teachers internalize the them as well as determine the following information: o Level of thinking (based on Bloom’s Taxonomy) required by students to reach mastery of the standard (this will be tied to creating assessments) o Percentage of questions from the STAR exam (CST & CAT 6) that relate to each strand of the standards (this will be tied to creating assessments) o Identification of standards that will serve as “anchors” upon which units can be based. Other standards are tied to these “anchor” standards within each unit designed by teachers (this will be tied to creating assessments for units as well as individual lessons within the unit).
Teachers in each of the content areas will use California State Content Standards as part of this process. Stage 2: Aligning Assessments (formative and summative) to content standards Teachers will design effective assessments that are aligned to standards and provide an accurate measure of a student’s ability to engage in the level of thinking that is required by each standard. Specifically, teachers will: •
• • •
Identify four overarching assessment methods (selected response, constructed response, performance assessment, and personal communication) from which to choose when designing standards-based assessments (both formative and summative) Analyze content standards to determine the “achievement target” embedded within each standard (achievement targets are the link between standards and assessment) Match an appropriate assessment method to each standard Establish and articulate clear criteria for reaching proficient performance on standards
Stage 3: Differentiating Instruction to Meet the Needs of All Learners Teachers will design innovative instructional strategies by: y y y y
Differentiating the content, process, and products delivered to students in order to provide equal access to standards-based education for all learners (including English language learners and students with special needs) Writing effective standards-based lesson plans Exploring how all learners (including ELLs and special needs students) vary in their readiness, interests and learning profiles). Using a repertoire of research-based instructional strategies proven to increase student achievement in a standards-based system (e.g. latest research from Marzano, Pickering, Pollock, Schmoker, Tomlinson)
All coursework will involve a rich repertoire of instructional strategies, curriculum, and materials. Many of the sample instructional strategies listed below incorporate one or more of the nine research-based strategies proven to have a positive effect on student learning as described in Classroom Instruction that Works (Marzano, Pickering, Pollock, 2001). Sample instructional strategies will include: • • • • • • • • • • • • • • • • •
project based learning and other ways of experiencing real-world problems collaborative investigations and demonstrations mini-lessons that address specific skills within the context of larger projects giving guidance and adequate time to self-reflect and self-assess democratic classrooms and school structure authentic assessments direct instruction research based projects cooperative group work and projects inter-disciplinary approaches to curriculum the presentation of clearly defined “Learning Targets” for all students by all teachers rubric self-assessment the involvement of community members and educational partners in instructional presentation mentoring program peer study groups creating learning experiences that promote understanding, interest, and excellence innovating and enhancing current standards-based adopted programs
Stage 4: Analysis of Achievement Outcomes to Determine Effectiveness Teachers will analyze achievement outcomes by:
• • •
Using professional learning communities to collaborate on lesson planning and delivery Examining student work Analyzing achievement data from curriculum-embedded, benchmark, and state-mandated tests.
As a result of implementing and using this process, educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed, and tests and examinations are prepared. Teachers will use the process on a continual basis to evaluate the effectiveness of materials and instructional strategies used in their classrooms. Thus, the process will serve as the vehicle for ongoing conversations between grade levels at Achieve. Specifically, all teachers will be charged with the responsibility of meeting weekly, as a staff, to engage in lesson study and the examination of student work in order to critically examine lessons to determine their effectiveness. Below are other approaches to instructional design and delivery that Achieve will employ. Attached, as Appendix E, please find samples of units developed utilizing strategic design. Integrated curriculum: To facilitate higher-level learning, create connections across subject areas (e.g., social studies and language arts) and build on students’ prior knowledge teachers will collaborate and use the Strategic Design process described above to integrate themes and concepts in designing student led curriculum. Diagnostic assessment: Teachers will use Curriculum-Based Measurements (CBM’s) as well as a wide range of teacher developed diagnostic assessments to frequently evaluate how students are learning as well as what they are learning. These assessments direct curriculum and teaching strategies. This information will also be used to determine whether a student study team referral or special education referral might be necessary. Assessments shall be varied as to format to reach out to the varied manner in which our students demonstrate knowledge of the material. Arts: Achieve will offer a visual and/or performing arts curriculum to all students in grades K8. The focus of the art curriculum will be to provide students with a solid understanding of the basics of the craft in an authentic way by connecting art theory and skills to themes studied in core classes and/or community service projects. Integrated technology:
Technology will be used as a tool throughout students' courses to provide them access to information and multiple methods of expressing their understanding. Technology will be fully integrated into academic coursework. All students will be able to apply technological solutions (e.g. multi-media presentations, spreadsheet applications, webdesign, project management tools, etc.) to academic and real-world situations. The school has an internal network. Internet access meets all NCLB filtering requirements. Authentic experiences: Students learn by applying the scientific method to hands-on experiments and by interacting with others. Achieve believes learning occurs best through meaningful experiences and plans regular field trips when able to build upon classroom curriculum.
Direct instruction and inquiry-based instruction: Teachers will teach through both direct instruction and inquiry-based instruction. Direct instruction strategies include lectures, explanations and demonstrations through which students are asked to acquire concepts, instructions and information, learn to take notes, ask questions and clarify ideas in a whole class, small group or one-on-one format. Inquiry based instruction strategies involve asking students to structure problems, pursue information, pose and test hypotheses and draw inferences for themselves. Project-based instruction: Projects create opportunities to apply learning to complex problems as well as to develop products that require written and oral expression, extended research, analysis and synthesis of information, planning, perseverance, and organization - all skills that are needed for success in college and the world beyond. Projects will also link the curriculum content with students' real world experiences, making learning relevant and valuable to their lives outside of school. Research on authentic instruction indicates the importance of connections between classroom curriculum and the world beyond. Personalized Learning Plans In order to ensure that every student is benefiting from the pedagogical practices Achieve will work with Personalized Learning Plans (“PLP”) for each student. The PLP will provide the teacher, parents and student with a common understanding of the student's learning style and objectives; all parties may then act based on that understanding. Each trimester the teacher, parent and student will discuss the student's learning strengths and weaknesses and set goals for the student and revise the PLP as necessary to meet the student’s needs and current levels of performance. Teachers, parents and students will meet on a more frequent basis if needed. By working closely with each student and family to develop an appropriate PLP, Achieve will respond to the needs of every individual student, including those who are achieving above or below expected levels. Support for Students Performing Below/ Above Grade Level Achieve has high expectations for all students. We are committed to working with students who are not meeting outcomes to help them achieve at expected levels and those who are performing above grade level and needing additional challenge. The PLP will be utilized as a first step in identifying these students. Achieve will identify students who are performing below grade level, performing above grade level, or those students otherwise having behavior issues and will utilize a Student Success Team Process. Achieve will identify students above or below grade level based on California Standardized Test performance levels. Students performing at basic, below basic, or far below basic will be identified as low achieving. Students performing at an advanced level will be identified as above grade level.
