Memorandum of Understanding with the Partnership for Los ... · SchoolSchool NPNP iDiviDiv LDLD...

Memorandum of Understanding with the

Partnership for Los Angeles Schools

Overview of Fundamental Drafting

Principles

� Legal Sufficiency

� Empowerment of School/Partnership for Los

Angeles Schools Relationships

� Interdependence

� Mutual Accountability

� Shared Liability

Legal Sufficiency

� Article IX section 6 of the California Constitution

� Mendoza v. State of California

� The District’s Board will continue to exercise ultimate control and authority over schools

� Schools and Partnership for Los Angeles Schools will comply will all applicable laws

� All District agreements, including all collective bargaining agreements, will be honored

Empowerment of School/Partnership for

Los Angeles Schools Relationship

� Schools receive waiver of District Polices not required for legal compliance or compliance with collective bargaining agreements

� Budget flexibility

� Staffing flexibility

� Curriculum, instruction and professional development flexibility

� Governing Councils for each school

Interdependence

� Schools and Partnership for Los Angeles

Schools will utilize District information

systems

� Local District and Central Office will provide

“back office” services

� Roles and Responsibilities Matrix

� Sharing of best practices

Operating philosophy

Roles & Responsibilities

Instructional Support Services

• Categorical Programs

• Testing support

• Textbook procurement

• Literacy

• Science

• Math

• Arts

• EL/SEL

• Curriculum

• SEL/Achievement GAP

• ITAF

• Testing/Intervention/Magnets

• DELTA/BTSA/GATE/NBC

• Parental Involvement

Operational Areas

• Fiscal Services

• Food Service

• Operations

• Safety & Attendance

• Nursing

• PSA

• Mental Health

• Special Ed

• Staff Relations

• Labor Relations

• Facilities

Local District service commitment

Resource commitment

Relationship management

Year 1Year 1Local District 5 support agreementLocal District 5 support agreement

Local District

• Instructional Support

• Operational Areas

iDivision


• Facilities

PLAS

• Instructional Support


Responsible Responsible Time

alloc. (%)

Time

alloc. (%)

LD will deliver service levels consistent with those provided to

non-iDivision schools

SchoolSchool PLASPLAS iDiviDiv LDLD CDCD

DRAFTDRAFT

Local District shall continue to provide same services to iDivision schools as it has in the past with the exception of operational areas for which

PLAS has explicitly taken ownership and accepted accountability

Under per-pupil funding model (TBD) LD will be compensated for service delivery to iDivision schools (mechanism TBD)

New resp.Same resp.

Issue resolution

Local District Superintendent, iDivision, and Network Partners

will convene quarterly to assess working relationship

iDivision Executive Director will be first arbiter when issues arise

Issues unresolved at iDivision level will be escalated to Deputy

Superintendent

Carmen Schroeder

Luz Cotto

-

Kathi Littmann

TBD

TBD

Marshall Tuck

Angela Bass

Mark Kleger-Heine

Shared resp.1

TBD

TBD

TBD

TBD

TBD

TBD

TBD

TBD

TBD

1. Red indicates change in shared responsibilities; black indicates status quo

LDs to continue providing support with

compliance issues

Operating philosophy

Roles & Responsibilities

New Construction

Existing Facilities

• Non-M&O

• M&O

– Maintenance

– Central support

– Technical support

– Operations

– Site-based

– Central support

– Technical support

Facilities Contracts

Facilities Support Services

FSD service commitment

Resource commitment

Relationship management

Year 1Year 1Facilities Services Division support agreementFacilities Services Division support agreement

New Construction

Existing Fac. (non M&O)

M&O

• Technical Services

• Tactical Services

Facilities Contracts

Facilities Support Svc.

iDivision

NP

Responsible1Responsible1Time

alloc. (%)

Time

alloc. (%)

FSD will deliver service levels consistent with those provided to

all district schools

While piloting the new business model, M&O is to ensure

service levels are at least consistent to those provided at all

district schools

Select M&O Service Call KPI targets:

Back-log: TBD

Avg. time to complete svc call: TBD

SchoolSchool NPNP iDiviDiv LDLD FSDFSD

DRAFTDRAFT

Objective is to ensure there is no disruption to facilities services at iDivision schools upon transfer of control from Local Districts to Network Partners

Maintenance & Operations will pilot a new organizational model to increase service efficiency at iDivision schools which, if successful, would

potentially be rolled out district-wide

Issue resolution

FSD, iDivision, and Network Partners will convene quarterly to assess

working relationship (including review of monthly KPI reports)

iDivision Executive Director will serve as first arbiter when issues arise

Issues unresolved at iDivision level will be escalated to Chief Facilities

Executive or Deputy Superintendent

TBD

TBD

Neil Gamble

TBD

TBD

TBD

TBD

Kathi Littmann

COO

TBD

TBD

TBD

TBD

TBD

TBD

TBD

TBD

TBD

1. Senior level point of contact listed currently; dedicated resources TBD

Same resp. New resp. Shared resp.

Avg. response time: TBD

(Budget related KPI): TBD

NPs to build culture of respect for school

property, thereby decreasing demands for M&O

Mutual Accountability

� Metrics to measure school success

� Annual Score Card

� Annual third party quality review

� Annual audits of Partnership for Los Angeles

Schools by independent auditor

� Periodic reports to the District’s Board

� Metrics for District provided services

Prelim

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aft

* Until graduation methodology is comparable across district, no ranking given Page 1 – Front

XX HS: XX HS: XX HS: XX HS: 2008-2009 School Year

ONE YEAR ONE YEAR ONE YEAR ONE YEAR CHANGECHANGECHANGECHANGE

School School School School

scorescorescorescore

____________________________APIMeets AYP?PI status

ACADEMIC PROGRESSACADEMIC PROGRESSACADEMIC PROGRESSACADEMIC PROGRESS

3 YEAR 3 YEAR 3 YEAR 3 YEAR CHANGECHANGECHANGECHANGE

LAUSD LAUSD LAUSD LAUSD RANKRANKRANKRANK(out of 65)(out of 65)(out of 65)(out of 65)

STUDENT OUTCOMESSTUDENT OUTCOMESSTUDENT OUTCOMESSTUDENT OUTCOMES

STUDENT CONNECTION AND PARENT/COMMUNITY INVOLVEMENTSTUDENT CONNECTION AND PARENT/COMMUNITY INVOLVEMENTSTUDENT CONNECTION AND PARENT/COMMUNITY INVOLVEMENTSTUDENT CONNECTION AND PARENT/COMMUNITY INVOLVEMENT

INSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CLIMATEINSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CLIMATEINSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CLIMATEINSTRUCTION, SCHOOL LEADERSHIP AND SCHOOL CLIMATE

Parent and community engagement X

ACTUALACTUALACTUALACTUAL

9th graders on track to graduate X%

Far Below Basic and Below Basic students improving from previous year on state English Language Arts test/Math test

X% / Y%

Students completing A-G coursework or CTE program with C average or better in 4 years/5 years

X% / Y%

4-year graduation rate/5-year graduation rate ↑A% /↓B% X*X% / Y%

Faculty and staff attendance X%

Parent satisfaction with their child’s school X%

Student satisfaction with their school X%

Students with more than 5 absences X%

Teachers remaining at school X%

Quality review X

Students feeling safe on campus X%

Students Proficient or Advanced on state English Language Arts test/Math test

X% / Y%

10th graders passing CAHSEE X%

10th graders on track to graduate X%

11th graders meeting Early Assessment Program (EAP) college-readiness standards

X%

Graduates enrolled in 2 year college / 4 year college X%

Prelim

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↑C% /↓D%

5 YEAR 5 YEAR 5 YEAR 5 YEAR GOALGOALGOALGOAL

X

Pre

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aft

How to read this scorecardHow to read this scorecardHow to read this scorecardHow to read this scorecardEvery summer, the Innovation Division and LAUSD publishes these school scorecards for students, parents, community

members, and school staff to understand whether schools are giving children the education they need to graduate from high

school and succeed in college and careers. The scorecard entails several qualitative and quantitative metrics in six key areas:

student outcomes, academic progress, quality instruction, student connection, parent and community involvement, school

leadership and school climate

XX HS: XX HS: XX HS: XX HS: 2008-2009 School Year

ONE YEAR ONE YEAR ONE YEAR ONE YEAR CHANGECHANGECHANGECHANGE



____________________________APIMeets AYP?PI status

3 YEAR 3 YEAR 3 YEAR 3 YEAR CHANGECHANGECHANGECHANGE

LAUSD LAUSD LAUSD LAUSD RANKRANKRANKRANK(out of 65)(out of 65)(out of 65)(out of 65)

STUDENT OUTCOMESSTUDENT OUTCOMESSTUDENT OUTCOMESSTUDENT OUTCOMES

ACTUALACTUALACTUALACTUAL

Students completing A-G coursework or CTE program with C average or better in 4 years/5 years

X% / Y%

4-year graduation rate/5-year graduation rate ?A% /?B% X*X% / Y% ?C% /?D%

5 YEAR 5 YEAR 5 YEAR 5 YEAR GOALGOALGOALGOAL

X

SCHOOL OVERVIEWSCHOOL OVERVIEWSCHOOL OVERVIEWSCHOOL OVERVIEW

• % African American

• % American Indian

• % Asian

• % Filipino

• % Hispanic or Latino

# of students

XX HS:XX HS:XX HS:XX HS: 2008-2009 School Year

1 School score: School score: School score: School score: All schools are given a score

based on current performance

Academic Performance Indicator (API)Academic Performance Indicator (API)Academic Performance Indicator (API)Academic Performance Indicator (API): Score given to

each school by the state of California based on

performance on standardized tests. Target score is 800

Meets Annual Yearly Progress (Meets Annual Yearly Progress (Meets Annual Yearly Progress (Meets Annual Yearly Progress (AYPAYPAYPAYP)?: )?: )?: )?: A school must

meet certain test scores as part of the federal system

called No Child Left Behind

Program Improvement (PI) Status: Program Improvement (PI) Status: Program Improvement (PI) Status: Program Improvement (PI) Status: If a school does not

meet NCLB, it enters PI status

2

3

5 ActualActualActualActual: This year’s performance

One year change: One year change: One year change: One year change: Absolute change from last year’s

performance. Arrow indicates whether score

increased or decreased

3 year change: 3 year change: 3 year change: 3 year change: Absolute change from

performance three year’s ago. Arrow indicates

whether score increased or decreased

5 Year Target: 5 Year Target: 5 Year Target: 5 Year Target: Target set by iDivision

LAUSDLAUSDLAUSDLAUSD rank: rank: rank: rank: Your school’s absolute performance

as compared to all other LAUSD high schools

6



____________________________

For a detailed a detailed explanation of the metrics on the scorecard and why these are important to you and your child,

please click here. If you would like to see this scorecard by subgroup, please click here.

7

8

4

Page 1 – Back

• % Pacific Islander

• % White (not Hispanic)

• % EL

• % Special Ed

100African American

100American Indian

100Asian

100Filipino

100Hispanic or Latino

100Pacific Islander100White (not Hispanic)

100EL

100Special Ed

English Language Arts proficiency by subgroup* (% proficient)

100

100

100

100

100

100100

100

100

Math proficiency by subgroup* (% proficient)

* Scores are not shown when number of students is 10 or less to protect student privacy and ensure statistical accuracy

1

56 7 8

23

49

9

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FrontFront BackBack

Draft scorecard (HS example)Draft scorecard (HS example)

Shared Liability

� Partnership for Los Angeles Schools accepts

liability for its employees

� The District accepts liability for its employees

� The District and Partnership for Los Angeles

Schools will share liability for District

employees assigned to schools participating in

the imitative

Looking Forward

� Process and Procedures Manual

� Roles and Responsibilities Matrix

� Memoranda of Understanding with

� Loyola Marymount University

� Greater Crenshaw Educational Partnership

Bd. of Ed Rpt No. XX-07-08 Page 1 of 12 Charters and Innovation Committee

May 15, 2008

Report Number: XXX-07/08

Date: May 15, 2008

Subject: Renewal of the Charter for Central City Value School

Responsible Staff:

Name

Gregory McNair, Associate General Counsel II

Office/Division Office of the General Counsel

Telephone No. (213) 241-2665

A. EXECUTIVE SUMMARY

Action Proposed:

Renewal of the charter for Central City Value School

Staff

Recommendation and

Rationale:

Approve the renewal petition. Central City Value School’s renewal petition contains reasonably comprehensive descriptions of the legally required elements. In addition, Central City Value School’s instructional, operational, and fiscal performance during its most recent five-year term support granting the renewal petition.

Background:

Central City Value School was granted a five-year charter on February 25, 2003. The charter school currently serves 312 students in grades 9 through 12. It is located in Board District 2 and Local District 4, at 221 N. Westmoreland Ave., Los Angeles, CA 90004. As represented on the 2006 Base API School Demographic Characteristics from the California Department of Education, the demographics of the tested student population are:

Percent (based on tested enrollment)

Group / Subgroup Central City Value School

LAUSD

Hispanic or Latino 95% 73%

African American (not Hispanic origin)

2% 11%

White (not Hispanic origin) 1% 9%

Asian 1% 4%

Filipino 1% 4%

English Learners 33% 39%

Reclassified Fluent English 54% 22%


May 15, 2008

Students with Disabilities 4% 11%

Participants in Free or Reduced Lunch Program

99% 76%

These are the tested student demographics used for comparison to the 2007 Growth API, demonstrating the change in student performance based on testing during the 2006-2007 school year.

Academic Performance Index (API)

Based on data provided by the California Department of Education, the 2007 API Growth score of 578 is a decrease of 42 points from the 2006 API Base score of 620 recorded for the prior school year, not meeting the growth target of 9 points for the reporting cycle. The following table identifies the tested student groups at the school, whether the subgroup is considered numerically significant for API accountability purposes, and if so, whether they met the subgroup API growth target. School leaders identify factors in the one-year decrease as:

o A change in school locations in May, 2007 o Larger class sizes o Limited implementation of program components because of facilities constraints

o Changes in students enrolled because the school could not immediately occupy its intended location

Group / Subgroup Numerically Significant

Met Target Growth

African American (not Hispanic origin)

NO N/A

Hispanic or Latino YES NO

White NO N/A

Socioeconomically Disadvantaged

YES NO

English Learner YES NO

Students with Disabilities NO N/A

Over the past four years, the aggregate Growth Target points for Central City Value School were 36. The actual aggregate point growth during that time was 103 points. School leaders identify factors in the overall increase as:

• Experienced, dedicated teachers who possessed good teaching


May 15, 2008

methods and a sound understanding of the California standards in order to implement a standards-based curriculum

• Student body and faculty who focused on academic success

• Small class sizes

• Extra English class during the freshman year

• Advisory program that provided academic and personal support of students

• X-period tutoring available on a daily basis in any subject

• A sense of community and personal responsibility created through community time and community service.

Adequate Yearly Progress

Adequate Yearly Progress (AYP) is reported each fall by the California Department of Education for all public schools. Factors included in the AYP include participation in standardized testing and percentage of students meeting proficiency for numerically significant subgroups, school-wide API growth, and graduation rate [for high schools]. The following table shows the tested student groups and criteria met or not met for each numerically significant group, based on participation and proficiency criteria. Due to a move to a new facility, Central City Value administered the CAHSEE in May instead of March, 2007. As a result, the school did not receive an AYP for 2007.

Met Participation Rate?

Met Percent Proficiency?

Group / Subgroup English Math English Math

School-wide N/A N/A N/A N/A African American (not Hispanic origin)

N/A N/A N/A N/A

Hispanic or Latino N/A N/A N/A N/A Pacific Islander N/A N/A N/A N/A Socioeconomic ally Disadvantaged

N/A N/A N/A N/A

English Learners N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A

Graduation Rate

(Not applicable for this school during this period)

According to the California Department of Education, no high school students graduated in 2005-06 (latest year available), as compared to approximately 63.9% in LAUSD. There were a total of no seniors


May 15, 2008

eligible for graduation, because there was no senior class. The Charter Schools Division currently endeavors to determine the extent to which charter schools’ graduation requirements are consistent with LAUSD A-G requirements.

Policy Implications:

The Policy for Charter Schools adopted in 2002

Budget Impact:

State Revenue Limit income and various other income sources to the District are reduced when current District students enroll at a charter school, and comparable or offsetting expenditures saving may not occur in such cases. Under Education Code section 47604(c), a school district that grants a charter to or operates a charter school is not held liable for the charter school’s debts or obligation as long as the school district complies with all oversight responsibilities. The District will continue to have monitoring and supervisory responsibility for charter school finances, as specified in the Charter Schools Act. Any modifications to the charter school’s petition with significant financial implications would require District approval prior to implementation. Petition approval is also contingent upon adequate liability insurance coverage.

Issues/Considerations: The Charter Schools Division bases its charter renewal decisions on the criteria set forth in Education Code § 47605, including:

• Review of the charter petition to ensure the educational program is sound; contains the required affirmations; contains reasonably comprehensive descriptions of the 16 elements

• Assessment that the petitioners are likely to successfully implement the program

• The school achievement data shows that the charter has met criteria under Education Code § 47607(b), also referred to as AB 1137

• Confirmation of the instructional, operational, and fiscal soundness of the charter school based on the Charter Schools Division oversight

Effect of “yes” vote: The approval of this renewal petition would grant Central City Value School the right to continue operation as a charter school under the terms of the renewal petition for a five-year period, beginning July 1, 2008.

Effect of “no” vote:

The denial of this renewal petition would cause the charter to expire on June 30, 2008, unless Central City Value School appeals the denial and its appeal is granted by the County Board of Education or State Board of Education.


May 15, 2008

B. BOARD REPORT

Action

Proposed:

Approve the charter renewal for Central City Value School. Copies of the charter petition are available for viewing in the Office of the Board Secretariat and the Charter Schools Division.

Expected

Outcomes:

Central City Value School is expected to operate its charter school in a manner consistent with local, state, and federal ordinances, laws and regulations, and the terms and conditions set forth in the renewal petition. The benchmarks for achievement are set forth in the charter renewal petition.

Board Options

and

Consequences:

The approval of this renewal petition would grant Central City Value School the right to continue operation as a charter school under the terms of the renewal petition for a five-year period, beginning July 1, 2008. The denial of this petition would cause the charter to expire on June 30, 2008, unless Central City Value School appeals the denial and its appeal is granted by the County Board of Education or State Board of Education.

Policy

Implications:

The Policy for Charter Schools adopted in 2002

Budget Impact:

State Revenue Limit income and various other income sources to the District are reduced when current District students enroll at a charter school, comparable or offsetting expenditures savings may not occur in such cases. Under Education code §47604(c), a school district that grants a charter to or operates a charter school is not held liable for the charter school’s debts or obligations as long as the school district complies with all oversight responsibilities. The District will continue to have monitoring and supervisory responsibility for charter school finances, as specified in the Charter Schools Act. Any modifications to the charter school’s petition with significant financial implications would require District approval prior to implementation. Petition approval is also contingent upon adequate liability insurance coverage.

Issues and

Analysis:

X No legal issues

Legal

informative

attached

There are no legal issues.


May 15, 2008

Committee

Information:

The charter renewal petition for Central City Value School is delegated to the Charters and Innovation Committee on May 15, 2008.

Reporting

Requirements

and

Benchmarks:

None

Accountable

Staff:

Gregory McNair, Associate General Counsel II

Applicable

Board

Delegations:

The charter renewal petition for Central City Value School is delegated to the Charters and Innovation Division Committee to conduct certain public hearings and make recommendations.

Superintendent’s

Comments:

None

Miscellaneous

Issues and

Matters:

Desegregation

Impact

Statement

attached

Division of

Accountability

and Systemwide

Performance

Informative

I. The Charter Satisfies the Standards and Criteria set forth in Education Code

section 47605

On November 14, 2007, Central City Value School submitted a completed charter application to the Charter Schools Division. The charter renewal petition and supporting documents were reviewed by the Charter Schools Division, an outside counsel group, and the Office of the General Counsel. A detailed charter petition review form is submitted with this Board Report. The Office of Inspector General performed a background check of the petitioners and key school leaders.

As indicated in the charter petition review form, the charter petition contains the affirmations and reasonably comprehensive descriptions of the elements required by Education Code § 47605. In addition, Charter Schools Division discussions with the educational leaders for Central City Value School, information provided by the educational leaders, and background checks indicate that there is no evidence that the petitioners are demonstrably unlikely to successfully implement the program set forth in the petition.

II. Charter School Performance

The Charter Schools Division has analyzed the performance of the charter school using established criteria in order to answer the following questions:

A. Is the school’s academic performance adequate? B. Is the school a viable and effective organization?


May 15, 2008

C. Is the school fiscally sound?

A. Is the school’s academic performance adequate?

Under Education Code section 47607(b) a charter school that has operated for at least four years is eligible for renewal only if it the school has (satisfied at least one of these criteria): 1. Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three years, or in the aggregate for the prior three years.

2. Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last three years.

3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school in the prior year or in two of the last three years.

4. (A) The entity that granted the charter determines that the academic performance of the charter school is at least equal to the academic performance of the public schools that the charter school pupils would otherwise have been required to attend, as well as the academic performance of the schools in the school district in which the charter school is located, taking into account the composition of the pupil population that is served at the charter school. (B) The determination made pursuant to this paragraph shall be based upon all of the following:

(i) Documented and clear and convincing data. (ii) Pupil achievement data from assessments, including, but not limited to, the Standardized Testing and Reporting Program established by Article 4 (commencing with Section 60640) for demographically similar pupil populations in the comparison schools.

(iii) Information submitted by the charter school.

Central City Value School has met the criteria set forth in (1) and (3).

1. § 47607 (b)(1) Attained its Academic Performance Index (API) growth target in

the prior year or in two of the last three years, or in the aggregate for the prior three

years.


May 15, 2008

Central City School met this criterion.

2. § 47607 (b)(2) Ranked in deciles 4 to 10, inclusive, on the API in the prior year

or in two of the last three years.

Central City Value School did not meet this criterion.

Central City Value School’s State API ranking is:

3. § 47607 (b)(3) Ranked in deciles 4 to 10, inclusive, on the API for a

demographically comparable school in the prior year or in two of the last three

years.

Central City Value School met this criterion.

Central City Value School’s Similar Schools API ranking is:

Year API Base Growth Target

API Growth Actual Growth

2003-2004 ** 529

2004-05 470 27 597 127

2005-06 597 10 615 18

2006-07 620 9 578 -42

Aggregate Growth 36 103

Year API State Rank API Similar Schools Rank

2004 1 N/A

2005 2 3

2006 2 8

Year API State Rank API Similar Schools Rank

2004 1 N/A

2005 2 3

2006 2 8


May 15, 2008

Central City Value School did not meet its AYP goal in 2007.

AYP Adequate Yearly Progress (AYP)

# Criteria # Met % Met

N/A N/A N/A

Central City Value School did not receive an AYP in 2007 because it administered the CAHSEE in May 2007 instead of March 2007.

B. Is the school a viable and effective organization? Yes.

Instruction

Instructionally, to inform this recommendation, Charter Schools Division staff studies outcomes as measured by the results of standardized tests, observed instruction in classrooms, reviewed student work, and considered professional development for its adherence to the mission, vision, and goals for student achievement stated in the school’s charter. Prominent instructional features at Central City Value School are:

• Focused curriculum with a clear set of student learning outcomes

• Academic emphasis

• Continuous assessments

• Positive school climate

• Set of core beliefs and values shared by parents and faculty

Operations

Operationally, to inform this recommendation, Charter Schools Division staff reviewed information supplied by the school, including teacher credentials and Department of Justice and Mantoux clearances. Also considered were compliance with district, state, and federal guidelines, including Special Education and suspension/expulsion statutes. When reviewed, the safety, security, and adequacy of the facility were satisfactory. Governance conforms to that described in the charter petition. Prominent operational features at Central City Value School are:

• A newly redesigned school, located in a warehouse that has been gutted and rebuilt

• Changes in administrative personnel

• Comprehensive safety plan, personnel policies and procedures manual and faculty and student/parent handbooks

• A senior retreat Challenges for Central City Value include issues that affect school-wide growth,


May 15, 2008

development of a consistent grading policy, and issues of classroom management.

C. Is the school fiscally sound? Yes.

Fiscal

Fiscally, to inform this recommendation, Charter School Division staff reviewed attendance registers, payroll registers, fiscal policies and procedures manual, most recent bank reconciliations, most recent bank statements, and most recent financial statements. Central City Value has an audit free of material weaknesses and no findings. In fiscal ‘07 they had significant negative cashflow (-$406,806) and significant negative net assets (-$1,011,720). They have loans from related parties totaling $1,561,129. Of that amount $911,129 is from the Value Schools Foundation. This loan is interest free and is to be repaid when the school has the cash. The school has had major facility issues that are now reasonably resolved. The school should now be able to consolidate its position and move forward financially. Without the major support of the Value Schools Foundation, this school would not be able to function. The second interim financial report shows a much improved financial position, but the cash flow is still negative and the net asset position is substantially improved but still negative. The intent is for the foundation to continue the support until the financial picture is corrected. The continued support of the foundation makes the school viable.

III. Charter School Appeal Rights

Pursuant to Education Code § 47605 (j)(1), if the Los Angeles City Board of Education denies the charter renewal, the school may elect to submit the renewal petition to the Los Angeles County Board of Education. If the County Board of Education denies the renewal petition, the school may elect to submit the renewal petition to the State Board of Education.


May 15, 2008

Respectfully submitted,

DAVID L. BREWER III Superintendent of Schools APPROVED AND PRESENTED BY: APPROVED BY: GREGORY MCNAIR JAMES MORRIS Associate General Counsel II Chief of Staff


May 15, 2008

DESEGREGATION IMPACT STATEMENT (DIS) CENTRAL CITY VALUE SCHOOL

BOARD OF EDUCATION REPORT # XXX-07/08 May 15, 2008

I. Category of Proposed Action:

The proposed action would renew the charter status of Central City Value School and provide a final total of approximately 350 students in the first year of the renewal.

II. Summary Description of Current District Practice:

Charter schools are schools of choice by legislation and are open to any student in the State of California. Charter schools are granted single charter status for a maximum of five years. It should be noted, however, that although State legislation allows students to attend a charter school from any area in the state, the Los Angeles Unified School District (LAUSD) is under Court Order, Crawford v. LAUSD, which applies to all schools within or chartered through the LAUSD. Any modifications to the Court-Ordered Integration Program must first be approved by the Office of Student Integration Services in the Specially Funded Programs Division of the LAUSD.

III. Proposed Change:

The approval of this petition would renew the charter for Central City Value School for up to five years, beginning July 1, 2008.

IV. Effects of This Proposal:

The Los Angeles Unified School District (LAUSD) does not guarantee availability of Court-ordered Integration funding. The charter school will be responsible for maintaining the Court Order and providing information requested by the LAUSD as set forth in the Charter petition. Modifications or school decisions cannot negatively impact or cause additional costs to the Court-ordered Integration budget.

V. Analyze the Impact of This Proposal on Integration, Desegregation, Re-segregation and/or Segregation:

If the Charter goals are met, there should be positive results on the five (5) Harms of Racial Isolation which are low academic achievement, low self-esteem, lack of access to post-secondary opportunities, interracial hostility and intolerance, and overcrowded conditions. The Court-ordered Integration Program for participating students will operate under various Court Orders for schools within the Los Angeles Unified School District. Any modification of the Court-ordered Integration Program must first be approved by the Office of Student Integration Services in the Specially Funded Programs Division of the LAUSD.

VI. If proposed action affects negatively any desegregation program, list other option(s) identified:

If the District Court-ordered Integration Guidelines are followed, there will not be a negative effect on the District’s Court-ordered Integration Program.

PREPARED BY: APPROVED BY:

JOYCE JOHNSON, PH.D SHARON LAMONTA CURRY Coordinator, Charter Schools Division Assistant Superintendent

Office of Student Integration Services

TO: Members, Board of Education DATE: May 15, 2008

Charters and Innovations Committee

FROM: Gregory McNair, Associate General Counsel II

Office of the General Counsel

SUBJECT: SUPPORTING DOCUMENTS FOR CENTRAL CITY VALUE HIGH SCHOOL

RENEWAL

I. Background

The Charter Schools Division has recommended the renewal of the Central City Value High School based

upon an analysis of the school’s academic, operational and fiscal performance.

The analysis of the school’s academic performance included a comparison of the academic achievement

of the charter school’s students to the academic achievement of two sets of comparison District schools:

1. The residence schools the charter school students would have otherwise attended

(“Resident Schools”); and

2. District schools of similar demographic characteristics (“Demographically Similar

Schools”).

II. Comparison Resident Schools “Resident Schools” were selected by using the charter school students’ home addresses to identify the

District schools they otherwise would have attended. The District schools most represented at the charter

school were chosen as comparison “resident schools.”

The comparison resident schools for the Central City Value High School are:

1. Belmont HS

2. Crenshaw HS

3. Los Angeles HS

4. Manual Arts HS

5. Santee Educ. Complex

III. Comparison Demographically Similar Schools

“Demographically Similar Schools” were selected by:

1. Identifying the District schools that are included on the charter school’s API “Similar

Schools” list;

2. Identifying demographic characteristics at these District schools that are within 10% of the

charter school’s demographic characteristics. Demographic characteristics include:

a. Ethnicity

b. Percentage of ELL students

c. Percentage of Special Education Students

d. Percentage of students qualifying for free/reduced lunch

3. Schools with the greatest number of demographic matches (within 10%) were chosen as

comparison “demographically similar schools.”

LOS ANGELES UNIFIED SCHOOL DISTRICT

Inter-Office Correspondence INFORMATIVE – Board Report ###

The comparison demographically similar schools for Central City Value High School are:

1. Banning HS

2. Canoga Park HS

3. Carnegie MS

4. De La Hoya Animo HS

5. Lincoln HS

6. San Fernando HS

7. Westchester HS

IV. Attachments

Attached please find the following supporting documentation:

• Test score data for the charter school and comparison District “Resident” schools.

(Attachment A1-A10)

• Test score data for the charter school and comparison District “Demographically Similar”

schools. (Attachment B1-B12)

Should you have questions or comments, please call me at 213 241-2665 or e-mail me at gregory.mcnair

@lausd.net.

c: Jefferson Crain

Maribel Medina

Ronni Ephraim

James Morris

Jess Womack

CENTRAL CITY VALUE HIGH SCHOOL CRITERIA SUMMARY

COMPARED WITH SELECTED RESIDENT SCHOOLS

Criteria

(1) Year API Base Growth Target API Growth Actual Growth

2003-04 ** 529

2004-05 470 17 597 127

2005-06 597 10 615 18

2006-07 620 9 578 -42

36 103

**No API Base data for this year.

(2)

Year

API State

Rank

API Similar

Schools

2004 1 N/A

2005 2 3

2006 2 8

(3)

Year

API State

Rank

API Similar

Schools

2004 1 N/A

2005 2 3

2006 2 8

(4) Median API

School

2007 API

Growth

2006 API

Base

Central City Value High School 578 620

Median of Resident Schools 524 511

CST Comparison

SchoolBelow & Far

Below Basic

Proficient &

Advanced

Below & Far

Below Basic

Proficient &

Advanced

Central City Value High School 39% 26% 82% 11%

Median of Resident Schools 55% 17% 82% 4%

AYP Goals


N/A N/A N/A

Aggregate Growth

English Language Arts Mathematics

Adequate Yearly Progress (AYP)

Page A 1 of A 1 Planning, Assessment and Research

CENTRAL CITY VALUE HIGH SCHOOL CRITERIA SUMMARY

COMPARED WITH SIMILAR MODIFIED SCI SCHOOLS

Criteria

(1) Year API Base Growth Target API Growth Actual Growth

2003-04 ** 529

2004-05 470 17 597 127

2005-06 597 10 615 18

2006-07 620 9 578 -42

36 103

**No API Base data for this year.

(2)

Year

API State

Rank

API Similar

Schools

2004 1 N/A

2005 2 3

2006 2 8

(3)

Year

API State

Rank

API Similar

Schools

2004 1 N/A

2005 2 3

2006 2 8

(4) Median API

School

2007 API

Growth

2006 API

Base

Central City Value High School 578 620

Median of Similar Schools 593 595

CST Comparison

SchoolBelow & Far

Below Basic

Proficient &

Advanced

Below & Far

Below Basic

Proficient &

Advanced

Central City Value High School 39% 26% 82% 11%

Median of Similar Schools 43% 26% 74% 8%

AYP Goals


N/A N/A N/A

Aggregate Growth

English Language Arts Mathematics

Adequate Yearly Progress (AYP)

Page B 1 of B 1 Planning, Assessment and Research

Central City Value High

School Charter Renewal

Our story…

Central City Value High School

A researched based model that

works:

• Focused on academics

• Safe, supportive environment

• Managed by the principal,

assisted by the faculty

• Small size

• Inspiring ideology

Value #1: Academic excellence is

a means to a full life.

• Opportunities for learning

– Study Skills

– Tutoring

– Resource

– Supplemental Education

• Teacher support

– Professional development

– PowerSchool and DataDirector

Academic Excellence

Academic Performance Index

0

100

200

300

400

500

600

700

2004 2005 2006 2007

All

Hispanic

Low Income

ELL

Academic Excellence

0

5

10

15

20

25

30

2004 2005 2006 2007

Percent Proficient & Advanced

ELA

Math

Academic Excellence

• Class of 2007

– 72.1% graduated

– 27.9% accepted at four year colleges

– 55.8% accepted at community colleges

• Class of 2008– Six already accepted at

U.C schools

Academic Excellence

• Hire quality teachers who

care and are committed to

the cause.

• Implement a standards-

based curriculum.

• Education is not the filling of a pail, but the lighting of a fire. (Yeats)

Each student can develop to his or

her potential

• Case Study –Student A

– Downs Syndrome

– Completed all her

homework in four years

– Had extreme social

problems

– Now enrolled at Mt. Saint

Mary’s College

Value #2: Each student can

develop to his or her potential.

The Six The Six VirtusVirtus AretAretéé LeadersLeaders

Every one deserves a 2nd chance!

• Admissions

– Work with all levels • top talent to low-

achievers

– Allow students who have failed in other places a chance to succeed in ours.

• Student Success Program

• Counseling services

Value #3: Each individual is

unique and deserves respect

• Community time

• Tolerance and acceptance

• Students from all

backgrounds

• Public apologies

• Retreat

– Virtus Areté

– 4 days/3 nights in the

mountains

Value #4: A safe and nurturing environment

is essential to academic excellence.

• Creating community together

• Advisory

• Grade-level teams working together to help students

• Work with parents

• Parent-Student-Advisory Meetings

• Security

• Counseling

Value #5: Service to others and the community

is a responsibility of the educated person.

• Community service

• Student Ambassadors

• Big Timers

• Beach clean-up

• Serving the homeless

Central City Value High School

• A community committed to educating the whole person for a better tomorrow.

• A faculty that believes education involves lighting a fire in each student.

• An environment that is a second home to so many students.

• Central City - A place we love.

Los Angeles Unified School District Charter Schools Division

2007-08 CHARTER SCHOOL PETITION REVIEW FORM

Petitioner

CENTRAL CITY VALUE CHARTER HIGH SCHOOL

Page 1

This form is a tool to evaluate a charter school petition submitted to the Los Angeles Unified School District (LAUSD) Charter Schools Division (CSD). It is designed to ensure that the petition is reviewed in relation to the requirements of statute, regulation and LAUSD policy.

Evaluator

Lori Pryor-Kuba, Ed.D.

Date Review Completed 1

st review – 1/17/08

2nd

review – 4/11/08 3

rd review – 4/25/08

OVERALL CHARTER SCHOOLS DIVISION (CSD) EVALUATION

Comments: After reading and reviewing the entire petition, the Charter Schools Division has determined that the renewal petition for Central City Value High School meets the criteria for renewing a charter school. The petition was also reviewed by the Office of the General Counsel. The special education portion of the petition was reviewed by the LAUSD Special Education Division.



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REQUIREMENTS FOR AUTHORIZED CHARTER SCHOOLS, PURSUANT TO EC SECTION 47605

SOUND EDUCATIONAL PRACTICE

EC Section 47605(b) CCR, Title 5, Section 11967.5.1(a)

Evaluation Criteria Conclusion For purposes of EC Section 47605(b), a charter petition shall be “consistent with sound educational practice” if, in the CSD’s judgment, it is likely to be of educational benefit to pupils who attend.

Is the charter petition “consistent with sound educational practice”? YES

Comments:

The program presented in the renewal petition is consistent with sound educational practice.

UNSOUND EDUCATIONAL PRACTICE

EC Section 47605(b) CCR, Title 5, Section 11967.5.1(a)

Evaluation Criteria Conclusion For purposes of EC Section 47605(b)(1), a charter petition shall be “an unsound educational program” if it is either of the following:

(1) A program that involves activities that the CSD determines would present the likelihood of physical, educational, or psychological harm to the affected pupils.

(2) A program that the CSD determines not to be of educational benefit to the pupils who attend.

Does the charter petition present “an unsound educational program”? NO



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Page 3

Comments:

See the comment above.

DEMONSTRABLY UNLIKELY TO IMPLEMENT THE PROGRAM

EC Section 47605(b)(2) CCR, Title 5, Section 11967.5.1(c)

Evaluation Criteria Conclusion For purposes of EC Section 47605(b)(2), the CSD shall take the following factors into consideration in determining whether charter petitioners are “demonstrably unlikely to successfully implement the program.”

(1) The petitioners have a past history of involvement in charter schools or other education agencies (public or private) which the CSD regards as unsuccessful, e.g., the petitioners have been associated with a charter school of which the charter has been revoked or a private school that has ceased operation for reasons within the petitioners’ control.

(2) The petitioners are unfamiliar, in the CSD’s judgment, with the content of the petition or the requirements of law that would apply to the proposed charter school.

(3) The petitioners have presented an unrealistic financial and operational plan for the proposed charter school (as specified). (4) The petitioners personally lack the necessary background critical to the charter school’s success, and the petitioners do not include

individuals who have the necessary background in curriculum, instruction, assessment, and finance and/or business management.

Are the petitioners “demonstrably unlikely to successfully implement the program”? NO

Comments:

The petitioner is not unlikely to successfully implement the program.



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REQUIRED NUMBER OF SIGNATURES EC Section 47605(b)(3)

CCR, Title 5, Section 11967.5.1(d)

Evaluation Criteria Conclusion For purposes of EC Section 47605(b)(3), a charter petition that “does not contain the number of signatures required by [law]” …shall be a petition that did not contain the requisite number of signatures at the time of its submission…

Did the petition contain the required number of signatures at the time of its submission? N/A

Comments:

o Not applicable for renewal petitions

AFFIRMATION OF SPECIFIED CONDITIONS

EC Section 47605(b)(4 EC Section 47605(d)

CCR, Title 5, Section 11967.5.1(e))

Evaluation Criteria Conclusion For purposes of EC Section 47605(b)(4), a charter petition that “does not contain an affirmation of each of the conditions described in [EC Section 47605(d)]”…shall be a petition that fails to include a clear, unequivocal affirmation of each such condition. Neither the charter nor any of the supporting documents shall include any evidence that the charter will fail to comply with the conditions described in EC Section 47605(d).

(1) A charter school shall be nonsectarian in its programs, admission policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate against any pupil on the basis of ethnicity, national origin, gender, or disability. Except as provided in paragraph [2], admission to a charter school shall not be determined according to the place of residence of the pupil, or of his or her parent or guardian, within this state, except that any existing public school converting partially or entirely to a charter school under this part shall adopt and maintain a policy giving admission preference to pupils who reside within the former attendance area of that public school.

(2) (A) A charter school shall admit all pupils who wish to attend the school. (B) However, if the number of pupils who wish to attend the charter school exceeds the school’s capacity, attendance, except for existing

pupils of the charter school, shall be determined by a public random drawing. Preference shall be extended to pupils currently attending the charter school and pupils who reside in the district except as provided for in Section 47614.5. Other preferences may be permitted by the chartering authority on an individual school basis and only if consistent with the law.

(C) In the event of a drawing, the chartering authority shall make reasonable efforts to accommodate the growth of the charter school and, in no event, shall take any action to impede the charter school from expanding enrollment to meet pupil demand.



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(3) 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 school 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. This paragraph applies only to pupils subject to compulsory full-time education pursuant to [EC] Section 48200.

Does the charter petition contain the required affirmations? YES

Comments: The petition contains the required affirmations.



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THE SIXTEEN CHARTER ELEMENTS

1. DESCRIPTION OF EDUCATIONAL PROGRAM

EC Section 47605(b)(5)(A) CCR, Title 5, Section 11967.5.1(f)(1)

Element 1 “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.” Ed. Code § 47605 (b)(5)(A)

Evaluation Criteria Conclusion The description of the educational program…,as required by EC Section 47605(b)(5)(A), at a minimum:

(A) 1. Indicates the proposed charter school’s target student population, including, at a minimum, grade levels, approximate numbers of pupils, and specific educational interests, backgrounds, or challenges.