A Student Success Team (“SST”) includes the parent and teacher, and other school personnel or interested persons, uses a systematic problem solving approach to assist students with concerns that are interfering with success. The SST clarifies problems and concerns; develops strategies and organizes resources; provides a system for School accountability; and serves to assist and counsel the parent, teacher, and student. An SST is a general education function. All students can benefit from an SST, including but not limited to those students achieving below grade level, those who are achieving above grade level and require greater challenge, students who have experienced emotional trauma, behavioral issues, or language issues. Anyone who has a concern for a student can refer that student to SST for consideration. Anyone who is connected with that student can be included in the SST to provide information to share about the student strengths, concerns, and strategies that have been used in the past. These people may include but are not limited to teachers, parents, counselors, doctors, administration, social workers, and law enforcement. The meeting is designed to bring out the best in the people involved. Our twelve SST meeting steps include: • • • • • • • • • • • •
Team members introduce themselves and their roles. Purpose and process of the meeting are stated. Timekeeper is appointed. Strengths are identified. Concerns are discussed clarified, and listed. Pertinent information and modifications are listed. Concerns are synthesized; one or two are chosen for focus. Strategies to deal with are chosen; concerns are brainstormed. Team chooses best strategies to carry into actions. Individuals make commitments to actions. Person responsible and timelines for actions are records. Follow-up date is set.
After implementation of a SST plan and follow up, if the problem continues, revisions to the plan may be discussed, or if necessary, a referral for special education assessment might be deemed necessary by the SST. Attached, as Appendix B, please find Achieve’s list of research based academic interventions for both reading/language arts and mathematics. Curriculum The curriculum at Achieve will develop a foundation of basic skills and cultivate higherorder thinking skills. It will be simultaneously rigorous and relevant to students and it will foster interdisciplinary thinking across subject areas. Achieve's educational program will place special emphasis on ensuring that all students cultivate strong literacy and
math skills. In the area of literacy, the focus will be on building on a strong reading and writing foundation and further developing students’ content specific vocabulary, reading and writing skills. In the area of math, the focus will be on building strong computation skills in the early grades followed by algebra preparedness in the upper grades with the ultimate goal of having all eighth grade students successfully complete algebra upon matriculation. Achieve’s curriculum will meet California State Content Standards. Achieve shall select instructional materials aligned with California State Content Standards. Instructional materials will be reviewed annually by our Principal and teachers who will make recommendations to the Board as to the selection of new or additional selections. Any material revisions to the educational program section of this charter shall be submitted for approval in accordance with Education Code Section 47607. Suggested Subject Matter Competencies As indicated above, Achieve expects its graduates to demonstrate a mastery of specific subject matter competencies, as detailed by the California State Content Standards for Reading/Language Arts, Math, Science, Social Studies, and recommended standards in Art, Physical Education, and Foreign Language. The following is a list of suggested goals for subject matter competencies. It should be noted that the lists have been developed from the State Content Standards and are by no means meant to replace the standards. The following lists detail broad learning targets by content area. State content standards detailing specific learning targets as mandated by the State of California will be utilized by all faculty. Additionally, in-depth discussions with the school community on what students should know and be able to do will occur. English/Language Arts In the area of English/Language Arts, students will: • Demonstrate strong reading, writing, speaking and language skills in multiple forms of expression (e.g., written, oral, multimedia, and performing arts) with communication skills appropriate to age, setting and audience • Understand and appreciate literature and the arts as expressions of and ways to interpret the human experience • Obtain meaning from a variety of complex texts • Be well read as demonstrated by reading a variety of literary works representing different genres • Make informed interpretations of the purpose and meaning of literary works • Convey interpretations of the purpose and meaning of literary works • Explain how literature from various cultural/ethnic groups expresses both distinctive and similar values, experiences, struggles, and contributions • Evaluate how the form and content of literary work contributes to its message and impact
Social Studies In the area of Social Studies, students will: • Understand and apply civic, historical, and geographical knowledge in order to become a citizen in a diverse world • Apply information, concepts, and perspectives from the history of our nation and the history and development of other nations • Deliberate on public issues which arise in a representative democracy • Use historical research to ask and answer questions about the past • Recognize that regions can be defined in cultural, physical, or political terms • Accurately interpret and summarize information from maps, charts, and graphs • Understand the building blocks of representative government • Understand the evolution of early civilizations and the development of new ideas, institutions, and systems of thought • Recognize that events in the past inform the present • Understand the rich and varied achievements of diverse peoples Math In Math, students will: • Demonstrate strong understanding of basic computation skills and processes • Articulate the importance of strong foundational skills and their connection to higher order logic and mathematical reasoning • Construct mathematical models • Use a variety of problem solving strategies • Understand and apply properties of numbers • Understand and apply methods of measurement • Understand and apply concepts of geometry • Understand and apply concepts of functions and algebra • Understand and apply concepts of probability and statistics • Understand and apply concepts of data analysis Science In Science, students will: • Analyze real world phenomena using scientific concepts, principles, and processes (e.g. cause and effect, energy, systems, etc.) • Use the scientific method to ask and answer questions about the world • Understand essential ideas about the compositions and structure of the universe and the motions of objects in it • Know basic earth, biological, physical, and chemical concepts • Understand basic concepts of matter and energy, motion and forces
Arts In the Arts, students will: • Participate in artistic activities • Make informed interpretations of the purpose and meaning of artistic works • Convey interpretations of personal experiences in expressive forms • Explain how art from various cultural/ethnic groups expresses both distinctive and similar values, experiences, struggles, and contributions • Explain how the form and content of an artistic work contributes to its message and impact • Explain the role of the artist in providing service to the community and world Foreign Language In the area of Foreign Language, students will: • Obtain sufficient verbal fluency and written proficiency to begin communicating effectively in a foreign language • Understand and appreciate the culture underlying a foreign language Physical Education In the area of Physical Education, students will: • Exhibit a physically active life style • Demonstrate the ability to make healthy choices (e.g. nutritionally, avoiding harmful substances, etc.) • Demonstrate responsible personal and social behavior in physical activity settings • Understand and apply the rules of multiple sports • Understand how individual contributions lend themselves to the success of a team
Professional Development Ongoing professional development planning and evaluation will be developed by teachers and the principal. Professional development will be aligned to school-wide outcomes and measurable pupil outcomes. Attached, as Appendix F, please find a description of the planned annual professional development for the 2009-2010 school year. This plan will prepare teachers to implement the educational program described herein. PLAN FOR ENGLISH LEARNERS
The Charter School is deeply committed to the success of its English Learners (“EL”). Teachers at the Charter School will work collaboratively to provide ELs access to the Charter School’s rigorous curriculum as well as to academic English language development. Our vision rests on a body of research that challenges traditional ways of construing ELs as requiring a lower-level curriculum, and enables the raising of expectations of achievement through a curriculum rich in high intellectual challenge and high support tasks. Teachers will work effectively with ELs to ensure that they acquire the English language and academic skills identified in the Charter School’s curriculum and meet state standards. The Charter School plans to hire teachers who have the skills and expertise to accelerate ELs' academic and linguistic development. To accomplish this mission, teachers will be helped to utilize specific instructional strategies to develop initial communicative competence in English and the development of disciplinary academic registers in their second language. Inclusion of primary language support and sheltered instruction will be utilized, where appropriate, to facilitate student engagement and thus guarantee full participation in class. The Charter School will administer the home language survey upon a student’s initial enrollment into the Charter School (on enrollment forms). All students who indicate that their home language is other than English will be CELDT tested within thirty days of initial enrollment and at least annually thereafter between July 1 and October 31st until redesignated as fluent English proficient. The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing. In general, students will be grouped heterogeneously. However, the Charter School’s small size and low student-teacher ratio allows for more focused instruction for English Learners and for more opportunities for intensive interventions where appropriate, including increased opportunities for varied types of grouping. In addition, the use of the PLP facilitates specific instruction addressed to the needs of English Learners. Achieve teachers will use all of these strategies in the classroom. Each student will have a specific plan of support outlined in their PLP. Faculty working with the student’s family will devise a plan that could include pullout instruction, modified assignments and tutorial sessions. The Charter School will follow all applicable laws related to the testing and service requirements for EL students. PLAN FOR SPECIAL EDUCATION/ SECTION 504 OF THE REHABILITATION ACT/ AMERICANS WITH DISABILITIES ACT Overview
The Charter School shall comply with all applicable state and federal laws in serving students with disabilities including but not limited to Section 504 of the Rehabilitation Act (“Section 504”), the Americans with Disabilities Act (“ADA”) and the Individuals with Disabilities in Education Improvement Act of 2004 (“IDEA”). The Charter School agrees to adhere to the policies, procedures and requirements of the Butte County Office of Education Local Plan for Special Education. Section 504 /ADA The School shall be solely responsible for its compliance with Section 504 and the ADA. All facilities of the School shall be accessible for all students with disabilities in accordance with the ADA. Further, the School will adopt a policy which outlines the requirements for identifying and serving students with a 504 accommodation plan. The School recognizes its legal responsibility to ensure that no qualified person with a disability shall, on the basis of disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program of the Charter School. Any student who has an objectively identified disability which substantially limits a major life activity such as learning is eligible for accommodation by the School. A 504 team will be assembled by the Principal and shall include qualified persons knowledgeable about the student, the meaning of the evaluation data, placement options and the legal requirements for least restrictive environment. The 504 team will review the student’s existing records, including academic, social and behavioral records and is responsible for making a determination as to whether an evaluation for 504 services is appropriate. If the student has already been evaluated under the IDEA, those evaluations may be used to help determine eligibility under Section 504. The student evaluation shall be carried out by the 504 team who will evaluate the nature of the student’s disability and the impact upon the student’s education. This evaluation will include consideration of any behaviors that interfere with regular participation in the educational program and/or activities. The 504 team will consider the following information in its evaluation: a.
Tests and other evaluation materials that have been validated for the specific purpose for which they are used and are administered by trained personnel.
b.
Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligent quotient.
c.
Tests are selected and administered so as to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills, the test results accurately reflect the student’s aptitude or
achievement level or whatever factor the test purports to measure rather than reflecting the student’s impaired sensory, manual or speaking skills. The final determination of whether the student will or will not be identified as a person with a disability is made by the 504 team in writing and noticed in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If during the evaluation, the 504 team obtains information indicating possible eligibility of the student for special education per the IDEA, a referral for special education assessment will be made by the 504 team. If the student is found by the 504 team to have a disability under Section 504, the 504 team shall be responsible for determining what, if any, accommodations are needed to ensure that the student receives the free and appropriate public education (“FAPE”). In developing the 504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by the School’s professional staff. The parent or guardian shall be invited to participate in 504 team meetings where program modifications for the student will be determined and shall be given an opportunity to examine in advance all relevant records. The 504 Plan shall describe the Section 504 disability and any program modification that may be necessary. In considering the 504 Plan, a student with a disability requiring program modification shall be placed in the regular program of the School along with those students who are not disabled to the extent appropriate to the individual needs of the student with a disability. All 504 team participants, parents, and guardians, teachers and any other participants in the student’s education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be maintained in the student’s file. Each student’s 504 Plan will be reviewed at least once per year to determine the appropriateness of the Plan, continued eligibility or readiness to discontinue the 504 Plan. Services for Students under the “IDEA” The Charter School intends to function as a public school of the District solely for purposes of providing special education and related services under the IDEA pursuant to Education Code Section 47641(b). In accordance with Education Code Section 47646, the Charter School seeks services from the District for special education students enrolled in the Charter School in the same manner as is provided to students in other District schools. The Charter School shall follow the District and SELPA policies and procedures in seeking out and identifying students who may qualify for special education programs and services. The Charter School will comply with District protocol as to the delineation of
duties between the District central office and the local school site in providing services to identified pupils. We would anticipate that an agreement would be developed between the District and the Charter School which spells out in detail the responsibilities for provision of special education services and the manner in which special education funding will flow to the students of the School. We envision an ideal relationship for special education to follow the language and intent of Education Code Section 47646 as follows: •
The District retains the special education funds for the students of the Charter School
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The District provides services to the students of the Charter School
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The Charter School pays a pro-rata share of the overall District encroachment for special education
This method of funding and services is very common throughout the state. However, we are open to discussions with the District regarding any reasonable alternatives to this arrangement.
III.
MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA
Governing Law: The measurable pupil outcomes identified for use by the Charter School. “Pupil outcomes,” for purpose of this part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school’s educational program. --California Education Code Section 47605(b)(5)(B) Governing Law: The method by which pupil progress in meeting those pupil outcomes is measured. --California Education Code Section 47605(b) (5) (C)
Our goal is to create a school that motivates and assists all students in meeting proficiency on state academic standards. The school will ensure alignment of the curriculum (see Strategic Design description in Element 2) in order to ensure success for all students in meeting the requirements of state-required standardized tests. These standards will serve as a guide in developing school goals and in making decisions regarding expenditures of resources, allotment of budget, staff development, program priorities, and policy decisions. PUPIL OUTCOMES AND METHODS OF MEASUREMENT Assessment Assumptions Our assessment methods are based on the following beliefs: • In order to have a complete picture of a student’s growth, differentiated assessment methods must be used. Assessments for individual students should focus on individual mastery of specific content standards and learning objectives. • As is integral to the process of Strategic Design, there should be an appropriate relationship between a desired student outcome and the means used to assess it. We use Bloom’s Taxonomy to identify the level of cognition required by standards and align our formative and summative assessments to standards using this information Assessments should be aligned to the prioritized standards and student objectives. • Identifying what we expect students to know and be able to do with specific information is a vital piece of all assessment methods. • Assessment should promote and support reflection and self-evaluation on the part of students, staff, and parents. Pupil Outcome Goals and Assessment Tools Student progress shall be measured through varied and diverse methods which include research-based formative assessment probes as part of the Curriculum-Based Measurement (CBM) process, traditional assessments such as grades, unit tests, teachers created assessments, state standardized testing as well as on-going “authentic assessment” methods such as demonstrations, performances, and exhibitions.
As part of this measurement, the Charter School shall meet all statewide standards and conduct the student assessments required, pursuant to Education Code Section 60605 and 60851, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools, as required by Education Code Section 47605(c)(1). Students will have opportunities for self-assessment, such as using rubrics to assess and reflect upon their work. Students will also maintain portfolios of “work in progress” as well as polished work to track and demonstrate growth and progress along learning goals in the PLP. For all students promoted from the School, the vision and core values are exemplified in the following statement of pupil outcomes. These pupil outcomes were developed through a close analysis of state content standards which articulate specific grade level expectations for our students. Achieve teachers align daily lessons to standards using the Strategic Design process described in this petition. Pupil Outcome Goals All students will demonstrate grade-level proficiency in reading, writing, listening and speaking including but not limited to the following concepts: verbal reasoning skills, word relationships, vocabulary, use of plurals, possessives, suffixes, prefixes, tenses, contractions, and noun-verb agreement, receptive/expressive/ written vocabulary skills, writing skills, spelling skills, and reading comprehension. All students will demonstrate grade-level proficiency in mathematics including but not limited to the following concepts: numeration, arithmetic, computational skills, money as units of value, time concepts, measurement and algebraic concepts. All students will demonstrate mastery of designated outcome goals in the areas of science including but not limited to the following concepts: the application of scientific skills and review of scientific data.