2. Includes demographic data of the target population (this is done by completing the attached matrix). 3. Includes academic achievement data. 4. Describes other applicable characteristics of the target population (does the school propose to target potential dropouts?

Newcomer populations? Other?)

YES

(B) 1. Specifies a clear, concise school mission statement with which all elements and programs of the school are in alignment. 2. Includes a definition of an “educated person” in the 21st century. 3. Includes a description of how learning best occurs. 4. States the goals for enabling pupils to become or remain self-motivated, competent, and lifelong learners.

YES

(C) 1. Includes a brief narrative describing “a typical day” at the charter school. Describes what a visitor to the school should expect to see when the school’s vision is being fully implemented.

2. Includes a sample daily schedule, which explains the rationale for allocation of instructional time to different subject matter areas.

3. Includes the school’s academic calendar. 4. Includes an assurance that the school will offer, at minimum, the number of minutes of instruction set forth in Education

Code § 47612.5.

YES

(D) 1. Includes a framework for instructional design that is aligned with the needs of the pupils that the charter school has identified as its target student population.

2. Indicates the instructional approach or approaches (teaching methodologies) the charter school will utilize, including, but not limited to, the curriculum and teaching methods (or a process for developing the curriculum and teaching methods) that will enable the school’s pupils to master the content standards for the four core curriculum areas adopted by the SBE pursuant

YES



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Page 7

to EC Section 60605 and to achieve the objectives specified in the charter. 3. Includes the scope and sequence of skills to be taught across the grade levels and the different subjects the school plans to

teach. 4. Indicates how the curriculum addresses California Content Standards. 5. Includes evidence (research-based) that the proposed instructional program has been successful with similar student

populations and/or will be successful with the charter’s targeted population. 6. Includes the textbooks or other instructional resources to be used.

(E) Indicates the basic learning environment or environments (e.g., site-based matriculation, independent study, community-based education, technology-based education).

YES

(F) 1. Indicates how the charter school will meet the needs of students with disabilities 2. Indicates how the charter school will meet the needs of English Language Learners 3. Indicates how the charter school will meet the needs of students achieving substantially above grade level (gifted) 4. Indicates how the charter school will meet the needs of students achieving substantially below grade level expectations 5. Indicates how the charter school will meet the needs of students of low socio-economic status 6. Indicates how the charter school will meet the needs of other special populations.

YES

(G) 1. Specifies the charter school’s special education plan, including, but not limited to, the means by which the charter school will comply with the provisions of EC Section 47641, the process to be used to identify students who qualify for special education programs and services, how the school will provide or access special education programs and services, the school’s understanding of its responsibilities under law for special education pupils, and how the school intends to meet those responsibilities.

2. Contains required special education “boilerplate” language to be provided to the petitioner by the District.

YES

(H) Specifies the implementation plan for the school’s instructional program, including a timeline for implementation of various components of the plan.

N/A

(I) Indicates how the school will recruit teachers who are qualified to deliver the proposed instructional program. YES (J) Indicates how the school will provide ongoing professional development to ensure that teachers have the skills to deliver the

proposed instructional program. YES

HIGH SCHOOL ONLY: YES Describes how district/charter school informs parents about:

• transferability of courses to other public high schools; and • eligibility of courses to meet college entrance requirements

(Courses that are accredited by the Western Association of Schools and Colleges (WASC) may be considered transferable, and courses meeting the UC/CSU “a-g” admissions criteria may be considered to meet college entrance requirements.)



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Page 8

Does the petition overall present a reasonably comprehensive description of the educational program? YES

Comments:

(A) 1. The petition indicates the proposed charter school’s target student population is 480 maximum, 9-12 grades serving students in the over-crowded

Belmont High School attendance area. Located in the western edge of that attendance area the school enrolls students from a variety of different

neighborhood. The students are almost entirely Hispanic; many are English language learners; most are low income. Briefing page & page 1.

2. The petition includes demographic data of Central City Value Charter High School and the neighboring schools. See page 1

3. The petition includes 2006-2007 academic achievement data for neighboring schools. Belmont High School (API 520/524). Dorsey High

School (API 508/514), Los Angeles High School (API 522/549), Manuel Arts High School (API 511/513), Miguel Contreras (API N/A-561),

and Central City Value School (API 620/578) page 2.

4. The petition describes the students of the target student population to be mostly be Hispanic and low-income with a significant number of

English language learners. page 3

(B) 1. The petition (page 3) includes a school mission statement: “The school’s ultimate goal is to educate its students so that they may become

persons who make a positive difference for their society and their world. This mission is accomplished through successfully achieving the

following goals:

• Achieving academic excellence in student performance, as measured by student test results,

• Fostering responsible student behavior, as measured by teacher ratings,

• Creating a supportive community of students, parents, faculty and staff as measured by student and staff satisfaction

• Fostering parent participation, as measured by the numbers of parents attending parent events

• Earning staff commitment as measured by staff retention,

• Creating shared governance, as measured by participant satisfaction.”

2. The petition includes a definition of an “educated person” in the 21st century on page 3.

3. The petition includes a description of how learning best occurs on pages 3-4.



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Page 9

Learning best occurs when there is:

• Use of different strategies to target different learning styles;

• Appropriate motivation for acquisition of knowledge and/or skills;

• A connection established to prior knowledge;

• A student-centered learning environment that fosters a sense of ownership in the learning process;

• Appropriate guidance towards predetermined goals and standards mastery;

• Frequent repetition and intermittent reinforcement;

• Diversity of models of work that illustrate high standards and clear expectations;

• Authentic , meaningful, and relevant application of learning;

• Use of nonlinguistic representations;

• Incorporation of hands-on projects, activities, and labs that stimulate interest and creativity, while developing critical thinking skills.

• Consistent, professional instruction;

• A teacher who is clearly passionate about the subject matter.

4. The petition states the charter school’s goals for enabling pupils to become or remain self-motivated, competent, lifelong learners on page 4-5.

(C) 1. The petition includes a brief narrative describing “a typical day” at the charter on page 5.

2. The petition includes a sample daily schedule on pages 6-8.

3. The petition included an academic calendar for 2007-2008 on page 9.

4. The petition states that the school will provide the state required minimum number of instructional minutes during the course of the school year.

The current number for 9th through 12

th grade is 64,800 minutes. During a 180 day school year, the average day would have over six hours of

instruction.

(D) 1. The framework for instructional design that Central City Value Charter High School will utilize with the target population is “standards-based

curricula that the California State Board of Education and the State Department of Schools have adopted for the essential subject areas of

Language Arts, Mathematics, Science, and Social Studies as the center of its academic programming. When applicable, content standards for

the non-core subject areas will also be incorporated into the curriculum.



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Page 10

The “Central City Value Charter School is implementing the educational program developed by Value Schools. This program delivers

educational services that result in students becoming successful in school by utilizing two proven elements.

The Parochial Model: Researchers have confirmed academic achievements of parochial schools and have suggested that certain factors have

made the difference. These factors include a focused curriculum, an emphasis on academics, a school directly managed by the principal and a set

of core beliefs and values shared by parents and faculty. (Bryk et al., Catholic Schools and the Common Good, 1993. The Value Schools model

is fashioned on the urban Catholic school, but without the formal religious instruction, prayer and denominational worship. Like parochial

schools the Value Schools have a set of core values which families can accept. The schools emphasize academics and discipline in an orderly

environment; they utilize family involvement; and they are locally directed so as to be more immediately responsive to student and family needs.

Value Schools plans to create a similar environment and center for its schools with a secular, non-religious set of values.

Value Schools asserts these five values as the core of its educational model:

• Academic excellence is the means to a full life.

Academic learning develops a person’s capacities to enjoy life, to live cooperatively and comfortably with others, to contribute to the economic

well being of oneself and society and to be an active citizen. Anything less than striving for excellence deprives both students and society. The

fundamental means to excellence are teachers who offer expert instruction with high expectations for performance, students who are disciplined

learners, and standards of accountability for both.

• Each student can develop to his or her fullest potential.

Each person is different, but each is gifted with talents and abilities. While each ought to excel in an area of special talent, each also should

develop the whole range of human talents to the maximum extent possible. Schools have the responsibility of assisting parents and the students

to identify areas of special talent and, at the same time, guiding students so that no area of learning is neglected.

• Each individual is unique and deserves respect.

Each person has the right to life, liberty and the pursuit of happiness. These rights accord each with dignity that is to be respected by all. This

dignity implies that in society there are rules that limit certain behaviors so that all might have the fullest exercise of their rights. These rules are

the laws enacted by government, codes of conduct set by institutions, customs and practices found in civil society and the moral norms freely

adopted by individuals. Good schools set high standards for student behavior.

• A safe, nurturing community is essential to academic excellence.



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Page 11

Rules of conduct that protect each person’s dignity are not enough to create community. A community grows from common ideals and shared

experiences. A community is composed of persons who genuinely care for each other and who seek good for each other. In a community,

everyone belongs and feels valued by the others. In community, each feels secure and is supported in efforts to grow in every way.

• Service to others and the community is a responsibility of an educated person.

An education completes a person by developing his/her talents and abilities. However, an educated person is not satisfied only with personal

development. Talents and abilities perfected through an education need to be used to make a better world for all. Community service is a

benefit for the civic or economic life of society, as well as for the family, social groups and voluntary organizations.” Pages 8-10

2. On page 16, the petition indicates that the proposed charter school will utilize the following teaching methodologies:

Whole group or small group instruction; individual written work; pair, small group, or whole class discussion or projects; manipulative learning

activities, either teacher directed or student practice; research using books, magazines, newspapers, or the internet; discussions surrounding

educational movies or videos, incorporating subject-specific student portfolios in various classes, and historical simulations. Students may

engage in experiments and observations in the laboratory and outside the classroom, and learn to write lab reports that coincide with the

scientific methods.

3. The petition provides the scope and sequence of skills to be taught across the grade levels and it also indicates the different subjects to be taught.

The scope and sequence section addresses all core and elective areas in grades 9-12.

4. The petition presents a description of how the curriculum addresses the California Content Standards. Each course description for the four core

content areas indicates how the CA Content Standards are met in the course. The English 1 course (in the petition) is an excellent example of

how this is done.

5. The petition includes a researched-based description of evidence that the instructional program has been successful with similar student

populations on page 15.

6. The petition includes the textbooks or other instructional resources to be used in the course descriptions appendix for Element 1.

(E) The petition indicates that the charter school’s overall learning environment is site-based. Page 19

(F) 1. The petition indicates that the charter school will adhere to the provisions of the Individuals with Disabilities Education Act (IDEA). Central



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City Value School will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act and all Office of Civil

Rights mandates for students enrolled in the Charter School.

2. The petition presents a description of how the needs of English Language Learners will be met. See below:

Central City Value High School will provide the students with two periods of English during their 9

th grade year and our teachers will use SDAEI strategies

to reach their students in all subjects. Also the students have been and will be taking Study Skills where they will learn how to properly take notes and

organize information so that it is best learned –which is a SDAEI strategy. The school expects that the average class size for our English Language Learners

will remain at 25 students per teacher in English classes in order to ensure these students are able to advance in their Language Acquisition.

Central City Value High School will also meet state standards on reclassifying ELL students according to state law. State law (ED. Code sections 313,

60810, and 60812) requires schools to administer the Annual California English Language Development Test (CELDT) to assess their progress annually

toward acquiring English proficiency in listening, speaking, reading, and writing until they are reclassified as Fluent-English Proficient.

CRITERIA FOR RECLASSIFYING ENGLISH LEARNERS IN GRADES 6-12.

A. The student has an annual CELDT overall performance level of 4 or 5 with skill area scores of 3 or higher in Listening, Speaking, Reading and Writing.

B. The student scores Basic or above on the ELA section of the CST.

C. The student is judged successful in a mainstream English program based on a grade of C or better in English or ESL 3/4.

D. The parent has been consulted and notified that the student is eligible for Reclassification, using the Notification of Reclassification Letter.

To finalize the documentation on reclassification the following steps must be completed.

A. Enter the date when the school sends the Notice of Reclassification letter home. The original signed letter or the annotated copy of the letter must be on

file in the student’s cumulative record.

B. A reclassification label must be printed and affixed to the student’s cumulative record.

C. If this information is not entered and the required documentation is not in the student’s cumulative record, it will affect the school’s RFEP counts for

various surveys, reports and will adversely affect future compliance reviews and audits.

All students from 9th through 12

th grade who are designated Limited English Proficient will take the California English Language Development Test every

year. Those who pass the CELDT at the overall level of Early Advanced or higher will then be re-designated RFEP (Re-designated Fluent English

Proficient) if they also pass the English California Standard’s Test at the midpoint of Basic. The school’s cut off score for the midpoint of Basic on the CST

in English Language Arts will be the score of 325.

English teachers will be asked to fill out the Teacher Evaluation Form with the students Reading and Writing grades and will have a chance to comment on



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the students’ ability in English Language Acquisition. Parents will also be notified and asked to comment on the progress of their students’ towards acquiring

English.

Central City Value School will monitor all students who are recently re-designated RFEP for a period of two years after their re-designation. Teachers will

continue to fill out Teacher Evaluation Forms where their CST scores will also be recorded. Those re-designated students who fall behind in their English

grades or their CST scores will still be taught as Limited English Proficient students and will continue to experience the same teacher-student ratio, and

teaching strategies as the other LEP students.

Since the majority of our student population is considered Limited English Proficient, the school will provide students struggling with English with

supplemental literacy classes after school. Science classes will ensure hands on, laboratory experiences to better reach these students. Students will also have

opportunities to learn through educational field trips, dramatizations and sketches, and through hands on technology like PowerPoint and graphic design, and

through the help of realia and visual aides.

3. The petition indicates that the charter school will provide gifted and high achieving students with the opportunity to receive instruction at a

higher grade level in some subjects by enrolling in honors and advanced placement courses. The petition states, all identified GATE students

who cannot be placed in an honors class due to insufficient student numbers, will have the opportunity for enriched studies at an honors pace in

their regular classes. The petition also indicates the accommodations and interventions that will be implemented.

4. The petition indicates that for students who are substantially below grade level, the principal/vice principal shall organize a “Student Success

Team.” The team members will include all the teachers who provide direct instruction to the student. The Student Success Team will meet as

soon as possible after being organized and prepare an initial plan of action. The team will continue to meet every six weeks until the student

begins to make satisfactory progress or is referred for an individualized assessment. The SST will recommend several accommodations or

modifications to be implemented in the classroom, which may include supplemental education after school or on Saturdays.

The petition also contains curricular modifications, classroom strategies, interventions and differentiated instructional opportunities that students

will be afforded in order to raise their achievement. See below:

“Students that are significantly below grade level in math and English-language arts subject areas are provided with supplemental instruction

after school. All freshmen are given two English-language arts classes per semester and a study skills class to help them succeed in high school.

Additionally, specific teacher modifications might include small group instruction, guided reading, educational software, ancillary reading

materials, audio tapes, manipulative learning activities, one-on-one tutoring, mandatory X-period instruction, and other interventional strategies.

Finally, student advisors monitor the progress of each of their student advisees, facilitating each student’s academic progress and intervening



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when necessary to provide support and guidance.”

5. The petition contains intervention strategies and accommodations for students of low socio-economic status.

6. The petition does not include a description of any other special populations.

(G) 1. This section of the petition was reviewed by the LAUSD Special Education Division. Their required revisions were incorporated into the

petition in redlined format. Based on these required revisions, the special education portion of the petition is now reasonably comprehensive.

The petition specifies the charter school’s special education plan, including, but not limited to, the means by which the charter school will

comply with the provisions of EC Section 47641, the process to be used to identify students who qualify for special education programs and services, how the school will provide or access special education programs and services, the school’s understanding of its responsibilities under law for special education pupils, and how the school intends to meet those responsibilities.

2. The petition contains the required special education “boilerplate” language to be provided to the petitioner by the District. See the comment

above.

(H) Not applicable to renewal petitions

(I) The petition presents a plan for recruiting and hiring teachers on page 26. The plan includes: Job fairs at Claremont Graduate University and

Loyola Marymount University, websites such as Edjoin, Teach for America, and Craig’s List, as well as placing ads in local newspapers.

University websites, job fairs at nearby universities and/or with other charter schools, and the Los Angeles County Office of Education.

(J) The petition presents a plan for providing staff development in classroom discipline (Love and Logic), IEP training, SDAIE strategies, developing

standards-based lesson plans, training in PowerSchool and DataDirector programs, CPR, the Student Advisory program, and more Writing Across

the Curriculum strategies. Page 26

High School Only

• Central City Value Charter High School is accredited by the Western Association of Schools and Colleges and its courses have been

approved by the University of California. Through the Parent/Student handbook the school informs parents of the transferability of its

courses and the applicability for college admissions. p.27



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• On page 17, the petition does state that courses will meet the a-g requirements of the University of California. This includes four years of

English, three years of Social Studies, three years of mathematics, two years of laboratory science, two years of a language other than

English, one year of visual and performing arts, and one year of an elective from the preceding content area.

2. MEASURABLE PUPIL OUTCOMES

EC Section 47605(b)(5)(B) CCR, Title 5, Section 11967.5.1(f)(2)

Element 2 “The measurable pupil outcomes identified for use by the charter school. ‘Pupil outcomes,’ for purposes 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.” Ed. Code § 47605 (b)(5)(B)

Evaluation Criteria Conclusion Measurable pupil outcomes, as required by EC Section 47605(b)(5)(B), at a minimum:

(A) 1. Specifies the skills, knowledge, and attitudes that reflect the school’s educational objectives and can be assessed, at a minimum, by objective means that are frequent and sufficiently detailed enough to determine whether pupils are making satisfactory progress.

2. Indicates the frequency of objective means of measuring pupil outcomes vary according to such factors as grade level, subject matter, the outcome of previous objective measurements, and information that may be collected from anecdotal sources.

3. Includes objective means of measuring pupil outcomes which may be used readily to evaluate the effectiveness of and to modify instruction for individual students and for groups of students.

YES

(B) Includes the school’s Academic Performance Index growth target. YES

(C) Includes the school’s Adequate Yearly Progress target. YES

(D) Includes the school’s California Standards Test target. YES

(E) Identifies any additional specific, measurable student outcomes that the school will set for the students, and explains how these outcomes are consistent with the school’s proposed instructional program.

YES

HIGH SCHOOL ONLY:

(F) Includes the school’s CAHSEE target. YES

(G) Includes the school’s Graduation Rate target. YES



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Does the petition present a reasonably comprehensive description of measurable pupil outcomes? YES

Comments:

A) 1. The petition includes a chart of skills, knowledge and attitudes on pages 28-30 reflecting the charter school’s educational objectives and how these

areas will be assessed, at a minimum, by objective means of measuring the pupil outcomes..

2. The petition indicates the frequency of objective means of measuring pupil outcomes on page 30. The petition states that annually, the school

will implement the CST in the four core areas, periodically assessed by teachers of each subject, a minimum of three standards assessments a year

with “DataDirector”, etc.

3. The petition includes objective means of measuring pupil outcomes. Teachers use a variety of assessment: Daily assessments of intermediate

skills are provided by collected seatwork/homework, demonstrations at the board, frequent discussion or question/answer sessions, observation of

small group discussions and mini-conferences with students. Many teacher-made assignments end-of-unit tests and quizzes, projects, or

presentations, indicate retention of important material, analysis, synthesis, and integration of knowledge, and level of mastery of the major

standards. Page 29-30

(B) On page 31, the petition sets as its Academic Performance Index target:

• An API score of 720 (100 points over 2007) by 2013.

(C) On page 31, the petition states that the school will meet the AYP each year.

(D) On page 31, the petition sets as its California Standards Test target:

• Achieving the following proficiency levels in the four core subject areas

Year/Subject Language Arts Mathematics Social Studies Science

2009 44.5% 43.5% 30% 30%

2010 55.6% 54.8% 40% 40%

2011 66.7% 66.1% 50% 50%

2012 77.8% 77.4% 60% 60%

2013 88.9% 88.7% 70% 70%

(E) The petition identifies the following additional measurable outcomes that the school will set for the students:



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• 80% of students receive a satisfactory or better rating of their behavior as assessed by the faculty on progress reports.

• Less than 5% of the total enrollment is suspended or expelled for fighting, harassing other students and disrespect for faculty and staff.

• There is an average daily attendance of 95% or at least a one-percentage point improvement over the previous year.

• Less than 2% of the total enrollment will be suspended or expelled for smoking, alcohol, drugs or other offenses that can be detrimental to

one’s personal well-being.

• 75% of the students feel accepted by their teachers and their peers as measured by student surveys.

• 80% of students receive a satisfactory or better rating of their behavior as assessed by the faculty.

• Less than 5% of the total enrollment will be suspended or expelled for fighting, harassing other students and disrespect for faculty and staff.

• More than 50% of the students offer service to the school or others outside the school.

(F) The petition includes the following CAHSEE targets:

• 50% of the 10th grade students taking the CAHSEE for the first time will pass either language arts or the mathematics portion of the test.

• 85 % of the 12th grade students will have passed the CAHSEE by the end of the 12

th grade.

(G) The petition includes the school’s graduation rate:

• 75% of students who have completed at least three years at Central City Value School will graduate and go on to college.

3. METHOD FOR MEASURING PUPIL PROGRESS

EC Section 47605(b)(5)(C) CCR, Title 5, Section 11967.5.1(f)(3)

Element 3 “The method by which pupil progress in meeting those pupil outcomes is to be measured.” Ed. Code § 47605 (b)(5)(C)

Evaluation Criteria Conclusion The method for measuring pupil progress, as required by EC Section 47605 (b)(5)(C), at a minimum:

(A) Utilizes a variety of assessment tools that are appropriate to the skills, knowledge, or attitudes being assessed, including, at

minimum, tools that employ objective means of assessment consistent with the measurable pupil outcomes. YES

(B) Includes the methods for assessing attainment of student outcomes which are consistent with the school’s proposed instructional

program. YES

(C) Identifies additional “in house” benchmark assessments to be used by the school to assess student progress on an ongoing basis YES



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and how frequently the assessments will be administered.

(D) Includes an assurance that state mandated assessments will be administered (annual Statewide Testing and Reporting (STAR)

program, CELDT, CAHSEE). YES

(E) Outlines a plan for collecting, analyzing, and reporting data on pupil achievement to school staff and to pupils’ parents and

guardians, and for utilizing the data continuously to monitor and improve the charter school’s educational program.

YES

(F) Describes how assessment data will be used to inform instruction and professional development on an ongoing basis. YES

Does the petition present a reasonably comprehensive description of the method for measuring pupil progress? YES

Comments:

(A) The petition indicates a variety of assessment tools that are appropriate to the skills and knowledge being assessed which employ objective means of

assessment consistent with the measurable pupil outcomes. The petition includes measurement tools such as: the CST’s to determine student

proficiency in core subject areas, registration and attendance data to determine high school completion rate, “DataDirector” to measure ongoing

student progress , and the CELDT and CST to measure English language learners progress. page 40

(B) The petition includes the methods of assessing attainment of student outcomes which are consistent with the school’s proposed instructional

program. P.40

(C) The petition identifies additional “in house” benchmark assessments to be used by the school such as, responsible behavior, supportive community,

parent participation and staff commitment. page 40-41

(D) The petition includes an assurance that state mandated assessments will be administered. page 41.

(E) The petition outlines a plan to collect, analyze, and report data on student achievement. The petition indicates that standardized test results will be

shared with parents via newsletters, parent meetings, and parent-advisor-student conferences. page 41

(F) The petition indicates how assessment data will be used to inform instruction and professional development.

1



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4. GOVERNANCE STRUCTURE EC Section 47605(b)(5)(D)

CCR, Title 5, Section 11967.5.1(f)(4)

Element 4 “The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental

involvement” Ed. Code § 47605 (b)(5)(D)

Evaluation Criteria Conclusion

The governance structure of the school, including, but not limited to, the process…to ensure parental involvement…,

as required by EC Section 47606(b)(5)(D), at a minimum:

(A) Includes evidence of the charter school’s incorporation as a non-profit public benefit corporation. YES

(B) Provides by-laws for the nonprofit public benefit corporation. YES

(C) Includes evidence that the organizational and technical designs of the governance structure reflect a seriousness of purpose

necessary to ensure that there will be active and effective representation of interested parties, including, but not limited to parents

(guardians).

YES

(D) Indicates the process for selecting governing board members. YES

(E) Specifies how often the governing board will meet. YES

(F) States the manner for posting meeting notices, distributing agendas and recording governing board actions. YES

(G) Provides an organizational chart which indicates how the charter school will become and remain a viable enterprise.

The organizational chart shows the relationship of the governing board to the leadership of the school, as well as any relevant site

committees.

YES

(H) Provides résumés and questionnaire responses for all individuals committed to serve on the school’s governing board YES ( I ) Provides an assurance that the governance meetings will comply with the Brown Act. YES

(J) Contains an assurance that members of the Charter School’s executive board, any administrators, managers or employees, and

any other committees of the School shall comply with federal and state laws, nonprofit integrity standards and LAUSD’s Charter

School policies and regulations regarding ethics and conflicts of interest.

YES

(K) Contains district required language regarding audit and inspection of records. YES

Does the petition present a reasonably comprehensive description of the school’s governance structure? YES

Comments:

(A) The petition Includes evidence of the charter school’s incorporation as a non-profit public benefit corporation. See page 42 & appendix.



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(B) The petition (see appendix) provides by-laws for the nonprofit public benefit corporation.

(C) The petition includes evidence that the organizational and technical designs of the governance structure reflects a seriousness of purpose necessary

to ensure that there will be active representation of interested parties. page 45

(D) The petition indicates on page 45 the process for selecting board members. The by-laws state that the current members will elect the members of

the board each year at its annual meeting and it may elect members at other meetings.

(E) The petition specifies that the governing board will meet four times a year. page 46.

(F) The petition states the manner for posting meeting notices: The meeting date(s) and location(s) of the governing board and site council will given in

writing to the parents of students enrolled in the Central City Value as soon and as often as is practically possible. These meeting dates and

locations will also be posted in the school in prominent place as close to the main entrance to the school as is practically possible. At least five

calendar days prior to the meeting of either body, the meeting agenda will be posted in the same location as the notice of dates and locations.

Within thirty calendar days after the meeting, the minutes will be posted in the same location. page 46

.

(G) The petition provides an organizational chart showing the relationship of the governing board to the leadership of the school. page 48

(H) The petition provides resumes and questionnaire responses for all individuals committed to serve on the school’s governing board. (see appendix)

( I ) The petition provides assurance that the governance meetings will comply with the Brown Act. page 49.

(J) The petition contains an assurance that members of the charter school’s executive board, any administrators, managers or employees, and any other

committees of the school shall comply with federal and state laws, nonprofit integrity standards and LAUSD’s Charter School policies and

regulations regarding ethics and conflicts of interest. page 49.

(K) The petition contains district required language regarding audit and inspection of records. page 50.



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5. EMPLOYEE QUALIFICATIONS

EC Section 47605(b)(5)(E) CCR, Title 5, Section 11967.5.1(f)(5)

Element 5 “The qualifications to be met by individuals to be employed by the school.” Ed. Code § 47605 (b)(5)(E)

Evaluation Criteria Conclusion The qualifications [of the school’s employees], as required by EC Section 47605(b)(5)(E), at a minimum:

(A) 1. Identifies the general qualifications for the various categories of employees the school anticipates (e.g., administrative, instructional, instructional support, non-instructional support).

2. Indicates that the qualifications shall be sufficient to ensure the health, and safety of the school’s faculty, staff, and pupils.

YES

(B) Identifies those positions that the charter school regards as key in each category and specifies the additional qualifications expected of individuals assigned to those positions.

YES

(C) 1. Specifies that all requirements for employment set forth in applicable provisions of law will be met. 2. States that the charter school will conform to the legal requirement that all charter school teachers shall hold a Commission on

Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools would be required to hold.

3. Provides an assurance that the school will maintain current copies of all teacher credentials and that they be readily available for inspection.

4. Identifies the steps the school will take, if necessary, to minimize the use of teachers holding emergency permits.

YES

Does the petition present a reasonably comprehensive description of employee qualifications? YES

Comments:

This element was reviewed by an outside counsel group and the Office of the General Counsel. It is reasonably comprehensive.

6. HEALTH AND SAFETY PROCEDURES

EC Section 47605(b)(5)(F) CCR, Title 5, Section 11967.5.1(f)(6)

Element 6 “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 with a criminal record summary as described in § 44237.” Ed. Code § 47605 (b)(5)(F)



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Evaluation Criteria Conclusion The procedures...to ensure the health and safety of pupils and staff, as required by EC Section 47605(b)(5)(F), at a minimum:

(A) Requires that each employee of the school furnish the school with a criminal record summary as described in EC Section 44237.

YES

(B) Includes the examination of faculty and staff for tuberculosis as described in EC Section 49406. YES (C) Requires immunization of pupils as a condition of school attendance to the same extent as would apply if the pupils attended a

non-charter public school. YES

(D) Provides for the screening of pupils’ vision and hearing and the screening of pupils for scoliosis to the same extent as would be required if the pupils attended a non-charter public school.

YES

(E) Provides, if known, the address of the facilities to be used by the charter school. YES

(F) Provides an assurance that the schools’ facilities will comply with state building codes, federal Americans with Disabilities Act (ADA) access requirements, and other applicable fire, health and structural safety requirements, and will maintain on file readily accessible records documenting such compliance.

YES

(G) Provides an assurance that a site will be secured with an appropriate Certificate of Occupancy 45 days prior to the opening of school.

YES

(H) Provides an assurance that a school safety plan will be developed and kept on file for review, and that school staff will be trained annually on the safety procedures outlined in the plan. (If the school safety plan has already been developed, please include it as an attachment to the petition.)

YES

Does the petition present a reasonably comprehensive description of health and safety procedures?

YES

Comments:


7. RACIAL AND ETHNIC BALANCE

EC Section 47605(b)(5)(G) CCR, Title 5, Section 11967.51(f)(7)



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Element 7 “Recognizing the limitations on admissions to charter schools imposed by EC Section 47605(d), the means by which the school will

achieve a 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.” Ed. Code § 47605 (b)(5)(G)

Evaluation Criteria Conclusion The means by which the school(s) will achieve a racial and ethic balance among its pupils…, as required by EC Section 47605(b)(5)(G), at a minimum:

(A) Includes a thorough description of the annual outreach efforts of the charter school, describing what methods the school will use to advertise and recruit students (flyers, newspaper advertisements, informational fairs, etc.)

YES

(B) Describes what geographic areas will be targeted in the outreach effort. YES

(C) States what languages will be used to do the outreach. YES

(D) Describes how these outreach efforts will attain a racial and ethnic balance at the charter school that is reflective of the sponsoring school district.

YES

Does the petition present a reasonably comprehensive description of means for achieving racial and ethic balance?

YES

Comments:


8. ADMISSION REQUIREMENTS, IF APPLICABLE

EC Section 47605(b)(5)(H) CCR, Title 5, Section 11967.51(f)(8)

Element 8 “To the extent admission requirements are included in keeping with EC Section 47605(b)(5)(H), the requirements shall be in

compliance with the requirements of EC Section 47605(d) and any other applicable provision of law.”

Evaluation Criteria Conclusion Admission Requirements, if applicable.” Ed. Code § 47605 (b)(5)(H)



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(A) States that the charter school will admit all pupils who wish to attend as outlined in Education Code § 47605 (d)(2)(A) YES

(B) Describes any specific admissions requirements of the proposed school, and provide an assurance that they are consistent with non-discrimination statutes.

YES

(C) Describes the efforts the school will employ to recruit academically low-achieving and economically disadvantaged students YES

(D) Describes the manner in which the school will implement a public random drawing in the event that applications for enrollment exceed school capacity. This description addresses: 1. The method the school will use to communicate to all interested parties the rules to be followed during the lottery

process. 2. The method the school will use to verify lottery procedures are fairly executed. 3. The timelines under which the open enrollment period and lottery will occur. 4. The location where the lottery will occur and the efforts the school will undertake to ensure all interested parties may

observe the lottery. 5. The date and time the lotteries will occur so most interested parties will be able to attend. 6. The preferences to be granted, if any, to potential students and the basis upon which those preferences shall be

granted. Note: In the case of an existing district school converting to a charter school, application of the preference specified in

Education Code § 47605 to give admission preference to students residing in the school’s former attendance area shall be allowable unless the application of that preference results in a student population grossly dissimilar to the ethnic and racial balance of the district, in which case the preference to be granted would become a statistical advantage, not an absolute guarantee of admission.

7. The procedures the school will follow to determine waiting list priorities based upon lottery results. 8. The means by which the school will contact the parents/guardians of students who have been promoted off the waiting

list and timelines under which parents/guardians must respond in order to secure admission. 9. The records the school shall keep on file documenting the fair execution of lottery procedures. Note: Notwithstanding the foregoing, the school may refine lottery policies and procedures following the first year of operations

in accordance with a written policy adopted by the governing authority of the school. A copy of the revised policy, designed to improve the school’s lottery efforts, shall be provided to the district within 45 calendar days of approval by the charter school’s governing authority and prior to the enrollment period of the year in which the revised lottery policy will be implemented.

YES

Does the petition present a reasonably comprehensive description of admission requirements? YES



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Comments:


9. ANNUAL INDEPENDENT FINANCIAL AUDITS

EC Section 47605(b)(5)(I) CCR, Title 5, Section 11967.5.1(f)(9)

Element 9 “The manner in which annual, independent, financial audits 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.” Ed. Code § 47605 (b)(5)(I)

Evaluation Criteria Conclusion Procedures for…annual independent financial audits shall be conducted, and the manner in which audit exceptions and deficiencies shall be resolved… as required by EC Section 47605(b)(5)(I),at a minimum:

(A) Ensures that annual, independent financial audits employing generally accepted accounting principals will be conducted. 1. Specifies who is responsible for contracting and overseeing the independent audit. 2. Specifies that the auditor will have experience in education finance. If a renewal: 3. Audit lists no material weaknesses or other findings. 4. Auditor selected is on the list of acceptable auditors from the State Controller’s Office. 5. Audit is shared, discussed, and accepted by the Charter School Board of Education/Directors.

YES

(B) Describes the plans and systems to be used to provide information for an independent audit. If a renewal: 1. Auditor has cooperation of the staff of the charter school. 2. Information provided to the auditor is complete and well organized.

YES

(C) Outlines the process of providing audit reports to the Los Angeles Unified School District Charter Schools Division (CSD), or other agency as the CSD may direct, specifies the timeline in which audit exceptions will typically be addressed.

If a renewal: 1. Audits are filed on time with the State and LAUSD.

YES



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2. Exceptions, findings, and material weaknesses are resolved prior to the end of the subsequent fiscal year to the satisfaction of LAUSD.

(D) Indicates the process that the charter school(s) will follow to address any audit findings and/or resolve any audit exceptions. YES

Does the petition present a reasonably comprehensive description of annual independent financial audits? If a renewal, are the evaluation criteria met?

YES

Comments:

This element was reviewed by the CSD Fiscal team, an outside counsel group and the Office of the General Counsel. It is reasonably comprehensive.

10.SUSPENSION AND EXPULSION PROCEDURES

EC Section 47605(b)(5)(J) CCR, Title 5, Section 11967.51(f)(10)

Element 10 “The procedures by which pupils can be suspended or expelled.” Ed. Code § 47605 (b)(5)(J)

Evaluation Criteria Conclusion The procedures by which pupils can be suspended or expelled, as required by EC Section 47605(b)(5)(J),at a minimum:

(A) Identifies a preliminary list, subject to later revisions pursuant to subparagraph (E), of the offenses for which students in the charter school must (where non-discretionary) and may (where discretionary) be suspended and, separately, the offenses for which students in the charter school must (where non-discretionary) or may (where discretionary) be expelled, providing evidence that the petitioners reviewed the offenses for which students must or may be suspended or expelled in non-charter public schools.

YES

(B) Identifies the procedures by which pupils can be suspended or expelled. YES

(C) Identifies the procedures by which parents, guardians, and pupils will be informed about reasons for suspension or expulsion and of their due process rights in regard to suspension or expulsion.

YES

(D) Provides evidence that in preparing the lists of offenses specified in subparagraph (A) and the procedures specified in subparagraphs (B) and (C), the petitioners reviewed the lists of offenses and procedures that apply to students attending non-charter public schools, and provides evidence that the charter petitioners believe their proposed lists of offenses and procedures provide adequate safety for students, staff, and visitors to the school and serve the best interests of the school’s pupils and their parents (guardians).

YES



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(E) If not otherwise covered under subparagraphs (A),(B),(C), and (D): 1. Provides for due process for all pupils and demonstrates an understanding of the rights of pupils with disabilities

in...regard to suspension and expulsion. 2. Outlines how detailed policies and procedures regarding suspension and expulsion will be developed and periodically

reviewed, including, but not limited to, periodic review and (as necessary) modification of the lists of offenses for which students are subject to suspension or expulsion.

YES

(F) Describes the general discipline policies in place at the school. YES

(G) States the procedures for rehabilitation, readmission and interim placement. YES

Does the petition present a reasonably comprehensive description of suspension and expulsion procedures? YES

Comments:


11. STRS, PERS, AND SOCIAL SECURITY COVERAGE

EC Section 47605(b)(5)(K) CCR, Title 5, Section 11967.51(f)(11)

Element 11 “The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement System, the Public

Employees’ Retirement System, or federal social security.” Ed. Code § 47605 (b)(5)(K)

Evaluation Criteria Conclusion The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement System (STRS), the Public Employees’ Retirement System (PTRS), or federal social security, as required by EC Section 47605(b)(5)(K), at a minimum, specifies the positions to be covered under each system and the staff who will be responsible for ensuring that appropriate arrangements for that coverage have been made.



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(A.) Identifies, based on the staffing initially proposed in the petition, which staff members will be covered by which retirement system: 1. State Teachers’ Retirement System (STRS)

2. Public Employees’ Retirement System (PTRS) 3. Federal Social Security

If a renewal: 4. Contributions are made on behalf of all eligible staff members.

YES

(B) Identifies the staff member(s) who will be responsible for ensuring that appropriate arrangements for the afore-mentioned coverage has been made.

YES

(C) Provides documentation that PERS/STRS contributions have been reported to the State of California, if applicable. YES

Does the petition present a reasonably comprehensive description of STRS, PERS, and social security coverage? If a renewal, have the contributions been made to the State of California?

YES

Comments:

This element was reviewed by the CSD Fiscal team, an outside counsel group and the Office of the General Counsel. It is reasonably comprehensive.

12. PUBLIC SCHOOL ATTENDANCE ALTERNATIVES

EC Section 47605(b)(5)(L) CCR, Title 5, Section 11967.5.1(f)(12)

Element 12 “The public school attendance alternatives for pupils residing within the school district who choose not to attend charter schools.”

Ed. Code § 47605 (b)(5)(L)

Evaluation Criteria Conclusion The public school attendance alternatives…,at a minimum…

A. Describes attendance alternatives for students which are consistent with District policy for intra-District attendance. YES



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B. Specifies that the parent(s) or guardian(s) of each pupil enrolled in the charter school shall be informed that the pupil has no right to admission in a non-charter District school (or program within a District school) as a consequence of enrollment in the charter school, except to the extent that such a right is extended by the District.

YES

C. States that the governing board of a school district shall not require any pupil enrolled in the school district to attend a charter school.

YES

Does the petition present a reasonably comprehensive description of public school attendance alternatives? YES

Comments: This element was reviewed by an outside counsel group and the Office of the General Counsel. It is reasonably comprehensive.

13. POST-EMPLOYMENT RIGHTS OF EMPLOYEES

EC Section 47605(b)(5)(M)(e) CCR, Title 5, Section 11967.51(f)(13)

Element 13 “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.” Ed. Code § 47605 (b)(5)(M)

Evaluation Criteria Conclusion The description of the rights of any employees of the school district upon leaving the employment of the school district to work in a charter school…, as required by EC Section 47605(b)(5)(M), at a minimum, specifies that an employee of the charter school shall have the following rights: (A) Outlines LAUSD (or other school district) employee rights consistent with current collective bargaining agreements relating to

the terms and conditions under which District employees may be employed at charter schools. YES

(B) Includes any rights of return to employment in LAUSD (or other school district) after employment in the charter school, as the District may specify.

YES

(C) Specifies any other rights upon leaving employment to work in the charter school and any rights to return to a previous employer after working in the charter school that the CSD determines to be reasonable and not in conflict with any provisions of law that apply to the charter school or to the employer from which the employee comes to the charter school or to which the employee returns from the charter school.