All students will demonstrate mastery of designated outcome goals in the areas of social studies including but not limited to the
Assessment Tool(s)/ Method(s) • AIMSweb early literacy skills, fluency, comprehension and writing assessments. • Pre-post reading/language Arts diagnostics • Curriculum embedded benchmark assessments • STAR test data • Informal classroom-based assessments • • • • • •
• • • • •
AIMSweb computation assessments Progress monitoring assessments in prealgebra and algebra Curriculum embedded assessments Informal classroom-based assessments STAR data Curriculum embedded benchmark assessments, aligned to standards (see “Assessment Design”, below, for a description of how assessments will be aligned to standards) STAR test data Informal classroom-based assessments Rubrics Group and individual projects Curriculum embedded benchmark assessments, aligned to standards (see “Assessment Design”, below, for a
following concepts: awareness and recollection of major events in World, National, State, and local, history and the effect of such events on current society, and awareness of geographical locations worldwide. All students will demonstrate improved sense of self-worth and knowledge of their abilities in order to set and achieve realistic goals and increased respect, appreciation and understanding of diverse cultures and individuals. All students will demonstrate improved study skills and technology based methods of acquiring and communicating information.
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description of how assessments will be aligned to standards) STAR test data Informal classroom-based assessments Rubrics Group and individual projects Planning and implementing significant projects in the school and their community based in the context of project-based coursework. Project-based learning rubrics
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Informal classroom-based assessments
• • • • •
SCHOOL-WIDE OUTCOMES State Content Standards The Achieve academic curriculum shall consist of the basic concepts, content goals, and skills instruction reflected in the California State Content Standards in English/language arts, science, mathematics, and history/social science. Academic skills and concepts proposed by the California State Frameworks will be linked directly and specifically to concepts and themes explored in the classroom. The School is dedicated to documenting student achievement of the state content standards each year through state-mandated pupil assessments. State Standardized Testing Achieve’s long-term goal is for all students to be proficient or advanced in the CA State Standards in core curriculum areas. It is the annual goal of Achieve to strive to exceed the district average for proficiency and increase the number of students scoring proficient or advanced in reading/language arts and mathematics as measured annually by the CA Standards Test (CST). It is the goal of the petitioners to have their students show measurable growth each academic year, as evidenced by scores on the standardized testing scores. As a secondary goal, the School shall strive to meet or exceed Districtwide averages on standardized testing scores as compared by identified subgroups. Attendance It is the goal of the Charter School to strive, on average, to exceed the District average for student attendance. Academic Performance Index
It is the goal of the School using the education program discussed herein along with the research based interventions to meet its Academic Performance Index growth targets on an annual basis. Adequate Yearly Progress It is the goal of the School to make adequate yearly progress (“AYP”) as defined by the No Child Left Behind Act (“NCLB”). All pupil and school outcomes will be reviewed at least once annually by the Principal and teachers. All pupil and school outcomes will be addressed in the annual performance report made to the district. Recommendations as to revisions to pupil and school outcomes may be made by the Principal and teachers to the Achieve Board. Material revisions to these pupil outcomes must be considered by the District Board in accordance with Education Code Section 47607. School-wide outcomes will be measured as follows: OUTCOME State Content Standards
METHOD(S) OF MEASUREMENT CST, Internal and External Assessments, Teacher Records, Work Samples, Portfolios Standardized Testing Growth CAT6, CST, CELDT Attendance Attendance records Academic Performance Index ("API”) Grow API Score Target Adequate Yearly Progress As measured by state in accordance with NCLB. Please see Appendix G, for our school-wide assessment plan . USE AND REPORTING OF DATA Staff will receive data on student achievement during regularly scheduled weekly staff meetings and will use this data to help monitor and improve Achieve's education program. Parents and guardians will receive data on student achievements at least two times per trimester on progress reports and report cards. Additional correspondence will be provided when necessary. This data will also be discussed when they meet with their child's teacher to develop, modify, or review their child's PLP. The School will compile and provide to District Board of Education an annual performance report. This report will, at a minimum, include the following data: •
Summary data showing all pupil outcomes identified in Element 2.
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An analysis of whether student performance is meeting the goals specified above . This data will be displayed on both a Charter school-wide basis and disaggregated by grade level and subject area categories to the extent feasible without compromising student confidentiality.
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A summary of major decisions and policies established by the Charter School Board during the year.
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Data on the level of parent involvement in the School's governance (and other aspects of the school, if applicable) and summary data from an annual parent and student satisfaction survey.
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A summary and evaluation of professional development activities.
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Data regarding the number of staff working at the school and their qualifications.
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A copy of the school's health and safety policies and/or a summary of any major changes to those policies during the year.
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Information demonstrating whether the School implemented the means listed in the charter to strive to achieve a racially and ethnically balanced student population.
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An overview of the School's admissions practices during the year to support the admissions target population policy. This will include data regarding the numbers of students enrolled, student demographics, the number on waiting lists, annual admissions procedures and the numbers of students expelled and/or suspended.
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Analyses of the effectiveness of the School's internal and external dispute mechanisms and data on the number and resolution of disputes and complaints.
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Other information regarding the educational program and the administrative, legal and governance operations of the School relative to compliance with the terms of the charter generally.
The School and District Board of Education will jointly develop the content, evaluation criteria, timelines and process for the annual performance report. The School will use the information compiled in the performance audit to evaluate and improve upon its educational programming as necessary. The School shall submit to a random, unannounced site visitation process to enable the District to gather information needed to confirm the school's performance and compliance with the terms of this charter. Pursuant to Education Code Section 47604.3 the Charter School shall promptly respond to all reasonable inquiries, including, but not limited to inquiries regarding its financial records from the District. The School shall
automatically submit all financial reports required under Education Code Section 47604.33 and 47605(m).
IV.
GOVERNANCE STRUCTURE
Governing Law: The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement—California Education Code Section 47605(b)(5)(D) NON-PROFIT PUBLIC BENEFIT CORPORATION While the School intends to collaborate and work cooperatively with the District, the School shall operate as a separate legal entity, independent of the District. The school will be operated as a duly constituted California nonprofit public benefit corporation, and will be governed in accordance with applicable California Corporations Code Sections and its adopted bylaws which shall be consistent with the terms of this charter. As provided for in the California Corporations Code, the school will be governed by its Board of Directors, whose members have a legal fiduciary responsibility for the wellbeing of the School. Pursuant to Education Code Section 47604(c), the District in performing its oversight of the Charter School as required by Education Code Section 47604.32, shall not be liable for the debts and obligations of the School or for claims arising from the performance of acts, errors, or omissions by the charter school. Attached as Appendix H, please find the Articles of Incorporation and Corporate Bylaws for Achieve Charter School of Paradise, Inc. AFFIRMATIONS Achieve shall be nonsectarian in its programs, admission policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate against any student or employee on the basis of race, ethnicity, national origin, gender, sexual orientation or disability. Achieve shall comply with all applicable federal, state and local laws applicable to its operation and will comply with the PUSD guidelines and requirements for charter schools. NON-PROFIT BOARD OF DIRECTORS
Permanent Board Structure
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Three (3) members - Community Leaders (individuals recognized as a community leaders in the field of education, school management, school finance, business, law, or other profession relevant to success of Achieve; non-parents of students in the school)
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Two (2) members – Parent (a parent of a prospective student to be enrolled in the School)
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One (1) member – Employee (a prospective employee of the School).
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One (1) member – District representative
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One (1) member-Non Voting Emeritus
Elections/ Appointment: Parent members will be elected by the parent body of the School. Community Leaders and Emeritus member will be appointed by the remaining Board members by upon a self nomination or nomination from a parent, teacher, or community member. The staff representative shall be elected by all non-administrative employees of the school. Term: The term for all Community Leader and emeritus Board members shall be for four years.. The terms for parent representatives and staff representatives will be two years. Officers: Staff representative and PUSD representative shall not serve as Board officers. Board Duties The Board of Directors will be responsible for the operation and fiscal affairs of the school including but not limited to: •
Approval of the annual school budget, calendar, salary schedules, major fundraising events, and grant writing;
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Negotiation and Approval of a Memorandum of Understanding (MOU) or other contracts with the School District;
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Approval of all contracts, contract renewals, and personnel actions (e.g. hiring, discipline, dismissal) (subject to the disclosure and recusal of the employee Board member)
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Approval of bylaws, resolutions, and policies and procedures of school operation
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Approval of all changes to the school charter to be submitted as necessary in accordance with applicable law
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Long-term strategic planning for the School;
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Participation as necessary in dispute resolution;
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Monitoring overall student performance;
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Filling the position of School Principal, as necessary (subject to the disclosure and recusal of the employee Board member);
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Evaluation of the School Principal (subject to the disclosure and recusal of the employee Board member);
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Monitoring the performance of the Charter School and take necessary action to ensure that the school remains true to its mission and charter;
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Monitoring the fiscal solvency of the school;
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Participation in the School independent fiscal audit;
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Participation in the School programmatic audit;
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Participation as necessary in student expulsion matters; and
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Increasing public awareness of the Charter School The Charter School will update the District of changes to the Charter School Board of Directors. The Charter School Board of Directors may initiate and carry out any program or activity that is not in conflict with or inconsistent with any law and which is not in conflict with the purposes for which charter schools are established.
Board Meetings The Board of Directors will meet regularly to review and act on its responsibilities. All meetings shall be held in accordance with the Brown Act. The Charter School shall adopt a conflicts code which shall comply with the Political Reform Act, Government Code Section 87100, and applicable conflict restrictions required by the Corporations Code. The Board of Directors meetings will be headed by a Board President, who will be elected by the Board at the concluding meeting of the school year. As long as quorum exists as defined by the corporate bylaws, measures voted on by the Board of Directors may be passed with a simple majority of present members. Board Training The Board of Directors shall participate annually in training regarding board governance, Brown Act, and conflicts of interest rules. Board Delegation of Duties The Board may execute any powers delegated by law to it and shall discharge any duty imposed by law upon it and may delegate to an employee of the School any of those duties. The Board however, retains ultimate responsibility over the performance of those powers or duties so delegated. Such delegation will: •
Be in writing;
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Specify the entity designated;
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Describe in specific terms the authority of the Board being delegated, any conditions on the delegated authority or its exercise and the beginning and ending dates of the delegation; and
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Require an affirmative vote of a majority of present Board members.
CHARTER SCHOOL PRINCIPAL The Board of Directors intends to hire a Principal who will be responsible for administering the school in all of its aspects of its day to day operations, working with the Charter School Board of Directors, the Parent Advisory Council (PAC), the School District, students, parents, and community members and the other governing bodies specified by local and state law. The Principal’s duties shall include, but are not limited to, the following:
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Provide instructional leadership to the School
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Attend District Administrative meetings as requested by the District and stay in direct contact with the District to assist the District in its oversight duties;
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Develop Board of Directors and ASC meeting agenda in compliance with the Brown act; bring matters forward to the Board of Directors and ASC for agendizing;
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Supervise all employees of the school;
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Provide timely performance evaluations of all school employees at least once annually;
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Proposals of policies for adoption by the Board;
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Provide comments and recommendations regarding policies presented by others to the Board;
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Communicating with School legal counsel;
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Staying abreast of school laws and regulations;
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Approval of all purchase orders, pay warrants, and requisitions and upon approval, forward on for processing;
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Participation in the dispute resolution procedure and the complaint procedure when necessary;
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Grant writing;
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Attend meetings with the Chief Financial Officer of the District on fiscal oversight issues periodically;
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Provide all legally required financial reports to the District;
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Make budget line item revisions when necessary and report changes regularly to the Board;
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Development and administration of the budget in accordance with generally accepted accounting principles;
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Presentation of a quarterly financial report to the Charter School Board;
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Provide assistance and coordination to the Faculty in the development of curriculum;
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Oversee parent/student/teacher relations;
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Attendance at IEP meetings when necessary;
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Student disciplinary matters;
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Coordinate the administration of Standardized Testing;
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Plan and coordinate student orientation;
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Attendance at all Charter School Board meetings and attendance as necessary at District Board meetings;
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Site safety;
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Fostering an amicable relationship between District and School and facilitate a sharing of resources between both entities;
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Establish a Communication Model to facilitate communication among all the groups within the School, between the School and the District, and between the School and the community at large;
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Proposal of procedures to Charter School Board designed to carry out Board policies;
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Scheduling;
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Graduations;
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Manage communications between District and Board;
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Develop the School annual performance audit;
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Present performance audit to the Board and upon review of the Charter School Board present audit to the District Board of Trustees and the District Superintendent;
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Facilitate open house events;
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State mandated reporting;
The above duties may be delegated or contracted as approved by the Board to another administrator of the Charter School or other employee, a parent volunteer (Only in accordance with student and teacher confidentiality rights) or to a third party provider as allowed by applicable law. PARENT AND COMMUNITY INVOLVEMENT Parent Advisory Council (PAC) Structure: The PAC shall consist of one parent elected from each grade level and shall serve one school year. The Principal and Business Administrator/CBO shall also serve on this council. The council shall be permanently chaired by the Principal and in her/his absence shall be chaired by the Business Administrator/CBO. Purpose: The PAC shall act as an advisory to the staff and to the Board of Directors suggesting items for action or attention. It shall also supervise and organize parent volunteers, appoint and supervise parent committees, fund raising and fund raising events. It reports directly to the Principal. All decisions and votes of the PAC are to be considered advisory only and do not bind the ASC Board of Directors or staff to any course of action or direction. All funds raised under the supervision of this committee shall be deposited into ACS controlled bank accounts under the supervision of the Business Administrator/CBO Election: Each group of parents from each grade level shall elect one parent from among them to serve on this council for the next year no later than May 15. The terms shall be July 1 through July 1. There are no term limits for the PAC. Election shall be by send- home ballots for each grade in a manner determined by the staff. Parents interested in running for their grade PAC rep simply need to inform the Principal to be included on the ballot. Votes shall be counted by at least (2) staff members. Results shall be kept for one year. Parent Participation Contract Parents/guardians will be strongly encouraged to sign a Parent Participation Contract to provide volunteer time to the School. No student will be denied admission, nor face disciplinary penalties or dismissal for a failure of the Parent/guardian to sign or comply with the contract. Additional Opportunities for Parent Involvement •
Parents, students and teachers meet at least twice a year to plan and assess the students' learning progress and determine goals;
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School and staff evaluations - parents fill out a survey each year evaluating the strengths and weaknesses they identify with the program at Achieve to be reviewed by staff and faculty for consideration of improvement of the School;
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Student-led conferences - students lead conferences on their work during the year to keep parents informed;
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Volunteer opportunities at Achieve – the ASC will maintain a list of various opportunities for parents to volunteer at the School. For example, parents have the opportunity to help in classrooms, lead extracurricular activities, assist in event planning, attend study trips and serve on parent committees;
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Fundraising - parents and community members work with Achieve to raise additional resources to support students and the school program; and
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Advocacy - parents and community members communicate the school design and outcomes to the public, educators and policy makers and advocate for necessary policies and resources.