YES

Does the petition present a reasonably comprehensive description of post-employment rights of employees? YES



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Comments:


14. DISPUTE RESOLUTION PROCEDURES

EC Section 47605(b)(5)(N) CCR, Title 5, Section 11967.5.1(f)(14)

Element 14 “The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating to provisions of

the charter.” Ed. Code § 47605 (b)(5)(N)

Evaluation Criteria Conclusion The procedures…to resolve disputes relating to the provisions of the charter, as required by EC Section 47605(b)(5)(N), at a minimum: (A) Includes any specific provisions relating to dispute resolution that the CSD determines necessary and appropriate. YES

(B) Describes how the costs of the dispute resolution process, if needed, would be funded. YES

(C) States a recognition that if the substance of a dispute is a matter that could result in the taking of appropriate action, including, but not limited to, revocation of the charter in accordance with EC Section 47604.5, the matter will be addressed at the CSD’s discretion in accordance with that provision of law and any regulations pertaining thereto.

YES

(D) Indicates that grounds for revocation are not subject to the dispute resolution process. YES

(E) Contains required “boilerplate” language to be provided to the petitioner by the District. YES

Does the petition present a reasonably comprehensive description of dispute resolution procedures?

YES

Comments:




Petitioner


Page 31

15. EXCLUSIVE PUBLIC SCHOOL EMPLOYER EC Section 47605(b)(5)(O)

CCR, Title 5, Section 11967.5.1(f)(15)

Element 15 “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 (Chapter 10.7 ( commencing with Section 3540) of division 4 of Title 1 of the Government Code).” Ed. Code § 47605 (b)(5)(O)

Evaluation Criteria Conclusion …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, …EC Section 47605(b)(5)(O).

States clearly whether the school will be the exclusive employer for the purposes of collective bargaining. YES

Does the petition include the necessary declaration? YES

Comments:


16. CLOSURE PROCEDURES EC Section 47605(b)(5)(P)

Element 16 “A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to

determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records.” Ed. Code § 47605 (b)(5)(P)

Evaluation Criteria Conclusion Procedures to be used if the charter school closes, …shall ensure a final audit of the school to determine the disposition of all assets and liabilities, …plans for disposing of any net assets, …maintenance and transfer of pupil records. EC Section 47605(b)(5)(P)

Contains required “boilerplate” language to be provided to the petitioner by the District. YES

Does the petition Include a reasonably comprehensive description of closure procedures? YES



Petitioner


Page 32

Comments:


Central City Value School Charter Renewal Petition

1

Table of Contents

Element 1: Description of the educational program 2

Element 2: Measurable pupil outcomes 163

Element 3: Method for measuring pupil progress 174

Element 4: Governance 177

Element 5: Employee qualifications 185

Element 6: Health and safety 217

Element 7: Achieving a racial and ethnic balance 224

Element 8: Admission requirements 226

Element 9: Financial Operations and Audits 230

Element 10: Student suspension or expulsion 238 Element 11: Retirement Programs 246 Element 12: Attendance Alternatives 247 Element 13: Employee Rights 248 Element 14: Dispute resolution procedures 249

Element 15: Employee Status and Collective Bargaining 253 Element 16: Closure procedures 254 Additional Assurances and Declarations 257


2

Element 1: Educational Program

For identification purposes and acknowledgement of the obligations of the charter school and its governing body, “Value Schools/CCVS” is used in the petition to refer to Value Schools/Central City Value School.

Targeted Student Population

1. The Students of Central City Value School

Central City Value School was established to serve students in the over-crowded Belmont High School attendance area. Located in the western edge of that attendance area the school enrolls students from a variety of different neighborhood. The students are almost entirely Hispanic; many are English language learners; most are low income.

2. Demographics of Central City Value School and Neighboring Schools

The following table compares Central City Value School with some regular public high schools. The one chosen for comparison are high schools in the zip codes having ten or more students. Los Angeles Senior High was added to the list because of its proximately. Although Downtown Business Magnet, Foshay, Los Angeles School of Global Studies, Secondary CDS and Widney serve students in grades 9th-12th, they are not judged to be comparable schools. This data is posted on the LAUSD web site, except for the percentage of low-income student. This information is located on the California Department of Education site along with academic performance index scores. School #

Stds % SpED

% Low Income

%ELL % Alaskan

% Asian

% Filipino

% Pac Islander

% Black

% Hispanic

% White

Belmont 4045 11.9% 87% 50.0% 0.2% 3.0% 2.9% 0.0% 2.5% 91.1% 0.3%

Dorsey 1601 20.7% 64% 23.3% 0.2% 0.2% 0.1% 0.1% 54.1% 45.2% 0.1%

Los Angeles

4104 12.6% 65% 44.8% 0.1% 8.6% 1.1% 0.0% 9.6% 79.9% 0.6%

Manuel Arts

3620 12.4% 72% 39.3% 0.1% 1.0% 0.0% 0.0% 17.5% 82.2% 0.1%

Miguel Contreras

1224 7.7% N/A 37.0% 0.2% 2.5% 3.3% 0.1% 1.7% 91.6% 0.7%

Central City Value

198 6.1% 99% 23.2% 0.0% 0.0% 0.0% 0.0% 1.5% 98.5% 0.0%


3

The following table compares Central City Value School with other public charter schools in the area. School #

Stds % SpED

% Low Income

%ELL % Alaskan

% Asian

% Filipino

% Pac Islander

% Black

% Hispanic

% White

Camino Nuevo

326 4.6% 0.91 16.0% 0.0% 1.8% 3.7% 0.0% 1.8% 92.0% 0.6%

College Ready Academy

166 7.2% N/A 38.6% 0.0% 3.0% 1.8% 0.0% 7.8% 87.3% 0.0%

Gertz-Ressler

448 3.8% 0.82 14.3% 0.2% 0.2% 0.0% 0.0% 17.6% 81.9% 0.0%

Los Angeles Leadership

359 6.4% 1 53.2% 0.0% 5.6% 0.3% 0.0% 13.1% 78.6% 2.5%

New Village Charter

68 7.4% N/A 4.4% 1.5% 0.0% 29.0% 1.5% 20.6% 72.1% 1.5%

College Ready Academy

166 6.1% 0.99 23.2% 0.0% 0.0% 0.0% 0.0% 1.5% 98.5% 0.0%

Central City Value

198 6.1% 99% 23.2% 0.0% 0.0% 0.0% 0.0% 1.5% 98.5% 0.0%

3. Academic Achievement of Central City Value School and Neighboring Schools

The following table compares Central City Value School and regular public high schools (those listed above) on academic achievement measures. This information was gathered from the CDE web site.

2006 2007 School # of

Tracks API State

Rank Similar School Rank

Growth Target

API Met All Sib-groups

PI Year Made AYP

Belmont 3 520 1 3 14 524 No 5 No Dorsey 1 508 1 3 15 514 No 5 No Los Angeles

3 522 1 3 14 549 No 5 No

Manuel Arts

3 511 1 3 14 513 No 5 No

Miguel Contreras

1 N/A N/A N/A N/A 561 N/A 0 No

Central City Value

1 620 2 8 9 578 No 0 No


4

A similar comparison with made with nearby charter schools.

2006 2007 School # of

Tracks API State

Rank Similar School Rank

Growth Target

API Met All Sib-groups

PI Year Made AYP

Camino Nuevo

1 736 7 10 5 760 Yes 0

Yes College Ready Academy

1 N/A N/A N/A N/A 691 N/A

0 No

Gertz-Ressler

1 749 8 10 5 741 No 0

Yes Los Angeles Leadership

1 646 3 4 8 682 No

0 Yes

New Village Charter

1 N/A N/A N/A N/A 495 N/A

0 No

Central City Value

1 620 2 8 9 578 No 0 No

4. Projected Student Profile

Over the next five years Central City Value School projects that its enrollment will increase to its capacity of 480 students and the profile of is students will remain much the same. They will mostly be Hispanic and low-income with a significant number of English language learners.

Mission Statement

1. Mission Statement

Central City Value School facilitates the learning of elementary and middle school students who come from at-risk populations by providing a highly focused academic program in an environment that is infused with its core values. The school’s ultimate goal is to educate its students so that they may become persons who make a positive difference for their society and their world. This mission is accomplished through successfully achieving the following goals:

• Achieving academic excellence in student performance, as measured by student test results,

• Fostering responsible student behavior, as measured by teacher ratings,

• Creating a supportive community of students, parents, faculty and staff as measured by student and staff satisfaction

• Fostering parent participation, as measured by the numbers of parents attending parent events

• Earning staff commitment as measured by staff retention,

• Creating shared governance, as measured by participant satisfaction.

2. Educated Person of the 21st Century

The persons of the 21st century who will make a positive difference are those women and men who have received a sound education. They can be characterized by the five core values; they will be


5

the citizens of their society and their world who

• actively seek to continue to learn throughout their entire lives;

• have both the basic knowledge and skills that all persons can acquire and the refinement of those special talents that each person possesses;

• respect every person and work to promote the dignity of each person;

• find in collaborating with others that the community can gain more than what the individuals can achieve on their own;

• give something back to society through employment, civic and political participation, family life and community service from the benefit received from an education.

3. How Learning Best Occurs

Robert Marzano, who coordinated a research team to study instructional techniques in the classroom, published the findings in a popular book titled Classroom Instruction that Works (2001). Through a meta-analysis of hundreds of studies conducted over the years, conclusions were drawn that supported nine instructional practices which were particularly effective in raising student achievement. The practices identified as effective are the following:

• Identifying similarities and differences;

• Summarizing and note taking;

• Reinforcing effort and providing recognition;

• Homework and practice;

• Nonlinguistic representations;

• Cooperative learning;

• Setting objectives and providing feedback;

• Generating and testing hypotheses;

• Cues, questions, and advance organizers In addition to receiving professional development in the use of these classroom strategies, teachers at Central City Value School have identified the following elements as important to their students’ successful acquisition of knowledge and skills. Learning best occurs when there is:

• Use of different strategies to target different learning styles;

• Appropriate motivation for acquisition of knowledge and/or skills;

• A connection established to prior knowledge;

• A student-centered learning environment that fosters a sense of ownership in the learning process;

• Appropriate guidance towards predetermined goals and standards mastery;

• Frequent repetition and intermittent reinforcement;

• Diversity of models of work that illustrate high standards and clear expectations;

• Authentic , meaningful, and relevant application of learning;

• Use of nonlinguistic representations;


6

• Incorporation of hands-on projects, activities, and labs that stimulate interest and creativity, while developing critical thinking skills.

• Consistent, professional instruction;

• A teacher who is clearly passionate about the subject matter. Ongoing discussion of appropriate and effective instructional strategies is an important part of continued professional development.

4. Goals and Objectives of the Educational Program

Academic excellence:

• Ensure the learning of each individual student.

• Promote the maximum growth in the knowledge and skills of which each student may be capable.

• Simulate a desire to learn and to advance to higher levels of schooling.

• Facilitate the development of good study skills and habits and to develop a life long love of learning

• Develop students who are critical, creative and value-based thinkers. Responsible behavior

• Develop an understanding that politeness and courtesy, kind words and just actions towards all are the outward signs of respect for others.

• Foster a recognition that good health and good personal appearance are signs of respect for one self.

Supportive community

• Create an environment where everyone feels valued as a member of the school community.

• Promote honesty, cooperation and collaboration, the peaceful resolution of differences, the careful handling of property, the cleanliness of shared areas, the observance of rules and safety procedure, and the regular attendance at school are the means to build a learning community

• Encourage helping others and the sharing of one’s own talents and resources. Parent participation

• Foster a commitment to the five core values.

• Get support for the teachers.

• Encourage participation in parent programs.

• Ensure the prompt resolution of differences. Staff commitment

• Foster a commitment to the five core values.

• Advance student learning.

• Encourage involvement in planning and staff development.


7

A “Typical Day”

1. The Typical Day

The typical day begins with students reporting to their first period classes at 7:30 a.m. Each day, the six periods rotate in a very routine fashion. Instruction in English language arts, mathematics, social studies, science, foreign language, arts, physical education, and various electives takes place on a regular basis during those periods. Each student’s schedule is determined by the scope and sequence of the school, as well as individual requirements that must be met. Students who perform below grade level in English language arts and mathematics can receive supplemental education after school or on Saturdays. After their first period class, students report to their respective homerooms, in which their advisors take attendance, communicate announcements, and advise their students on a number of issues. It is during homeroom that the Pledge of Allegiance is recited each day, led by a student. Additionally, embedded into the daily schedule is a 30 minute X period in which students report to the various classes to seek tutoring and additional help from whichever teachers they choose. Before school, during lunch, and after school are when the various clubs and athletic teams meet. Central City offers students opportunities to participate on eight athletic teams that compete in the California Interscholastic Federation City Section. Additionally, there are a number of clubs and activities on campus and a very active student government. In fact, the student government is actively involved in running a host of activities during lunches, after school and during special events (e.g., peps rallies). With the small size of the campus, a true sense of community exists. Students obviously take pride in their school and often report behavior that is not in the spirit of our values. Collectively, faculty and students maintain a school that is safe and nurturing for academic excellence, consistent with our values.

2. Sample Daily Schedule

School begins each morning at 7:30 a.m. with the first period of class. There are six periods of instruction daily, each 55 minutes in length. Classes will meet five times a week. Supplemental classes are required for certain students who need additional instruction in certain disciplines. Tutoring is available during X period.


8

Regular Schedule

Start End Session

730 825 1

830 840 HR

845 940 2

945 1015 X period

1015 1025 Nutrition Break

1030 1125 3

1130 1225 4

1225 1255 Lunch

100 155 5

200 255 6

300 355 Supplemental Ed.

X-Period Last

Start End Session

730 825 1

830 840 HR

845 940 2


1000 1055 3

1100 1155 4

1155 1225 Lunch

1230 125 5

130 225 6

225 255 X Period


Late Start Schedule

Start End Session

715 845 Faculty Meeting

850 935 1

940 950 HR

955 1040 2


1100 1145 3

1150 1235 4

1235 105 Lunch

110 155 5

200 245 6

none none Supplemental Ed.


9

Start End Session

730 825 1

830 910 HR/Advisory

915 1010 2


1030 1125 3

1130 1225 4

1225 1255 Lunch

100 155 5

200 255 6


Half Day Schedule

Start End Session

730 810 1

815 825 HR

830 910 2

915 955 3


1015 1055 4

1100 1140 5

1145 1225 6

none none Supplemental Ed.

PERIOD ROTATION

Day A B C D E F

Period 1 2 3 4 5 6

2 3 4 5 6 1

3 4 5 6 1 2

4 5 6 1 2 3

5 6 1 2 3 4

6 1 2 3 4 5

Advisory Day Schedule


10

X-Period was designed to allow for students to learn how to make responsible choices in their journey towards academic excellence. Each day, the students choose which teachers they would like to visit for tutoring, further instruction, or just which classroom they would like to visit to do work. The idea is to train students to independently make choices that can have an impact on their future. Students who do not use X-period judiciously are sent to a traditional study hall classroom and advised to make better choices in the future. X-Period is replaced by an advisory period on Advisory Days. Usually twice a month, Advisory Days are held in which each advisor (homeroom teacher) covers certain subject matters related to school or personal success, discusses relevant issues, and generally counsels each student on various topics. Advisors are guided by the Advisory Coordinator, who prepares materials and topics to be discussed and shared. For Late-Start Day and Half-Day Schedules, the X-period is omitted and does not affect the annual instructional minutes, which the school exceeds the required state requirement. Late-start days are generally held twice a month for faculty meetings and Half-Days are only held infrequently for special circumstances. The period rotation works in conjunction with the school calendar given to each student and parent, in addition to the faculty. Each day is labeled A, B, C etc., up to F, and the order is repeated in sequence throughout the year. Also on the calendar, Late Start Days and Half-Days are delineated. Monthly updates are provided which provide further detail with any changes for the parents and students. For A days, the period order begins with 1 and ends with 6. For B days, the period order begins with 2 and continues through the order, ending with period 1. And the rest of the days continue according to the pattern. Depending on what schedule is followed for a given day, students simply substitute the correct period into the session slot and follow the rotation. Typically, students quickly learn the schedule, and copies of the rotation are printed in their school planners as well as handed to them and their parents at the beginning of the year. Copies are also posted in each class and various locations throughout the building. Below is an actual schedule for a current ninth grade student for both semesters presented in a regular schedule format on an A Day. Her schedule is typical of ninth grade students, all of whom receive English 9-1 and English 9-2 both semesters for a total of four English classes. English 9-1 is based more on writing conventions while English 9-2 generally focuses on literature. Regardless of what daily schedule the school follows, all ninth grade students receive both classes each day, which on a regular schedule day is 110 minutes of instruction (55 minutes/normal class). Other classes, such as Study Skills meet only once a day for 55 minutes.


11

Huerta-Soto Gabriela Grade 9 Semester 1 2007-2008

Regular Schedule A Day Teacher Course Room

Start End Session

730 825 1 Ms. Barg Eng 92A 18

830 840 HR Ms. Breene Advisory 17

845 940 2 Mr. Doyle Study Skills A 12

945 1015 X period


1030 1125 3 Ms. Guzman Art 1A 10

1130 1225 4 Ms. Breene Eng 91A 17

1225 1255 Lunch

100 155 5 Ms. Nasooti Alg 1A 9

200 255 6 Mr. Nguidjol PE 9A 14

300 355 Supplemental

Ed. (for designated students only)

Huerta-Soto Gabriela Grade 9 Semester 2

Regular Schedule A Day

Start End Session Teacher Course Room

730 825 1 Ms. Barg Eng 92B 18

830 840 HR Ms. Breene Advisory 17

845 940 2 Mr. Doyle Study Skills B 12

945 1015 X period


1030 1125 3 Ms. Guzman Art 1B 10

1130 1225 4 Ms. Breene Eng 91B 17

1225 1255 Lunch

100 155 5 Ms. Nasooti Alg 1B 9

200 255 6 Mr. Nguidjol PE 9B 14

300 355 Supplemental

Ed. (for designated students only)

Central City Value High School Charter Renewal Petition 11

3. Academic Calendar for 2007-08

Month M T W TH F M T W TH F M T W TH F M T W TH F M T W TH F Total

Inst.

Days

August 1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 31

0

September 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28

19

October 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31

22

November 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

19

December 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

15

January 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31

18

February 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29

20

March 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

16

April 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30

21

May 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

21

June 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30

9

No

School Day 1/Day180 Inservice Day 180


4. Assurance of Minimum Minutes of Instruction

Central City Value School certifies that it will provide the state required minimum number of instructional minutes during the course of the school year. The current number for 9th through 12th grade is 64,800 minutes. During a 180 day school year, the average day would have over six hours of instruction.

Instructional Framework

1. Parochial Model—Instructional Framework & Program Elements

a. The Model

Central City Value School is implementing the educational program developed by Value Schools. This program delivers educational services that result in students becoming successful in school by utilizing two proven elements.

The Parochial Model: Researchers have confirmed academic achievements of parochial schools and have suggested that certain factors have made the difference. These factors include a focused curriculum, an emphasis on academics, a school directly managed by the principal and a set of core beliefs and values shared by parents and faculty. (Bryk et al., Catholic Schools and the Common Good, 1993) The Value Schools model is fashioned on the urban Catholic school, but without the formal religious instruction, prayer and denominational worship. Like parochial schools the Value Schools have a set of core values which families can accept. The schools emphasize academics and discipline in an orderly environment; they utilize family involvement; and they are locally directed so as to be more immediately responsive to student and family needs. The importance of the five core values cannot be underestimated. The successful urban Catholic schools studied by Bryk and others are very similar in the details of the curriculum and in the educational methodology to typical public schools. Their uniqueness does not lie in some “secret” curriculum or method. What holds the school together and gives energy to the learning experience is a common “world-view.” In the parochial school this world-view is based on religious beliefs. Value Schools plans to create a similar environment and center for its schools with a secular, non-religious set of values. Accountability for Results: In some educational circles today concern is expressed about measuring the success of schools in terms of student achievement. Value Schools believes that a school is successful only if students are learning and that learning is measurable by objective test instruments. For years private and parochial schools have been held accountable for results by tuition-paying parents. Schools that did not deliver what the parents wanted could not and did not survive. Although the business market model is not a complete explanation for what can work in education, that model calls educators to look to the products of schooling. That product is student learning.


Value Schools proposes that student learning is a result of three critical elements: a clear set of student learning outcomes (a curricula like the California standards-based curricula in language arts, mathematics, science and social studies); methods and activities for students which have been selected by professional teachers; and continuous assessment (testing) to determine that the student has acquired the learning. This approach to the learning process is not unique to Value Schools; in fact, it is the approach being more and more adopted by the educational community. Value Schools is different, at least for the moment, in that it proposes to focus its teachers’ attention on student learning performance and compensate (continue to employ) its teachers and administrators for success in student learning. A positive school climate is also essential for productive learning. To help achieve that positive climate, Value Schools regularly monitors the attitudes of students, parents and teachers. Finally, sound financial operations give stability to the entire enterprise. Along with student achievement and the attitudes of key constituencies, the fiscal operations are carefully monitored. Reports in all three areas are made public on a regular basis.

The Five Core Values

Value Schools asserts these five values as the core of its educational model:

• Academic excellence is the means to a full life.

Academic learning develops a person’s capacities to enjoy life, to live cooperatively and comfortably with others, to contribute to the economic well being of oneself and society and to be an active citizen. Anything less than striving for excellence deprives both students and society. The fundamental means to excellence are teachers who offer expert instruction with high expectations for performance, students who are disciplined learners, and standards of accountability for both.

• Each student can develop to his or her fullest potential.

Each person is different, but each is gifted with talents and abilities. While each ought to excel in an area of special talent, each also should develop the whole range of human talents to the maximum extent possible. Schools have the responsibility of assisting parents and the students to identify areas of special talent and, at the same time, guiding students so that no area of learning is neglected.

• Each individual is unique and deserves respect.

Each person has the right to life, liberty and the pursuit of happiness. These rights accord each with dignity that is to be respected by all. This dignity implies that in society there are rules that limit certain behaviors so that all might have the fullest exercise of their rights. These rules are the laws enacted by government, codes of conduct set by institutions, customs and practices found in civil society and the moral norms freely adopted by individuals. Good schools set high standards for student behavior.

• A safe, nurturing community is essential to academic excellence.

Rules of conduct that protect each person’s dignity are not enough to create community. A


community grows from common ideals and shared experiences. A community is composed of persons who genuinely care for each other and who seek good for each other. In a community, everyone belongs and feels valued by the others. In community, each feels secure and is supported in efforts to grow in every way.

• Service to others and the community is a responsibility of an educated person.

An education completes a person by developing his/her talents and abilities. However, an educated person is not satisfied only with personal development. Talents and abilities perfected through an education need to be used to make a better world for all. Community service is a benefit for the civic or economic life of society, as well as for the family, social groups and voluntary organizations.

b. Elements of the Program

Academic Excellence

To achieve the first goal of its educational program, academic excellence, Central City Value School has adopted the academic model of Value Schools. This model is characterized by three components: clear performance standards, instructional techniques chosen for the particular group of students enrolled in the school, and continuous assessment. Each of these elements is described in following sections.

Values Formation

Superior quality academic education is the goal; a values-focused education is integral to the method. Values formation is less a function of content of instruction and more a result of the environment. The school’s environment, or its culture, demonstrates the importance of the core values in the following ways:

1. The faculty and staff are models of the values; they witness them in what they say and how they act.

2. The school regularly reminds the students, parents and faculty of the core values in symbols and printed materials (e.g. displaying the values on a classroom wall).

3. The school’s procedures, it rules and its customs, are consistent with the core values. 4. Students and faculty are routinely recognized when they exemplify one of the core values

in a special way. 5. The faculty finds opportunities in the curriculum to highlight the practice of the core

values by others and the positive consequences of the core values to individuals and society.

Responsible Behavior

Responsible behavior is the external manifestation that the students fully accept the values of respect for others and of cooperation in a community setting. However, Central City Value School recognizes that students learn responsible behavior, just as they learn the knowledge and skills through the study of the essential subjects. The school does not simply expect that students will arrive fully ready and able to live up to the high expectations for behavior that the school has.


The faculty and the staff take responsibility for guiding the students in the rules of the school. When the parents assist the faculty in this effort, the learning of responsible behavior is even easier. Additionally, the teachers set an example by their behavior. If they first show respect for each student, for the parents and for other teachers, then the students have role models to follow. The first step is the preparation of the school rules. Central City Value School will follow the policies and procedures for Responsible Behavior adopted by Value Schools. (These policies and procedures are presented in Element 10. Under these policies the principal establishes in consultation with the faculty the rules, regulations and procedures necessary for to ensure responsible behavior in the school. In brief the guiding principles flow from the core values, and they apply to students, parents and the teachers. Accordingly school rules are adopted for each group. Central City Value School publishes a student/parent handbook which contains all the rules of the school. The handbook is annually reviewed and updated as needed.

Supportive Community

Just as in developing responsible behavior, the supportive community relies on the actions of the teachers. Again with the assistance of the parents, the students will come to value the benefits of living and working with one another. There are three elements in which the teachers at Central City Value School will take the lead in creating a supportive community. First, they will set an example. Students will see teachers giving extra in helping students and will see teachers who work collaboratively with parents and other teachers. Second, teachers will talk about the benefits of working together and reinforce student’s cooperative and collaborative actions with positive words and, perhaps, other rewards. Third, the school will set up opportunities for entire grades to do community service projects alongside their teachers. Cleaning a beach for Heal the Bay or serving Thanksgiving dinner to the poor are just two examples of such projects. One of the most important elements of the supportive community is the students’ feeling of acceptance by their teachers and their peers. Recent reports in the media about school violence indicate that the students who are estranged in some way from their peers or who have been bullied by other students are the ones who may become violent and harm other students and teachers. Teaching acceptance and encouraging all to be involved are key elements in eliminating bullying or other actions that may make students feel rejected.

Class Size

The anticipated enrollment for Central City Value School would not exceed 480 students, 120 students in each grade 9-12.. All class sizes, with rare exceptions, are 25 students or fewer.

Culturally Relevant

The recognition of diverse racial and ethnic populations implies that the curriculum experiences reflect the many cultural values and practices present in the school community. Cultural relevance is a criterion that guides the selection of instructional materials, the choice of field trips, student assemblies, guest speakers and the content standards of the curriculum. Most


important cultural sensitivity is also a characteristic that is looked for in the hiring of teachers and a norm used in teacher evaluations.

Student Service Projects

Service to others and the community is one of the core values of the school. Students in every class are given the opportunity to give something back to the school or the wider community. Service projects have included cleaning beaches, feeding the homeless and poor; and collecting money for the tsunami victims abroad. Additionally, various clubs involve service components. Student Ambassador Program. It is the hope of Central City to add the National Honor Society which would be an additional club that has service requirements.

Technology

The school believes that students need a working knowledge of many types and uses of technology in order to function successfully in the 21st century. Currently, most of the twenty classrooms contain three or more computers. . Internet access via a T1 line is available throughout the school. Teachers hold lessons on conducting research on the internet, site credibility, plagiarism, internet safety, and evaluation of information. Students use computers for research, word processing, designing presentations using PowerPoint, and data processing and graphing using Excel. The yearbook and graphic design classes use Photoshop in their respective classes. The resource teacher also uses instructional software to assist her students. Administration and teachers will be receiving training on a data management system such as Power School and Data Director later this year. These will provide a central tracking system for a variety of different data, such as student assessments, attendance, demographic information needed for state and local reports, lunch program information, standards mastery and so forth.

Parent Programs

i. Parent choice

Prior to the enrollment of a student, the parent must assent to the core values and to the importance of academic study and responsible behavior. The parent shows this assent by signing an agreement that the parent supports these values and accepts that the student may be asked to leave if he/she does not commit to study or responsible behavior. The process for obtaining this agreement is described in the section on Admissions.

ii. Basic expectation: interest in student’s work

The primary way in which parents assist in the educational gains of their children is by taking an active interest in the learning process and placing an importance on schools. While parents may want to assist in the instruction of their children, sometimes they need additional knowledge or skills; and sometimes they do not have the time. However, parents can always communicate the importance of school to their children by things that they say and do.


iii. Parent meetings

Parents will be expected to attend regularly scheduled parent meetings to keep apprised of important school events and practices. These meetings often provide skill development opportunities to assist parents and advisors in their roles. Specific classes will be held on the college admissions process and financial aid process for parents. Parents and students are also expected to meet with the student’s advisor at regular intervals to discuss academic progress, expectations and any problematic issues.

iv. Opportunities for service in the school

Parents are encouraged to provide service each year to the school. This takes the form of assisting with the school meal programs, participating in clean up and repair activities, and helping with various operational and administrative tasks.

Professional Staff with Professional Support

i. Commitment to the values, to student achievement

The success of Central City Value School depends almost entirely on the success of the principal, teachers and other staff in fulfilling their roles. Given the belief and value that all children can learn, the professional educator continues to try until each child does learn. This requires a special kind of educator; it requires educators who are committed to the core values. Teachers selected for Central City Value School will have demonstrated an agreement to the five core values:

• They exhibit academic learning and continued study in their own lives.

• They have developed their own special talents while achieving a well-rounded education.

• They talk and act with respect for each person.

• They value community; and they are willing to spend the time and energy required to build trust, caring and cooperation among faculty and staff.

• They are also committed to service and demonstrate a readiness to go beyond mere employment as a teacher to the mission of educating at-risk students.

At the center of their world-view is the recognition that all persons can learn and that all will develop to the fullest potential according to their gifts.

ii. Support in the profession

Central City Value School, in turn, commits to its teachers that they will be treated professionally. Teachers assist in preparing the student achievement expectations.


• Teachers are encouraged to make choices in teaching methodology and materials to meet student needs.

• The administrators support teacher-made decisions on academic progress and behavior.

• A community of educators is nurtured to offer peer support.

• Teachers are given flexibility in planning their teaching and personal schedules.

• Fair personnel policies, adequate compensation, and objective professional evaluations are guaranteed.

iii. Professional preparation and continuing development

Those who are selected as teachers normally have been educators in other schools or have received academic preparation to be a teacher. Nonetheless, Value Schools will provide to the educators at Central City Value School its own staff development program on a continuous basis to ensure growth in teacher expertise. Experts in education will be engaged to provide staff development; but also peer education will be a key means of furthering professional development.

School Meals

Central City Value School will utilize the federal and state school food services programs to make breakfast, lunch and snacks available to qualifying students on school days. A parent-paid food service option will also be available.

Transportation

Central City Value School will not provide transportation for students to or from school.

Use of Community Resources

Central City Value School does not intend to construct or renovate its facilities to include standard school gymnasiums or libraries. Every effort will be made to join other community groups in utilizing existing neighborhood facilities.

Extra-curricular Activities

Central City Value School has taken extraordinary measures to establish a successful sports program. Participation in athletics can help students develop important life skills, such as teamwork, communication and physical fitness as well foster good sportsmanship and character development. Additionally, efforts are made to offer as many extra-curricular activities as possible. Clubs such as the Student Ambassador Program, the Art Club, and the Honors Club have been active throughout the school year. Extracurricular activities are not limited to what is offered by the faculty at Central City, but also includes what students may choose to start, provided it is moderated by a faculty member. The school also recognizes the importance of social activities to help develop a community. To that end, the student government offers dances and a senior prom.

2. Requirements for Success & Methodologies

a. Successful Instructional Strategy


For the teacher and principal selected methodology to be successful six conditions are required.

Selection of the principal and teachers

The educators hired for Central City Value School must be persons who have both the professional training to be able to choose effective methods and materials and the confidence that they can identify student needs and utilize a variety of means to facilitate student learning. Value Schools provides the support in the selection of the principal (and the teachers if necessary) to ensure the selection of the right education professionals.

Assessment and Planning

The principal and teachers must work as a team to choose a coordinated instructional program within a school to meet student needs. An annual cycle begins with a review of the curriculum standards. Next is an analysis of available assessment results; this is followed by a determination of the instructional activities that will take place. The analysis is completed by the grade-level teams as well as by department (e.g., mathematics). Individual teacher planning then follows the team planning. This is the on-going cycle identifying needs based on the standards, followed by instructional activities, followed by assessment, and so on.

Supervision

The success of the program relies on the professionalism of the teacher. If the teacher has the right knowledge and skills and effectively utilizes them, student learning is facilitated. In the Value Schools model, teachers are not simply trusted to be professional. The expectation is that they will, but the insurance is the supervision of the principal. Supervision is not only coaching teachers on different methodology of instruction (or the proper use of some chosen method), it is also the focusing of the teacher’s attention on the content standards and the results of assessments.

Professional development

As in most professions, teaching benefits from the professional development of the teachers. So, Value Schools provides to Central City Value School opportunities for the continued growth of the principal and the teachers. Professional development needs vary with the achievement of the students and the experience of the teachers in any given year. In the spring of each year, administration and teachers set professional development goals and schedule for the following school year. Twenty days are allotted throughout the year to address professional development needs. Teachers are encouraged to attend additional workshops funded by the school throughout the year to enhance their own knowledge and skill set. Experts in the fields are sought to provide workshops at the school. In particular, individuals (internal and external) who have an in-depth knowledge of relevant educational strategies and instruction are recruited to train the faculty. All new teachers are provided with access to the district BTSA induction program for ongoing support and instruction.

Individual focus

A standards-based curriculum focuses on what students know, not what teachers teach.


Teaching may be a group activity; but learning is done person-by-person. Learning plans for each student direct teachers to different sorts of activities for different students. Some learning activities occur individually, some in small groups and some in large groups. This individualized focus requires good record keeping on the performance of each student on each standard in the curriculum. To assist teachers with this record keeping, Central City Value School will be acquiring Power School and Data Director, for student performance.

Researched–based instructional materials

While the teachers must identify the specific learning needs of each student, they cannot be expected to design the learning materials to assist the students. Therefore, Central City Value Schools provides the teachers with proven instructional materials to support the learning experience. The teachers are expected to use the materials when and where they are helpful to the students. When students require additional materials to master content and skills, the teachers are expected to research and request materials that will support student learning.

b. Specific Methods

Central City Value School offers all 9th graders two full courses of English language arts. Additionally, a High Priority Grant allows us to provide supplement education in the areas of English language arts and math. Teachers have received professional development in multiple intelligences and the faculty has incorporated lesson plans that target students with various learning styles. The faculty has received extensive training on Writing Across the Curriculum through the University of California at Los Angeles. Plans for training faculty on SDAIE strategies and implementation, literacy programs, and standards-based lesson planning will be implemented this year. Finally, the addition of Data Director will allow teachers to track class and individual progress within their course content on an as needed basis, providing relevant and valuable feedback on standards mastery. Students at any level may read age appropriate novels as a class or small group. These are chosen by the teachers to provide an in-depth experience with all the elements of good literature, (figurative or descriptive language, plot, author’s purpose, etc.), to enhance understanding of concepts in other curriculum areas, or to develop identification or empathy for characters or causes. Methodologies may include whole group or small group instruction; individual written work; pair, small group, or whole class discussion or projects; manipulative learning activities, either teacher directed or student practice; research using books, magazines, newspapers, or the internet; discussions surrounding educational movies or videos, incorporating subject-specific student portfolios in various classes, and historical simulations. Students may engage in experiments and observations in the laboratory and outside the classroom, and learn to write lab reports that coincide with the scientific methods. They frequently participate in field trips to enhance their understanding of peoples, cultures, ideas, and historical events.


3. Curriculum

Standards-based Curriculum

Central City Value School will use the standards-based curricula that the California State Board of Education and the State Department of Schools have adopted for the essential subject areas of Language Arts, Mathematics, Science, and Social Studies as the center of its academic programming. When applicable, content standards for the non-core subject areas will also be incorporated into the curriculum.

Subjects:

Language Arts: English 9-1 (grammar-based language development) and 9-2 (reading and literature) , English 10, English 11, English 12, Poetry, Creative Writing, and Comparative Literature.

Mathematics: Math Readiness, Geometry, Algebra I and II, and Pre-Calculus

Social Studies: Grade 10: World History, Culture and Geography: The Modern World

Grade 11: United State History and Geography: Continuity and Change in the Twentieth Century

Grade 12: Principles of American Democracy and Economics

Science: Grades 9 - 12: Physical Science, Chemistry, Biology, Physiology, Physics

Arts: Drama, Dance, Music, Theater, and Visual Arts

Health and Physical Education

World Languages: Spanish and Japanese

Electives

Courses will meet the a-g requirements of the University of California. This includes four years of English, three years of Social Studies, three years of mathematics, two years of laboratory science, two years of a language other than English, one year of visual and performing arts, and one year of an elective from the preceding content area.


Graduation Requirements

As a college preparatory high school, a student who meets these standards will qualify for

application to the University of California system.

Ninth Grade Tenth Grade

Language Arts I 4 Semesters Language Arts II 2 semesters Mathematics 2 semesters Mathematics 2 semesters Art 2 semesters World History 2 semesters Study Skills 2 semesters Biology 2 semesters Phys. Ed I/Health 2 semesters World Language 2 semesters

Phys. Ed. II 2 semesters

Eleventh Grade Twelfth Grade Language Arts III 2 semesters Language Arts IV 2 semesters Mathematics 2 semesters Amer. Democracy 1 semester American History 2 semesters Economics 1 semester Chemistry 2 semesters Life Skills 2 semesters Foreign Language or Math, World Lang. other elective 4 semesters Science, Performing or Visual

Arts elective 6 semesters

Overall Requirements:

Language Arts 10 semesters Visual/Performing Arts 2 semesters Social Studies 6 semesters Phys. Ed/Health 4 semesters Mathematics 6 semesters Foreign Language, Math, Science 4 semesters Science, Computer Sci., or

Visual/Perform. Art Elective 16 semesters Total 48 semesters

As mentioned in Section 2 above, each ninth grade student receives 2 English classes, English 9-1 and English 9-2 both semesters, for a total of four classes. While the typical class is 55 minutes long on most days, with both classes taught to all freshmen each day, this adds up to 110 minutes of English instruction each day for all ninth grade students. Please refer to the previous section for reference on a sample schedule.

In order to successfully pass the curriculum, all students must demonstrate that they passed the course and the corresponding California Standard Test for each applicable course.

4. Course Descriptions and State Standards

The section immediately following Element 1 contains complete courses descriptions and their alignment to the California curriculum standards.


5. Success of the Model: Downtown Value School and Central City Value School

When Dr. Anthony Bryk and his colleagues did their research on successful parochial schools educating minority and disadvantaged student, they did so with a perspective of offering public education an alternative. They were as much interest in educational reform as they were research. Their book’s title Catholic Education and the Common Good implies this broader outlook. The petitioners for the renewal of Central City Value School’s charter are not aware of public schools that have tried to implement a model based on Bryk’s research, except for Central City Value School and Downtown Value School. After its first five years of success, the Los Angeles Unified School District renewed Downtown Value School’s charter. A review of Central City Value School’s academic progress indicates that it is doing better than its regular public school counterparts.

6. Textbooks and Instructional Materials

The textbooks and instructional materials can be found with the course descriptions.

Learning Environment

The learning environment is much like a traditional school. There is one school building, with twenty classrooms. Students work with their teachers and other students in classroom setting for the entire school day. What is different about this environment is that the five core values help develop a climate that facilitates the learning.

Special Populations

1. Students with Disabilities

Value Schools/CCVS will adhere to the provisions of the Individuals with Disabilities Education Act (IDEA) and state special education laws and regulations to assure that all students with disabilities are accorded a free appropriate public education (FAPE). Value Schools/CCVS will also ensure that no student otherwise eligible to enroll in their charter school will be denied enrollment. Value Schools/CCVS will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act and all Office of Civil Rights mandates for students enrolled in the Charter School.

2. English Language Learners

Central City Value High School will provide the students with two periods of English during their 9th grade year and our teachers will use SDAIE strategies to reach their students in all subjects. Also the students have been and will be taking Study Skills where they will learn how to properly take notes and organize information so that it is best learned –which is a SDAIE


strategy. The school expects that the average class size for our English Language Learners will remain at 25 students per teacher in English classes in order to ensure these students are able to advance in their Language Acquisition. Central City Value High School will also meet state standards on reclassifying ELL students according to state law. State law (ED. Code sections 313, 60810, and 60812) requires schools to administer the Annual California English Language Development Test (CELDT) to assess their progress annually toward acquiring English proficiency in listening, speaking, reading, and writing until they are reclassified as Fluent-English Proficient. CRITERIA FOR RECLASSIFYING ENGLISH LEARNERS IN GRADES 6-12.

A. The student has an annual CELDT overall performance level of 4 or 5 with skill area scores of 3 or higher in Listening, Speaking, Reading and Writing.