V.
HUMAN RESOURCES
QUALIFICATIONS OF SCHOOL EMPLOYEES Governing Law: The qualifications to be met by individuals to be employed by the School— California Education Code Section 47605(b)(5)(E) All employees of Achieve shall be considered employees of Achieve and not the District. Achieve will recruit professional, effective, and qualified personnel to serve in administrative, instructional, instructional support, and non-instructional support capacities. Achieve believes that all of its employees play a key role in creating a successful learning environment and will recruit qualified employees. Achieve's key staff members (Principal, Office Manager, and Teachers) will meet the following qualifications: Principal Qualifications Achieve's Principal will be the instructional leader at the School and will be responsible for helping the School and students achieve the outcomes outlined in this charter petition. The Principal will have the following qualifications: Required knowledge, skills, and abilities: • • • • • • • •
Superb communication and community-building skills Deep knowledge of curriculum development and program design A record of success in developing teachers Entrepreneurial passion Experience in School Management Knowledge of School Management California Teaching Credential 5 plus years teaching and/or administrative experience
Preferred educational level and experience: • •
Masters in education is highly desirable Experience in performance assessment
Office Manager Qualifications Achieve's Office Manager will be responsible for overall front office activities, will report to the Principal, and will work with students, parents, and outside parties. The Office Manager will have the following qualifications: Required knowledge, skills, and abilities:
• • • •
Strong organizational, time management, and multi-tasking skills Strong interpersonal and communication skills Expedience in office management capacity Ability to work independently as well as with a team
Required educational level: •
A.A. degree or equivalent work experience
Desirable experience: • • •
3 plus years in fast-paced administrative support position Experience in school front office preferable Proficiency with various computer office programs
Teacher Qualifications Required knowledge, skills, and abilities: Criteria for the selection of teachers are adapted from the five standards used for certification from the National Board for Professional Teaching Standards. Candidates are evaluated using these standards: • • • • •
Committed to students and learning Knowledgeable about their subject matter Skilled in management of learning Reflective in their practice Community-oriented
Required educational level / credentialing: Teachers at the School will be required to hold a California Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold and shall meet any and all applicable “highly qualified” requirements required by the No Child Left Behind Act. As provided in Education Code Section 47605(l), the School flexibility in credentialing requirements may be given to teachers in noncore, noncollege courses (e.g. music, physical education, various electives, etc.). The School shall annually, as part of its performance report to the District, provide a list to the District of all classes, which the Charter School defines as “noncore, noncollege” for which flexibility in credentialing might be sought.
Other Non-Certificated Employees Achieve Charter School non-certificated personnel shall be willing to work in a unique educational environment with a diverse group of teachers, parents and students. As applicable, the School will comply with the highly qualified requirements under the No Child Left Behind Act. HIRING PROCESS As a public charter school with a clearly defined focus, Achieve will attract employees interested in working in more accountable, innovative, collaborative environments. The Board of the Charter School shall appoint a hiring committee including the following: •
Principal (except in the case of hiring the Principal);
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One Parent/ Guardian (non board member) to be increased to two parents in the case of hiring of the Principal; and
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One of the Community Leaders from the Board.
The hiring committee will make hiring recommendations to the Board of Directors of Achieve who will make all decisions regarding hiring of all Achieve personnel. RETIREMENT BENEFITS Governing Law: The manner by which staff members of the Charter School will be covered by federal social security—California Education Code Section 47605(b)(5)(K) Employees at the School shall participate in individual 403(b) retirement plans as applicable to the position, along with federal social security. EMPLOYEE REPRESENTATION Governing Law: A declaration whether or not the Charter School shall be deemed the exclusive public school employer of the employees of the Charter School for the purposes of the Educational Employment Relations Act. —California Education Code Section 47605(b)(5)(O) The School shall be deemed the exclusive public school employer of the employees of the School for the purposes of the Educational Employment Relations Act.
RIGHTS OF SCHOOL DISTRICT EMPLOYEES Governing Law: A description of the rights of any employee of the school district upon leaving the employment of the school district to work in a charter school, and of any rights of return to the school district after employment at a charter school. – Education Code Section 47605(b)(5)(M) Employees of the District who choose to leave the employment of the District to work in the Charter School shall have no automatic rights of return to the District after employment at the Charter School unless specifically granted by the District through a leave of absence or other agreement of the District as aligned with the collective bargaining agreements of the District. HEALTH AND SAFETY Governing Law: The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school record summary as described in Section 44237—California Education Code Section 47605(b)(5)(F) Procedures for Background Checks The Charter School will comply with the provisions of Education Code Section 44237 and 45125.1 regarding the fingerprinting and background clearance of employees, contractors and volunteers prior to employment, volunteering, or contract services or any unsupervised contact with pupils of the Charter School. The Principal of the School shall review Department of Justice reports on prospective employees/ contractors; volunteers to determine whether an employee may be employed in accordance with Education Code Section 44237 or 45125.1, except with respect to her or himself, in which case the President of the Board will review. The Principal shall monitor compliance with this policy and report to the Board of Directors on a quarterly basis. Role of Staff as Mandated Child Abuse Reporters All classified and certificated staff will be mandated child abuse reporters and will follow all applicable reporting laws, the same policies and procedures used by the District. TB Testing The Charter School will follow the requirement of Education Code Section 49406 in requiring tuberculosis testing of all employees. Immunizations
The Charter School will adhere to all law related to legally required immunizations for entering students pursuant to Health and Safety Code Section 120325-120375, and Title 17, California Code of Regulations Section 6000-6075.
Medication in School The Charter School will adhere to Education Code Section 49423 regarding administration of medication in school. Vision/Hearing/Scoliosis The Charter School shall adhere to Education Code Section 49450 et. seq. as applicable to the grade levels served by the School. Emergency Preparedness The Charter School shall adhere to an Emergency Preparedness Handbook drafted specifically to the needs of the school site. This handbook shall include but not be limited to the following responses: OSHA policy compliance, fire, flood, earthquake, terrorist threats, and hostage situations and shall be submitted for District receipt and review by August 15, 2005. This handbook shall include an evacuation plan, and general school safety, injury and illness prevention. Bloodborne Pathogens The Charter School shall meet state and federal standards for dealing with bloodborne pathogens and other potentially infectious materials in the workplace. The Board shall establish a written “Exposure Control Plan” designed to protect employees from possible infection due to contact with bloodborne viruses, including human immunodeficiency virus (HIV) and hepatitis B virus (HBV). Whenever exposed to blood or other body fluids through injury or accident, students and staff should follow the latest medical protocol for disinfecting procedures. Drug Free/Smoke Free Environment The School shall maintain a drug and alcohol and smoke free environment. Procedures The Charter School shall adopt procedures to implement the policy statements listed above prior to operation. Lease The School shall be responsible for ensuring that the facility to be utilized by the School is in compliance with applicable State and local building codes, environment laws, and the Americans with Disabilities Act and shall provide evidence of same to District by August 15, 2005. The School would welcome a “walk-through” by District staff prior to opening.
DISPUTE RESOLUTION Governing Law: The procedures to be followed by the Charter School and the entity granting the charter to resolve disputes relating to provisions of the charter—California Education Code Section 47605(b)(5)(N) Disputes Between the District and the School The School and the District will always attempt to resolve any disputes between them amicably and reasonably without resorting to formal procedures. Both shall refrain from public commentary regarding any disputes until the matter has progressed through the dispute resolution process unless legally required to do otherwise. In the event of a dispute between the School and the District, the staff and School Board/Board members of the Charter school and District agree to first frame the issue in written format and refer the issue to the Superintendent and Principal of the School. In the event that the District Board of Trustees believes that the dispute relates to an issue that could lead to revocation of the charter in accordance with Education Code Section 47607, this shall be noted in the written dispute statement. However, participation in the dispute resolution procedures outlined in this section shall not be interpreted to impede the District’s ability to proceed with revocation in accordance with Education Code Section 47607. The Principal and Superintendent shall informally meet and confer in a timely fashion to attempt to resolve the dispute, not later than 5 business days from receipt of the statement. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two governing board members from their respective boards who shall jointly meet with the Superintendent and Principal of the Charter School and attempt to resolve the dispute within 15 business days from the dispute statement. If this joint meeting fails to resolve the dispute, the Superintendent and Principal shall meet to jointly identify a neutral third party mediator to engage the Parties in a mediation session designed to facilitate resolution of the dispute. The format of the mediation session shall be developed jointly by the Superintendent and Principal. Mediation shall be held within thirty business days of receipt of the dispute statement. The costs of mediation shall be split between the District and the Charter School. All timelines in this section may be revised if mutually agreed upon by the District and the Charter School. The District is not required to participate in any of the dispute resolution procedures outlined in the petition (including the provision to meet and confer) in the event the District determines the violation is grounds for revocation as outlined in Education Code Section 47607. Internal Disputes All disputes involving the School shall be resolved by the School according to the School’s own internal policies. The District shall not be involved with internal disputes
of the School unless the School requests District involvement, it is legally required, or unless the internal dispute relates to one of the reasons under Education Code Section 47607 for which a charter may be revoked.
VI.
STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES
STUDENT ADMISSIONS POLICIES AND PROCEDURES Governing Law: Admission Requirements, if applicable-Education Code Section 47605(b)(5)(H) The School shall admit all pupils who wish to attend the School up to capacity. No test or assessment shall be administered to students prior to acceptance and enrollment into the school. Pupils will be considered for admissions without regard to race, ethnicity, national origin, gender, or disability. The application process is comprised of the following: • • • • • • •
Parent/guardian attendance at a school orientation meeting Completion of a student enrollment form Parent signature of School Contract Proof of Immunization Home Language Survey Completion of Emergency Medical Information Form Proof of minimum age requirements, e.g. birth certificate
Applications will be accepted during a publicly advertised open enrollment period each Spring for enrollment in the following school year. Following the open enrollment period each year applications shall be counted to determine whether any grade level has received more applications than availability. In this event that this happens, the School will hold a public random drawing to determine enrollment for the impacted grade level, with the exception of existing students (2nd year forward) who are guaranteed enrollment in the following school year. Enrollment preferences in the case of a public random drawing shall be allowed in accordance with School policy as attached in Appendix J. At the conclusion of the public random drawing, all students who were not granted admission due to capacity shall be given the option to put their name on a wait list according to their draw in the lottery. This wait list will allow students the option of enrollment in the case of an opening during the school year. In no circumstance will a wait list carry over to the following school year. NON-DISCRIMINATION
Governing Law: The means by which the school will achieve racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted—California Education Code Section 47605 (b)(5)(G) The School shall implement a student recruitment strategy that includes, but is not necessarily limited to, the following elements or strategies to attempt to achieve a racial and ethnic balance among students that is reflective of the general population residing within the territorial jurisdiction of the District and the communities in which its sites are located: •
An enrollment process that is scheduled and adopted to include a timeline that allows for a broad-based -recruiting and application process.
•
The development of promotional and informational material that appeals to all of the various racial and ethnic groups represented in the District and the communities in which its sites are located, including Spanish language materials as needed.
•
The distribution of promotional and informational materials to a broad variety of community groups and agencies that serve the various racial, ethnic and interest groups represented in the District and the communities in which its sites are located.
•
To reach families traditionally less informed about education options Achieve plans to work with The Boys and Girls Club and Big Brothers Big Sisters. By working with these organizations families in our target population will be given notice of when Achieve will be holding their enrollment period. We will also encourage Achieve students who may be described as “at-risk” to enter a mentor program with on of these organizations. In addition to working with these organizations we will also make public announcements to notify the community of open enrollment dates.
The School, in its annual report, shall include student enrollment indicating the racial and ethnic mix of students and the percentage of students from the District and steps taken to ensure a racial and ethnic balance as described herein. The annual report shall disaggregate racial and ethnic data, free and reduced lunch participation percentage, English Learners. PUBLIC SCHOOL ATTENDANCE ALTERNATIVES Governing Law: The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools. - Education Code Section 47605(b)(5)(L)
Students who reside within the District who choose not to attend the charter school may attend school within their school of residence according to District policy or at another school district or school within the District through the District’s intra and inter-district policies. Parents and guardians of each student enrolled in the charter school will be informed on admissions forms that the students have no right to admission in a particular school of any local education agency as a consequence of enrollment in the charter school, except to the extent that such a right is extended by the local education agency.
SUSPENSION AND EXPULSION PROCEDURES Governing Law: The procedures by which pupils can be suspended or expelled— California Education Code Section 47605 (b)(5)(J) The School shall provide due process to all students prior to acting to suspend or expel in accordance with an adopted Pupil Suspension and Expulsion Policy, which is attached as Appendix K. Additionally, in accordance with Education Code Section 47605(d)(3), upon expulsion of any student, the Charter School shall notify the superintendent of the District of the pupil’s last known address within 30 days, and shall, upon request, provide that school district with a copy of the cumulative record of the pupil, including a transcript of grades or report card and health information.
VII. REPORTING AND ACCOUNTABILITY BUDGETS AND CASH FLOW Governing Law: The petitioner or petitioners shall also be required to provide financial statements that include a proposed first year operational budget, including startup costs, and cash flow and financial projections for the first three years of operation- (Education Code Section 47605(g)) Attached, as Appendix L, please find the following documents: • •
A projected first year budget including startup costs Cash flow and financial projections for the first three years of operation.
These documents are based upon the best data available to the Petitioners at this time. FINANCIAL REPORTING The Charter School shall provide reports to the District as follows, and may provide additional fiscal reports as requested by the District: 1.