B. The student scores Basic or above on the ELA section of the CST. C. The student is judged successful in a mainstream English program based on a grade

of C or better in English or ESL 3/4. D. The parent has been consulted and notified that the student is eligible for

Reclassification, using the Notification of Reclassification Letter. To finalize the documentation on reclassification the following steps must be completed.

A. Enter the date when the school sends the Notice of Reclassification letter home. The original signed letter or the annotated copy of the letter must be on file in the student’s cumulative record.

B. A reclassification label must be printed and affixed to the student’s cumulative record.

C. If this information is not entered and the required documentation is not in the student’s cumulative record, it will affect the school’s RFEP counts for various surveys, reports and will adversely affect future compliance reviews and audits.

All students from 9th through 12th grade who are designated Limited English Proficient will take the California English Language Development Test every year. Those who pass the CELDT at the overall level of Early Advanced or higher will then be re-designated RFEP (Re-designated Fluent English Proficient) if they also pass the English California Standard’s Test at the midpoint of Basic. The school’s cut off score for the midpoint of Basic on the CST in English Language Arts will be the score of 325. English teachers will be asked to fill out the Teacher Evaluation Form with the students Reading and Writing grades and will have a chance to comment on the students’ ability in English Language Acquisition. Parents will also be notified and asked to comment on the progress of their students’ towards acquiring English. Central City Value School will monitor all students who are recently re-designated RFEP for a period of two years after their re-designation. Teachers will continue to fill out Teacher


Evaluation Forms where their CST scores will also be recorded. Those re-designated students who fall behind in their English grades or their CST scores will still be taught as Limited English Proficient students and will continue to experience the same teacher-student ratio, and teaching strategies as the other LEP students. Since the majority of our student population is considered Limited English Proficient, the school will provide students struggling with English with supplemental literacy classes after school. Science classes will ensure hands on, laboratory experiences to better reach these students. Students will also have opportunities to learn through educational field trips, dramatizations and sketches, and through hands on technology like PowerPoint and graphic design, and through the help of realia and visual aides.

3. Students Achieving Substantially above Grade Level

When a GATE student is identified, an individualized education program is set up by a committee of the student’s teachers, a school administrator, the student and his or her parents to create, implement and monitor the students education at Central City. The interventions and accommodations developed by the committee along CDE guidelines may include but not be limited to:

1. Differentiation, Parallel Curriculum Models: Differentiated instruction facilitates students’ ability to meet or exceed state academic content standards through a balanced curriculum that focuses on depth and complexity of content, provides opportunity for creative and analytic thinking, and facilitates the development of ethical standard and the attainment of positive self-concept.

2. Curriculum Compacting: Once a student demonstrates mastery on a certain topic, then they should “get credit” for what they know and future appropriate learning experiences should capitalize on extending exceptional abilities.

3. Acceleration: It may be appropriate for some gifted learners to skip a grade or to participate in an advanced grade level class by topic (e.g., by-passing Algebra I to go directly into Algebra II). Independent study can be set up for the students.

4. Grouping: In addition to providing intellectual peers for gifted learners if possible, cluster and fluid grouping facilitates the delivery of curriculum differentiation.

5. Learning Styles: Multimodal presentation of curriculum is essential to teach to the varied learning patterns of GATE students. Differentiation is not just about adding depth and complexity to content, but also providing the appropriate style of learning experience to meet the assessed need of students. Thus the process of learning about a subject will often include critical/divergent thinking and problem solving skills with appropriate products to demonstrate learning.

6. In constructing a unit of study, teachers first identify the unifying concept for addressing a particular standard. Pre-testing shows students’ areas of needs with respect to meeting or exceeding the standard. Teachers design extension activities that both fulfill the requirements of the unit theme as well as address the individual needs of students. Built in to these extension activities are rubrics for both self-evaluation and an objective


measure for the quality of achievement. 7. Technology is readily available for research and other extensions, and is seen as a method

of enhancing lessons related to the core curriculum by providing dynamic learning experiences. Children learn to integrate information from different sources while they are refining their technology skills.

Central City’s two Advanced Placement courses are both approved by the University of California as are the general courses. No changes will be made to the course descriptions for these courses at this time. Additionally, Honors English IV, Honors Biology, Honors US History, and Honors Physiology are already on the UC lists as well, and will not be changed either. However, revisions will be implemented to the Honors English II and III, Honors Chemistry, and Honors World History courses to provide more distinction between them and the non-honors courses.

4. Students Achieving Substantially below Grade Level

Central City Value School defines a student substantially below grade level as one who either has had a year of special interventions guided by the classroom teacher and fails to improve substantially or one who enters the school with achievement scores that indicate that the student is more than one year below grade level. For students who are substantially below grade level, the principal/vice principal shall organize a “Student Success Team.” The team members will include all the teachers who provide direct instruction to the student, the Student Success Team Coordinator, and a person identified by the principal as an expert in instructional strategies for exceptional students. The parent will be invited to participate on the team, as well as the student. The Student Success Team will meet as soon as possible after being organized and prepare an initial plan of action. The team will continue to meet every six weeks until the student begins to make satisfactory progress or is referred for an individualized assessment. The SST will recommend several accommodations or modifications to be implemented in the classroom, which may include supplemental education after school or on Saturdays. It should be noted that most of the student population entering Central City Value High School often is below grade level in achievement and a good percentage of that is substantially below grade level. Our philosophy is that the curricular content is not modified in normal circumstances, thus reducing curricular expectations, but that instructional strategies are modified by the classroom teacher. Students that are significantly below grade level in math and English-language arts subject areas are provided with supplemental instruction after school. All freshmen are given two English-language arts classes per semester and a study skills class to help them succeed in high school. Additionally, specific teacher modifications might include small group instruction, guided reading, educational software, ancillary reading materials, audio tapes, manipulative learning activities, one-on-one tutoring, mandatory X-period instruction, and other interventional strategies. Finally, student advisors monitor the progress of each of their student advisees, facilitating each student’s academic progress and intervening when necessary to provide support and guidance.


5. Students of Low Socio-Economic Status

The majority of the students at Central City Value School qualify for free or reduced lunches, which indicates that many of the students are of lower socio-economic status. Whereas students from higher socio-economic backgrounds are more often acculturated toward accepting that higher education is the means to achievement, economic success, and a full life, and are given tools and guidance to reach college, this is not taken for granted with the students and families at Central City Value School . Deliberate emphasis is placed on the value of schooling, and the importance of hard work in the achievement of goals. There is a conscious effort on the part of the teachers to refer to college admission and attendance as a desirable and achievable goal. Emphasis is also placed on learning the intangible social skills and body of information that parents and students must acquire in order to compete in the job and educational arenas. Parents are encouraged and, through parenting classes, trained to interact with their child’s teacher and the school administration to further their child’s educational goals and opportunities. Care is taken with each student and family to assure that the student is receiving nutritious meals and that there is access to health care, if needed. The parent educator, in addition to conducting effective parenting classes, makes social service agency referrals for such needs as free or low cost tutoring, mental health services, drug, smoking, and alcohol cessation programs, etc. Some students have received assistance from the school in buying uniforms. Central City Value High School provides support for students of low socio-economic status to address various economically related needs. Support in the way of free and reduced meals, free services such as college counseling, parent training, psychological counseling, free and reduced medical services, and making sure that every student has an opportunity to participate in all our activities whenever possible. Additionally we have taken our students to the Cash for College Fair at the Los Angeles Convention Center yearly. We have been designated a host site for the Cash for College Workshop for parents and students, offering assistance to college-bound students in FAFSA preparation and other financial aid possibilities. Our college counselor has received training to be a host school, allowing us to provide this benefit to our students.

Should these students be substantially above or below grade level, then the same interventions mentioned in #4 above would be implemented.

6. Other Special Populations

Central City Value School has not identified any other special populations. Should one emerge, the principal and faculty work plan together the strategies needed to meet these new needs. As needed, the school may seek the advice of expert consultants.

Special Education

1. Charter School Special Education Responsibilities


Value Schools/CCVS will adhere to the provisions of the Individuals with Disabilities Education Act (IDEA) and state special education laws and regulations to assure that all students with disabilities are accorded a free, appropriate public education (FAPE). Value Schools/CCVS will also ensure that no student otherwise eligible to enroll in their charter school will be denied enrollment. Value Schools/CCVS will comply with Section 504 of the Federal Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights mandates for students enrolled in the Charter School. Value Schools/CCVS will adhere to all Los Angeles Unified School District policies and procedures regarding special education. Value Schools/CCVS will adhere to the requirements of the Chanda Smith Modified Consent Decree, including compliance with the Annual Plan, submitting documents and information, participating in reviews, and attending informational sessions and meetings.

Value Schools/CCVS will use District forms to develop, maintain, and review assessments and IEPs in the format required by the District and will enter assessment and IEP data into the District’s designated data system (Welligent) in accordance with LAUSD polices and procedures. Value Schools/CCVS will maintain copies of assessments and IEP materials for district review. Value Schools/CCVS will submit to the District all required reports, including but not limited to SESAC and Welligent IEPs, in a timely manner as necessary to comply with state and federal and Modified Consent Decree requirements. Value Schools/CCVS will assess and develop Individual Transition Plans to help students with disabilities, ages 14 and older, in transitioning to adult living in accordance with state and federal law and District policies and procedures. Value Schools/CCVS shall conduct an Individualized Education Program (IEP) team meeting that includes required team members within mandated timelines for each student assessed to discuss results, determine eligibility, and (if eligible) specify special education instruction and services. Value Schools/CCVS will make decisions regarding eligibility, goals, program, placement, and exit from special education through the IEP process according to federal, state and District timelines. Value Schools/CCVS will participate in the state quality assurance process for special education (i.e., verification reviews, coordinated compliance self-reviews, complaints monitoring, procedural safeguards, and the local plan). Value Schools/CCVS will participate in internal validation review (DVR). Value Schools/CCVS is responsible for the management of its special education budgets, personnel, programs and services. Value Schools/CCVS will ensure that its special education personnel is appropriately credentialed, licensed or on waiver consistent with California laws and


regulations. Value Schools/CCVS will implement the programs and services, including providing related services, required by the IEPs of the students enrolled at the Charter School. Value Schools/CCVS may request related services (e.g., Speech, Occupational Therapy, Adapted P.E., Nursing, Transportation, etc.) from the District, subject to availability and on a “fee-for-service” basis, by submitting written requests to the Charter Office. Value Schools/CCVS may also provide related services by hiring credentialed or licensed providers through private agencies or independent contractors. For students transferring to the Charter School from District schools or District affiliated charter schools, Value Schools/CCVS will provide those related services required by the students’ IEPs upon the students’ enrollment. However, to allow for a smooth transition to independent charter schools, the District shall continue to fund services for those special education students enrolling in independent charter schools who have been receiving non-public agency (NPA) services from the District for thirty (30) days after enrollment. This will allow Value Schools/CCVS time to conduct an IEP team meeting and to execute contracts as necessary to facilitate the students’ transition to the Charter School. When requested by Value Schools/CCVS, a representative from the Local District Special Education Office may attend a student’s first IEP meeting at the independent charter school to assist with transition issues. For students transferring to the Charter School from other school districts, Value Schools/CCVS shall provide related services required by the students’ IEPs upon the students’ enrollment regardless of the type of service provider (school, NPA or private). IEP team meetings for such students will be held within thirty (30) days of the student’s enrollment in accordance with state and federal law.

The referral process shall include Student Success Team meetings to review prior interventions, accommodations and modifications and to recommend further interventions as appropriate. Value Schools/CCVS will identify and refer students with disabilities who demonstrate early signs of academic, social or behavioral difficulty that may require assessment for special education eligibility and placement in a special education program.

Upon parents’ request for assessment, Value Schools/CCVS shall be responsible for the development of the assessment plans for students with suspected disabilities. The assessment plan will describe the types of assessments that may be used to determine the eligibility of students for special education instruction and services. Assessments will be conducted, within legal timelines, after receiving the parents’ written consent

In the event that Value Schools/CCVS is unable to provide an appropriate placement or services for a student with special needs, the Charter School will contact the District to discuss placement and service alternatives. Value Schools/CCVS IEP teams will ensure participation of a District special education representative at an IEP team meeting whenever it is anticipated that special


education programs outside of the Charter School, including but not limited to placement at a

District school or at a non-public or private school, will be considered. If an Individualized Education Program (IEP) team that includes Charter School personnel places a student in a special education program provided by another entity without District representation on the IEP team, Value Schools/CCVS will be fully responsible for the quality of the program and for any costs incurred for such a placement. Value Schools/CCVS will also maintain responsibility for monitoring progress towards IEP goals for the student with special needs.

Value Schools/CCVS will support movement of students with disabilities into less restrictive environments and increase interactions of students with disabilities with non-disabled students. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress. Value Schools/CCVS shall provide planned staff development activities and participate in available appropriate District trainings to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies and curriculum adaptations to address the diverse learner, and interaction with non-disabled peers. Value Schools/CCVS will ensure that the teachers and other persons who provide services to a student with disabilities are knowledgeable of the content of the student’s IEP. Value Schools/CCVS will ensure that student discipline and procedures for suspension and expulsion of students with disabilities are in compliance with state and federal law. Discipline procedures will include positive behavioral interventions. Prior to recommending expulsion for a student with disabilities, the charter school will convene a manifestation determination IEP. In accordance with the Modified Consent Decree, Value Schools/CCVS will collect data pertaining to the number of special education students suspended or expelled.

2. Procedural Safeguards/Due Process Hearings

The District may invoke dispute resolution provisions set out in a charter, initiate due process hearings, and/or utilize other procedures applicable to Value Schools/CCVS if the District determines that such action is legally necessary to ensure compliance with federal and state special education laws and regulations or the Modified Consent Decree. In the event that a parent or guardian of a student attending Value Schools/CCVS initiates due process proceedings, both Value Schools/CCVS and the District will be named as respondents. Whenever possible, the District and Value Schools/CCVS shall work together in an attempt to resolve the matter at an early stage (informal settlement or mediation). During due process proceedings and any other legal proceedings or actions involving special education, Value Schools/CCVS will be responsible for its own representation. If the Charter School retains legal representation for a due process proceeding or other legal proceeding or


action, Value Schools/CCVS will be responsible for the cost of such representation. Because Value Schools/CCVSl will manage, and is fiscally responsible for, its students’ special education instruction and services, Value Schools/CCVS will be responsible for any prospective special education and related services, compensatory education and/or reimbursement awarded by a due process hearing officer, court or settlement based on an allegation or allegations that Value Schools/CCVS failed to fulfill its responsibilities under state and federal special education laws and regulations (which include, among other things, identifying students with disabilities, assessing students, conducting IEP team meetings, developing appropriate IEPs, and implementing IEPs). If parents’ attorneys’ fees and costs are to be paid because parents are the prevailing party as a result of a due process hearing or settlement agreement based on Value Schools/CCVS’s alleged failure to fulfill its responsibilities under state and federal special education laws and regulations, Value Schools/CCVS will be responsible for payment of those attorneys’ fees and costs.

3. Complaints

The District will investigate and respond to all special education complaints the District receives pertaining to Value Schools/CCVS including the District’s Uniform Complaint Procedures, Office for Civil Rights and California Department of Education Special Education Compliance Complaints. Value Schools/CCVSl will cooperate with the District in any such investigations and provide the District with any and all documentation that is needed to respond to complaints. Value Schools/CCVS will be solely responsible for any and all costs resulting from, arising out of, or associated with the investigation and implementation of appropriate remedies.

4. Special Education Local Plan Area (SELPA)

The District is approved to operate as a single-district SELPA under the provisions of the California Education Code, Section 56195.1(a). Charter schools authorized by the District are deemed to be public schools within the District for purposes of special education. The District will determine the policies and procedures necessary to ensure that the protections of special education law extend to students in the charter schools in the same manner as students in all District schools.

5. Funding for Special Education

Value Schools/CCVS shall receive its allocated share of AB602 special education funds and shall be fiscally responsible for the provision of special education services and instruction to the students they serve. The allocated amount shall be calculated using a funding model based on student population (average daily attendance). Value Schools/CCVS shall keep daily attendance for each student which shall be reported and certified according to District policies and procedures. Value Schools/CCVS may request specific related services from the District on a fee basis if the District availability.


The District will collect a fair share contribution from independent charter schools for district-wide costs for special education instruction and services. District-wide costs include: 1) maintaining a full continuum of program options; 2) professional development and training; 3) technical support for programs; 4) administration of due process proceedings, excluding any legal representation; 5) investigation of complaints; and 6) implementation of the Modified Consent Decree.

6. Funding Information

The fair share contribution collected for 2008-09 will not exceed 27%. The maximum fair share percentage will be reviewed annually by the Budget Division, the Charter Schools Office, and the Division of Special Education, and the percentage may be adjusted to reflect changes in expenditure patterns or in federal or state special education revenue streams. The calculation of the fair share contribution shall be based upon a rationale designed by the District's Budget Services Office with consideration of the district’s encroachment and other factors.

7. District Responsibilities Relating to Charter School Special Education Program

As long as charter schools operate as public schools within the District, the District shall provide information to the school regarding District special education decisions, policies, and procedures to the same extent as they are provided to other schools within the District. To the extent that the District provides training opportunities and/or information regarding special education to other school site staff, such opportunities and/or information shall be made available to Charter School staff.

8. Modifications to Special Education Responsibilities and Funding

The special education responsibilities of Value Schools/CCVS and the District, and the special education funding model may be modified, supplemented or clarified through a mutually agreed upon Memorandum of Understanding (“MOU”). If such an MOU is executed its provisions shall be incorporated by reference into this Charter and shall, to the extent necessary to carry out the intent of the MOU, supersede the provisions on special education responsibilities and funding set forth above.

Implementation Plan

During its first five years, Central City Value School has refined its plans and begun implementation on all the critical elements of the school design. As the years continue Central City Value School expects that it will further refine its operations and adapt to meet the needs of students. However, except for the installation of computer based data management system, no other new activities are planned.


Teacher Recruitment

Recruiting and hiring the right teacher for this particular learning community is an ongoing challenge, albeit a welcome one. First and foremost is finding teachers with evidence of a deep understanding and acceptance of the core values. Several graduate universities place special emphasis on working with students who come from minority or lower socio-economic backgrounds. Teachers from these programs often arrive with a passion for providing students with as rich an educational experience as possible. The small school environment, relative academic freedom, energetic staff, and competitive salary structure has attracted a cadre of committed teachers to the school. Job fairs at Claremont Graduate University and Loyola Marymount University have been beneficial in recruiting outstanding candidates. Other opportunities for recruitment to be explored are websites such as Edjoin, Teach for America, and Craig’s List, as well as placing ads in local newspapers. University websites, job fairs at nearby universities and/or with other charter schools, and the Los Angeles County Office of Education may also be used as resources for qualified teachers.

Professional Development

Over the course of the last four years, Central City Value School has provided professional development training to the faculty-at-large on multiple intelligences, special education, coping skills, technology in the classroom, Writing Across the Curriculum, and electronic grade-keeping. Various faculty members have attended local and national conferences on mathematics, gender studies, and biology. Plans continue for more professional development this year in classroom discipline (Love and Logic), IEP training, SDAIE strategies, developing standards-based lesson plans, training in PowerSchool and DataDirector programs, CPR, the Student Advisory program, and more Writing Across the Curriculum strategies. Faculty members are also encouraged to attend conferences and training to target their needs. For example, one of our English teachers will be participating in Literacy training.

Accredited Course

Central City Value School is accredited by the Western Association of Schools and Colleges and its courses have been approved by the University of California. Through the Parent/Student handbook the school informs parents of the transferability of its courses and the applicability for college admissions. See the following tables:


The following courses are the “core” courses using definitions from the federal law No Child Left Behind English 91A Algebra1A Biology A US History A Spanish 1A

English 91B Honors Algebra 1A Honors Biology A Honors US History A Spanish 1B

English 92A Algebra 1B Biology B US History B Spanish 2A

English 92B Algebra 2A Honors Biology B Honors World History A Spanish 2B

English 10A Honors Algebra 2A Physiology A World History B Spanish 3A

Honors English 10A Algebra 2B

Honors Physiology A

Honors World History B Spanish 3B

English 10B Honors Algebra 2B Physiology B American Democracy AP Spanish 4A

Honors English 10B

Math Readiness A

Honors Physiology B

AP American Democracy AP Spanish 4B

English 11A Math Readiness B Chemistry A Government A Art 1A

Honors English 11A Geometry A Honors Chemistry A AP Government A Art 1B

English 11B Geometry B Chemistry B Economics B

Honors English 11B

Honors Geometry B Honors Chemistry B AP Economics B

English 12A Pre-Calculus A Physical Science A Honors World History A

Honors English 12A Algebra1A Physica lScienc iB World History B

English 12B Honors English 12B

The following courses are the “non-core” courses using definitions from the federal law No Child Left Behind

Physical Ed 9A SAT English Drawing & Painting 1/2 A

Life Skills A Becoming a Man

Physical Ed 9B SAT Math Drawing & Painting 1/2

Life Skills B Becoming a Woman

Physical Ed 10A CAHSEE Prep Graphic Desing Leadership A Public Speaking

Physical Ed 10B CAHSEE Math Film Leadership B Psychology A

Health & Wellness Study Skills A Art History Yearbook A Psychology B

Yoga Study Skills B Spanish Heritage Yearbook B


The following course descriptions are included in the petition or appendix (see below):

English

English I (9-1) English I (9-2) English II (10) Honors English II (10) English III (11) Honors English III (11) English IV (12) Honors English IV (12)

Mathematics

Math Readiness Algebra I Geometry Algebra II Precalculus

Sciences

Physical Science Biology

Honors Biology Chemistry Honors Chemistry Physiology Honors Physiology Physics

Social Sciences

World History Honors World History US History Honors US History American Democracy Economics AP Government

World Languages

Japanese I Japanese II Spanish I Spanish II


Spanish III Spanish Heritage AP Spanish IV

Art

Art I Art History

Drawing and Painting

Miscellaneous

Becoming a Man Becoming a Woman CaHSEE Prep Creative Fiction Fitness Quest Leadership Life Skills Physical Education I and II (9 &10) Psychology SAT Prep Study Skills Yearbook


Course Descriptions

English Course Descriptions

Course Title: English I

School: Central City Value High School Course Description: This state-standards-based course introduces a variety of grade-level literary genres and types of writing—i.e., articles, autobiographies, poetry, persuasive essays, to name a few. In addition to reading, students respond critically and creatively, orally and in writing (500-1500 words), using conventional methods of compare/contrast, persuasive, narrative, and descriptive writing, with an overall emphasis on language conventions: vocabulary and word choice, spelling, and sentence structure. Instruction ranges from direct teaching to usage of visual aids, CD audio readings, and cooperative investigation. Assessments include standard multiple choice chapter tests, written and oral presentations, homework, and daily guided instruction.

COURSE GOALS AND/MAJOR STUDENT OUTCOMES

1. Demonstrate clear and coherent written and oral communication within a wide range of mediums and styles.

2. Demonstrate the ability to read and comprehend a wide range of fiction and non-fiction grade appropriate materials.

3. Demonstrate the ability to solve problems and think critically by effectively completing challenging group and individual projects and assignments.

4. Demonstrate an understanding of the complexities of global and societal issues through reading, writing and discussion

COURSE OBJECTIVES

1. Students will read and comprehend grade-level-appropriate material by analyzing features and rhetorical devices.

2. Students will read and respond to historically or culturally significant works of literature to better understand history and social science.

3. Students will write coherent and well-reasoned essays showing an understanding of the appropriate audience and purpose.

4. Students will compose text of 500-1,500 words that combine narrative, expository, persuasive, and descriptive strategies.

5. Students will write and speak using Standard English conventions. 6. Students will make oral presentations that demonstrate a logical pattern of organization

and combine narrative, expository, and descriptive strategies.


COURSE OUTLINE: (See attached course outline, which includes quarter break-downs and matching standards)

TEXTS AND SUPPLEMENTAL INSTRUCTIONAL MATERIALS

Literature & Language Arts, Third Course, published by Holt, Rinehart, Winston Holt Handbook, published by Holt, Rinehart, Winston Interactive Reading, published by Holt, Rinehart, Winston Writing, Listening, & Speaking, published by Holt, Rinehart, Winston Lesson Plans for Language Development, published by Holt, Rinehart, Winston Language & Sentence Skills Practice, published by Holt, Rinehart, Winston Developmental Language & Sentence Skills, published by Holt, Rinehart, Winston Visual Connections, published by Holt, Rinehart, Winston Fine Art Transparencies, published by Holt, Rinehart, Winston Audio CD Library, published by Holt, Rinehart, Winston One-Stop Planner, published by Holt, Rinehart, Winston Night, by Eli Wiesel

INSTRUCTIONAL METHODS AND STRATEGIES

1. Daily journal/composition book entries, followed by discussion 2. Collaborative: learning, project development, & guided practice 3. Independent: note-taking, notebook maintenance and portfolio development, project

development, & guided practice 4. Peer editing and grading 5. Oral presentations 6. Alternative presentations, including musical, visual, and acting/performance-based

ASSESSMENT METHODS AND/OR TOOLS

1. Written projects, using text/graphics such as Venn diagrams or artistic interpretations 2. Standard, Multiple-Choice, fill in, true false, & short essay tests/quizzes, per chapter and

per concept 3. Post-Lecture learning checks 4. Verbal Assessments: presentations and games requiring verbal demonstration of

acquired knowledge


COURSE OUTLINE BY QUARTER WITH STANDARDS CORRELATION BY

CHAPTER: Sample activities to follow

CHAPTER

READING

STANDARDS

WRITING

STANDARDS

LISTENING AND

SPEAKING

STANDARDS

QUARTER I

CHAPTER 1.

1.1, 1.2, 1.3, 2.3, 3.6 1.1, 1.2., 1.9, 2.1 A-

E

1.8, 1..9, 2.1 A-D

CHAPTER 2. 1.1, 1.3, 2.5, 3.3, 3.4 1.2, 1.8, 1.9, 2.1A-E

CHAPTER 3. 1.1, 2.4, 3.9 1.1, 1.4, 1.9, 2.3A,C

QUARTER 2

CHAPTER 4.

1.1, 1.2, 2.4, 3.2, 3.5 1.3, 1.9 1.2

CHAPTER 5. 1.1, 2.8, 3.8 1.1, 1.8, 1.9, 2.4 A-

D

1.1, 1.5, 2.5A-D

CHAPTER 6. 1.1, 1.2, 2.4, 3.7 1.1, 1.2, 2.1C,E 1.3, 1.7, 1.8, 1.9,

2.6A-C

QUARTER 3

CHAPTER 7.

1.1, 1.2, 3.7, 3.9,

3.11

1.1, 1.9, 2.2A-D 1.3, 1.4, 1.8, 1.9,

2.4A-D

CHAPTER 8. 1.1, 1.2, 2.8, 3.11 1.2, 2.2A-D

CHAPTER 9. 1.1, 2.5, 3.12 1.1, 1.3, 1.4, 1.5,

1.6, 1.7, 1.8, 2.3A-F

1.3, 1.7, 2.2A-F,

2.3A,C,F

QUARTER 4

CHAPTER 10.

1.1, 1.3, 2.8, 3.3,

3.4, 3.7, 3.12

1.1, 2.4A-D 1.3, 1.5, 1.6, 2.3A-

G, 2.5A-D

CHAPTER 11. 1.1, 1.2, 1.3, 2.4,

3.1, 3.10, 3.12

1.1, 1.2, 1.4 1.1O, 1.11, 1.12,

1.13, 1.14

CHAPTER 12. 2.1, 2.2, 2.6, 2.7 2.5A-D, 2.6A-D

Activities

• Vocabulary Alive: Using your vocabulary, groups write and perform short skits

• Persuasive Writing: Speech and Debate (using cause and effect); Letter to Editor in mock or real newspaper; Design Product and Commercial

• Expository Writing: Responses to literature, interpreting and analyzing meanings of themes, passages, tones and points-of-view, and character; Compare and Contrast Essays (e.g. a film VS a play; your life experience VS a character’s); Responses to Magazine and Newspaper articles; “How To” Essay, using transitional words and phrases;


• Autobiography (oral presentation); Biography

• Poetry: identify poetic devices; compare and contrast tone & theme; use poetic devices in poetry chapbook of original poetry

• Short Story Writing: 1) Magical realism 2) Parable

• Artistic Interpretations of Literature: Shadow-Box Scenes; Paintings; Sculptures; Musical Scores; Acting Out Scenes

• Research Paper (related to Night): WWII/related

• Independent/Silent Reading & Reading Logs

• Web Quests: Weekly On-Line Question and Response

• Team Vocab: On-Going Team Vocab Competitions: Spelling Bees (should we take on and crush the Juniors?), Definitions, Roots, & Usages

• Learning Games: Bluff; Push a Question; PowerPoint Team Trivia; Slap that Answer

• PowerPoint Phrase Presentation: define and use

• Parts of Speech Poster: Show examples, define and use

9th Grade Students take two English 1 courses:

Course Title: English I

School: Central City Value High School Course Description: This state-standards-based course introduces a variety of grade-level literary genres and types of writing—i.e., articles, autobiographies, poetry, persuasive essays, to name a few. In addition to reading, students respond critically and creatively, orally and in writing (500-1500 words), using conventional methods of compare/contrast, persuasive, narrative, and descriptive writing, with an overall emphasis on language conventions: vocabulary and word choice, spelling, and sentence structure. Instruction ranges from direct teaching to usage of visual aids, CD audio readings, and cooperative investigation. Assessments include standard multiple choice chapter tests, written and oral presentations, homework, and daily guided instruction.

COURSE GOALS AND/MAJOR STUDENT OUTCOMES

5. Demonstrate clear and coherent written and oral communication within a wide range of mediums and styles.

6. Demonstrate the ability to read and comprehend a wide range of fiction and non-fiction grade appropriate materials.

7. Demonstrate the ability to solve problems and think critically by effectively completing challenging group and individual projects and assignments.

8. Demonstrate an understanding of the complexities of global and societal issues through reading, writing and discussion


COURSE OBJECTIVES

7. Students will read and comprehend grade-level-appropriate material by analyzing features and rhetorical devices.

8. Students will read and respond to historically or culturally significant works of literature to better understand history and social science.

9. Students will write coherent and well-reasoned essays showing an understanding of the appropriate audience and purpose.

10. Students will compose text of 500-1,500 words that combine narrative, expository, persuasive, and descriptive strategies.

11. Students will write and speak using Standard English conventions. 12. Students will make oral presentations that demonstrate a logical pattern of organization

and combine narrative, expository, and descriptive strategies. COURSE OUTLINE: (See attached course outline, which includes quarter break-downs and matching standards)

TEXTS AND SUPPLEMENTAL INSTRUCTIONAL MATERIALS

Literature & Language Arts, Third Course, published by Holt, Rinehart, Winston Holt Handbook, published by Holt, Rinehart, Winston Interactive Reading, published by Holt, Rinehart, Winston Writing, Listening, & Speaking, published by Holt, Rinehart, Winston Lesson Plans for Language Development, published by Holt, Rinehart, Winston Language & Sentence Skills Practice, published by Holt, Rinehart, Winston Developmental Language & Sentence Skills, published by Holt, Rinehart, Winston Visual Connections, published by Holt, Rinehart, Winston Fine Art Transparencies, published by Holt, Rinehart, Winston Audio CD Library, published by Holt, Rinehart, Winston One-Stop Planner, published by Holt, Rinehart, Winston Night, by Eli Wiesel

INSTRUCTIONAL METHODS AND STRATEGIES

7. Daily journal/composition book entries, followed by discussion 8. Collaborative: learning, project development, & guided practice 9. Independent: note-taking, notebook maintenance and portfolio development, project

development, & guided practice 10. Peer editing and grading 11. Oral presentations 12. Alternative presentations, including musical, visual, and acting/performance-based


ASSESSMENT METHODS AND/OR TOOLS

5. Written projects, using text/graphics such as Venn diagrams or artistic interpretations 6. Standard, Multiple-Choice, fill in, true false, & short essay tests/quizzes, per chapter and

per concept 7. Post-Lecture learning checks 8. Verbal Assessments: presentations and games requiring verbal demonstration of

acquired knowledge

COURSE OUTLINE BY QUARTER WITH STANDARDS CORRELATION BY

CHAPTER: Sample activities to follow

CHAPTER

READING

STANDARDS

WRITING

STANDARDS

LISTENING AND

SPEAKING

STANDARDS

QUARTER I

CHAPTER 1.

1.1, 1.2, 1.3, 2.3, 3.6 1.1, 1.2., 1.9, 2.1 A-

E

1.8, 1..9, 2.1 A-D

CHAPTER 2. 1.1, 1.3, 2.5, 3.3, 3.4 1.2, 1.8, 1.9, 2.1A-E

CHAPTER 3. 1.1, 2.4, 3.9 1.1, 1.4, 1.9, 2.3A,C

QUARTER 2

CHAPTER 4.

1.1, 1.2, 2.4, 3.2, 3.5 1.3, 1.9 1.2

CHAPTER 5. 1.1, 2.8, 3.8 1.1, 1.8, 1.9, 2.4 A-

D

1.1, 1.5, 2.5A-D

CHAPTER 6. 1.1, 1.2, 2.4, 3.7 1.1, 1.2, 2.1C,E 1.3, 1.7, 1.8, 1.9,

2.6A-C

QUARTER 3

CHAPTER 7.

1.1, 1.2, 3.7, 3.9,

3.11

1.1, 1.9, 2.2A-D 1.3, 1.4, 1.8, 1.9,

2.4A-D

CHAPTER 8. 1.1, 1.2, 2.8, 3.11 1.2, 2.2A-D

CHAPTER 9. 1.1, 2.5, 3.12 1.1, 1.3, 1.4, 1.5,

1.6, 1.7, 1.8, 2.3A-F

1.3, 1.7, 2.2A-F,

2.3A,C,F

QUARTER 4

CHAPTER 10.

1.1, 1.3, 2.8, 3.3,

3.4, 3.7, 3.12

1.1, 2.4A-D 1.3, 1.5, 1.6, 2.3A-

G, 2.5A-D

CHAPTER 11. 1.1, 1.2, 1.3, 2.4,

3.1, 3.10, 3.12

1.1, 1.2, 1.4 1.1O, 1.11, 1.12,

1.13, 1.14

CHAPTER 12. 2.1, 2.2, 2.6, 2.7 2.5A-D, 2.6A-D


Activities

• Vocabulary Alive: Using your vocabulary, groups write and perform short skits

• Persuasive Writing: Speech and Debate (using cause and effect); Letter to Editor in mock or real newspaper; Design Product and Commercial

• Expository Writing: Responses to literature, interpreting and analyzing meanings of themes, passages, tones and points-of-view, and character; Compare and Contrast Essays (e.g. a film VS a play; your life experience VS a character’s); Responses to Magazine and Newspaper articles; “How To” Essay, using transitional words and phrases;

• Autobiography (oral presentation); Biography

• Poetry: identify poetic devices; compare and contrast tone & theme; use poetic devices in poetry chapbook of original poetry

• Short Story Writing: 1) Magical realism 2) Parable

• Artistic Interpretations of Literature: Shadow-Box Scenes; Paintings; Sculptures; Musical Scores; Acting Out Scenes

• Research Paper (related to Night): WWII/related

• Independent/Silent Reading & Reading Logs

• Web Quests: Weekly On-Line Question and Response

• Team Vocab: On-Going Team Vocab Competitions: Spelling Bees (should we take on and crush the Juniors?), Definitions, Roots, & Usages

• Learning Games: Bluff; Push a Question; PowerPoint Team Trivia; Slap that Answer

• PowerPoint Phrase Presentation: define and use

• Parts of Speech Poster: Show examples, define and use

Course Title: English II

School: Central City Value High School

Brief Course Description

The emphasis of English 10 is on literature and non-fiction (including informational materials), as well as written and oral communication. This comprehensive language arts course is designed to strengthen the student's background and foster creativity through the interpretation of British, American and international literature. Students establish a standard of critical evaluation guided by the California State Standards in English/Language Arts for grades 9-10 and will demonstrate writing ability and expression of thought through a speech unit. The composition emphasis will be on descriptive, narrative, and expository writing, with an introduction to the literary essay. A research paper, journal writing, grammar and vocabulary skills are assigned throughout the course.


Course Objectives

1. Students apply their knowledge of word origins to determine the meanings of new words. 2. Students read and understand grade-level appropriate material. 3. Students read and respond to historically or culturally significant works of

literature that reflect and enhance their studies of history and social science. 4. Students write coherent and focused essays that convey a well-defined purpose and

tightly reasoned argument.

5. Students write and speak with a command of standard English conventions. 6. Students deliver focused and coherent presentations of their own that convey clear and

distinct perspectives and solid reasoning.

Course Goals and /or Major Student Outcomes

1. Students demonstrate mastery of the California Standards in Reading (1.0 - word analysis, fluency, and systematic vocabulary development; 2.0 - reading comprehension; and 3.0 – literary response and analysis) Writing (1.0 – writing strategies; 2.0 writing applications) Written and Oral Language Conventions, and Listening and Speaking (1.0 – listening and speaking strategies, 2.0 – speaking applications).

2. Students demonstrate mastery of standard English in grammar, usage, and mechanics.

3. Students demonstrate the ability to think critically.

4. Students demonstrate an understanding of the school's values by applying them to course projects.

Course Outline

First Semester Overview

Plot and Setting Writing an Autobiographical Narrative Character Writing a Biographical Narrative

Presenting a Narrative Parts of Speech Overview The Parts of a Sentence The Phrase

The Clause Narrator and Voice Analyzing Problems and Solutions Giving a Persuasive Speech Comparing Themes Participating in a Debate Irony and Ambiguity


Comparing Media Genres Agreement Using Pronouns Correctly Using Verbs Correctly Using Modifiers Correctly A Glossary of Usage

Second Semester Overview

Symbolism and Allegory Analyzing a Short Story Presenting a Literary Response Poetry Describing a Person

Presenting a Description Evaluating Style Writing a Short Story Capitalization Punctuation Literary Criticism: Biographical and Historical Approach Writing a Research Paper Presenting Research Drama Comparing a Play and a Film

Analyzing and Evaluating Speeches Consumer and Workplace Documents

Spelling Writing Complete Sentences Writing Effective Sentences

Texts and Supplemental Instructional Materials

Holt Literature and Language Arts, Fourth Course, 2003 Holt Handbook , Fourth Course, 2003 Universal Access Interactive Reader Audio CD Library Writing, Listening and Speaking Videocassette Program Daily Language Activities Developmental Language and Sentence Skills Red Hot Roots Barrio Boy A Tale of Two Cities Of Mice and

Men Morte d'Arthur Julius

Caesar

Instructional Methods

Lecture Collaborative Learning


Multiple Intelligence Strategies Second Language Learners Strategies Journals

Learning Logs Remediation and Reteaching Opportunities Standards Instruction from Simpler to More Complex

Assessment Methods And/Or Tools

Entry-level assessment by diagnostic test

Ongoing assessment of Reading, Writing, Listening, and Speaking Standards End-of-chapter review tests Ongoing diagnoses and assessment to monitor progress Progress tests for selections, chapters, and writing workshops

Diagnostic and sunimative assessments Portfolios Oral Presentations

Key Assignments

Streets of Los Angeles (a year-long project involving writing, speaking, art work, and volunteering) will be the main theme around which all applicative assignments will revolve. Creation of a student portfolio demonstrating mastery of State Standards will be required of all students.

Course Title: Honors English II

School: Central City Value High School Brief Course Description

The emphasis of Honors English 10 is on literature and non-fiction (including informational materials), as well as written and oral communication. This comprehensive language arts course is designed to strengthen the student's background and foster creativity through the interpretation of British, American and international literature. Students establish a standard of critical evaluation guided by the California State Standards in English/Language Arts for grades 9-10 and will demonstrate writing ability and expression of thought through a speech unit. The composition emphasis will be on descriptive, narrative, and expository writing, with an introduction to the literary essay. A research paper, journal writing, grammar and vocabulary skills are assigned throughout the course. The differences between the Honors course and the general course are indicated at the end of this document.

Course Objectives

7. Students apply their knowledge of word origins to determine the meanings of new words. 8. Students read and understand grade-level appropriate material.


9. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

10. Students write coherent and focused essays that convey a well-defined purpose and tightly reasoned argument.

11. Students write and speak with a command of standard English conventions. 12. Students deliver focused and coherent presentations of their own that convey clear and distinct perspectives and

solid reasoning.

Course Goals and /or Major Student Outcomes

5. Students demonstrate mastery of the California Standards in Reading (1.0 - word analysis, fluency, and systematic vocabulary development; 2.0 - reading comprehension; and 3.0 – literary response and analysis) Writing (1.0 – writing strategies; 2.0 writing applications) Written and Oral Language Conventions, and Listening and Speaking (1.0 – listening and speaking strategies, 2.0 – speaking applications).

6. Students demonstrate mastery of standard English in grammar, usage, and mechanics. 7. Students demonstrate the ability to think critically.

8. Students demonstrate an understanding of the school's values by applying them to course projects.

Course Outline

First Semester Overview

Plot and Setting Writing an Autobiographical Narrative Character Writing a Biographical Narrative

Presenting a Narrative Parts of Speech Overview The Parts of a Sentence The Phrase

The Clause Narrator and Voice Analyzing Problems and Solutions Giving a Persuasive Speech Comparing Themes Participating in a Debate Irony and Ambiguity Comparing Media Genres Agreement Using Pronouns Correctly Using Verbs Correctly Using Modifiers Correctly A Glossary of Usage

Second Semester Overview

Symbolism and Allegory Analyzing a Short Story Presenting a Literary Response Poetry Describing a Person


Presenting a Description Evaluating Style Writing a Short Story Capitalization Punctuation Literary Criticism: Biographical and Historical Approach Writing a Research Paper Presenting Research Drama Comparing a Play and a Film

Analyzing and Evaluating Speeches Consumer and Workplace Documents

Spelling Writing Complete Sentences Writing Effective Sentences

Texts and Supplemental Instructional Materials

Holt Literature and Language Arts, Fourth Course, 2003 Holt Handbook , Fourth Course, 2003 Universal Access Interactive Reader Audio CD Library Writing, Listening and Speaking Videocassette Program Daily Language Activities Developmental Language and Sentence Skills Red Hot Roots Barrio Boy A Tale of Two Cities Of Mice and

Men Morte d'Arthur Julius

Caesar


Lecture Collaborative Learning

Multiple Intelligence Strategies Second Language Learners Strategies Journals

Learning Logs Remediation and Reteaching Opportunities Standards Instruction from Simpler to More Complex

Assessment Methods And/Or Tools

Entry-level assessment by diagnostic test

Ongoing assessment of Reading, Writing, Listening, and Speaking Standards End-of-chapter review tests


Ongoing diagnoses and assessment to monitor progress Progress tests for selections, chapters, and writing workshops

Diagnostic and sunimative assessments Portfolios Oral Presentations

Key Assignments

Streets of Los Angeles (a year-long project involving writing, speaking, art work, and volunteering) will be the main theme around which all applicative assignments will revolve. Creation of a student portfolio demonstrating mastery of State Standards will be required of all students.

HONORS ADDENDUM

Pace, Depth and Scope:

The honors class will proceed at a greater pace to the regular class and the depth of analysis of literature is much greater. This includes advanced critical thinking skills, an understanding of the aesthetic style of literary criticism and how it differs from the historical approach. The class will introduce African literature and some of the differences between Western and non-Western literature. The honors class has additional projects assigned with each text that require both independent and group research. There are also additional writing projects designed to connect each unit to the others in the class.

Additional Textbooks and Supplemental Books:

Things Fall Apart

Key Assignments:

The honors class will have 2 additional expository papers throughout the year.

Additional differences:

The honors class is expected to have a greater understanding of written conventions and is graded accordingly. Formal essays have a higher expected word count than in the regular English 10 class. Participation and collaborative work is also emphasized.


Course Title: English III American Literature



The English 11/American Literature course is intended to prepare students for the challenging demands of any university English program. Students will explore the writing of American authors by an intense study of various genres of literature. The class will analyze and identify selected works and universal themes. Students will develop their communication skills through a variety of discussions, debate topics, oral presentations, and essay topics. Students are expected to perform a high level of critical thinking and application of sophisticated communication skills as they analyze a variety of discussion topics and literature forms.

Course Content

1. Students will demonstrate clear and coherent written and oral communication within a

wide range of mediums and styles. 2. Students will demonstrate the ability to read and comprehend a wide range of fiction and

non-fiction grade appropriate materials. 3. Students will demonstrate the ability to solve problems and think critically by effectively

completing challenging group and individual projects and assignments. 4. Students will demonstrate an understanding of the intricacies of global and societal issues

through reading, writing, and discussions.

Course Objectives

1. Students will demonstrate mastery of the state standards for English 11/American

Literature. 2. Students will read and comprehend grade-level-appropriate material by analyzing

features and rhetorical devices. 3. Students will read and respond to historically or culturally significant works of literature

to better understand history and social science. 4. Students will write coherent and well-reasoned essays showing an understanding of the

audience and purpose. 5. Students will write and speak using standard English conventions. 6. Students will make oral presentations that demonstrate a logical pattern of organization

and combine narrative, expository, and descriptive strategies. 7. Students will deliver polished formal and impromptu presentations that combine

traditional rhetorical strategies of narration, exposition, persuasion, and description.


Course Outline

Chapter 1: Encounters and Foundations to 1800 Students will produce written and oral critical analysis of major literary works of various genres, analyzing the various perspectives of the formation of America. Readings will be taken from the time frames of Native American literature, Puritanism, and Colonialism. Literature will include excerpts from the anthology textbooks, novels, plays, and excerpts from various movies relative to the time frame. Chapter 2: American Romanticism: 1800-1860 Students will produce written and oral critical analysis of major literary works of various genres in relationship to the theme of American Romanticism. Readings will be taken from the Romanticism, Transcendentalism, and Anti-transcendentalism and the means by which these writings, as well as developments in America, lead to realism and modernism in American Literature. Chapter 3: American Masters Students will produce written and oral critical analysis of major literary works of various genres in relationship to the American Masters. Readings will include authors such as Walt Whitman, Louisa May Alcott, Pablo Neruda, and Emily Dickenson among others. Chapter 4: The Rise of Realism: The Civil War to 1914 Students will produce written and oral critical analysis of major literary works of various genres in relationship to the theme of Realism and Freedom from Slavery. Readings will include excerpts from Fredrick Douglass, Harriet Jacobs and various spirituals as well as Stephen Crane, Robert E. Lee, and Abraham Lincoln among others. Students will use knowledge of word roots to infer meanings of scientific and mathematical terms and make assertions about an author’s argument and analyze an author’s style and the way a poet uses language to evoke emotion. Chapter 5: The Moderns: 1914-1939 Students will produce written and oral critical analysis of major literary works that reflect the influence of America’s cultural, political, and social climate during the beginning of the 20th century. Chapter 6: Contemporary Literature: 1939-Present Students will produce written and oral critical analysis of major literary works of various genres that reflect the influence of American culture, political, and social climate during the


latter part of the 20th century and into the beginnings of the 21st century. Literature includes novels, contemporary poetry, and short stories.

Texts and Instructional Materials

Textbooks: Literature & Language Arts: Essentials of American Literature, Holt Rinehart, and Winston Handbook: Mastering the California Standards in English-Language Conventions, Holt, Rinehart, and Winston Supplemental Materials: Adventures of Huckleberry Finn by Mark Twain, The Scarlet Letter by Nathaniel Hawthorne, The Great Gatsby by F. Scott Fitzgerald, The Joy Luck Club by Amy Tan, The Catcher in the Rye by J.D. Salinger, and various short stories by Latino authors. Audio-visual materials, films, television shows, and music will be used throughout the course of the year to further enhance the lessons and units.


1. Lectures 2. Discussions 3. Collaborative Learning 4. Class Projects (independent, peer, group) 5. Peer Response 6. Oral Presentation/ Speaking 7. Journals 8. Portfolios

Assessment Methods and Tools

1. Homework 2. Quizzes 3. Tests 4. Projects 5. Essays (persuasive, analytical, character analysis, narratives, literary analysis) 6. Writing Prompts 7. Final Exams 8. Class/Group Participation 9. Informal Instructor Assessment 10. Attendance


Course Title: Honors English III American Literature



The English 11/American Literature course is intended to prepare students for the challenging demands of any university English program. Students will explore the writing of American authors by an intense study of various genres of literature. The class will analyze and identify selected works and universal themes. Students will develop their communication skills through a variety of discussions, debate topics, oral presentations, and essay topics. Students are expected to perform a high level of critical thinking and application of sophisticated communication skills as they analyze a variety of discussion topics and literature forms. The honors course is a more advanced version of the required course in the eleventh grade. There will be added novels along with more extra-curricular readings with oral and written critical analysis that will follow each lesson. Honors students will be held to a higher standard in assessing their writing. Students in this course should be producing work similar to the work expected of college freshmen, such as:

o In-depth and accelerated study of subject (expect 50+ pages with written assignments each week)

o Extended reading assignments in addition to regular text (typically involves independent research for critical essays)

o Several in-depth written assignments each term (critical essays) o Highest degree of academic responsibility lies within the student o Extensive and thorough notebook required o Comprehensive objective exams following each of the required readings o Objectives stress highest levels of learning (analysis, synthesis, and evaluation) o Projects (group based due to amount of work required)

Course Content

5. Students will demonstrate clear and coherent written and oral communication within a

wide range of mediums and styles. 6. Students will demonstrate the ability to read and comprehend a wide range of fiction and

non-fiction grade appropriate materials. 7. Students will demonstrate the ability to solve problems and think critically by effectively

completing challenging group and individual projects and assignments. 8. Students will demonstrate an understanding of the intricacies of global and societal issues

through reading, writing, and discussions.


Course Objectives

8. Students will demonstrate mastery of the state standards for English 11/American

Literature. 9. Students will read and comprehend grade-level-appropriate material by analyzing

features and rhetorical devices. 10. Students will read and respond to historically or culturally significant works of literature

to better understand history and social science. 11. Students will write coherent and well-reasoned essays showing an understanding of the

audience and purpose. 12. Students will write and speak using standard English conventions. 13. Students will make oral presentations that demonstrate a logical pattern of organization

and combine narrative, expository, and descriptive strategies. 14. Students will deliver polished formal and impromptu presentations that combine

traditional rhetorical strategies of narration, exposition, persuasion, and description.

Course Outline

Chapter 1: Encounters and Foundations to 1800 Students will produce written and oral critical analysis of major literary works of various genres, analyzing the various perspectives of the formation of America. Readings will be taken from the time frames of Native American literature, Puritanism, and Colonialism. Literature will include excerpts from the anthology textbooks, novels, plays, and excerpts from various movies relative to the time frame. Chapter 2: American Romanticism: 1800-1860 Students will produce written and oral critical analysis of major literary works of various genres in relationship to the theme of American Romanticism. Readings will be taken from the Romanticism, Transcendentalism, and Anti-transcendentalism and the means by which these writings, as well as developments in America, lead to realism and modernism in American Literature. Chapter 3: American Masters Students will produce written and oral critical analysis of major literary works of various genres in relationship to the American Masters. Readings will include authors such as Walt Whitman, Louisa May Alcott, Pablo Neruda, and Emily Dickenson among others. Chapter 4: The Rise of Realism: The Civil War to 1914 Students will produce written and oral critical analysis of major literary works of various


genres in relationship to the theme of Realism and Freedom from Slavery. Readings will include excerpts from Fredrick Douglass, Harriet Jacobs and various spirituals as well as Stephen Crane, Robert E. Lee, and Abraham Lincoln among others. Students will use knowledge of word roots to infer meanings of scientific and mathematical terms and make assertions about an author’s argument and analyze an author’s style and the way a poet uses language to evoke emotion. Chapter 5: The Moderns: 1914-1939 Students will produce written and oral critical analysis of major literary works that reflect the influence of America’s cultural, political, and social climate during the beginning of the 20th century. Chapter 6: Contemporary Literature: 1939-Present Students will produce written and oral critical analysis of major literary works of various genres that reflect the influence of American culture, political, and social climate during the latter part of the 20th century and into the beginnings of the 21st century. Literature includes novels, contemporary poetry, and short stories.

Texts and Instructional Materials

Textbooks: Literature & Language Arts: Essentials of American Literature, Holt Rinehart, and Winston Handbook: Mastering the California Standards in English-Language Conventions, Holt, Rinehart, and Winston Supplemental Materials: Adventures of Huckleberry Finn by Mark Twain, The Scarlet Letter by Nathaniel Hawthorne, The Great Gatsby by F. Scott Fitzgerald, The Joy Luck Club by Amy Tan, The Catcher in the Rye by J.D. Salinger, and various short stories by Latino authors. Audio-visual materials, films, television shows, and music will be used throughout the course of the year to further enhance the lessons and units.


9. Lectures 10. Discussions 11. Collaborative Learning 12. Class Projects (independent, peer, group) 13. Peer Response 14. Oral Presentation/ Speaking


15. Journals 16. Portfolios

Assessment Methods and Tools

11. Homework 12. Quizzes 13. Tests 14. Projects 15. Essays (persuasive, analytical, character analysis, narratives, literary analysis) 16. Writing Prompts 17. Final Exams 18. Class/Group Participation 19. Informal Instructor Assessment 20. Attendance

Course Title: English IV


Brief Course Description Designed for twelfth grade--with full regard to grade-level California Content Standards for Language Arts--this college preparatory course intends to further develop students’ range of language skills in English: reading, writing, listening and speaking. Students will read British literature from the Anglo-Saxon period to the present, covering various literary genres, including sub-genres that span genres (e.g., satire). This course traces the development of English Literature through readings such as Shakespeare's Macbeth and selections from Beowulf and The Canterbury Tales, and on through Romantic, Victorian, Modern, Post-Modern and contemporary works. Students will trace the historical development of English literature and the growth of the English language through historical and social developments. Students read selected short stories, analytical essays, poems, biographies, plays, speeches and novels and will analyze recurring themes and motifs in historically or culturally significant works. In addition, students will select their own readings from an approved list in order that they develop a sense and/habit of reading selection and discernment, and potentially a lifelong love for it. Additionally, students will critique all works for appropriate tone, consistent voice and ideologies, as well as for interesting subject matter and relevance to modern times. They will complete a variety of writing activities, including original skits, persuasive essays, expository essays, responses to literature, interpreting and analyzing meanings of themes, passages, tones and points-of-view, and character, compare and contrast essays, responses to magazine and newspaper articles, “how to” essays, using


transitional words and phrases, journalistic reports, narrative writing, resumes, poetry and short stories, research papers, and web-quests. Students will deliver focused and coherent presentations that combine traditional rhetorical strategies. Students will refine and enhance skills necessary for effective writing by focusing on the mechanics of language, audience and purpose, widely used formats, such as MLA, and special emphasis on a personal, signature style. Students will widen their knowledge of vocabulary and usage through studies of etymology and word roots; they will increase critical thinking skills, research techniques, and use of proper citation and quoting. Correct grammar, punctuation, and spelling usages are emphasized.

Course Goals and/or Major Student Outcomes

Students in 12th grade English will demonstrate knowledge and skills in Writing, Reading and English comprehension appropriate to the 12th grade level as established by CDE, California Content Standards for English Language Arts:

1 The purpose of the course is to foster a learning atmosphere which will aid students

toward becoming skilled readers of selected prose from various time periods, disciplines, and rhetorical contexts and toward becoming competent writers of a variety of purposes.

2 Students will learn to differentiate between and respond appropriately and effectively to implied and explicit language, between the denotative and connotative, and use these rhetorical devices in their own communications.

3 This course emphasizes the expository, descriptive, analytical, and argumentative writing styles—the core of professional communication.

4 Students will identify and use a wide-range of vocabulary, used appropriately in context of effective, persuasive writing.

5 Students will learn a variety of sentence structures to appropriately mirror tone and purpose and to effectively emphasize salient points.

6 Students will learn organization of various forms of writing as well as essay elements, with emphasis on position/thesis statements, lead-ins, topic sentences, support, transitional ideas for clarity of writing, and strong conclusions that work as strong rhetorical devices as well as lend to the clarity.

7 Students will learn the effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction, sentence structure variation, and authentic, natural language usage suitable to the purpose of a speech or written work.

Course Objectives

Students will demonstrate:

1. An ability to write literary criticism that demonstrates a personal response to literature. 2. Ability to apply a working knowledge of word origins to determine meanings of new

words encountered. 3. A familiarity and knowledge of individual works and their relationships among groups of


related genres. 4. An appreciation of the similarities and differences between historically or culturally

significant literary works from different cultures, especially European and American, amongst periods ranging from the 16th century to the present, in various genres and sub-genres.

5. An ability to engage in independent textual commentary on both standard canonized literature and “weaker,” non-canonized works whereby students point out areas of weaknesses.

6. A wide-ranging general knowledge of structure, diction, sentence structure, rhetorical technique and author style.

7. Students will read and respond to historically or culturally significant works of literature, analyzing recurrent themes in depth. Focus is also on characteristics of subgenres (e.g., satire, parody, allegory, pastoral), analysis of irony, tone, mood, style, voice, imagery, and figures of speech. Students will trace the development of British literature from the medieval period forward to present, contrasting major periods, themes, styles, and cultures, as well as philosophical, political, and social influences of each period. Students will also study one or more works of modern world literature.

8. Students will write coherent and focused essays that convey strong and well-defined positions and tightly reasoned and supported arguments, using clear, precise language. Major essays will include 1) Narrative 2) Response to Literature 3) Reflective Composition 4) Historical/Cultural Research Paper 5) Descriptive Essay 6) Persuasive Essay and 7) Short Story.

9. Students will demonstrate understanding of basic principles of the features and rhetorical devices of public documents. They will analyze the effect of organizational patterns and the use of diction and syntax on clarity and meaning, as well as make warranted and reasonable assertions about the author’s explicit and implicit assumptions and beliefs.

10. Students will write and speak with a command of Standard American English conventions, including generally accepted manuscript form.

11. Students will deliver formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

12. Students will develop their personal vocabularies by tracing the etymology of terms in political science and history, by applying knowledge of Greek, Latin, and Anglo-Saxon roots, and discern meaning of analogies, comparisons, relationships, and inferences.

13. In addition to assigned reading in literature and research, students will read independently in a wide variety of genres and media, to include classical and contemporary literature, magazines, newspapers, and online information.

14. Students write and speak with a command of Standard English conventions, including appropriate manuscript requirements.

15. Students apply their knowledge of word origins to determine meaning of new words encountered, trace etymology, and determine meaning of analogies, specific comparisons, and relationships and inferences.

16. Students will write coherent and focused texts that demonstrate awareness of audience, purpose, and stages of the writing process.


17. Students will combine narration, exposition, persuasion, and description to produce fully developed texts for a variety of purposes and audiences. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies.

18. Students will write and speak using correct grammar, usage, mechanics, and spelling of Standard English.

19. Students make informed choices in order to create and evaluate presentations. They deliver focused and coherent presentations of their own that show distinct perspectives and solid reasoning. They incorporate gesture, tone, and vocabulary tailored to audience and purpose.

20. Students will deliver reflective presentations and reports on historical investigations and multimedia presentations.

21. Students will trace, apply, and discern meanings of word across the curriculum.

22. Students will read and respond to grade level material and analyze organizational patterns, arguments, and positions advanced.

23. Students will read and respond to historically or culturally significant works and conduct in-depth analysis of recurrent patterns and themes.

Course Outline

All referenced authors are experienced through a complete work: poems, essays, plays, novels. A variety of skills and strategies "bookend" each selection to support students before and after they read and help them connect to the literature. Critical reading, writing, and thinking strategies are interwoven throughout the textbook and through direct instruction to help students build comprehension and develop their writing skills. Students learn how to analyze literature from a number of genres, interpret a variety of literary themes, and apply the analyses to their own experiences and writing.

Students practice writing in a variety of modes and read prose selections as models and as topics for discussion.

Students will write a minimum of 6,000 words per semester with an emphasis on clarity and accuracy.

Semester length courses will require two midterm exams with multiple choice and short essay questions and a final exam with longer essay questions.

Students write six to eight essays and one sustained essay or research paper of 8 or more pages in each semester.

Students are also asked to perform various kinds of informal writing—“quickwrites,” response journals, or narratives in discussion boards an average of 45 times per semester.

Instructional Units (See following “sample assignments”)

Unit One: The Anglo-Saxon and Medieval Periods 449-1485


Authors: Gardener, Chua-Owen, Ashdown, Homer, Ceram, and Chaucer; Boccaccio, Valmiki

Part One: Songs of Ancient Heroes

Part Two: The Tales They Told

Literary Focus: The Epic Writing Workshop: Reporting Literary Research Assessment Practice: Revising and Editing

Unit Two: The English Renaissance 1485-1660:

Authors: Wyatt, Elizabeth I, Marlowe, Spenser, Shakespeare, Bacon, Donne, Jonson, Herrick, Marvell, Lovelace, Milton, Cavendish, Lanier; Dawood, Reps, Waley, and Mitchell

Author Study: The Tragedy of Macbeth by Shakespeare

Part One: A Flourish of Genius

Part Two: World Literature Connections

Literary Focus: Sonnet Form, Shakespearean Tragedy, Metaphysical Poetry, and Philosophy Writing Workshop: Analyzing Literature Revising Skill: Paragraph Building

Unit Three: The Restoration and the Eighteenth Century 1660-1800

Authors: Pepys, Pope, Addison, Stanhope, Chesterfield, Montagu, Astell, Defoe, Wollstonecraft, Johnston, Johnson, Boswell, Gray, Burney; Fontaine, Voltaire, Vigee-Lebrun

Author Study: A Modest Proposal by Jonathan Swift

Part One: Views of Society

Literary Focus: Nonfiction Writing Workshop: Persuas

Part Three: Revelations About Human Nature Literary Focus: Satire Reading for Information: Denotation and Connotation Writing Workshop: Satire

Revising Skill: Using Appropriate Diction

Unit Four: The Romantic Period 1798-1832

Authors: Blake, Coleridge, Byron, Shelley, Keats, Basho, Issa, Heine Author Study: Wordsworth

Part One: The Quest for Truth and Beauty

Novel: Frankenstein, by Mary Shelley

Part Two: Embracing the Imagination

Literary Focus: Romanticism, Form and Meaning in Poetry Reading for Information: Writing a Reflective Essay Communication Workshop: Performance Presentation


Unit Five: The Victorians 1832-1901

Supporting Literature by Author: Tennyson, Browning, Bronte, Gaskell, Coleridge, Kipling, Arnold, Hopkins, Hardy, Housman, Tolstoy, Tagore

Part One: Personal Relationships

Part Two: Illusion and Reality Literary Focus: Social Themes in Fiction

Reading for Information: Understanding a Writer’s Attitudes and Ideas Writing Workshop: Comparing and Contrasting Literature Revising Skill: Keeping Similar Ideas Parallel Editing Skill: Correct Comparisons

Unit Six: Emerging Modernism 1901-1950

Authors: Yeats, Gregory, Lawrence, Joyce, Mansfield, Woolf, Forster, Auden, Spender, Thomas, Brooke, Sassoon, Brittain, Churchill, Barker, Hillesum, Huxley, Bowen, Orwe, Paz, and Wiesel

Author Study: Eliot

Part One: New Images of Reality

Literary Focus: Irony Reading for Information: Summarizing and Evaluation Writing Workshop: Dramatic Scene

Revising Skill: Using Dialogue Effectively Editing Skill: Formats for Scripts

Part Two: Shocking Realities

Novels: 1984 by George Orwell Literary Focus: Irony Reading for Information: Interpretive Analysis of Literature Communication Workshop: Web Site Analysis

Unit Seven: Contemporary Authors 1950-Present

Authors: Lively, Lessing, Spark, Atwood, Heaney, Hughes, Smith, Pinter, Trevor, Achebe, Soyinka, Walcott, Gordimer, Milosz, Allende

Part One: Appearance and Reality

Part Two: Culture and Conflict

Literary Focus: Point of View, Literature as Social Criticism Reading for Information: Analyzing a Speech Writing Workshop: Newspaper Article


Texts & Supplemental Instructional Materials Required Texts: Literature and Language Arts, Essentials of British and World Literature: Holt, Rinehart, Winston Frankenstein, by Mary Shelley The Tragedy of Macbeth by William Shakespeare 1984 by George Orwell

Key Assignments

1. Students will discern meanings of words across the curriculum and use words in context

incorporated into written assignments, class discussions and projects related to selected literature.

2. Students will participate in discussion with the instructor and peers via web-quests and group email.

3. Students will evaluate dramatic scenes from selected dramas. 4. Students will write original skits, using given vocabulary lists and featuring dialogue and

plot element usage. 5. Students will evaluate motion pictures, televised and online audio clips of speeches,

dialogue, music and song lyrics. 6. Students will utilize the internet to research authors, literary movements, and historical

events and complete Research Projects (independent and peer group) 7. Students will engage in the writing process to complete the following: Persuasive,

Reflective, Descriptive, Short Story, Comparison-and-Contrast Essay, and Research Report assignments of 500-1500 words in length.

8. Students will work independently through primary resources: the text, novels, lecture notes and respond to their reading in discussions and writing assignments.

9. Students will complete peer response editing of essays and oral presentations. 10. Students will complete graphic organizers illustrating the organization of the elements of

analysis for selected readings. 11. Students will work in groups to write original skits, whereby they utilize selected vocabulary, using words correctly in context; skit to be performed live in class.

Sample Assignments

Writing Assignment: Reporting Literary Research Write a formal research paper of at least 1,500 words on a topic that links literature and historical investigations: Appropriate topics: 1) How Chaucer’s life as a civil servant in fourteenth-century England influenced his writing 2) how accurately Beowulf reflects the history and culture of the ancient Germanic tribes who populate its pages 3) how Christianity spread among the Angles, Saxons, ad Jutes of England and influenced their literature.


Writing Assignment: Write a 1000 word essay in which you analyze the literary elements of a poem.

Writing Assignment "Frankenstein" Part 1 Beginning the Story: Read Part 1 of the novel, and answer the following questions. Submit your answers using the View/Complete link below. 1. What basic question does Victor Frankenstein ask himself in the first paragraph? 2. How does he go about getting an answer to his question? 3. "After days and nights of incredible labor and fatigue," what does he demonstrate to his own satisfaction? 4. What warning about the nature of knowledge does Frankenstein issue to his friend? 5. How does Frankenstein think his work would be received? 6. What is Frankenstein's ultimate goal? 7. How has his intensive work affected Frankenstein? 8. What does Frankenstein say about a "human being in perfection" in terms of the pursuit of knowledge? 9. Describe the "monster" that Frankenstein created. 10. What is Frankenstein's reaction to his creation? 11. Who does Frankenstein come upon, alighting from a carriage? 12. What effect does Frankenstein's hideous creation ultimately have on him in Part 1?

Instructional Methods and/or Strategies

The Holt Literature and Language Arts program has been designed specifically to help teachers address critical skills and to guide students toward mastery of the California English Language Arts Content Standards. The program is a well-researched, comprehensive language arts program covering all the standards without losing sight of the central focus of the language arts classroom: “to help all students become good readers and writers, appreciate literature and embrace the power of the English Language in all its forms” (Holt, et al, T56).

All readings will be introduced with pre-reading strategies to focus and engage students (such as vocabulary and journal writing activities), during reading activities to aid in comprehension and analysis (such as character trait, persona response, and plot and analysis charts), and post reading enrichment (larger writing and research projects/assignments).

Assessment Methods and/or Tools

Assessments:

Entry-Level Assessments These tools assess whether students are ready to proceed to the next unit and consist of informal discussion and short answer/multiple choice.

Progress Assessments

These tools assess whether students are progressing adequately toward mastery: Questions and activities at the end of each selection assess the students’ skill with literary concepts, critical


thinking, interpretation and extension, writing, and research. Quizzes and tests assess key concepts. Reflect and Assess sections at the end of each unit provide written assessment projects for the focused literary concept, provides formal writing assessments for portfolio, and allows for extension of the theme from the unit to longer readings (novels or plays).

Summative Assessments

Formal assessments for unit, mid-year, and end-of-year assessments rely on multiple choice, short answer, and short paragraph responses. Integrated assessments for each unit and a comprehensive end-of-year assessment are holistic in nature and are graded with rubrics.

1. Homework 2. Discussions 3. Written projects 4. Tests and quizzes 5. Reading from the textbook 6. Reading from a student selected novel from the approved reading list 7. Essays 8. Projects (independent, peer, group) 9. Research Project/Paper 10. Teacher Feedback 11. Portfolios 12. Notebook checks

Grades are given as follows: Tests: 50-100 points ea. Essays & Creative Writing Assignments: 100 points ea. Quizzes: 1-3 points per question Presentations: 30-100 points ea. Homework: 5-50 points ea. Notebook Checks: 25 Points for each check Portfolio: 10% of overall grade Warm Ups & Reading Log: 10-50 points each time graded Participation/Citizenship (or “PC”): 10-20 each time Verbal Response: 1-5 points, recorded periodically Semester Final: 10% of point total Letter grades will be based on a percentage of total points and is reckoned thus: 100.05%-

93%=A; 92%-90%=A-; 89%-88%=B+; 87%-83%=B; 82%-80%=B-; 79%-78%=C+; 77%-

73%=C; 72%-70%=C-; 69%-68%=D+; 67%-63%=D; 62%-60%=D-; 59% and below=F.


Course Title: Honors English IV



Designed for twelfth grade honors students--with full regard to grade-level California Content Standards for Language Arts--this course intends to further develop students’ range of language skills in English (reading, writing, listening and speaking) and challenge students with college preparatory assignments aligned to first/second year college-level English—to include more on-demand writing, more reading, and writing assignments of greater length than English IV classes. Students will read British literature from the Anglo-Saxon period to the present, covering various literary genres, including sub-genres that span genres (e.g., satire). This course traces the development of English Literature through readings such as Shakespeare's Macbeth and selections from Beowulf and The Canterbury Tales, and on through Romantic, Victorian, Modern, Post-Modern and contemporary works. Students will trace the historical development of English literature and the growth of the English language through historical and social developments. Students read selected short stories, analytical essays, poems, biographies, plays, speeches and novels and will analyze recurring themes and motifs in historically or culturally significant works. In addition, students will select their own readings from an approved list in order that they develop a sense and/habit of reading selection and discernment, and potentially a lifelong love for it. Additionally, students will critique all works for appropriate tone, consistent voice and ideologies, as well as for interesting subject matter and relevance to modern times. Honors students will read approximately twenty pages per every fifteen of English IV classes, reading an additional novel, as well, each semester. They will complete a variety of writing activities, including original skits, persuasive essays, expository essays, responses to literature, interpreting and analyzing meanings of themes, passages, tones and points-of-view, and character, compare and contrast essays, responses to magazine and newspaper articles, “how to” essays, using transitional words and phrases, journalistic reports, narrative writing, resumes, poetry and short stories, research papers, and web-quests. Students will deliver focused and coherent presentations that combine traditional rhetorical strategies. Students will refine and enhance skills necessary for effective writing by focusing on the mechanics of language, audience and purpose, widely used formats, such as MLA, and special emphasis on a personal, signature style. Students will widen their knowledge of vocabulary and usage through studies of etymology and word roots; they will increase critical thinking skills, research techniques, and use of proper citation and quoting. Correct grammar, punctuation, and spelling usages are emphasized. Further, Honors students will fulfill a number of hours mentoring/tutoring other students, from ninth through twelfth, in reading and writing skills, particularly those who need remediation.



Students in 12th grade Honors English will demonstrate knowledge and skills in Writing, Reading and English comprehension appropriate to the 12th grade level as established by CDE, California Content Standards for English Language Arts:

8 The purpose of the course is to foster a learning atmosphere which will aid students

toward becoming skilled readers of selected prose from various time periods, disciplines, and rhetorical contexts and toward becoming competent writers of a variety of purposes.

9 Students will learn to differentiate between and respond appropriately and effectively to implied and explicit language, between the denotative and connotative, and use these rhetorical devices in their own communications.

10 This course emphasizes the expository, descriptive, analytical, and argumentative writing styles—the core of professional communication.

11 Students will identify and use a wide-range of vocabulary, used appropriately in context of effective, persuasive writing.

12 Students will learn a variety of sentence structures to appropriately mirror tone and purpose and to effectively emphasize salient points.

13 Students will learn organization of various forms of writing as well as essay elements, with emphasis on position/thesis statements, lead-ins, topic sentences, support, transitional ideas for clarity of writing, and strong conclusions that work as strong rhetorical devices as well as lend to the clarity.

14 Students will learn the effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction, sentence structure variation, and authentic, natural language usage suitable to the purpose of a speech or written work.

Course Objectives

Students will demonstrate:

24. An ability to write literary criticism that demonstrates a personal response to literature. 25. Ability to apply a working knowledge of word origins to determine meanings of new

words encountered. 26. A familiarity and knowledge of individual works and their relationships among groups of

related genres. 27. An appreciation of the similarities and differences between historically or culturally

significant literary works from different cultures, especially European and American, amongst periods ranging from the 16th century to the present, in various genres and sub-genres.

28. An ability to engage in independent textual commentary on both standard canonized literature and “weaker,” non-canonized works whereby students point out areas of weaknesses.

29. A wide-ranging general knowledge of structure, diction, sentence structure, rhetorical


technique and author style. 30. Students will read and respond to historically or culturally significant works of literature,

analyzing recurrent themes in depth. Focus is also on characteristics of subgenres (e.g., satire, parody, allegory, pastoral), analysis of irony, tone, mood, style, voice, imagery, and figures of speech. Students will trace the development of British literature from the medieval period forward to present, contrasting major periods, themes, styles, and cultures, as well as philosophical, political, and social influences of each period. Students will also study one or more works of modern world literature.

31. Students will write coherent and focused essays that convey strong and well-defined positions and tightly reasoned and supported arguments, using clear, precise language. Major essays will include 1) Narrative 2) Response to Literature 3) Reflective Composition 4) Historical/Cultural Research Paper 5) Descriptive Essay 6) Persuasive Essay and 7) Short Story.

32. Students will demonstrate understanding of basic principles of the features and rhetorical devices of public documents. They will analyze the effect of organizational patterns and the use of diction and syntax on clarity and meaning, as well as make warranted and reasonable assertions about the author’s explicit and implicit assumptions and beliefs.

33. Students will write and speak with a command of Standard American English conventions, including generally accepted manuscript form.

34. Students will deliver formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

35. Students will develop their personal vocabularies by tracing the etymology of terms in political science and history, by applying knowledge of Greek, Latin, and Anglo-Saxon roots, and discern meaning of analogies, comparisons, relationships, and inferences.

36. In addition to assigned reading in literature and research, students will read independently in a wide variety of genres and media, to include classical and contemporary literature, magazines, newspapers, and online information.

37. Students write and speak with a command of Standard English conventions, including appropriate manuscript requirements.

38. Students apply their knowledge of word origins to determine meaning of new words encountered, trace etymology, and determine meaning of analogies, specific comparisons, and relationships and inferences.

39. Students will write coherent and focused texts that demonstrate awareness of audience, purpose, and stages of the writing process.

40. Students will combine narration, exposition, persuasion, and description to produce fully developed texts for a variety of purposes and audiences. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies.

41. Students will write and speak using correct grammar, usage, mechanics, and spelling of Standard English.

42. Students make informed choices in order to create and evaluate presentations. They deliver focused and coherent presentations of their own that show distinct perspectives and solid reasoning. They incorporate gesture, tone, and vocabulary tailored to audience and purpose.


43. Students will deliver reflective presentations and reports on historical investigations and multimedia presentations.

44. Students will trace, apply, and discern meanings of word across the curriculum.

45. Students will read and respond to grade level material and analyze organizational patterns, arguments, and positions advanced.

46. Students will read and respond to historically or culturally significant works and conduct in-depth analysis of recurrent patterns and themes.

47. Students will learn the value of mentoring others, particularly as it relates to the growth of their individual reading and writing skills.

Course Outline

All referenced authors are experienced through a complete work: poems, essays, plays, novels. A variety of skills and strategies "bookend" each selection to support students before and after they read and help them connect to the literature. Critical reading, writing, and thinking strategies are interwoven throughout the textbook and through direct instruction to help students build comprehension and develop their writing skills. Students learn how to analyze literature from a number of genres, interpret a variety of literary themes, and apply the analyses to their own experiences and writing.

Students practice writing in a variety of modes and read prose selections as models and as topics for discussion.

Students will write a minimum of 12,000 words per semester with an emphasis on clarity and accuracy.

Semester length courses will require two midterm exams with multiple choice and short essay questions and a final exam with longer essay questions.

Students write eight to ten essays and one sustained essay or research paper of 10 or more pages in each semester.

Students are also asked to perform various kinds of informal writing—“quickwrites,” response journals, or narratives in discussion boards an average of 45 times per semester.

Instructional Units (See following “sample assignments”)

Unit One: The Anglo-Saxon and Medieval Periods 449-1485

Authors: Gardener, Chua-Owen, Ashdown, Homer, Ceram, and Chaucer;

Boccaccio, Valmiki

Part One: Songs of Ancient Heroes

Part Two: The Tales They Told

Literary Focus: The Epic Writing Workshop: Reporting Literary Research Assessment Practice: Revising and Editing


Unit Two: The English Renaissance 1485-1660:

Authors: Wyatt, Elizabeth I, Marlowe, Spenser, Shakespeare, Bacon, Donne, Jonson, Herrick, Marvell, Lovelace, Milton, Cavendish, Lanier; Dawood, Reps, Waley, and Mitchell

Author Study: The Tragedy of Macbeth by Shakespeare

Part One: A Flourish of Genius

Part Two: World Literature Connections

Literary Focus: Sonnet Form, Shakespearean Tragedy, Metaphysical Poetry, and Philosophy Writing Workshop: Analyzing Literature Revising Skill: Paragraph Building

Unit Three: The Restoration and the Eighteenth Century 1660-1800

Authors: Pepys, Pope, Addison, Stanhope, Chesterfield, Montagu, Astell, Defoe, Wollstonecraft, Johnston, Johnson, Boswell, Gray, Burney; Fontaine, Voltaire, Vigee-Lebrun

Author Study: A Modest Proposal by Jonathan Swift

Part One: Views of Society

Literary Focus: Nonfiction Writing Workshop: Persuas

Part Three: Revelations About Human Nature Literary Focus: Satire Reading for Information: Denotation and Connotation Writing Workshop: Satire

Revising Skill: Using Appropriate Diction

Unit Four: The Romantic Period 1798-1832

Authors: Blake, Coleridge, Byron, Shelley, Keats, Basho, Issa, Heine Author Study: Wordsworth

Part One: The Quest for Truth and Beauty

Novels: Frankenstein, by Mary Shelley; Wuthering Heights, by Emily Bronte

Part Two: Embracing the Imagination

Literary Focus: Romanticism, Form and Meaning in Poetry Reading for Information: Writing a Reflective Essay Communication Workshop: Performance Presentation

Unit Five: The Victorians 1832-1901

Supporting Literature by Author: Tennyson, Browning, Bronte, Gaskell, Coleridge, Kipling, Arnold, Hopkins, Hardy, Housman, Tolstoy, Tagore

Part One: Personal Relationships

Novel: Emma, by Jane Austen

Part Two: Illusion and Reality


Literary Focus: Social Themes in Fiction Reading for Information: Understanding a Writer’s Attitudes and Ideas Writing Workshop: Comparing and Contrasting Literature Revising Skill: Keeping Similar Ideas Parallel Editing Skill: Correct Comparisons

Unit Six: Emerging Modernism 1901-1950

Authors: Yeats, Gregory, Lawrence, Joyce, Mansfield, Woolf, Forster, Auden, Spender, Thomas, Brooke, Sassoon, Brittain, Churchill, Barker, Hillesum, Huxley, Bowen, Orwe, Paz, and Wiesel

Author Study: Eliot

Part One: New Images of Reality

Literary Focus: Irony Reading for Information: Summarizing and Evaluation Writing Workshop: Dramatic Scene

Revising Skill: Using Dialogue Effectively Editing Skill: Formats for Scripts

Part Two: Shocking Realities

Novels: 1984 by George Orwell Literary Focus: Irony Reading for Information: Interpretive Analysis of Literature Communication Workshop: Web Site Analysis

Unit Seven: Contemporary Authors 1950-Present

Authors: Lively, Lessing, Spark, Atwood, Heaney, Hughes, Smith, Pinter, Trevor, Achebe, Soyinka, Walcott, Gordimer, Milosz, Allende

Part One: Appearance and Reality

Part Two: Culture and Conflict

Literary Focus: Point of View, Literature as Social Criticism Reading for Information: Analyzing a Speech Writing Workshop: Newspaper Article

Texts & Supplemental Instructional Materials Required Texts: Literature and Language Arts, Essentials of British and World Literature: Holt, Rinehart, Winston

Frankenstein, by Mary Shelley The Tragedy of Macbeth by William Shakespeare 1984 by George Orwell


Key Assignments

11. Students will discern meanings of words across the curriculum and use words in context

incorporated into written assignments, class discussions and projects related to selected literature.