By July 1, a preliminary budget for the current fiscal year. For a charter school in its first year of operation, financial statements submitted with the charter petition pursuant to Education Code 47605(g) will satisfy this requirement.
2.
By December 15, an interim financial report for the current fiscal year reflecting changes through October 31. Additionally, on December 15, a copy of the Charter School’s annual, independent financial audit report for the preceding fiscal year shall be delivered to the District, State Controller, State Department of Education and County Superintendent of Schools.
3.
By March 15, a second interim financial report for the current fiscal year reflecting changes through January 31.
4.
By September 15, a final unaudited report for the full prior year. The report submitted to the District shall include an annual statement of all the Charter School’s receipts and expenditures for the preceding fiscal year.
INSURANCE The Charter School shall acquire and finance general liability, workers compensation, and other necessary insurance of the types and in the amounts required for an enterprise of similar purpose and circumstance. The District Board of Education shall be named as an additional insured on all policies of the Charter School.
Prior to opening, the Charter School shall provide evidence of the above insurance coverage to the District. ADMINISTRATIVE SERVICES Governing Law: The manner in which administrative services of the School are to be provided. (Education Code Section 47605(g)). The Principal will assume the lead responsibility for administering the School under the policies adopted by the School’s Board of Directors. The petitioners anticipate that the Charter School will provide or procure most of its own administrative services, including but not limited to financial management, personnel, and instructional program development. FACILITIES Governing Law: The facilities to be utilized by the school. The description of facilities to be used by the charter school shall specify where the school intends to locate. (Education Code Section 47605.6(b)(5)(D)) The anticipated school site shall be located at 771 Elliott Rd. Paradise, California. Our facilities include 7 classrooms, a school office, Principal's office, business office, a library, intervention room, multi-purpose room, science lab, teacher meeting/break room, 2 storage rooms with teacher bathrooms, 2 boys bathrooms, 2 girls bathrooms, new play structure in wood chips, large black top play area and large grass field. INDEPENDENT FISCAL AUDIT Governing Law: The manner in which an annual, independent financial audit shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority—California Education Code Section 47605(b)(5)(I) The School will facilitate an annual independent audit of the school's financial affairs. The Board will select and oversee an auditor with education audit experience. The audit will verify the accuracy of the School's financial statements, attendance and enrollment accounting practices and review the school's internal controls. The audit will be conducted in accordance with generally accepted accounting principles applicable to the School. It is anticipated that the annual audit will be completed four months after the close of the fiscal year and that a copy of the auditor's findings will be forwarded to the District, the County Superintendent of Schools, the State Controller and to the CDE by December 15th each year. The School's Principal along with an audit committee will review any audit exceptions or deficiencies and report to the Charter School Board with recommendations on how to resolve them. The School Board will submit a report to the District describing how the exceptions and deficiencies have been or will be resolved to the satisfaction of the District.
CLOSURE PROTOCOL Governing Law: A description of the procedures to be used if the charter school closesEducation Code Section 47605(b)(5)(p) The following procedures shall apply in the event the School closes. The following procedures apply regardless of the reason for closure. Closure of the School will be documented by official action of the Charter School Board. The action will identify the reason for closure. The Board will promptly notify the District of the closure and of the effective date of the closure. The Board will ensure notification to the parents and students of the School of the closure and to provide information to assist parents and students in locating suitable alternative programs. This notice will be provided promptly following the School Board's decision to close the School. As applicable, the School will provide parents, students and the District with copies of all appropriate student records and will otherwise assist students in transferring to their next school. All transfers of student records will be made in compliance with the Family Educational Rights and Privacy Act (“FERPA”) 20 U.S.C. § 1232g. The School will ask the District to store original records of Charter School students. All records of the School shall be transferred to the District upon School closure. As soon as reasonably practical, the School will prepare final financial records. The School will also have an independent audit completed as soon as reasonably practical, which period is generally no more than six months after closure. The School will pay for the final audit. The audit will be prepared by a qualified Certified Public Accountant selected by the School and will be provided to the District promptly upon its completion. On closure of the School, all assets of the School, including but not limited to all leaseholds, personal property, intellectual property and all ADA apportionments and other revenues generated by students attending the School, remain the sole property of the School and shall be distributed in accordance with the Articles of Incorporation upon the dissolution of the nonprofit public benefit corporation. On closure, the School shall remain solely responsible for all liabilities arising from the operation of the School. As the School is organized as a nonprofit public benefit corporation, the School Board will follow the procedures set forth in the California Corporations Code for the dissolution of a nonprofit public benefit corporation and file all necessary filings with the appropriate state and federal agencies.
VIII. IMPACT ON THE DISTRICT Governing Law: Potential civil liability effects, if any, upon the school and upon the District. (Education Code Section 47605(g)). POTENTIAL CIVIL LIABILITY EFFECTS Intent This statement is intended to fulfill the terms of Education Code Section 47605(g) and provides information regarding the proposed operation and potential effects of the Charter School on the District. Civil Liability The Charter School shall be operated as a California non-profit public benefit corporation. This corporation is organized and operated exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code Section 23701d. The specific purposes for which the corporation is organized are for the operation of a California public charter school for educational services in accordance with the Education Code Section 47600, et seq. Pursuant to Education Code Section 47604(c), an entity that grants a charter to a charter school operated by or as a non-profit public benefit corporation shall not be liable for the debts or obligations of the charter school or for claims arising from the performance of acts, errors or omissions by the Charter School if the authority has complied with all oversight responsibilities required by law. The Charter School Articles of Incorporation and bylaws are attached as Appendix H. The Charter School shall work diligently to assist the District in meeting any and all oversight obligations under the law, including monthly meetings, reporting, or other requested protocol to ensure the District shall not be liable for the operation of the Charter School. Further, the Charter School and the District shall enter into a memorandum of understanding which shall provide for indemnification of the District. The corporate bylaws of the Charter School shall provide for indemnification of the school’s Board of Directors, officers, agents, and employees, and the School will purchase general liability insurance, Directors and Officers insurance, and fidelity bonding to secure against financial risks. Insurance amounts will be determined by recommendation of the insurance company for schools of similar size, location, and type of program. The District shall be named an additional insured on the general liability insurance of the Charter School. The Board of Directors of the School will institute appropriate risk management practices, including screening of employees, establishing codes of conduct for students, staff, and participating families, and procedures governing financial transactions and dispute resolution.
IX. CONCLUSION By approving this charter, the Paradise Unified School District will be fulfilling the intent of the Charter Schools Act of 1992 to improve pupil learning; increase learning opportunities for all pupils with special emphasis on expanded learning opportunities for all pupils who are identified as academically low achieving; create new professional opportunities for teachers; and provide parents and pupils with expanded choices in education and following the directive of law to encourage the creation of Charter Schools. The Petitioners are eager to work independently, yet cooperatively with the District to set the highest standard for what a charter school should and can be. To this end, the Petitioners pledge to work cooperatively with the District to answer any concerns over this document and to present the District with the strongest possible proposal for renewal. We request a renewed charter for the period of 5 years with continued operations beginning August 2008 The School shall be considered approved as of the date of charter approval. The term of the charter maybe up to 5 years. Renewal of the charter shall be governed by the standards and criteria in Education Code Section 47605 and Education Code Section 47607 as applicable.