12. Students will participate in discussion with the instructor and peers via web-quests and group email.

13. Students will evaluate dramatic scenes from selected dramas. 14. Students will write original skits, using given vocabulary lists and featuring dialogue and

plot element usage. 15. Students will evaluate motion pictures, televised and online audio clips of speeches,

dialogue, music and song lyrics. 16. Students will utilize the internet to research authors, literary movements, and historical

events and complete Research Projects (independent and peer group) 17. Students will engage in the writing process to complete the following: Persuasive,

Reflective, Descriptive, Short Story, Comparison-and-Contrast Essay, and Research Report assignments of 500-1500 words in length.

18. Students will work independently through primary resources: the text, novels, lecture notes and respond to their reading in discussions and writing assignments.

19. Students will complete peer response editing of essays and oral presentations. 20. Students will complete graphic organizers illustrating the organization of the elements of

analysis for selected readings. 12. Students will work in groups to write original skits, whereby they utilize selected vocabulary, using words correctly in context; skit to be performed live in class.

Sample Assignments

Writing Assignment: Reporting Literary Research Write a formal research paper of at least 3,000 words on a topic that links literature and historical investigations: Appropriate topics: 1) How Chaucer’s life as a civil servant in fourteenth-century England influenced his writing 2) how accurately Beowulf reflects the history and culture of the ancient Germanic tribes who populate its pages 3) how Christianity spread among the Angles, Saxons, ad Jutes of England and influenced their literature. Writing Assignment: Write a 1,500 word essay in which you analyze the literary elements of a poem.

Writing Assignment "Frankenstein" Part 1


Beginning the Story: Read Part 1 of the novel, and answer the following questions. Submit your answers using the View/Complete link below. 1. What basic question does Victor Frankenstein ask himself in the first paragraph? 2. How does he go about getting an answer to his question? 3. "After days and nights of incredible labor and fatigue," what does he demonstrate to his own satisfaction? 4. What warning about the nature of knowledge does Frankenstein issue to his friend? 5. How does Frankenstein think his work would be received? 6. What is Frankenstein's ultimate goal? 7. How has his intensive work affected Frankenstein? 8. What does Frankenstein say about a "human being in perfection" in terms of the pursuit of knowledge? 9. Describe the "monster" that Frankenstein created. 10. What is Frankenstein's reaction to his creation? 11. Who does Frankenstein come upon, alighting from a carriage? 12. What effect does Frankenstein's hideous creation ultimately have on him in Part 1?


The Holt Literature and Language Arts program has been designed specifically to help teachers address critical skills and to guide students toward mastery of the California English Language Arts Content Standards. The program is a well-researched, comprehensive language arts program covering all the standards without losing sight of the central focus of the language arts classroom: “to help all students become good readers and writers, appreciate literature and embrace the power of the English Language in all its forms” (Holt, et al, T56).

All readings will be introduced with pre-reading strategies to focus and engage students (such as vocabulary and journal writing activities), during reading activities to aid in comprehension and analysis (such as character trait, persona response, and plot and analysis charts), and post reading enrichment (larger writing and research projects/assignments).


Assessments:

Entry-Level Assessments These tools assess whether students are ready to proceed to the next unit and consist of informal discussion and short answer/multiple choice.

Progress Assessments

These tools assess whether students are progressing adequately toward mastery: Questions and activities at the end of each selection assess the students’ skill with literary concepts, critical thinking, interpretation and extension, writing, and research. Quizzes and tests assess key concepts. Reflect and Assess sections at the end of each unit provide written assessment projects for the focused literary concept, provides formal writing assessments for portfolio, and allows for extension of the theme from the unit to longer readings (novels or plays).

Summative Assessments

Formal assessments for unit, mid-year, and end-of-year assessments rely on multiple choice,


short answer, and short paragraph responses. Integrated assessments for each unit and a comprehensive end-of-year assessment are holistic in nature and are graded with rubrics.

11. Homework 12. Discussions 13. Written projects 14. Tests and quizzes 15. Reading from the textbook 16. Reading from a student selected novel from the approved reading list 17. Essays 18. Projects (independent, peer, group) 19. Research Project/Paper 20. Teacher Feedback 13. Portfolios 14. Notebook checks

Grades are given as follows: Tests: 50-100 points ea. Essays & Creative Writing Assignments: 100 points ea. Quizzes: 1-3 points per question Presentations: 30-100 points ea. Homework: 5-50 points ea. Notebook Checks: 25 Points for each check Portfolio: 10% of overall grade Warm Ups & Reading Log: 10-50 points each time graded Participation/Citizenship (or “PC”): 10-20 each time Verbal Response: 1-5 points, recorded periodically Semester Final: 10% of point total Letter grades will be based on a percentage of total points and is reckoned thus: 100.05%-

93%=A; 92%-90%=A-; 89%-88%=B+; 87%-83%=B; 82%-80%=B-; 79%-78%=C+; 77%-

73%=C; 72%-70%=C-; 69%-68%=D+; 67%-63%=D; 62%-60%=D-; 59% and below=F.


Mathematics Course Descriptions

Math Readiness Course Description

Math Readiness is a college prep course and will give students a strong foundation in essential basic math skills in order to increase their competence in mathematics and gain confidence in their abilities, and by doing so, fulfilling our schools Five Core Values. This course will focus on number sense (integers- fractions,-decimals), the language of math, rules of exponents, square roots, order of operations, functions, equations, inequalities, data analysis, statistics, probability and mathematical reasoning in problem solving. Math concepts and methods are made understandable by designing lessons that will include a wide variety of exercises, ranging from basic that help students develop and practice skills to challenging that involve logical reasoning and providing numerous stepped-out examples. The ultimate goal of this course is to prepare them for future study in Algebra and Geometry.

MAIN OBJECTIVES/STANDARDS:

After completing the course, students will be able to:

Students will evaluate and write algebraic expressions and formulas. They will identify and use the basic properties of numbers, and apply basic exponential notation and use order of operations in simplifying and evaluating expressions. (7, AF, 1.1, 1.2) (7, AF, 1.1)

Students will use the four basic operations on integers and rational numbers and use these operations in solving problems. They will use the distributive property to simplify algebraic expressions. (7, NS, 1.2, 2.2) (Alg 1, 4.0)

Students will solve equations by using properties of equality. They will write algebraic equations to solve problems and learn to problem solve using proportional reasoning. (Alg 1, 5.0, 10.0)

Students will use the properties of exponents to simplify expressions and will work with numbers written in scientific notation. They will add, subtract, and multiply polynomials. (7, NS, 2.1) (7, AF, 2.1) (Alg 1, 2.0)

Students will write polynomials in factored form and use factoring to solve polynomial equations.(Alg 1, 11.0)

Students will plot sets of data involving two variables in the coordinate plane. They will write equations for linear sets of data and identify the slope and intercepts for lines in the coordinate plane. (7, AF, 3.3) (Alg 1, 6.0, 7.0)

Students will solve a system of linear equations by using different methods. They will use these methods to solve a variety of problems. (Alg 1, 9.0)


Students will solve inequalities in one variable and write inequalities to solve problems. They will solve equations and inequalities involving absolute value. They will graph linear inequalities as well as systems of linear inequalities. (Alg 1, 3.0, 15.0) (7, AF, 1.1)

Students will create various forms of display for data sets, including a stem-and-leaf plot or box- and-whisker. They will identify, understand and interpret elements of a data set including mean median and mode. (6, SDAP, 1.1) (7, SDAP, 1.1, 1.2, 1.3)

COURSE OUTLINE:

UNIT 1- Integers, Equations, and Inequalities

UNIT 2 — Rational Numbers and Proportion

UNIT 3 - Functions, Geometry, and

Measurement

UNIT 4 — Polynomials and Data Analysis

CLASS PROCEDURES:

• BEGINNING OF CLASS—•

--Attendance is recorded when late bell rings. Unexcused tardies receive after school

detention. --Agenda is copied into student planner. --"Do Now" assignment is completed in composition books.

—Homework assignments are corrected by peers, scores are recorded on assignment sheet and questions

can be answered.

--Every 10th assignment, scores will be entered into the grade book so all work must be saved for back

up in case the assignment sheet is lost

• DURING CLASS—) --10 students are hired for different class jobs to assist me and make class run

smoothly. --Notes and practice problems are taken in the composition book. -only 3 bathroom privileges are allowed for each student per semester.


Course Credit Description

Algebra 1

5 units/semester Pre requisites: Proficient score on Math Placement Exam.

Grade Levels: 9-11

Description: This is the first course of the 3-year college preparatory sequence in Mathematics. The focus of the course is algebra. The course will teach the standard algebra course while also reinforcing and reviewing some basic math skills and problem-solving strategies.

Textbook: Algebra 1 (Glencoe, McGraw-Hill) The first semester will cover the first 7 chapter of the book. The second semester will cover chapter 8 to 14.

During the first semester students learn the basic language of Algebra, real numbers, properties and operation on real numbers (Standard1), Solving linear equations and inequalities involved with one variable and absolute value (Standard 3 and 4), Functions and relations, graphing functions (Standard 16, 17 and 18), Problem solving plans using Models (Standard 5 and 15), Exponents and their properties (Standard 2), graphing linear equations and inequalities and functions and writing linear equations and inequalities (Standard 6, 7, and 8), systems of equations and inequalities (Standard 9)

During the second semester students learn the concept of exponent and exponential function (Standard 2) , solving and graphing Quadratic equation using different methods (Standard 14,19, 20, 21, 22, 23) Polynomials and factoring techniques (Standard 10, 11, and 12), Rational expressions and operations related to them (standard 13), Basic logical reasoning including inductive and deductive reasoning, using counter examples and basic Geometry facts (Standard 24 and 25).

Course Goals and/or Major Student Outcomes: 1. Comprehend and master basic concepts of Algebra and beyond. 2. Make use of technology to further understand algebraic concepts. 3. Create a solid foundation that enables students to take future mathematics courses. 4. Improve student's abilities to use critical thinking skills. 5. Make students acknowledge that mathematics can be applied to everyday situations 6. Incorporate the five core values of Central City Value High School whenever possible in the curriculum.


Course Title Credit Description

Algebra II

5 units/semester Pre requisites: A grade of C- or better in Algebra I (Junior high) or Geometry. Grade-Level: 9-12

Description:

This is the third course of the 3-year college preparatory sequence in Mathematics. The focus of the course is based on Polynomial, Rational, and Irrational Equations. The course will teach the California standards for Algebra II course throughout the book while also reinforcing and reviewing basic arithmetic skills and problem solving. Textbook: Algebra 2 By: Marks Holliday, Casey Cuevas, Day Moore- Harris, and Hayek Carter, (Glencoe, McGraw-Hills)

Content Outline:

The first semester will cover first two units consist of the first 7 chapter of the book. (First Degree Equations and Inequalities and Polynomial and Radical Equations and Inequalities).The first semester will cover Standards; 1.0 – 2.0 – 3.0 – 4.0 – 5.0 – 6.0 – 7.0 – 8.0 – 9.0 – 10.0. During the first semester students learn (Standard1), Solving linear equations and inequalities involved with one variable and absolute value (Standards,2 and 3), Students solve system of linear equations and inequalities in two and three variables. And operations on polynomials, including long division.(Standard, 4) Factoring polynomials. (Standards,5 and 6) Students learn the relations between real and complex numbers, graphically and arithmetically and operations with complex numbers. ( Standard, 7) Students add, subtract, multiply, divide, reduce, and evaluate rational expressions, with monomial and polynomial denominators and simplify rational expressions, including negative exponents. (Standards, 8 , 9 , and 10) Solving and graph Quadratic Equation using different methods and determine the maxima, minima, and zero of the quadratic function.


The second semester will cover unit 3, 4, and 5 consist of chapter 8 to 14.(Advanced Functions and Relations, Discrete Mathematics, and Trigonometry). The second semester will cover Standards: 16.0 – 15.0 – 11.0 – 12.0 – 13.0 – 14.0 – 18.0 – 19.0 – 17.0 – 20.0 – 21.0 – 22.0 – 23.0 – 24.0 – 25.0. During the second semester students learn the concept of exponent and exponential function (Standard 11) , solving and proving simple laws of logarithms (Standards 12, 13, 14) Students demonstrate the laws of rational exponents to use problems involving exponential growth and decay, and practice change of base in logarithm to simplify logarithmic expressions. (Standards, 15, 16 ,17) Students learn to determine true or false statements involving rational expressions, radical expressions, or logarithmic expressions, or exponential function, and also, graph and the equation of a conic section.

Course Goals and/or Major Student Outcomes: 1. Comprehend and master basic concepts of Algebra and beyond. 2. Make use of technology to further understand algebraic concepts. 3. Create a solid foundation that enables students to take future mathematics courses. 4. Improve student's abilities to use critical thinking skills. 5. Make students acknowledge that mathematics can be applied to everyday situations

6. Incorporate the five core values of Central City Value High School whenever possible in the curriculum.


Geometry

5 units/semester

Description

Pre requisites: Successful completion of Algebra I.

Grade level: 9-12

Brief Course Description: This is the second course of the 3-year college preparatory sequence in Mathematics. This course addresses content of the geometry standards and prepares students to take college prep courses.

Text book: Geometry (Glencoe, McGraw-Hills)

The first semester will cover the first 6 chapter of the book. The second semester will cover chapter 7 to 14.

Course Content Outline:

During the first semester students learn the geometric concepts such as: Undefined terms (Standard 1) , reasoning and proof including inductive and deductive reasoning, proof using counter example, valid argument and logical argument, Pythagorean Theorem (Standard 2, 3 and 14), properties of parallel lines cut by a transversal as well as properties of perpendicular lines and their properties and properties of quadrilaterals and parallelograms (Standard 7 and 10), Congruency in triangles and types of triangles (Standard 5 and 6) Properties of triangles including properties of median, mean bisectors and altitude as well as triangle (Standard 4, 5, and 6) right triangles and related properties (Standard 15, 19 and 20)

During the second semester students learn the geometric concepts such as: different types of Transformation and rigid motion including translation, reflection, and rotation (Standard 22), similarity and similar polygons (Standard 4 and 5), Polygons and related properties (Standard 12 and 13), Basic constructions (Standard 16), the definitions of the basic trigonometric functions (Standard 18), Circle and all related properties such as relationships of angles and segments in a circle (Standard 21), coordinate Geometry (Standard 17), perimeter, circumference, area, volume, lateral area, and surface area of

common geometric figures and shapes (Standard 8, 9, 10, and 11)


Course Goals and/or Major Student Outcomes: 1. Comprehend and master basic concepts of Algebra and beyond. 2. Make use of technology to further understand algebraic concepts. 3. Create a solid foundation that enables students to take future mathematics courses. 4. Improve student's abilities to use critical thinking skills. 5. Make students acknowledge that mathematics can be applied to everyday situations 6. Incorporate the five core values of Central City Value High School whenever possible in the curriculum.

PreCalculus

Brief Course Description In this course, students cover the algebraic, exponential, logarithmic, and trigonometric functions and trigonometric functions and their graphs, as well as analytic geometry in preparation for a course in calculus. The main focus is a solid background in the mathematics needed to study and apply calculus to real world problems.


1. Students will continue their progression in mathematics instruction.

2. Students will appreciate the real world applications of precalculus.

3. Students will incorporate the five core values of Central City Value High School in the

curriculum and classroom wherever possible.

4. As a result of successful completion of this course, students will be prepared for more advanced

courses, such as Calculus AB and BC.

Course Objectives

As a result of successful completion of this course, students will:

1. Know and apply algebraic functions and all types of graphs.

2. Know and apply exponential functions

3. Know and apply logarithmic functions,

4. Know and apply polar coordinates

5. Know, apply, and solve systems of linear equations and inequalities.

6. Know and apply basic laws of trigonometry as well as some concepts in trigonometry, such

as trigonometry functions and their graphs.

7. Know and apply polynomial and rational expressions and rational functions.

8. Know and apply concepts related to sequences and series.


Course Outline

1. Review of Basic Algebra.

2. Function and Graphs; Graph of equations, Lines , Functions, and Combinations of Functions.

3. Polynomial and Rational Functions; Solution to the Quadratic equations, Polynomial function of

higher degree, Complex numbers, Rational functions, and coordinate proofs .

4. Exponential and Logarithmic Functions; Properties of logarithm, and solving logarithmic

and exponential equations.

5. Trigonometry; Radian and Degree, Unit circle, Trigonometric functions in of any angle. Graph

of Sin and Cos functions, and Inverse trig. Functions.

6. Analytic Trigonometry; Verify Trigonometric identities,..

7. Additional Applications of Trigonometry; Law of Sins and Cosine, Vectors, and trigonometric

form of complex numbers.

8. System of Equations and Inequalities in two and in three variables.

9. Matrices and Determinants; Solving system of equations using matrices, Operations with

matrices, The inverse of a matrix, The determinant of a matrix, andproperties of determinants.

10. Sequences, Series, and probability; Summation notation, Arithmetic and Geometric Sequences,

Mathematical Induction, Counting Principles-Permutations-Combinations, and Probability.

Some Topics in Analytic Geometry.

Texts & Supplemental Instructional Materials

Precalculus 7th Edition. By: Ronald E. Larson and

Robert P. Hosteler

Key Assignments

None Instructional Methods and/or Strategies

1. Lecture

2. Collaborative problem solving

3. Drill and practice

4. Warm up activities

5. Instructional software Reflective writing assignments



1. Tests and quizzes

2. Homework

3. Classwork

4. Participation 5. One-on-one performance assessment

Science Course Descriptions

Physical Science


This course is designed to serve as a solid foundation for the study of the physical sciences. Topics to be investigated are phases of matter, force and motion, work, simple machines, conservation and transformation of energy, heat, waves, sound, light, electricity and magnetism, solids, liquids and gases, properties of atoms and the periodic table, radioactivity and nuclear reactions, elements and their properties, chemical bonds, chemical reactions, solutions, acids, bases and salts, organic compounds and new materials through chemistry. The role of the student in this course is to develop inquiry and problem solving skills within the context of scientific investigation. Students will apply what they learn to everyday situations by conducting investigations, formulating and testing their own hypotheses. Assessment of a student’s progress is based upon daily assignments, laboratory reports, homework, quizzes, tests, projects and class participation. This course is a prerequisite to subsequent college preparatory courses. Attention to the schools five core values will be given and implemented into the curriculum whenever possible.


a. Demonstrate ability to solve problems and think critically by completing challenging group and individual projects and assignments effectively.

b. Acquire artistic knowledge perception and technical skills to express and communicate ideas graphically.

c. Demonstrate ability of mastering the contents being covered in the entire course. d. Apply the five core values of Central City Value High School in the classroom

and outside work.


Course Objectives

i. The California standards for physical science will be incorporated into this course. They include:

1. Motion - The velocity of an object is the rate of change of its position

2. Forces - Unbalanced forces cause changes in velocity.

3. Structure of matter - Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. All forms of matter are composed of one or more of the elements.

4. Earth sciences - The structure and composition of the universe can be learned from studying stars and galaxies and their evolution.

5. Reactions - Chemical reactions are processes in which atoms are rearranged into different combinations of molecules

6. Chemistry of life - Principles of chemistry underlie the functioning of biological systems.

7. Periodic table - The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms.

8. Density and buoyancy - All objects experience a buoyant force when immersed in a fluid.

9. Investigation and experimentation - Scientific progress is made by asking meaningful questions and conducting careful investigations.

ii. Students will prepare written research reports showing the ability to apply the scientific methods to solution of problems.

iii. Students will identify appropriate standard international units of measurements for force, mass, distance, speed, acceleration, time and explain how they are measured.

iv. Students will apply quantitatively the Law of Conservation of Mechanical Energy to simple systems.

v. Students apply appropriate standard international units of measurement for energy, work, power and momentum.

vi. Student will explain the relationship among temperature change in a substance for a given amount of heat transferred, the amount (mass) of the substance and the specific heat of the substance.

vii. Students will develop a quantitative and qualitative understanding of current, voltage, resistance and the connection between them.

viii. Students will analyze circuits (find the current at any point and the potential difference between any two points in the circuit) using Kirchoff’s and Ohm’s Laws.


ix. Students will identify the names and symbols of common elements and describe the electron cloud model of the atom.

Course Outline

When students have completed Physical Science, they will have an understanding of: A. Motion and Forces

1. Vectors and scalar quantities: correct usage and application 2. Adding and subtracting vectors 3. Graphically representing vectors 4. Velocity, speed and acceleration of a moving object 5. How to create and interpret graphs of moving objects 6. Mass and inertia: solve problems involving mass and inertia 7. Newton’s First Law of Motion 8. Newton’s Second law of Motion 9. Free body diagrams; ability to draw, interpret and calculate net force 10. Static and kinetic friction 11. Newton’s Third Law of Motion 12. Newton’s Law of Universal Gravitation 13. The System of International Units of Motion

B. Conservation of Energy and Momentum

1. Law of Conservation of Energy 2. Energy Transformation 3. Mechanical Energy Calculations 4. Relationship among energy, work and power 5. Law of the Conservation of Momentum 6. SI units for energy, work, power and momentum

C. Heat and Heat Transfer

1. Movement of heat 2. Specific heat and heat capacity 3. Temperature change in a substance 4. Phases of matter

D. Waves

1. Wave motion 2. Properties of waves 3. Transverse and Longitudinal waves 4. Mechanical and Electromagnetic waves 5. Reflection and refraction of waves 6. Polarization, wave interaction and the Doppler effect 7. Constructive and destructive interference 8. Wave mediums 9. Standing waves


E. Electromagnetism

1. Static charge 2. Coulomb’s Law 3. Electric forces and fields 4. Current, voltage and resistance 5. Kirchoff’s and Ohm’s Law 6. Circuits

F. Electromagnetic Radiation

1. Electromagnetic spectrum 2. Application of the spectrum 3. Properties of electromagnetic waves 4. Visible light

G. Sound

1. The Nature of Sound 2. Properties of Sound 3. Music 4. Using Sound

H. Light

1. The Behavior of Light 2. Light and Color 3. Producing Light 4. Using Light 5. Mirrors 6. Lenses 7. Optical Instruments

I. Classification of Matter

1. Composition of Matter 2. Properties of Matter 3. Solids, Liquids and Gases 4. Kinetic Theory 5. Properties of Fluids 6. Behavior of Gases

J. Properties of Atoms and the Periodic Table

1. Structure of the Atom 2. Masses of Atoms 3. The Periodic Table


K. Radioactivity and Nuclear Reactions

1. Radioactivity 2. Nuclear Decay 3. Detecting Radioactivity 4. Nuclear Reactions

L. Diversity of Matter 1. Metals and Nonmetals 2. Mixed Groups

M. Chemical Bonds and Chemical Reactions 1. Stability in Bonding 2. Types of Bonds 3. Writing Formulas and Naming Compounds 4. Chemical Changes 5. Chemical Equations 6. Classifying Chemical Reactions 7. Chemical Reactions and Energy

N. Solutions 1. How Solutions Form 2. Solubility and Concentrations 3. Particles in Solution 4. Dissolving Without Water

O. Acids, Bases and Salts

1. Acids and Bases 2. Strengths of Acids and Bases 3. Salts

P. Organic Compounds

1. Simple Organic Compounds 2. Other Organic Compounds 3. Petroleum ---- A Source of Carbon Compounds 4. Biological Compounds 5. Materials with a Past 6. Versatile Materials 7. Polymers With Composites

Q. Laboratory

1. The Scientific Method


2. Qualitative and Quantitative data 3. Theory and laws


Physical Science Glencoe Science, 2005. This is the primary text for this course. Conceptual Physics, Paul G, Hewitt, Pearson/ Prentice Hall, 2006.

Key Assignments

Laboratory activities Projects Research project


Lecture Interactive software Laboratory activities Collaborative projects Student presentations


e. Homework will be checked for completeness, accuracy and/or understanding. f. Writing assignments will be required on a regular basis. g. Quizzes will assess students understanding of materials. h. Laboratory work will be graded with an emphasis on the use of the scientific

method. i. Tests will consist of matching, multiple choice, true or false and open ended

questions. j. Projects will be graded using a rubric combining content and correct form.

Context for Course (optional)

Since the majority of Central City Value High School students enter the school with little or no science background, it is important that they have a strong introduction to science, and the physical science course meets this need. Typically Physical Science is an 8th grade course, but the need to teach it at the 9th grade level at our school is indicated.


Biology


Biology is a laboratory science course that utilizes a conceptual approach to teach the study of living things. As active participants in this course, students will be required to complete laboratories, apply scientific methods, and write comprehensive laboratory reports. Much of the course content will be administered using a student-centered approach that introduces the students to the wonders of biology. A textbook will be used as a primary resource, but other supplemental readings, technology, and activities will be employed throughout the year. The course will incorporate the content standards for Biology established by the California Department of Education.

A. Course goals and/or major student outcomes are to provide opportunities for students

to:

1. Identify, comprehend, and apply the unifying themes of modern biological science such as evolution and genetic continuity.

2. Understand the historical development of biological concepts and investigate the relevant biological concepts through laboratory experiments and activities following the guidelines of the scientific method (observing, experimenting, forming hypotheses, and drawing conclusions.)

3. Make use of technologies and strategies to enhance the study of biology. 4. Gain an appreciation for the natural world, the complexity of life at the cellular

and molecular levels, and the interdependence of organisms and their environment.

5. Improve their abilities to read, write, listen, and speak within the context of the course.

6. Create a foundation that will prepare the students for future science courses.

B. Course objectives:

1. Students will read & understand concepts and facts from their biology text. They will take notes on the material, answer selected written and oral questions, and participate in related activities and projects.

2. Students will conduct laboratory experiments individually and collaboratively, write comprehensive laboratory reports, and maintain a laboratory notebook for all of their labs.

3. Students will view selected videos concerning biological concepts or bioethical issues from which they will a) answer written and oral questions, and b) write persuasive and expository essays.

4. Students will select and research a regional biological problem, compose a research paper on the topic, and make a formal presentation on the material.


5. Students will meet the California State Science Content Standards for Biology/Life Sciences (1-10). See appendix at the end of this document.

6. Students will incorporate and abide by Central City Value High School’s Five Core Values in this course.

C. Course Content/Outline

Students will meet or exceed the California State Science Standards for Biology/Life Sciences 1. Biology: study of life

a. Characteristics of life b. Scientific methods and lab safety

2. Ecological principles a. Organisms and their environment b. Nutrition and energy flow through an ecosystem c. Communities and biomes throughout the biosphere d. Population dynamics e. Human population issues f. Biological diversity and endangered/threatened species g. Conservation of biodiversity

3. Chemistry of life a. Basic atomic chemistry b. Water and diffusion c. Role of carbon compounds in life

4. Cell biology a. Discovery of cells b. Role of plasma membrane c. Prokaryotic cell structure d. Eukaryotic cell structure e. Cell transport f. Cell cycle and cancer g. Cell growth and reproduction h. Chemical energy and the cell: role of ATP

5. Photosynthesis and related principles a. Light absorption and light reactions (dependent and independent) b. Alternative pathways

6. Cell respiration and related principles a. Anaerobic pathways b. Aerobic pathways

7. Genetics a. Mendel and laws of heredity b. Meiosis and gamete formation c. DNA structure and function d. DNA replication


e. Central dogma f. Mutations g. Inheritance patterns h. Applied genetics i. DNA technology and applications j. Human Genome project

8. Evolution and related principles a. Fossil record and geologic time scale b. Origin of life c. Evolution theory: natural selection and evidence for evolution

9. Viruses a. Structure, reproduction, and importance b. Lytic and lysogenic cycles c. AIDS and other viral diseases

10. Taxonomy a. Classification history and rationale b. Three domains and six kingdoms overview

11. Structure and function in organisms a. Archaeabacteria and eubacteria b. Protists c. Fungi d. Plants e. Animals

12. Human anatomy and physiology a. Overview of the major systems b. Fetal pig dissection

Lab Activities and Key Assignments: Students will participate in the following: 1. Microscope labs:

a. pond life b. animal v. plant cell c. osmosis: Elodea and onion d. mitosis e. meiosis

2. Inquiry labs: a. cell respiration lab b. photosynthesis lab c. population genetics lab d. natural selection lab e. Mendelian genetics lab f. DNA extraction g. DNA fingerprinting lab


h. fetal pig dissection. 3. Projects:

a. DNA challenge (DNA model construction using recycled goods) b. organic compound information cubes c. regional biological research project d. portfolio

D. Text and supplemental instructional materials

1. The course will use the textbook and accompanying lab manual for Biology: The Dynamics of Life, Glencoe, 2005 California edition. Students will be required to read assigned chapters, take notes on the material, and answer assigned questions.

2. Students will be assigned selected readings from books, journals, newspapers, and other supplemental media.

3. Students will do research in libraries or online related to their regional research project.

4. Videos will be shown in the class that cover selected biology topics. Students will be required to view the videos, discuss the topics verbally, and write about the topics in the form of essays or open-ended question and answer format.

5. Guest speakers will be used to discuss careers in biology or related fields.

E. Instructional methods and/or strategies

1. The course will utilize a student-centered approach as much as possible. Students will be held accountable for: a. readings (textbook, supplemental) b. maintaining a portfolio c. conducting their own research d. creating and producing projects e. participating in laboratory experiments.

2. Lectures will be employed infrequently and for short periods of time. 3. Collaborative learning exercises (small group discussions, think-pair-share, peer-

modeling) will also be used to reinforce the lessons. 4. Warm-up exercises that challenge the students with a biological issue or problem

will begin every class, with a short discussion to follow. 5. Laboratory experiments will be conducted frequently to engage the students in

learning process regarding a particular biological topic. 6. Occasional videos and demonstrations will be shown to enhance concepts and

critical thinking.

F. Assessment

1. Teacher feedback will be employed for most assignments along with self-evaluation and peer evaluation for selected assignments and lab reports.

2. A portfolio of assignments will be maintained by the student and teacher.


3. All projects and lab reports will be assessed using a rubric or task-assessment checklist. Students will have prior knowledge of the assessment criteria.

4. Tests and quizzes will be administered periodically. Additionally, at the end of each semester, a cumulative semester final exam worth approximately 20% of the total grade will be given.

5. Selected assignments that are poorly done will be allowed to be resubmitted upon revision for an improved grade.

G. Context for Course

This course is a college preparatory requirement necessary for college admission. All students must complete and pass this course in order to graduate.

H. History of Course Development

The course was developed by Mr. Alvin Lamarre, Science Department Chair, with input for Ms. Catherine Scheibe, Asst. Principal, both of whom have extensive experience organizing and teaching U.C. approved science courses.

APPENDIX

Biology/Life Sciences

California Content Standards

Cell Biology

1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept:

a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. d. Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.


h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

Genetics

2. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:

a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. b. Students know only certain cells in a multicellular organism undergo meiosis. c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization). e. Students know why approximately half of an individual’s DNA sequence comes from each parent. f. Students know the role of chromosomes in determining an individual’s sex. g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept:

a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). b. Students know the genetic basis for Mendel’s laws of segregation and independent assortment. c.* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. d.* Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.

4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept:

a. Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.


c. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein. d. Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves. e. Students know proteins can differ from one another in the number and sequence of amino acids. f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:

a. Students know the general structures and functions of DNA, RNA, and protein. b. Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA. c. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. d.* Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules. e.* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

Ecology

6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. e. Students know a vital part of an ecosystem is the stability of its producers and decomposers. f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. g.* Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms


through genetic change.

Evolution

7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:

a. Students know why natural selection acts on the phenotype rather than the genotype of an organism. b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool. c. Students know new mutations are constantly being generated in a gene pool. d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. f.* Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:

a. Students know how natural selection determines the differential survival of groups of organisms. b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. c. Students know the effects of genetic drift on the diversity of organisms in a population. d. Students know reproductive or geographic isolation affects speciation. e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Physiology

9. As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:

a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. c. Students know how feedback loops in the nervous and endocrine systems regulate


conditions in the body. d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. f.* Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts. g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. h.* Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca2, and ATP. i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response:

a. Students know the role of the skin in providing nonspecific defenses against infection. b. Students know the role of antibodies in the body’s response to infection. c. Students know how vaccination protects an individual from infectious diseases. d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections. e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. f.* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.

Honors Biology


Honors Biology is a laboratory science course that utilizes a conceptual approach to teach the study of living things. As active participants in this course, students will be required to complete laboratories, apply scientific methods, and write comprehensive laboratory reports. Much of the course content will be administered using a student-centered approach that introduces the students to the wonders of biology. A textbook will be used as a primary resource, but other


supplemental readings, technology, and activities will be employed throughout the year. This course differs from the general biology course in that a different textbook is used and the depth and extent of material covered is significantly enhanced.

A. Course goals and/or major student outcomes are to provide opportunities for students

to:

7. Identify, comprehend, and apply the unifying themes of modern biological science such as evolution and genetic continuity.

8. Understand the historical development of biological concepts and investigate the relevant biological concepts through laboratory experiments and activities following the guidelines of the scientific method (observing, experimenting, forming hypotheses, and drawing conclusions.)

9. Make use of technologies and strategies to enhance the study of biology. 10. Gain an appreciation for the natural world, the complexity of life at the cellular

and molecular levels, and the interdependence of organisms and their environment.

11. Improve their abilities to read, write, listen, and speak within the context of the course.

12. Create a foundation that will prepare the students for future science courses.

B. Course objectives:

6. Students will read & understand concepts and facts from their biology text. They will take notes on the material, answer selected written and oral questions, and participate in related activities and projects.

7. Students will conduct laboratory experiments individually and collaboratively, write comprehensive laboratory reports, and maintain a laboratory notebook for all of their labs.

8. Students will view selected videos concerning biological concepts or bioethical issues from which they will a) answer written and oral questions, and b) write persuasive and expository essays.

9. Students will select and research a regional biological problem, compose a research paper on the topic, and make a formal presentation on the material.

10. Students will meet the California State Science Content Standards for Biology/Life Sciences (1-10 see appendix at the end of the document) and California State Standards for Language Arts for Reading (2.1-2.6), Writing ( 1.1-1.9, 2.2, 2.4), and Listening & Speaking (1.1-1.3, 2.2).

11. Students will incorporate and abide by Central City Value High School’s Five Core Values in this course.

C. Course Content/Outline

Students will meet or exceed the California State Science Standards for Biology/Life


Sciences

13. Biology: study of life a. Characteristics of life b. Scientific methods and lab safety

14. Chemistry of life a. Basic atomic chemistry b. Water and diffusion c. Role of carbon compounds in life

15. Ecological principles a. Organisms and their environment b. Nutrition and energy flow through an ecosystem c. Communities and biomes throughout the biosphere d. Population dynamics e. Human population issues f. Biological diversity and endangered/threatened species g. Conservation of biodiversity

16. Cell biology a. Discovery of cells b. Role of plasma membrane c. Prokaryotic cell structure d. Eukaryotic cell structure e. Cell transport f. Cell cycle and cancer g. Cell growth and reproduction h. Chemical energy and the cell: role of ATP

17. Photosynthesis and related principles a. Light absorption and light reactions (dependent and independent) b. Alternative pathways

18. Cell respiration and related principles a. Anaerobic pathways b. Aerobic pathways

19. Genetics a. Mendel and laws of heredity b. Meiosis and gamete formation c. DNA structure and function d. DNA replication e. Central dogma f. Mutations g. Inheritance patterns h. Applied genetics i. DNA technology and applications j. Human Genome project


20. Evolution and related principles a. Fossil record and geologic time scale b. Origin of life c. Evolution theory: natural selection and evidence for evolution

21. Taxonomy a. Classification history and rationale b. Three domains and six kingdoms overview Viruses

22. Viruses a. Structure, reproduction, and importance b. Lytic and lysogenic cycles c. AIDS and other viral diseases

23. Structure and function in organisms a. Archaeabacteria and eubacteria b. Protists c. Fungi d. Plants e. Animals

24. Human anatomy and physiology a. Overview of the major systems b. Fetal pig dissection

Lab Activities and Key Assignments: Students will participate in the following: 2. Microscope labs:

a. pond life b. animal v. plant cell c. osmosis (Elodea) and onion d. mitosis e. meiosis

2. Inquiry labs: i. cell respiration lab j. photosynthesis lab k. population genetics lab l. natural selection lab m. Mendelian genetics lab n. DNA extraction o. DNA fingerprinting lab p. fetal pig dissection.

3. Projects: e. DNA challenge (DNA model construction using recycled goods) f. organic compound information cubes g. regional biological research project h. digital portfolio


D. Text and supplemental instructional materials

1. The course will use the textbook and accompanying lab manual for Biology Pearson Prentice Hall, by Miller and Levine, 2004 edition. Students will be required to read assigned chapters, take notes on the material, and answer assigned questions.


3. Students will do research in libraries or online related to their regional research project.

4. Videos will be shown in the class that cover selected biology topics. Students will be required to view the videos, discuss the topics verbally, and write about the topics in the form of essays or open-ended question and answer format.

5. Guest speakers will be used to discuss careers in biology or related fields.

E. Instructional methods and/or strategies

1. The course will utilize a student-centered approach as much as possible. Students will be held accountable for: f. readings (textbook, supplemental) g. maintaining a digital portfolio h. conducting their own research i. creating and producing projects j. participating in laboratory experiments.

2. Lectures will be employed infrequently and for short periods of time. 3. Collaborative learning exercises (small group discussions, think-pair-share, peer-

modeling) will also be used to reinforce the lessons. 4. Warm-up exercises that challenge the students with a biological issue or problem

will begin every class, with a short discussion to follow. 5. Laboratory experiments will be conducted frequently to engage the students in

learning process regarding a particular biological topic. 6. Occasional videos and demonstrations will be shown to enhance concepts and

critical thinking.

F. Assessment

12. Teacher feedback will be employed for most assignments along with self-evaluation and peer evaluation for selected assignments and lab reports.

13. A digital portfolio of selected assignments will be maintained by the student and teacher.

14. All projects and lab reports will be assessed using a rubric or task-assessment checklist. Students will have prior knowledge of the assessment criteria.

15. Tests and quizzes will be administered at the periodically. Additionally, at the end of each semester, a cumulative semester final exam worth approximately 20% of the total grade will be given.


G. Context for Course

Honors Biology is a core course for college prep students who excel in science classes. The course is designed for students who accept the challenges of a more rigorous curriculum and are interested in learning more about biology than would be found in a traditional general biology course.

H. History of Course Development

The course was developed by Mr. Alvin Lamarre, Science Department Chair, with input for Ms. Catherine Scheibe, Asst. Principal, both of whom have extensive experience organizing and teaching U.C. approved science courses.

J. Differences between Honors Biology and Biology

The Honors Biology course is different from the general biology course in that it is much more rigorous. Specifically, compared to the general course, Honors Biology will:

1. Cover more content with greater depth and at a faster pace,

2. Explore biology with a stronger emphasis on mathematical applications, problem solving, critical thinking and writing skills,

3. Delve deeper into technical and real world applications,

4. Incorporate more research and accessory reading assignments,

5. Use a textbook (Biology, by Miller & Levine) that is more technically challenging and requires a higher reading level for our English Language Learners than the general text (Biology: The Dynamics of Life, by Biggs et al.).

6. Require students to prepare a digital portfolio, enhancing their computer technology and organizational skills.

APPENDIX

Biology/Life Sciences

California Content Standards

Cell Biology

1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept:

a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the


temperature, ionic conditions, and the pH of the surroundings. c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. d. Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

Genetics

2. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:

a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. b. Students know only certain cells in a multicellular organism undergo meiosis. c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization). e. Students know why approximately half of an individual’s DNA sequence comes from each parent. f. Students know the role of chromosomes in determining an individual’s sex. g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept:

a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). b. Students know the genetic basis for Mendel’s laws of segregation and independent


assortment. c.* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. d.* Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.

4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept:

a. Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. c. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein. d. Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves. e. Students know proteins can differ from one another in the number and sequence of amino acids. f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:

a. Students know the general structures and functions of DNA, RNA, and protein. b. Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA. c. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. d.* Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules. e.* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

Ecology

6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population


size. c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. e. Students know a vital part of an ecosystem is the stability of its producers and decomposers. f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. g.* Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change.

Evolution

7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:

a. Students know why natural selection acts on the phenotype rather than the genotype of an organism. b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool. c. Students know new mutations are constantly being generated in a gene pool. d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. f.* Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:

a. Students know how natural selection determines the differential survival of groups of organisms. b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. c. Students know the effects of genetic drift on the diversity of organisms in a population. d. Students know reproductive or geographic isolation affects speciation. e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. g.* Students know how several independent molecular clocks, calibrated against each


other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Physiology

9. As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:

a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. f.* Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts. g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. h.* Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca2, and ATP. i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response:

a. Students know the role of the skin in providing nonspecific defenses against infection. b. Students know the role of antibodies in the body’s response to infection. c. Students know how vaccination protects an individual from infectious diseases. d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections. e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. f.* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.


Chemistry


Chemistry is a high school science course based on the Chemistry in the Community course developed by the American Chemical Society. The course explores chemistry as it relates to household, local, and global environments. Chemistry is an introductory laboratory science that allows students to understand concepts using a hands-on approach. Students are expected to follow scientific methods when performing laboratories and completing lab reports. This course uses a primary textbook and lab manual, but will be supplemented with additional reading material and projects.


k. Understand the relationship between science and society as it relates to chemistry’s impact on everyday life.

l. Understand chemical principals and be able to apply them to assigned problems. m. Communicate understanding of the connections between the major concepts of

chemistry and how it relates to other studies. n. Incorporate ethical thinking in science-based decisions. o. Improve students’ abilities to read, write, listen, and speak within the context of

the course. p. Gain self-esteem through successful completion of individual and group problem

solving activities and projects. q. Create a foundation that will prepare the students for future science courses.

Course Objectives

r. Students will read & understand concepts and facts from their chemistry text. They will take notes on the material, answer selected written and oral questions, and participate in related activities and projects

s. Students will conduct laboratory experiments individually and collaboratively, write comprehensive laboratory reports, and maintain a laboratory notebook for all of their labs.

t. Use appropriate technology to carry out scientific investigations, and build new technology skills throughout the course.

u. Students will work on other hands on activities such as building models and writing reports on recent chemical developments.

v. Students will meet or exceed the California State Science Standards for Chemistry. Specifically, students will meet the California Chemistry Content Standards in:

i. 1. Atomic and molecular structure ii. 2. Chemical bonds iii. 3. Conservation of matter and stoichiometry iv. 4. Gases and their properties


v. 5. Acids and bases vi. 6. Solutions vii. 7. Chemical thermodynamics viii. 8. Reaction rates ix. 9. Chemical equilibrium x. 10. Organic and biochemistry xi. 11. Nuclear processes

w. Students will incorporate and abide by Central City Value High School’s Five Core Values in this course.

Course Outline

I. Water: Exploring Solutions

A. Sources and Uses of Water

1.Importance of Pure Drinking Water 2.Water Use Analysis

B. Water and Its Contaminants

1.Physical Properties of Water 2.Mixtures and Solutions 3.Looking at Chemical Symbols, Formulas, and Equations 4.Ions and Ionic Compounds 5.Water Testing

C. Investigating the Cause of the Fish Kill

1.Solubility 2.Dissolving Ionic Compounds 3.Understanding the pH Scale

D. Water Purification and Treatment

1. Natural Water Purification 2. Chlorination of Water 3. Water Softening

II. Materials: Structures and Uses

A. Why We Use What We Do

1.Physical and Chemical Properties 2.Chemical Elements 3.The Periodic Table

1. Grouping of Elements 2. Atomic Numbers 3. Predicting Properties

B. Earth's Mineral Resources

1.Sources and Uses of Metals 2.Metal Reactivity


C. Conservation

1. Keeping Track of Atoms 2. Balancing Chemical Reactions 3. Composition of Materials 4. Conservation in the Community

D. Materials: Designing For Properties

1. Structure and Properties: Allotropes 2. Properties and Structure 3. Modifying Properties 4. Alloys and Semiconductors 5. Modifying Surfaces

III. Petroleum: Making and Breaking Bonds

E. Petroleum: What Is It?

1. What is Petroleum? 2. Petroleum Refining 3. Chemical Bonding 4. Trends in Alkane boiling points 5. Boiling Points of Alkane Isomers

F. Petroleum as an Energy Source

1.Energy and Fossil Fuels 2.Energy Conversion 3.Combustion 4.Heats of Combustion 5.Altering Fuels

G. Petroleum as a Building Source

1.Petrochemicals 2.Beyond Alkanes 3.Builder molecules

4.Condensation Polymers

H. Energy Alternatives to Petroleum

1. Energy: Past, Present, and Future 2. Alternative Energy Sources 3. Alternative-Fuel Vehicles

IV. Air: Chemistry and the Atmosphere

I. Gases in the Atmosphere

1. Properties of Gases 2. Structure of the Atmosphere 3. Pressure 4. Atoms and Molecules in Motion 5. Boyle’s Law—P-V Relationships 6. Charles’ Law—T-V Relationships 7. Temperature-Pressure Relationships


8. Ideal Gases and Molar Volume

J. Radiation and Climate

1. Solar Radiation 2. Earth’s Energy Balance 3. Earth’s Surface 4. Specific Heat Capacity 5. The Carbon Cycle 6. Greenhouse Gases and Global Change

K. Acids in the Atmosphere

1. Acid Rain 2. Structure Determines Function 3. pH and Acidity 4. Strengths of Acids and Bases

5. Acids, Bases, and Buffers 6. Air Quality and the LHMP

L. Air Pollution-Sources, Effects, and Solutions

1. Sources of Air Pollutants 2. Identifying Major Air Contaminants 3. Smog: Hazardous to Your Health 4. Vehicles and Smog 5. Pollution Control and Prevention 6. Controlling Automobile Emissions 7. Ozone and CFCs

V. Industry: Applying Chemical Reactions

M. The Chemistry of Nitrogen

1. Chemical Processing 2. Chemical Products 3. Fertilizer and the Nitrogen Cycle 4. Fixing Nitrogen

N. Nitrogen and Industry

1. Industrial Nitrogen Fixation 2. Le Chatelier’s Principle 3. Synthesis of Ammonia: the Haber-Bosch Process 4. Explosive Nitrogen Chemistry 5. From Raw Materials to Products 6. Responsible Care and Green Chemistry

O. Metal Processing and Electrochemistry

1.Electrochemical Changes 2.Voltaic Cells 3.Electrochemistry


4.Industrial Electrochemistry 5.Industry as a Social Partner

VI. Atoms: Nuclear Interactions

P. The Nature of Atoms

1. Scientific Discoveries 2. Nuclear Radiation 3. The Gold Foil Experiment 4. Architecture of Atoms 5. Isotopes in Nature

Q. Nuclear Radiation

1. Exposure to Ionizing Radiation 2. Your Annual Ionizing-Radiation Dose 3. Ionizing Radiation—How Much is Safe? 4. Alpha, Beta, and Gamma Radiation 5. Natural Radioactive Decay 6. Radon 7. Radiation Detectors 8. Cloud Chambers 9. Ensuring Public Safety

R. Using Radioactivity

1. Half-Life: A Radioactive Clock 2. Radioisotopes in Medicine 3. Emerging Nuclear Medicine Technologies 4. Artificial Radioactivity 5. Extending the Periodic Table

S. Nuclear Energy-Benefits and Burdens

1. Unleashing Nuclear Forces 2. Nuclear Power Plants 3. Nuclear Fusion 4. The Safest Journey 5. Nuclear Waste

VII. Food: Matter and Energy for Life

T. Food as Energy

1.The Food Pyramid 2.Energy Flow—Fro the Sun to You 3.Energy Release and Storage 4.Energy In—Energy Out 5.Energy Intake

U. Energy Storage and Use

1.Carbohydrates: One Way to Combine C, H, and O 2.Fats: Another Way to Combine C, H, and O 3.Saturated and Unsaturated Fats


4.Limiting Reactants 5.Analyzing Fats and Carbohydrates

V. Proteins, Enzymes, and Chemistry

1.Proteins—Function and Structure 2.Protein in Your Diet 3.Enzymes 4.How Enzymes Work 5.Protein Content

a. Other Substances in Food

i. Vitamins ii. Minerals: and Essential Part of Diets iii. Food Additives iv. Regulating Additives v. Artificial Sweeteners


1. The primary textbook used for Chemistry is Chemistry in the Community, 4th Edition, W. H. Freeman and Company, 2002.

2. The lab manual used is Activities Workbook for Chemistry in the Community, W. H Freeman and Company, 2002.

3. Students will be required to read assigned chapters, take notes on the material, and answer assigned questions.


Key Assignments

D. Laboratory Activities and Key Assignments: Students will participate in the following laboratories:

Lab 1: Water Testing Lab 2: Solubility Curves Lab 3: Metal or Nonmetal Lab 4: Striking it Rich Lab 5: Modeling Alkanes Lab 6: Condensation Lab 7: Specific Heat Capacity


Lab 8: Le Chatelier’s Principle Lab 9: Voltaic Cells Lab 10: Energy Contained in a Snack: Combustion


1. Laboratory activities 2. Hands-on activities 3. Group study

4. Research 5. Multimedia 6. Lecture/discussion 7. Teacher demonstration 8. Student presentations


5. Tests/quizzes 6. Lab reports 7. Research projects 8. Homework 9. Participation

Honors Chemistry


Honors Chemistry is a high school laboratory science course that introduces students to theories and concepts of modern chemistry. As active participants in this course, students will be required to complete laboratories, apply scientific methods, and write comprehensive laboratory reports. A textbook will be used as a primary resource, but other supplemental readings and activities will be employed throughout the year. This course differs from the general chemistry course in that a different textbook is used, students are required to understand concepts at a deeper level and apply more advanced critical thinking skills, homework and class work are more extensive, and the material is covered at a much quicker pace.


x. Demonstrate knowledge of chemical principles and theories through written and oral evaluation.

y. Understand chemical principals and be able to apply them to assigned problems.


z. Communicate understanding of the connections between the major concepts of chemistry and how it relates to other studies.

aa. Incorporate ethical thinking in science-based decisions. bb. Improve students’ abilities to read, write, listen, and speak within the context of

the course. cc. Gain self-esteem through successful completion of individual and group problem

solving activities and projects. dd. Create a foundation that will prepare the students for future science courses.

Course Objectives

ee. Students will read & understand concepts and facts from their chemistry text. They will take notes on the material, answer selected written and oral questions, and participate in related activities and projects

ff. Students will conduct laboratory experiments individually and collaboratively, write comprehensive laboratory reports, and maintain a laboratory notebook for all of their labs.

gg. Use appropriate technology to carry out scientific investigations, and build new technology skills throughout the course.

hh. Students will work on other hands on activities such as building models and writing reports on recent chemical developments.

ii. Students will meet or exceed the California State Science Standards for Chemistry. Specifically, students will meet the California Chemistry Content Standards in:

i. 1. Atomic and molecular structure ii. 2. Chemical bonds iii. 3. Conservation of matter and stoichiometry iv. 4. Gases and their properties v. 5. Acids and bases vi. 6. Solutions vii. 7. Chemical thermodynamics viii. 8. Reaction rates ix. 9. Chemical equilibrium x. 10. Organic and biochemistry xi. 11. Nuclear processes

jj. Students will incorporate and abide by Central City Value High School’s Five Core Values in this course.

Course Outline

I. Introduction to Chemistry

A. Chemistry B. Chemistry Far and Wide C. Thinking Like a scientist D. Problem Solving in Chemistry


II. Matter and Change

A. Properties of Matter B. Mixtures C. Elements and Compounds D. Chemical Reactions

III. Scientific Measurement

A. Measurements and Their Uncertainty B. The International System of Units (SI) C. Conversion Problems D. Density

IV. Atomic Structure

A. Defining the Atom B. Structure of the Nuclear Atom C. Distinguishing Among Atoms

V. Electrons in Atoms

A. Models of the Atom B. Electron Arrangement in Atoms C. Physics and Quantum Mechanical Model

VI. The Periodic Table

A. Organizing the Elements B. Classifying the Elements C. Periodic Trends

VII. Ionic and Metallic Bonding

A. Ions B. Ionic Bonds and Ionic Compounds C. Bonding in Metals

VIII. Covalent Bonding

A. Molecular Compounds B. The Nature of Covalent Bonding C. Bonding Theories D. Polar Bonds and Molecules

IX. Chemical Names and Formulas

A. Naming Ions B. Naming and Writing Formulas for Ionic Compounds C. Naming and Writing Formulas for Molecular Compounds D. Naming and Writing Formulas for Acids and Bases E. The Laws Governing Formulas and Names

X. Chemical Quantities

A. The Mole: A Measurement of Matter B. Mole-Mass and Mole-Volume Relationships C. Percent Composition and Chemical Formulas


XI. Chemical Reactions

A. Describing Chemical Reactions B. Types of Chemical Reactions C. Reactions in Aqueous Solution

XII. Stoichiometry

A. The Arithmetic of Equations B. Chemical Calculations C. Limiting Reagent and Percent Yield

XIII. States of Matter

A. The Nature of Gases B. The Nature of Liquids C. The Nature of Solids D. Changes of State

XIV. The Behavior of Gases

A. Properties of Gases B. The Gas Laws C. Ideal Gases D. Gases: Mixtures and Movements

XV. Water and Aqueous Systems

A. Water and Its Properties B. Homogeneous Aqueous Systems C. Heterogeneous Aqueous Systems

XVI. Solutions

A. Properties of Solutions B. Concentrations of Solutions C. Colligative Properties of Solutions D. Calculations Involving Colligative Properties

XVII. Thermochemistry

A. The Flow of Energy—Heat and Work B. Measuring and Expressing Enthalpy Changes C. Heat in Changes of State D. Calculating Heats of Reaction

XVIII. Reaction Rates and Equilibrium

A. Rates of Reaction B. Reversible Reactions and Equilibrium C. Solubility Equilibrium D. Entropy and Free Energy E. The Progress of Chemical Reactions

XIX. Acids, Bases, and Salts

A. Acid-Base Theories B. Hydrogen Ions and Acidity C. Strengths of Acids and Bases


D. Neutralization Reactions E. Salts in Solution

XX. Oxidation-Reduction Reactions

A. The Meaning of Oxidations and Reduction B. Oxidation Numbers C. Balancing Redox Equations

XXI. Electrochemistry

A. Electrochemical Cells B. Half-Cells and Cell Potentials C. Electrolytic Cells

XXII. Hydrocarbon Compounds

A. Hydrocarbons B. Unsaturated Hydrocarbons C. Isomers D. Hydrocarbon Rings E. Hydrocarbons from Earth’s Crust

XXIII. Functional Groups

A. Introduction to Functional Groups B. Alcohols and Ethers C. Carbonyl Compounds D. Polymerization

XXIV. The Chemistry of Life

A. A Strategy for Life B. Carbohydrates C. Amino Acids and Their Polymers D. Lipids E. Nucleic Acids F. Metabolism

XXV. Nuclear Chemistry

b. Nuclear Radiation c. Nuclear Transformations d. Fission and Fusion of Atomic Nuclei e. Radiation in Your Life


1. The primary textbook used for Honors Chemistry is Chemistry, 4th Edition, Prentice Hall, 2005.

2. The lab manual used is Chemistry: Small-Scale Chemistry Laboratory Manual, Prentice Hall.




Key Assignments


Lab 1: Making Observations of Matter Lab 2: A Study of Chemical Changes Lab 3: Isotopes and Atomic Mass Lab 4: Electron Configurations of Atoms and Ions Lab 5: Chemical Names and Formulas Lab 6: Balancing Chemical Equations Lab 7: Mass Titrations: Measuring Molar Concentrations Lab 8: Solubility Rules Lab 9: Le Chatelier’s Principle and Chemical Equilibrium Lab 10: Oxidation-Reduction Reactions Lab 11: Small-Scale Voltaic Cells Lab 12: Vitamin C in Tablets


9. Laboratory activities 10. Hands-on activities 11. Group study 12. Research 13. Multimedia 14. Lecture/discussion 15. Teacher demonstration 16. Student presentations


5. Tests/quizzes


6. Lab reports 7. Research projects 8. Homework 9. Participation

Evaluation

a. Regular review of work by science teacher b. Teacher observation c. Student demonstrations d. Student work samples e. Written examination f. Research projects

The Honors Chemistry course differs from the general course in that a different textbook is used, students are required to understand concepts at a deeper level and apply more advanced critical thinking skills, homework and class work are more extensive, and the material is covered at a much quicker pace. The course also requires the recommendation of the previous science teacher (biology) who evaluates the students for maturity, work ethic, academic performance, and critical and reasoning abilities.

Physiology


Anatomy & Physiology is presented using two major unifying themes. First, structure and function complement one another in the normal, healthy human body. Second, nearly all structure and function in the body can be explained in terms of keeping conditions in the internal environment relatively constant in homeostasis. Repeated emphasis of these principles encourages students to integrate otherwise isolated factual information into a cohesive and understandable whole. As a result, anatomy and physiology emerge as living dynamic topics of personal interest and importance. The course will span all the systems of the body in health and cover some pathology.

Course goals and/or major student outcomes:

A. Students in Physiology can build an understanding of the recent advances in medicine, biotechnology,

biochemistry, immunology, neuroendocrinology, molecular biology and other fields.

B. Students can gain an appreciation for the human body and its complex operations and organization.

C. As a result of taking this course, students should have improved their abilities to read, write, critically think, and

speak within the context of this course.


D. Students will work collaboratively with each other on class work and research projects. E. Whenever possible, students will apply and incorporate the five core values of Central City Value High School in

class.

Course

Objectives:

A. Students will learn the unifying theme of homeostasis in anatomy and physiology. B. Students will understand the related concepts of form and function, and how each is related to each other

throughout the course.

C. C. Students will conduct simply laboratory experiments and activities to further their knowledge in anatomy and

physiology.

D. Students will learn the systems of the body and all pertinent organs and tissues.

E. Students will learn about health and disease as they pertain to the human body. F. Students

will have the option to dissect or virtually dissect specimens to further their understanding of the

structures in an organism.

Course

outline:

I. Introduction to the structure and function of the body

a. structural levels of organization

b. natomical position

c. anatomical directions

d. planes or body section

e. lanes or body sections

f. body cavities

g. body regions

h. the balance of body functions

II. Chemistry of life

a. levels of chemical organization

b. chemical bonding

c. inorganic chemistry

d. organic chemistry


Ill. Cells and tissues

a. cells and cell parts

b. movement of substances through cell membranes

c. cell reproduction and heredity

d. tissues

e. levels of organization

IV. Organ systems of the body

a. Integumentary System

b. Skeletal System

c. Muscular System

d. Nervous System

e. Endocrine System

f. Cardiovascular System

g. Lymphatic System

h. Respiratory System

i. Digestive System

j. Urinary System

k. Reproductive System

V. Integumentary system and body

membranes

a. classification of body membranes

b. the skin

c. accessory organs

d. role in homeostasis

VI. Skeletal system

a. support

b. protection

c. movement

d. storage

e. hematopoiesis


VII. Muscular System

a. muscle tissue

b. structure and function of skeletal muscle

c. motor unit

d. muscle stimulus

e. skeletal muscle groups

f. muscles of the body

VIII. Nervous system

a. organs and divisions of the nervous system

b. cells of the nervous system

c. nerves

d. reflex arcs

e. nerve impulses

f. the synapse

g. central nervous system

h. peripheral nervous system

i. autonomic nervous system

XI . The Senses

a. classification of sense organs

b. the eye

c. the ear

d. taste receptors

e. smell receptors

XII. Endocrine system

a. mechanisms of hormones

b. regulation of hormones

c. secretion

d. pituitary gland

XIII. Circulatory system a. heart anatomy and functions


b. blood flow through the heart

c. circulation systemic, pulmonary and hepatic portal circulation

d. fetal circulation

e. blood pressure and pulse

XIV. Lymphatic system and immunity

a. lymph and lymph vessels

b. lymph organs

c. functions of the immune system

XV. Respiratory system

a. structural plan and organs

b. mechanics of breathing

c. exchange of gases in lungs and tissues

d. volumes of air exchanged in

pulmonary e. regulation and

respiration

XVI. Digestive system

a. organs of the digestive system

b. digestive functions

c. absorption functions

d. enzymes and chemicals

e. nutrition and metabolism

XVII. Urinary system.

a. kidney anatomy and function

b. formation of urine

c. micturition

XVIII. Reproductive systems

a. common structural and functional characteristics between the sexes

b. male reproductive system and organs

c. female reproductive system and organs

d. menstrual cycle


e. pathology

XIX. Growth and development

a. prenatal period

b. periods of development

c. birth defects

d. postnatal periods


Structure & Function of the Body 12th ed., Thibodeau and Patton (Mosby publisher) Study Guide to Accompany Structure & Function of the Body 12th ed., Swisher (Mosby

publisher) Selected articles from journals or newspapers related to health, medicine, or

anatomy and physiology.

Key Assignments

1. Projects that involve clinical aspects.

2. Experiments related to the concepts of the lessons.

3. Science research project on a select system contrasting a healthy versus diseased condition.

4. Dissection (either real or virtual depending on student's choice) of specimens and associated lab report.

25. Instructional Methods and/or Strategies

1. Lecture and note-taking

2. Multimedia presentations

3. Use of textbooks for vocabulary words and answer questions about each lesson.

4. Warm-up activities related to the subject that stimulate critical thinking and reasoning skills.

5. Experiments related to the concepts of the lessons.

6. Use of overhead projectors for transparencies that summarize concepts.

7. Use of CD/DVD/softwares related to the topics for individual or collaborative work.

8. Student-centered assignments that apply real-world practices to the subject matter.


1. Daily vocabulary and section review work.

2. Homework /assignments

3. Quizzes/ Examinations


4. Experiment lap reports, worksheets, and analysis

5. Projects

6. Teacher, self, and peer assessment of selected assignments and reports.

Honors Physiology

Brief Course Description:

Honors Anatomy & Physiology is presented using several major unifying themes. First,

structure and function complement one another in the normal, healthy human body. Second, nearly all structure and function in the body can be explained in terms of keeping conditions in the internal environment relatively constant in homeostasis. Thirdly, each chapter examines anatomy and physiology both in health and disease. Repeated emphasis of all these principles encourages students to integrate otherwise isolated factual information into a cohesive, practical, and understandable whole. As a result, anatomy and physiology emerge as living dynamic topics of personal interest and importance. Selected clinical examples are included in each chapter to help the students understand that the disease process is a disruption in homeostasis and breakdown of the normal integration of form and function. The use of clinical examples to reinforce the concepts of how disease affects normal function and how therapies can restore normal function will be implemented. Whenever possible, the core five values of the school will be implemented in the curriculum. Course goals and/or major student outcomes:

A. Students in Honors Anatomy & Physiology can build an understanding of the recent advances in medicine, biotechnology, biochemistry, immunology, neuroendocrinology, molecular biology and other fields.

B. Students can gain an appreciation for the human body and its complex operations and organization.

C. As a result of taking this course, students should have improved their abilities to read, write, critically think and reason, and speak within the context of this course.

D. Students will work collaboratively with each other on class work and research projects.

E. Students will learn about the various professions in the health and clinical research fields.

F. Whenever possible, students will apply and incorporate the five core values of Central City Value High School in class.

Course Objectives:


kk. Students will learn the unifying theme of homeostasis in anatomy and physiology.

ll. Students will understand the related concepts of form and function, and how each is related to each other throughout the course.

mm. Students will conduct simply laboratory experiments and activities to further their knowledge in anatomy and physiology.

nn. Students will learn the systems of the body and all pertinent organs and tissues. oo. Students will learn about health and disease as they pertain to the human body. pp. Students will have the option to dissect or virtually dissect specimens to further

their understanding of the structures in an organism. Course outline:

I. Introduction to the structure and function of the body

a. structural levels of organization b. natomical position c. anatomical directions d. planes or body section e. lanes or body sections f. body cavities g. body regions h. the balance of body functions

II. Chemistry of life

a. levels of chemical organization b. chemical bonding c. inorganic chemistry d. organic chemistry

III. Cells and tissues a. cells and cell parts b. movement of substances through cell membranes c. cell reproduction and heredity d. tissues e. levels of organization

IV. Organ systems of the body

a. Integumentary System b. Skeletal System c. Muscular System d. Nervous System e. Endocrine System f. Cardiovascular System


g. Lymphatic System h. Respiratory System i. Digestive System j. Urinary System k. Reproductive System

V. Integumentary system and body membranes

a. classification of body membranes b. the skin c. accessory organs d. role in homeostasis

VI. Skeletal system

a. support b. protection c. movement d. storage e. hematopoiesis

VII. Muscular System

a. muscle tissue b. structure and function of skeletal muscle c. motor unit d. muscle stimulus e. skeletal muscle groups f. muscles of the body

VIII. Nervous system a. organs and divisions of the nervous system b. cells of the nervous system c. nerves d. reflex arcs e. nerve impulses f. the synapse g. central nervous system h. peripheral nervous system i. autonomic nervous system

XI . The Senses

a. classification of sense organs b. the eye c. the ear d. taste receptors


e. smell receptors

XII. Endocrine system a. mechanisms of hormones b. regulation of hormones c. secretion d. pituitary gland

XIII. Circulatory system a. heart – anatomy and functions b. blood flow through the heart c. circulation – systemic, pulmonary and hepatic portal circulation d. fetal circulation e. blood pressure and pulse

XIV. Lymphatic system and immunity

a. lymph and lymph vessels b. lymph organs c. functions of the immune system

XV. Respiratory system

a. structural plan and organs b. mechanics of breathing c. exchange of gases in lungs and tissues d. volumes of air exchanged in pulmonary e. regulation and respiration

XVI. Digestive system

a. organs of the digestive system b. digestive functions c. absorption functions d. enzymes and chemicals e. nutrition and metabolism

XVII. Urinary system

a. kidney anatomy and function b. formation of urine c. micturition

XVIII. Reproductive systems

a. common structural and functional characteristics between the sexes b. male reproductive system and organs c. female reproductive system and organs


d. menstrual cycle e. pathology

XIX. Growth and development

a. prenatal period b. periods of development c. birth defects d. postnatal periods

XX. Genetics and genetic diseases a. DNA, chromosomes and genes b. Human Genome c. Gene expression d. Genetic therapy

Text & supplemental instructional materials:

The Human Body in Health and Disease, 4th ed., by Thibodeau/Patton. (Elsevier Mosby)

Study Guide to Accompany The Human Body in Health and Disease, 4th ed., by Thibodeau/Patton (Elsevier Mosby)

Selected articles from journals or newspapers related to health, medicine, or anatomy and physiology.

Multimedia presentations and interactive software Instructional methods or strategies:

1. Lecture and note-taking 2. Multimedia presentations 3. Use of textbooks for vocabulary words and answer questions about each lesson. 4. Warm-up activities related to the subject that stimulate critical thinking and reasoning skills. 5. Experiments related to the concepts of the lessons. 6. Use of overhead projectors for transparencies that summarize concepts. 7. Use of CD/DVD/softwares related to the topics for individual or collaborative work. 8. Student-centered assignments that apply real-world practices to the subject matter.

Assessment methods and/or tool:

1. Daily vocabulary and section review work. 2. Homework /assignments 3. Quizzes/ Examinations


4. Experiments/Performance 5. Projects

Key Assignments

1. Projects that involve clinical aspects. 2. Experiments related to the concepts of the lessons. 3. Science research paper on a select system contrasting a healthy versus diseased

condition. 4. Dissection (either real or virtual depending on student's choice) of specimens and

associated lab report. 5. Visit to and report on various clinical settings including forensics, chiropractic,

medical, and research institutions and facilities.

Physics


Physics is a high school laboratory science course designed to teach students the fundamentals of classical physics, while touching on atomic and nuclear physics as well. As active participants in this course, students will be required to solve real world physics problems, using both conceptual and mathematical reasoning. They will also complete laboratories, apply scientific methods, and write comprehensive laboratory reports. A textbook will be used as a primary resource, but other supplemental readings and activities will be employed throughout the year.


qq. Apply physics concepts to assigned problems, laboratory work, and projects assigned throughout the course.

rr. Improve students’ abilities to read, write, listen, and speak within the context of the course.

ss. Gain self-esteem through successful completion of individual and group problem solving activities and projects.

tt. Create a foundation that will prepare the students for future science courses.

Course Objectives

uu. Students will read & understand concepts and facts from their physics text. They will take notes on the material, answer selected written and oral questions, and participate in related activities and projects


vv. Students will conduct laboratory experiments individually and collaboratively, write comprehensive laboratory reports, and maintain a laboratory notebook for all of their labs.

ww. Use appropriate technology to carry out scientific investigations, and build new technology skills throughout the course.

xx. Students will meet the California State Science Content Standards for Physics. Specific standards addressed include:

1. Motions and forces 2. Conservation of energy and momentum 3. Heat and thermodynamics 4. Waves 5. Electricity, magnetism and related phenomena 6. Investigation and experimentation

yy. Students will incorporate and abide by Central City Value High School’s Five Core Values in this course.

Course Outline

I. Introduciton

i. The Basic Science—Physics ii. Mathematics—The Language of Science iii. Scientific Methods iv. The Scientific Attitude v.Scientific Hypotheses Must Be Testable vi. Science, Technology, and Society vii. Science, Art, and Religion

II. Mechanics

i. Linear Motion

1. Motion is Relative 2. Speed 3. Velocity

4. Acceleration 5. Free Fall: How Fast 6. Free Fall: How Far 7. Graphs of Motion 8. Air Resistance and Falling Objects 9. How Fast, How Far, How Quickly, How Fast Changes

ii. Projectile Motion

1. Vector and Scalar Quantities 2. Velocity Vectors 3. Components of Vectors 4. Projectile Motion 5. Upwardly Launched Projectiles


6. Fast-Moving Projectiles--Satellites

iii. Newton’s First Law of Motion—Inertia

1. Aristotle on Motion 2. Copernicus and the Moving Earth 3. Galileo on Motion 4. Newton’s Law of Inertia 5. Mass—A Measure of Inertia 6. Net Force 7. Equilibrium—When Net Force Equals Zero 8. Vector Addition of Forces 9. The Moving Earth Again

iv. Newton’s Second Law of Motion—Force and Acceleration

1. Force Causes Acceleration 2. Mass Resists Acceleration 3. Newton’s Second Law 4. Friction 5. Applying Force-Pressure 6. Free Fall Explained 7. Falling and Air Resistance

v.Newton’s Third law of Motion—Action and Reaction

1. Forces and Interactions 2. Newton’s Third Law 3. Identifying Action and Reaction on Different Masses 4. Do action and Reaction Forces Cancel? 5. The Horse—Cart Problem 6. Action Equals Reaction

vi. Momentum

1. Momentum 2. Impulse Changes Momentum 3. Bouncing 4. Conservation of Momentum 5. Collisions 6. Momentum Vectors

vii. Energy

1. Work 2. Power 3. Mechanical Energy 4. Potential Energy 5. Kinetic Energy 6. Conservation of Energy 7. Machines 8. Efficiency


9. Energy for Life

viii. Circular Motion

1. Rotation and Revolution 2. Rotational Speed 3. Centripetal Force 4. Centripetal and Centrifugal Forces 5. Centrifugal Force in a Rotating Reference Frame 6. Simulated Gravity

ix. Center of Gravity

1. Center of Gravity 2. Center of Mass 3. Locating the Center of Gravity 4. Toppling 5. Stability 6. Center of Gravity of People

x.Rotational Mechanics

1. Torque 2. Balanced Torques 3. Torque and Center of Gravity 4. Rotational Inertia 5. Rotational Inertia and Gymnastics 6. Angular Momentum 7. Conservation of Angular Momentum

xi. Universal Gravitation

1. The Falling Apple 2. The Falling Moon 3. The Falling Earth 4. Newton’s Law of Universal Gravitation 5. Gravity and Distance: The Inverse-Square Law 6. Universal Gravitation

xii. Gravitational Interactions

1. Gravitation Fields 2. Gravitational Field Inside a Planet 3. Weight and Weightlessness 4. Ocean Tides 5. Tides in Earth and the Atmosphere 6. Black Holes

xiii. Satellite Motion

1. Earth Satellites 2. Circular Orbits 3. Elliptical Orbits 4. Energy Conservation and Satellite Motion


5. Escape Speed

xiv. Special Relativity—Space and Time

1. Space-Time 2. Motion is Relative 3. The Speed of Light is Constant 4. The First Postulate of Special Relativity 5. Time Dilation 6. The Twin Trip 7. Space and Time Travel

xv. Special Relativity—Length, Momentum, and Energy

1. Length Contraction 2. Momentum and Inertia in Relativity 3. Equivalence of Mass and Energy 4. Kinetic Energy in Relativity 5. The Correspondence Principle

III. Properties of Matter

i. The Atomic nature of Matter

1. Elements 2. Atoms Are Recyclable 3. Atoms Are Small 4. Evidence for Atoms 5. molecules 6. Compounds 7. The Atomic Nucleus 8. Electrons in the Atom 9. The Phases of Matter

ii. Solids

1. Crystal Structure 2. Density 3. Elasticity 4. Compression and Tension 5. Scaling

iii. Liquids

1. Liquid Pressure 2. Buoyancy 3. Archimedes’ Principle 4. Does It Sink, or Does it Float? 5. Flotation 6. Pascal’s Principle

iv. Gases

1. The Atmosphere 2. Atmospheric Pressure


3. The Simple Barometer 4. The Aneroid Barometer 5. Boyle’s Law 6. Buoyancy of Air 7. Bernoulli’s Principle 8. Application of Bernoulli’s Principle

IV. Heat

i. Temperature, Heat and Expansion

1. Temperature 2. Heat 3. Thermal Equilibrium 4. Internal Energy 5. Measurement of Heat 6. Specific heat Capacity 7. The High Specific heat Capacity of Water 8. Thermal Expansion 9. Expansion of Water

ii. Heat Transfer

1. Conduction 2. Convection 3. Radiation 4. Absorption of Radiant Energy 5. Emission of Radiant Energy 6. Newton’s Law of Cooling 7. Global Warming and the Greenhouse Effect

iii. Change of Phase

1. Evaporation 2. Condensation 3. Evaporation and Condensation Rates 4. Boiling 5. Freezing 6. Boiling and Freezing at the Same Time 7. Regelation 8. Energy and Change of Phase

iv. Thermodynamics

1. Absolute Zero 2. First Law of Thermodynamics 3. Adiabatic Processes 4. Second Law of Thermodynamics 5. Heat Engines and The Second Law 6. Order Tends to Disorder 7. Entropy


V. Sound and Light

i. Vibrations and Waves

1. Vibration of a Pendulum 2. Wave Description

3. Wave Motion 4. Wave Speed 5. Transverse Waves 6. Longitudinal Waves 7. Interference 8. Standing Waves 9. The Doppler Effect 10. Bow Waves 11. Shock Waves

ii. Sound

1. The Origin of Sound 2. Sound in Air 3. Media That Transmit Sound 4. Speed of Sound 5. Loudness 6. Forced Vibration 7. Natural Frequency 8. Resonance 9. Interference 10. Beats

iii. Light

1. Early Concepts of Light 2. The Speed of Light 3. Electromagnetic Waves 4. Light and Transparent Materials 5. Opaque Materials 6. Shadows 7. Polarization 8. Polarized Light and 3-D Viewing

iv. Color

1. The Color Spectrum 2. Color by Reflection 3. Color by Transmission 4. Sunlight 5. Mixing Colored Light 6. Complementary Colors 7. Mixing Colored Pigments 8. Why the Sky Is Blue


9. Why Sunsets Are Red 10. The Atomic Color Code—Atomic Spectra

v.Reflection and Refraction

1. Reflection 2. The Law of Reflection 3. Mirrors 4. Diffuse Reflection 5. Reflection of Sound


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6. Refraction 7. Refraction of Sound 8. Refraction of Light 9. Atmospheric Refraction 10. Dispersion in a Prism 11. The Rainbow 12. Total Internal Reflection

vi. Lenses

1. Converging and Diverging Lenses 2. Image Formation by a Lens 3. Constructing Images Through Ray Diagrams 4. Image Formation Summarized 5. Some Common Optical instruments 6. The Eye 7. Some Defects in Vision 8. some Defects of Lenses

vii. Diffraction and Interference

1. Huygens’ Principle 2. Diffraction 3. Interference 4. Young’s Interference Experiment 5. Single-Color Interference from Thin Films 6. Iridescence from Thin Films 7. Laser Light 8. The Hologram

VI. Electricity and Magnetism

i. Electrostatics

1. Electrical forces and Charges 2. Conservation of Charge 3. Coulomb’s Law 4. Conductors and Insulators 5. Charging by Friction and Contact 6. Charging by Induction 7. Charge Polarization

ii. Electric Fields and Potential

1. Electric Fields 2. Electric Field Lines 3. Electric Shielding 4. Electrical Potential Energy 5. Electric Potential 6. Electrical Energy Storage 7. The Van de Graaff Generator

iii. Electric Current

1. Flow of Charge


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2. Electric Current 3. Voltage Sources 4. Electric Resistance 5. ohm’s Law 6. Ohm’s Law and Electric Shock 7. Direct Current and Alternating Current 8. Converting AC to DC 9. The Speed of Electrons in a Circuit 10. The Source of Electrons in a Circuit 11. Electric Power

iv. Electric Circuits

1. A batter and a Bulb 2. Electric Circuits 3. Series Circuits 4. Parallel Circuits 5. Schematic Diagrams 6. Combining Resistors in a Compound Circuit 7. Parallel Circuits and Overloading

v.Magnetism

1. Magnetic Poles 2. Magnetic Fields 3. The Nature of a Magnetic Field 4. Magnetic Domains 5. electric currents and magnetic Fields 6. Magnetic Forces on Moving Charge Particles 7. Magnetic Forces on Current-Carrying Wires 8. Meters to Motors 9. Earth’s Magnetic Field

vi. Electromagnetic Induction

1. Electromagnetic Induction 2. Faraday’s Law 3. generators and Alternating Current 4. Motor and Generator Comparison 5. Transformers 6. Power Transmission 7. Induction of Electric and Magnetic Fields 8. Electromagnetic Waves

f. Atom and Nuclear Physics

vii. The Atom and the Quantum

1. Models 2. Light Quanta 3. The Photoelectric Effect 4. Waves as Particles 5. Particles as Waves 6. Relative Sizes of Atoms


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7. Quantum Physics 8. Predictability and Chaos

viii. The Atomic Nucleus and Radioactivity

1. The Atomic Nucleus 2. Radioactive Decay 3. Radiation Penetrating Power 4. Radioactive Isotopes 5. Radioactive Half-Life 6. Natural Transmutation of Elements 7. Artificial Transmutation of Elements 8. Carbon Dating 9. Uranium Dating 10. Radioactive Tracers 11. Radiation and You

vi. Nuclear Fission and Fusion

4. Nuclear Fission 5. The Nuclear Fission Reactor 6. Plutonium 7. The Breeder Reactor 8. Mass-Energy Equivalence 9. Nuclear Fusion 10. Controlling Nuclear Fusion


1. The primary textbook used for Physics is Conceptual Physics, Prentice Hall, 2006.

2. The lab manual used is Conceptual Physics: Laboratory Manual, Prentice Hall, 2002.



Key Assignments


Lab 1: The Physics 500—determining the average speed of an object Lab 2: Tension Lab 3: Keeping in Balance—using torque to find the value of an unknown mass


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Lab 4: Apparent Weightlessness—observing gravity Lab 5: Stretch—determining spring constants using Hooke’s Law Lab 6: Sink or Swim—introducing Archimedes’ principle Lab 7: Cooling Off—observing rates of cooling of different materials Lab 8: Images—How light Travels to your eyes Lab 9: Rainbows without Rain—observing light interference Lab 10: Sparky, the Electrician—understanding resistors in series and parallel circuits


17. Laboratory activities 18. Hands-on activities 19. Group study 20. Research 21. Multimedia 22. Lecture/discussion 23. Teacher demonstration 24. Student presentations

20. Assessment Methods and/or Tools 1. Tests/quizzes 2. Lab reports 3. Research projects 4. Homework 5. Participation


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Element 2: Measurable Pupil Outcomes

Outcomes and Measurements

1. Skills, Knowledge, and Attitudes

Values: Importance of school

Academic achievement of each student

Goal Objective Performance Standard

Academic excellence Ensure the learning of each student.

1. To successfully complete a core course, a student must demonstrate mastery of 70% of the major standards for that course as indicated by various assessment tools chosen by the teachers. 2. A student with an Individual Education Plan who does not meet the performance level for non-IEP students, on the recommendation of the IEP team, will not have to repeat the course; however, the course will not be given credit for graduation.

Promote the maximum growth of all students in the essential subject areas.

Meet or exceed annual API and AYP targets each year or in aggregate over the next five years.

Develop English language proficiency in non-native English language students

All students classified as English language learners will advance at least one English language development level during each school year.


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Stimulate a desire to learn and to advance to the next highest level of schooling.

90% of students who have completed at least three years at Central City Value School will be accepted at one or more colleges.

Facilitate the development of good study habits.

Academic performance sufficient for advancement to the next grade level.

Expected student progress

iv. Individual student

The objectives state that each student should learn and that there will be the maximum growth of knowledge and skills in the essential subject areas. The expectation is that every student will be able to master (that is have all the knowledge and all the skills specified by) the California standards based curricula. That curriculum was detailed in Element 1. However, this expectation is modified by two factors.

a. Some students have special learning needs which have been appropriately identified by experts; and for some of these students through their individualized education plans (IEP) a modification of the expected content and skills has been made.

b. Not all students learn in the same way and at the same speed. Accordingly, the following is established as the individual student performance standard for all students to be promoted to the next highest grade (and for eighth grade students for graduation from the Central City Value School):

a. To successfully complete a core course, a student must demonstrate mastery of 70% of the major standards for that course as indicated by various

assessment tools chosen by the teachers.

b. A student with an Individual Education Plan who does not meet the

performance level for non-IEP students, on the recommendation of the IEP

team, will not have to repeat the course; however, the course will not be given

credit for graduation.

v. Class performance

In addition to the expectation of the performance of individual students, there is an expectation for each class of students. The expectation sets the norm for teacher performance. (See the Evaluation of Teachers below). The class performance standard is to


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• Meet or exceed annual AYP targets each year or in aggregate over the next five

years.

vi. School-wide performance

Central City Value School will use the California Department of Education’s Academic Performance Index (API) and the No Child Left Behind (NCLB) Annual Yearly Progress (AYP) to measure school-wide performance. The API and AYP are computed using the result of the California STAR program. In addition to computing each school’s API, the California Department of Education established a Growth Target for the school as a whole and for each numerically significant ethnic/racial subgroup and for a socio-economically disadvantaged subgroup if it is numerically significant. The Growth Target for a school with an API of less than 800 is 5% of the difference between the school’s API and the state’s interim performance target of 800. For schools with an API of 800 the Growth Target is to maintain a score of 800 or above. Central City Value School set as it performance standard for the school as a whole:

• Meet or exceed annual API and AYP targets each year or in aggregate over the

next five years.

English language acquisition Central City Value School has established a performance standard for the acquisition of English language proficiency:

• All students classified as English language learners will advance at least one

English language development level during each school year.

b. Frequency of assessments

Annually, the school will implement the California Standards Tests in the four core areas of English Language Arts, Mathematics, Social Science, and Science. Students will also be periodically assessed by the use of in-class assessment measures by teachers of each subject. The school also has plans to implement DataDirector to help monitor student progress periodically and longitudinally. With DataDirector, teachers will be required to perform a minimum of three standards assessments a year, and more if necessary. Classroom progress is also reported to the parents in six-week intervals in the form of progress reports, indicating academic, behavioral, and effort marks. Other objective measures such as CELDT testing for English Language Learners and the Mathematics Diagnostic Testing Program offered through California State University at Fullerton are employed annually to monitor student progress.

c. 3. Means of Measurement

Teachers use a variety of assessment tools to determine level of mastery of course standards. Each of the core curricular areas has published curriculum support materials (e.g. textbooks, workbooks, assessment tools). Pacing and type of assessments vary according to subject,


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difficulty or novelty of material, and students’ prior achievement. Teachers use these tools for formative assessments to check for mastery after each chapter in a unit of study. Daily assessments of intermediate skills are provided by collected seatwork/homework, demonstrations at the board, frequent discussion or question/answer sessions, observation of small group discussions and mini-conferences with students. Many teacher-made assignments are normally tied to a rubric that is linked to a selection of benchmarks and/or standards. Standards are also displayed throughout the classrooms. In this way students know what they will be learning, their expectations, and how they will be demonstrating their knowledge to an audience. Summative assessments, such as end-of-unit tests and quizzes, projects, or presentations, indicate retention of important material, analysis, synthesis, and integration of knowledge, and level of mastery of the major standards. While the teachers at Central City Value School will use a variety of test instruments, portfolios and presentation of student work in order to measure individual student performance, the California Standards Tests, which have questions aligned with the language arts, mathematics, social studies and science curriculum, will be used to check the assessments developed by the teachers. If the Standards Tests indicate fewer students achieved the stated levels of student performance than are being advanced to the next grade, the principal of Central City Value School will review this information with the teacher(s) of these students. The principal will then determine if corrective action is necessary (e.g. supplemental instruction for the students, a revision in teacher assessment of student performance). Further, Central City Value School will be implementing DataDirector this year to help teachers and administration periodically monitor academic progress. The administration and teachers to help plan and implement future instruction will use results of the standardized tests and DataDirector. English and math performance will be further monitored through CELDT testing and the Mathematics Diagnostic Testing Program (California State University at Fullerton) respectively.

Academic Performance Index Target

Central City Value School sets as its Academic Performance Index target:

• An API score of 720 (100 points over 2007) by 2013.

Adequate Yearly Progress Target

Central City Value School sets as its Adequate Yearly Progress target:

• Meeting the AYP percentage tested requirements, the percentage proficient or

advanced requirements, and the graduation rate requirements each year.


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California Standards Test Target

Central City Value School sets as its California Standards Test target

• Achieving the following proficiency levels in the four core subject areas Year/Subject Language Arts Mathematics Social Studies Science

2009 44.5% 43.5% 30% 30%

2010 55.6% 54.8% 40% 40%

2011 66.7% 66.1% 50% 50%

2012 77.8% 77.4% 60% 60%

2013 88.9% 88.7% 70% 70%

Other Measurable Outcomes

Values: Respect for human dignity

Importance of community


Responsible

Behavior

Develop an understanding that politeness and courtesy, kind words and just actions towards all are the outward signs of respect for others.

1. 80% of students receive a satisfactory or better rating of their behavior.

2. Less than 5% of the total enrollment will be suspended or expelled for fighting, harassing other students and disrespect for faculty and staff.

Foster recognition that good health and good personal appearance are signs of respect for oneself.

1. Average daily attendance of 95% or a one-percentage point improvement over previous year.

2. Less than 2% of the total enrollment will be suspended or expelled for smoking, alcohol, drugs or other offenses that can be detrimental to one’s personal well-being.


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Values: Importance of community

Need to be of service to others


Supportive

Community

Create an environment where everyone feels included.

80% of students feel accepted by their teachers and their peers.

Promote honesty, cooperation and collaboration, the peaceful resolution of differences, the careful handling of property, the cleanliness of shared areas, the observance of rules and safety procedures, and the regular attendance at school as the means to build a learning community.

80% of students receive a satisfactory or better rating of their behavior.

Encourage the helping of others and the sharing of one’s own talents and resources.

More than 50% of students offer service to the school or others outside the school.


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Values: Importance of school

Academic achievement of each student

Respect for human dignity

Importance of community

Need to be of service to others


Staff

Commitment

Foster a commitment to the five core values.

1. All teachers agree to and support the core values.

2. The annual teacher retention rate is at least 70%.

Advance student learning.

Same as standards for student learning.

Encourage involvement in planning and staff development.

95% attendance at staff meetings and staff development programs.

d. Performance standards for responsible behavior

Central City Value School has set the following standards for responsible behavior. The first two deal with actions toward other persons.

• 80% of students receive a satisfactory or better rating of their behavior as

assessed by the faculty on progress reports.

• Less than 5% of the total enrollment is suspended or expelled for fighting,

harassing other students and disrespect for faculty and staff.

The second set of standards deals with a student’s respect for self.

• There is an average daily attendance of 95% or at least a one-percentage point

improvement over the previous year.

• Less than 2% of the total enrollment will be suspended or expelled for smoking, alcohol, drugs or other offenses that can be detrimental to one’s personal well-being.

Teachers assess student behavior at each reporting period (three times a semester). These assessment and the school records on suspensions and expulsions are compiled to measure performance of these standards.

e. Performance standards for a supportive community

Central City Value School is setting the following standards for the supportive community. The first one deals with students feeling a part of the community.


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• 75% of the students feel accepted by their teachers and their peers as measured

by student surveys.

The next two relate to student behavior as it relates to others.

• 80% of students receive a satisfactory or better rating of their behavior as

assessed by the faculty.

• Less than 5% of the total enrollment will be suspended or expelled for fighting, harassing other students and disrespect for faculty and staff.

The fourth performance standard is in the areas of student service.

• More than 50% of the students offer service to the school or others outside the

school. Teachers assess student behavior at each reporting period (three times a year). These assessments and the school records on suspensions and expulsions are compiled to measure performance of these standards. Teachers also will keep records on student involvement in service type projects.

f. Performance standards for parent participation

Central City Value School has set performance standards for the participation of parents.

• All parents sign an agreement with the core values.

• 75% of parents indicate satisfaction with teachers’ methods of instruction and

supervising student behavior as measured parent surveys.

• More than 60% of parents participate in more than half of the parent events.

• All differences between a parent and teacher or staff are resolved within written

timelines.

Parents participate in the acceptance interview and sign the application in which they

agree to uphold the values of our school. These applications are kept on file at the school.

Parents are surveyed annually to assess their satisfaction and opinions on a number of

school-related issues.

g. Performance evaluation of teachers and staff

Central City Value School has set the following performance standards for the administrators, teachers and staff.

• All teachers and staff agree and support the core values.

• The annual teacher retention rate is 70%.


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• The academic achievement standards at the class level presented above are met.

• There is 95% attendance at staff meeting and staff development programs.

The first two standards are to demonstrate the mutual commitment of the school and its educators. The teachers are committed to the values and, in turn, the school to supporting them professionally. In that environment it is expected that a high percentage the teachers will have their contracts renewed annually and only a small percent will leave voluntarily. The third standard establishes the objective norm by which the professional evaluation will occur. While the principal of the school may establish some activity-related criteria for an annual evaluation, the essential factor for teacher performance is student learning. The importance of building a community among the faculty is the foundation for the fourth standard.

California High School Exit Exam Target

Central City Value School is setting two targets for student success of the CAHSEE.

• 50% of the 10th grade students taking the CAHSEE for the first time will

pass either language arts or the mathematics portion of the test.

• 85 % of the 12th grade students will have passed the CAHSEE by the end of the 12

th grade.

Graduation Rate Target

Central City Value School is a college preparatory high school and as such has set a graduate rate and college admissions standard:

• 75% of students who have completed at least three years at Central City

Value School will graduate and go on to college.

District Benchmarks for Renewal

Benchmarks to be met The achievement of the charter school will be measured in both growth and absolute measures and will be compared to the achievement of selected District schools that are similar in demographic and other characteristics. The criteria for selecting the comparison schools are: I. Comparison Schools

In gauging the success of the charter school during the renewal term, a group of comparison district schools will be selected that meet the following criteria. The District will identify the comparison schools and will inform the charter of the names of the schools and the specific data used to identify them.

The analysis of the school’s academic performance will include a comparison of the academic


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achievement of the charter school’s students to the academic achievement of two sets of comparison District schools: 1. The residence schools the charter school students would have otherwise attended

(“Resident Schools”); and 2. District schools of similar demographic characteristics (“Demographically Similar

Schools”). Comparison Resident Schools Resident Schools” will be selected by using the charter school students’ home addresses to identify the District schools they otherwise would have attended. The District schools most represented at the charter school will be chosen as comparison “resident schools.” Demographically Similar Schools will be selected by using a modified version of the formula utilized by the state for creating its similar schools list. II. Primary Growth Measures

Growth in student achievement is the primary measure that will be used to determine whether the school has been an academic success in its renewal period. The growth of the charter school will be measured annually against the growth of the comparison schools. At the time of renewal, if the charter school has met all of the following benchmarks either in the previous year or in two of the previous three years, the charter school will be considered an academic success:

1. The charter school’s “value added” for English Language Arts is greater than the median

value added for the comparison schools (prepared annually by PERB.) 2. The charter school’s “value added” for Math is greater than the median value added for

the comparison schools. (Prepared annually be PERB) 3. The charter school’s API growth is 1.25 times the median growth of the comparison

schools. 4. The charter school’s API growth for all subgroups is 1.25 times the median growth of the

comparison schools. 5. The decrease in percentage points of students scoring Below Basic & Far Below Basic on

the CST for ELA is 1.25 times the median decrease for the comparison schools. 6. The decrease in percentage points of students scoring Below Basic & Far Below Basic on

the CST for Math is 1.25 times the median decrease for the comparison schools. 7. The increase in percentage points of students scoring Advanced & Proficient on the CST

for ELA is 1.25 times the median increase for the comparison schools. 8. The increase in percentage points of students scoring Advanced & Proficient on the CST

for Math is 1.25 times the median increase for the comparison schools. 9. The increase in percentage points of students scoring Early Advanced & Advanced on

the CELDT is 1.25 times the median increase for the comparison schools. III. Other Measures If the charter school fails to meet the primary growth measures, the following measures will be


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considered to determine whether the school should, nevertheless, be considered an academic success:

1. The charter school’s API score at the time of renewal is greater than the median API score for the comparison schools.

2. The percentage of charter school students scoring Advanced & Proficient in ELA on the CST is greater than the median percentage for comparison schools.

3. The percentage of charter school students scoring Advanced & Proficient in Math on the CST is greater than the median percentage for comparison schools.

4. The percentage of charter school students scoring Below Basic & Far Below Basic in ELA on the CST is below the median percentage for comparison schools.

5. The percentage of charter school students scoring Below Basic & Far Below Basic in Math on the CST is below the median percentage for comparison schools.

6. The percentage of charter school ELL students redesignated to English proficiency is greater than the median for comparison schools.

7. The school has met its AYP goals and is not in Program Improvement IV. Annual Self-Study Applying the measures in II and III above, the charter school will submit to the LAUSD Charter Schools Division an annual progress report. The district will identify the comparison schools; provide the names and specific data by which they were selected. LAUSD PERB will prepare annual report on “value added” benchmark. The Charter Schools Division will review the progress report and provide comments to the charter school within 60 days. V. Board Discretion At the time of renewal, the Charter Schools Division will present an analysis of its findings with respect to II and III above, with a recommendation for action. The determination of whether a charter will be renewed will be based upon the requirements of the Education Code and is within the purview of the Board determination.


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Element 3: Method for Measuring Pupil Progress

Objective Means of Assessment

Central City Value School will use the results of the CST’s to determine student proficiency in the core subject areas. Central City Value School will collect data on college admissions to determine its success in preparing students for college. Central City Value School will use registration and attendance data to determine its high school completion rate. Central City Value School will use the CELDT and CST results to measure the progress of English language learners. The data is also used to re-designated English language learners to fluent English proficient. Central City Value School has set up procedures for re-designating students according to State and Federal law. When we have reviewed the students CST scores from the previous year we will be finding candidates for reclassification from all students who in the current school year scored Early Advanced and Advanced (overall scores) on the CELDT and who additionally scored at the midpoint of basic or higher on the previous year’s CST in English Language Arts. If an Early Advanced or Advanced CELDT student has scored in the Basic range on the previous year’s CST, but their score is below the midpoint of Basic – then Central City Value School will have the students’ English teachers fill out a Teacher Evaluation Form where they indicate that there is a C or higher in order to be re-designated Fluent English Proficient. Once we have identified students who qualify for re-designation based on the above criteria, we will send a Parent Notification Form to the parents. If the parent agrees, then we will re-designate students on the date we receive the form back from the parents. Central City Value School will implement and use DataDirector to measure ongoing student progress periodically throughout the year.

Additional Means of Assessment

The student learning performance standards-based curriculum requires continuous monitoring of student achievement. Knowing where each student stands in relation to the learning standards is essential to determining the next learning activity. Teachers monitor student progress through a series of test instruments that are available in published instructional materials, as well as tests that the teachers prepare themselves. Student achievement is also monitored in terms of the products of student work (reports, presentations, graphics, audio and video recordings) gathered into “portfolios” in some of the classes. Student portfolios are passed along from grade to grade to demonstrate growth in learning.

“In House” Benchmark Assessments

Responsible Behavior

To determined whether the school is meeting its performance objectives for responsible behavior the students, Central City Value School will collect the following data:

a. teacher rating of student behavior


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b. suspension and expulsion records c. attendance records

Supportive Community

To determined whether the school is meeting its performance objectives for a supportive community, Central City Value School will collect the following data:

a. student survey on acceptance b. records on student service

Parent Participation

To determine whether the school is meeting its performance objectives for parent participation, Central City Value School will collect the following data:

a. parents’ signatures on contracts b. parent satisfaction survey c. parent participation records d. resolution of differences between parent and school

Staff Commitment

To determined whether the school is meeting its performance objectives for staff commitment, Central City Value School will collect the following data:

a. teacher acceptance of values b. teacher retention rate c. teacher participation rate in meetings and professional

development

State Mandated Testing

The primary means to demonstrate that Central City Value School is achieving its established performance standards in student learning is the use of academic achievement tests required of all public schools in the State of California. Central City Value School will fully implement the current, and any future, testing program that may be required by law. These tests will be administered to all required grade levels and each part of each test will be administered as required.

Plan for Collecting, Analyzing and Reporting Assessment Data

Annually, the school will implement the California Standards Tests in the four core areas of English Language Arts, Mathematics, Social Science, and Science. Students will also be periodically assessed by the use of in-class assessment measures by teachers of each subject. The school also has plans to implement DataDirector to help monitor student progress periodically and longitudinally. With DataDirector, teachers will be required to perform a minimum of three standards assessments a year, and more if necessary. Classroom progress is also reported to the parents in six-week intervals in the form of progress reports, indicating academic, behavioral, and effort marks. Other objective measures such as CELDT testing for English Language Learners and the Mathematics Diagnostic Testing Program offered through California State University at Fullerton are employed annually to monitor student progress. Standardized test results will be shared with parents via newsletters, parent meetings, and parent-advisor-student conferences.


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Using Assessment Data for Informing Instruction

Teachers at Central City Value School will use a variety of test instruments, portfolios and presentation of student work in order to measure individual student performance. Upon admission to the school, all ninth grade students are administered an English-Language Arts and a Math Exam to assess their baseline abilities. The results of these tests are used to place students in the correct classes, including supplemental classes if necessary. The results are also used to plan instruction, targeting deficiencies and strengths. During the school year, teachers monitor student progress through a series of test instruments that are available in published instructional materials, as well as tests that the teachers prepare themselves. English and math performance will be further monitored through CELDT testing and the Mathematics Diagnostic Testing Program (California State University at Fullerton) respectively. This too will be shared with teachers to help plan and coordinate instruction at the class and individual level. Student achievement is also monitored in terms of the products of student work. In some classes, student portfolios are used to demonstrate growth in various areas. Further, the California Standards Tests, which have questions aligned with the language arts, mathematics, social studies and science curriculum, will be used to check the assessments developed by the teachers. If the Standards Tests indicate fewer students achieved the stated levels of student performance than are being advanced to the next grade, the principal of Central City Value School will review this information with the teacher(s) of these students. The principal will then determine if corrective action is necessary (e.g. supplemental instruction for the students, a revision in teacher assessment of student performance). A professional development plan will also be implemented to address common areas of weakness, which could include retaining the services of paraprofessionals and/or educational consultants. Additionally, information regarding the California High School Exit Exam will be shared with teachers and administration. Students who have difficulty passing the CaHSEE for English or mathematics will be offered opportunities to take courses or obtain supplemental instruction to help them pass this critical exam. Like all standardized tests, CaHSEE results will be shared with the students and parents via mail, while school-wide results will be reported via a newsletter or parent meeting. Finally, Central City Value School will be implementing DataDirector this year to help teachers and administration periodically monitor academic progress. The administration and teachers to help plan and implement future instruction will use results of the standardized tests and DataDirector. Professional development will be provided to all teachers and administrators by the Achieve Data Solutions, LLC, the company that makes DataDirector and EdTec. Training will include both the use of the software and instructional strategies. All teachers will be required to assess their students at various times throughout the year. Teachers will work closely with the administration to review their students’ progress and adapt instruction when necessary.

Testing

If the charter school does not test (i.e., STAR, CELDT, CAHSEE) with the District, the charter school hereby grants authority to the state of California to provide a copy of all test results directly to the District as well as the charter school.


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Element 4: Governance

Goals & Objectives

• Shared Governance

• Develop effective school policy committee.

• Involve parents in decision-making process.

• Involve teachers and staff in decision-making process

Value Schools

Value Schools is a California nonprofit public benefit corporation that was established by Jerome R. Porath, Ph.D. and incorporated in July 2000. (A copy of the Articles of Incorporation and By-Laws of Value Schools may be found in the appendix.) The mission statement of Value Schools: Value Schools is committed to providing students who are at risk of not succeeding in school, but for whom a traditional school setting is still appropriate, a superior quality, value-focused elementary and secondary school education that is funded by charters and contracts with public school boards of education. Value Schools/CCVS will be solely legally and financially responsible for Central City Value School and is, therefore, the ultimate policy governing authority. The board of directors has adopted a policy on school governance.

Value Schools Policy on Governance

Policies on School Governance

1. Corporate Status Each school organized by Value Schools shall be part of the California nonprofit public benefit corporation known as Value Schools.

2. Board of Directors The directors on the board of directors for Value Schools shall be the directors on the board of directors for each of its schools.

3. By-laws of the Board of Directors The By-laws of the board of directors for Value Schools shall be the By-laws for the board of directors for each of its schools.

4. School Site Committee Each school established by Value Schools shall have a School Site Committee

4.1 Composition The School Site Committee shall be composed of the school principal, two parents chosen by the school’s Principal’s Advisory Council, two faculty members chosen by the school’s faculty, and two students enrolled in grades 8 through 12 chosen by the students in those grades.


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4.2 Duties

The School Site Committee shall be responsible for the following duties:

• Review of any policies sent by the board of directors for review.

• Annual review of the school budget prior to its approval.

• Serving as official committee required by law or regulation (e.g. Title I Advisory Committee).

4.3 Procedures

The School Site Committee shall establish such procedures as it deems necessary to conduct its business.

5. Principal’s Advisory Committee The principal of each school shall establish a Principal’s Advisory Committee.

5.1 Composition The Principal’s Advisory Committee shall be composed of parents of students in the school. It may also include community representatives. The number of members shall be determined by the principal in consultation with the parents.

6. Responsibilities of the Principal The major responsibility for school decisions rests with the principal. The following list, while not exhaustive, is descriptive of the kind of authority the principal has.

Personnel: Hires, supervises and evaluates the teachers and other school personnel; subject to the policies of Value Schools governing the qualification for employees and the personnel practices—including teacher evaluation based on student achievement.

Curriculum: Organizes the instructional program, chooses the programs and materials, supervises the instruction and assessment of students; with the advice and assistance of the faculty and subject to the curriculum standards and program assessment for Value Schools. Students: Administers the admission of students to the school, including the student orientation and parent induction, makes major student disciplinary decisions, supervises the grading of student performance and makes student placement decisions; with the advice and assistance of the faculty. Facilities: Supervises the maintenance and repair of the materials, equipment and school facilities and property; makes recommendations for facilities improvements. The faculty is invited to offer suggestions for facilities improvements. Finances: Prepares the school budget according the budget preparation guidelines for Value Schools and makes or approves all financial decisions necessary to implement the approved budget plan. The faculty is invited to make suggestions in the preparation of the budget.


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School Site Committee: Chairs the School Site Committee and ensures that it has staff support.

Value Schools will separately account for all funds, public and private, that are given to Central City Value School; and it will use such funds solely for the operation of Central City Value School. It will enter into all contracts, leases and other legal agreements that may be necessary to operate Central City Value School. Value Schools will provide financial and accounting services for Central City Value School, legal representation, public relations and general oversight of school operations. In return for the services provided, 5% (or less) of the public funds given to operate Central City Value School shall be annually transferred for the general operations of Value Schools.

Board of Directors

The members of the board of directors for Value Schools shall constitute the members of the board of directors for Central City Value School. Except that, if Dr. Porath in his capacity as CEO for Values Schools and a non-paid (by the school) administrator of Central City Value School is not permitted by law to be a voting member of the board for Central City Value School, he will serve as an ex-officio, non-voting member of the board. The Los Angeles Unified School District is permitted to have a representative sit on the board. (Brief biographies of the directors and officers can be found in the Appendix.) The by-laws of the board of directors for Value Schools shall serve as the by-laws of the board of directors of Central City Value School. The board of directors for Central City Value School will meet at least four times a year. Its meeting procedures will comply with all appropriate federal, state, and local laws and regulations. Since the board members for Value Schools are the board members for Central City Value Schools, the by-laws and policies for Value Schools will specify the selection of members. The by-laws state that the current members will elect the members of the board each year at its annual meeting and it may elect members at other meetings. The board of Value Schools diligently recruits candidates who share the vision of Value Schools and who have the capacity to make a contribution to the advancement of the mission of Value Schools. This capacity is demonstrated through having the time to assist with various projects, the talent to provide expertise in areas where the board is making decisions or providing oversight, or the treasure to provide financial assistance. Most board members have more than one gift to give. Additionally the board’s policy on governance specifies that each of its schools will elect one member to the board of directors for Central City Value School.

School Site Council

Value Schools/CCVS will be establishing a School Site Council consistent with policies of Value Schools during the Spring of 2007. This replaces the School Policy Committee that was


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proposed in the original charter. The School Site Council will be composed of the principal, two parents, two teachers and two eighth grade students. While it does not have the authority to make policy decisions, the School Site Council is the primary way in which the school community is consulted on the budget and policy. The School Site Council also selects a parent or community member to serve on the board of directors for Value Schools and for Central City Value School. The School Site Council meets four times a year and it operations comply with appropriate laws and regulations. The process for establishing the committee and its authority and duties detailed in the Value Schools polices on governance.

Meetings Procedures for Governing Board and School Site Council

The meeting date(s) and location(s) of the governing board and site council will given in writing to the parents of students enrolled in the Central City Value as soon and as often as is practically possible. These meeting dates and locations will also be posted in the school in prominent place as close to the main entrance to the school as is practically possible. At least five calendar days prior to the meeting of either body, the meeting agenda will be posted in the same location as the notice of dates and locations. Within thirty calendar days after the meeting, the minutes will be posted in the same location. Agendas and minutes of the meeting will be made available by other means (e.g. e-mail, web posting, etc) as is practically possible, upon request. To the extent possible the meetings of both bodies will be held in a location sufficiently large to accommodate most, if not all, members of the public to attend. Members of the public will be allowed to address either body according to procedures adopted by the Board and School Site Committee that are compliant with the Brown Act.

Parent Advisory Committee

The principal of Central City Value School shall annually organize a Parents Advisory Committee. The principal shall determine the best method to organize the committee, the size of the committee, and the responsibilities of the committee. However, the Parent Advisory Committee shall also be responsible for the duties assigned to it by the policies on governance of Value Schools, which is primarily to select the parent representatives to the School Site Council

Faculty

The faculty will participate in school governance through their faculty meetings. They also select the faculty representatives to the School Site Council.


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Principal

The major responsibility for school decisions rests with the principal. The responsibilities of the principal are delineated in the Policies on Governance.

CEO of Value Schools

The primary responsibility of the Chief Executive of Value Schools is the leadership and management of that organization. Additionally, the CEO functions as an unpaid (by the school) administrator of Central City Value School. In this capacity the CEO is primarily concerned with over-sight of financial operations, the insurance of a safe and adequate facility, raising of funds from public and private sources and the liaison with various external organizations. The CEO is available to support and assist the principal in whatever areas may be needed.

Organizational Chart

On the next page.


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Value Schools Organizational Chart

Value Schools Board of

Directors Downtown Value School

Board of Directors

Central City Value School

Board of Directors

Value Schools

CEO

Downtown Value School

School Site Council


School Site Council


Principal Central City Value School

Principal






Faculty & Staff


Faculty & Staff


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Value Schools/CCVS will comply with the Brown Act. Members of the Value Schools/CCVS executive board, any administrators, managers or employees, and any other committees of the School shall comply with federal and state laws, nonprofit integrity standards and LAUSD’s Charter School policies and regulations regarding ethics and conflicts of interest. Value Schools/CCVS will be solely responsible for the debts and obligations of the charter school.

Grievance Procedure for Parents and Students Value Schools/CCVS will designate at least one employee to coordinate its efforts to comply with and carry out its responsibilities under Title IX of the Education Amendments of 1972 (Title IX) and Section 504 of the Rehabilitation Act of 1973 (Section 504) including any investigation of any complaint filed with Value Schools/CCVS alleging its noncompliance with these laws or alleging any actions which would be prohibited by these laws. Value Schools/CCVS will notify all its students and employees of the name, office address, and telephone number of the designated employee or employees. Value Schools/CCVS will adopt and publish grievance procedures providing for prompt and equitable resolution of student and employee complaints alleging any action, which would be prohibited by Title IX, or Section 504. Value Schools/CCVS will implement specific and continuing steps to notify applicants for admission and employment, students and parents of elementary and secondary school students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the recipient, that it does not discriminate on the basis of sex or mental or physical disability in the educational program or activity which it operates, and that it is required by Title IX and Section 504 not to discriminate in such a manner.

LAUSD Charter Policy* Value Schools/CCVS will comply with the District policy related to charter schools, as it may be changed from time to time. Responding to Inquiries Value Schools/CCVS shall promptly respond to all inquiries, including but not limited to, inquiries regarding financial records, from the District and shall consult with the District regarding any inquiries. Value Schools/CCVS acknowledges that it is subject to audit by LAUSD including, without limitation, audit by the District Office of the Inspector General.

Notifications Notification is to be made to the Charter Schools Division of any notices of workplace hazards,


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investigations by outside regulatory agencies, lawsuits, or other formal complaints, within one week of receipt of such notices by Value Schools/CCVS.

Audit and Inspection of Records*

Value Schools/CCVS agrees to observe and abide by the following terms and conditions as a requirement for receiving and maintaining their charter authorization:

• Value Schools/CCVS is subject to District oversight.

• The District’s statutory oversight responsibility continues throughout the life of the Charter and requires that it, among other things, monitor the fiscal condition of the Value Schools/CCVS.

• The District is authorized to revoke this charter for, among other reasons, the failure of the Value Schools/CCVS to meet generally accepted accounting principles or if it engages in fiscal mismanagement.

Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit Value Schools/CCVS books, records, data, processes and procedures through the District Office of the Inspector General or other means. The audit may include, but is not limited to, the following areas:

• Compliance with terms and conditions prescribed in the Charter agreement,

• Internal controls, both financial and operational in nature,

• The accuracy, recording and/or reporting of school financial information,

• The school’s debt structure,

• Governance policies, procedures and history,

• The recording and reporting of attendance data,

• The school’s enrollment process,

• Compliance with safety plans and procedures, and

• Compliance with applicable grant requirements. Value Schools/CCVS shall cooperate fully with such audits and to make available any and all records necessary for the performance of the audit upon 30 days notice to Value Schools/CCVS. When 30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24 hours notice. In addition, if an allegation of waste, fraud or abuse related to Value Schools/CCVS operations is received by the District, Value Schools/CCVS shall be expected to cooperate with any investigation undertaken by the Office of the Inspector General, Investigations Unit.


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Element 5: Employee Qualifications

General Requirements

1. Commitment to the five core values. 2. Provide evidence of having cleared a criminal background check. 3. Met all health code requirements 4. Met all other requirements set forth in law and regulation.

Qualifications for principal

To be the principal for Central City Value School, one must have had experience or preparation for the kind of leadership and decision-making that is described in the next section. The relevant experience would include being a principal in a private or parochial school or a principal in a “site-based-managed” public school. Appropriate preparation would include 1.) on-the-job training by having been a vice-principal (or equivalent position with a different title) in a private, parochial or site-based-managed public school or 2.) graduate level education in a program designed to prepare for leadership in private or parochial school. A master’s degree in school administration (or equivalent) is also expected. . Qualifications for teachers Teachers of core subjects must meet the requirements of No Child Left Behind and have the appropriate California Commission on Teaching credential, permit or other document equivalent to that which a teacher in a regular public school might have. Teachers of non-core subjects must have a bachelor’s degree from an accredited college or university in the subject area that they will be teaching. An exception to the degree requirement can be made if the candidate has demonstrated proficiency in the subject area through years of professional experience.

Other educational and support staff

Classroom aides must meet the requirements of No Child Left Behind including the following, as implemented by the California Department of Education:

• Completed two years of study at an institution of higher education; or

• Obtained an associate’s (or higher) degree; or

• Meeting a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness). The State Board of Education has determined that the selection or development of an assessment is to be determined locally.

All non-teaching staff must have demonstrated competency for the position. This can be demonstrated through education, employment experience or the capacity to be trained on the job.


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Selection

The selection process is absolutely critical to the success of the professional educational team. Central City Value School will follow the employment policies, hiring protocol and job descriptions adopted by Value Schools. These policies and procedures are designed to determine three critical elements. First, they inquire of the potential educators directly through the interview process whether they are persons who have the characteristics of one who is committed to the five core values. The process also asks references about the characteristics of the potential employees; again to determine whether that commitment to the values is present. Second, the process clarifies the expectation that the teacher is responsible for finding the means to educate each child. That expectation is confirmed by presenting to potential employees that their continued employment at Central City Value School depends on student learning. As teachers they will be supported in their effort to find the most effective means, but in the end the responsibility falls on them. Third, whenever possible potential educators will be asked to demonstrate teaching competencies by preparing and conduction a lesson in the grade level of the position that they are seeking. Finally, a determination is made that the potential educator has the knowledge and skills to be successful. This is accomplished primarily through a review of the references, persons who know of the candidate’s past performance.

Personnel policies

Central City Value School is committed to compensating its teachers at least as much as they would make if employed in the Los Angeles Unified School District. The school plans to increase the salaries above the LAUSD scale, especially for those teachers whose students are showing significant gains. The actual determination of the salaries will be made by the board of directors of Value Schools and is contingent on funds available from the state for the school. The board of directors of Value Schools may make modifications in the personnel policies and practices from time to time. Changes may be initiated by the faculty at Central City Value School. The board of directors of Value Schools will give those recommendations serious consideration.

Personnel Policies and Procedures

A. Definitions

Employees

h. Full-time and Part-time

An employee who works on a regular basis thirty or more hours in a calendar week shall be considered a full-time employee. An employee who works less than thirty hours a week shall be considered a part-time employee.

i. Non-exempt and Exempt

An employee who is paid wages on an hourly basis is a non-exempt employee. An employee


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who is paid a salary that is paid on an annual basis (or fraction thereof) is an exempt employee. To the extent that these definitions conflict with either State or Federal authority, including but not limited to wage orders issued by the Industrial Welfare Commission or the provisions of the Fair Labor Standards Act, those authorities will prevail.

j. Contract and At-Will

Employees may be hired on a contract for services, provided that contract clearly specifies a term of employment. Employees not hired on a contract are considered at-will employees.

k. Temporary

A position may be designated as a temporary position by the chief executive officer or by an authorized delegate. An employee hired to fill a temporary position shall be considered a temporary employee.

Position Descriptions

For all positions, except temporary, there shall be a written position description that has been approved by the chief executive officer or an authorized delegate. The position description shall specify the supervisor for this position, the job responsibility for the position, and the qualifications for the position.

Authorized Delegate

An authorized delegate is a position that has been given the authority to perform a function that is assigned to the chief executive officer. The delegation is given in writing by the chief executive officer or is given by virtue of an approved job description.

B. Non-discrimination

Value Schools shall not discriminate in any way against any applicant for employment or in any of its employment practices on the basis of sex, age, physical disability, religion, race, color, national and/or ethnic origin, or sexual orientation.

C. Compensation

Salary and Wage Ranges

The Board of Directors shall approve a range of entry-level salaries for all employees as well as an annual cost of living increase. Once approved, the salary and wage scales shall be appended to these Personnel Policies or otherwise published and made available to employees.

The salary and wages scales shall specify a minimum and a maximum salary or hourly wage for each classification of employee. The entry-level salary for a position will have a minimum and a maximum range. The hiring agent may approve an entry-level salary as long as it is no less than the minimum and no more than the maximum within the stated range. At the beginning of each fiscal year (July 1) each employee shall be entitled to an increase in salary or wage as may be approved by the Board of Directors. Any exceptions to these policies on salaries or hourly wages shall require action by the Board of Directors.


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Work Hours

All non-exempt employees shall not work for more than an eight-hour workday or for more than a forty-hour workweek, unless overtime has been approved by the chief executive officer or authorized delegate. Non-exempt employees who work over the standard number of work hours shall be entitled to such over-time rate of pay as may be authorized by the Board of Directors or required by federal or state law.

All exempt employees shall work as many hours as may be necessary to complete their assigned duties.

Benefits

l. Lunch and Rest Breaks

All non-exempt employees are entitled to a lunch break of no less than thirty (30) minutes, nor more than sixty (60) minutes, unless otherwise specified by federal or state law. The lunch break time is not counted in the computation of hours worked. The time of the lunch break must be approved by the employee’s immediate supervisor. All non-exempt employees are entitled to two fifteen (15) minute rest breaks, unless otherwise specified by federal or state law. It is expected that these will be taken approximately mid-morning and mid-afternoon; and the times must be approved by the employee’s immediate supervisor. These break periods are counted in the computation of hours worked.

m. Pay Periods

Pay periods for hourly (non-exempt) employees are from the first day of the month through the fifteenth day of the month, and from the sixteen day of the month through the last day of the month. Employees will receive their paychecks on the tenth and the twenty-fifth of each month; if that day is a weekend or holiday, employees will receive their paychecks on the last business day immediately preceding the payday. (For this purpose, “business day” shall mean a weekday that is not a federal or state holiday; it does not mean a day in which school is in session.)

Pay periods for salaried (exempt) employees are from the first day of the month through the last day of the month. Employees will receive their paychecks on the fifth and the twentieth day of each month; if that day is a weekend or holiday, employees will receive their paychecks on the last business day immediately preceding the payday. (For this purpose, “business day” shall mean a weekday that is not a federal or state holiday; it does not mean a day in which school is in session.)

n. Direct Deposit of Paycheck

Provided that the payroll system used by Value Schools allows for Direct Deposit, an employee may elect the direct deposit of his/her paychecks to the financial institution of his/her choosing, provided that financial institution accepts direct deposit of payroll checks.

o. Jury Duty

Permanent employees will receive full pay, less the jury duty stipend, for up to ten working days every three years. Employees working at a school site should request a deferral jury service to a time when school is not in session for the students.


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p. Eligibility for Leave

All permanent employees, full and part time, are eligible for the leaves as defined below, except that: Temporary employees are eligible for holiday and sick leave only.

q. Vacation

Persons employed in a school shall have their vacation days when school is not in session except that their contract may require them to be present for any number of Professional Development days. For persons not working at a school, the following shall apply:

Non-exempt employees are eligible for ten days of annual vacation during the first five years of employment; fifteen days during the next three years of employment and twenty days after eight full years of employment. A non-exempt employee may begin taking vacation after being employed for six full pay periods. Vacation is accumulated at a rate of 3.333 hours per pay period worked.

The times used for vacation must be approved by the employee’s immediate supervisor. A supervisor may specify that vacation must be requested a certain number of days in advance of the times desired for vacation. Employees are advised to always notify their immediate supervisors as soon as they know of a desired vacation time.

Vacation may be accumulated up to a maximum of twice the number of days for that employee’s annual vacation (i.e. depending on years of service the maximums are twenty, thirty or forty days). At the time of separation from employment, a non-exempt employee shall be compensated for unused vacation at the hourly rate in effect on the last day of employment.

An exempt employee shall be eligible for the vacation specified (both number of days per year and rights to accumulation) in his/her contract for employment or in the position description approved and published for the position for which he/she is employed. In the event that the vacation is not specified in either document, then the vacation benefit as described for non-exempt employees shall be deemed to be in effect.

r. Holidays

For employees working at a school site, the annual holiday schedule for employees shall be published as part of the annual school calendar.

Employees not working at a school site will be given the following days as paid holidays: January 1, Martin Luther King Day in January, President’s Day in February, Memorial Day in May, July 4, Labor Day in September, Thanksgiving Day and the Friday thereafter in November, December 24 & 25, and December 31. (Any holiday with an exact calendar date that falls on a Saturday shall be observed on the Friday immediately preceding, and any holiday that falls on a Sunday shall be observed on the Monday immediately following.) Additionally, employees will be given three additional holidays for the religious, civic or family observances of their choice. In the event that the three additional days have not been taken before December 24, the employee may use the three weekdays that fall between December 25 and December 31. Employees must inform their immediate supervisor of the three additional days selected at the time of hire or least six months in advance.

s. Sick / Personal Leave

Each exempt employee is entitled to ten (10) sick/personal days each year. Sick/Personal leave


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is only paid for days on which the exempt employee would have been expected to report to work. For these purposes, a “year” is defined as the period of time from July 1 through June 30; persons beginning employment after July 1 shall have their sick leave prorated for their first year of employment; except that exempt employees who begin work at a school site before August 15 shall receive the entire ten (10) days. Exempt employees who exceed their allotted sick time will be docked accordingly.

Unused sick time will be compensated at a per diem amount equal to the substitute pay rate for an independent (non-agency contracted) substitute teacher. Unused sick days may not be accumulated past the last day of the school year (June 30.) Compensation for unused sick/personal days will not be issued before the end of the school year. The employee’s immediate supervisor may request documentation of illness or injury from a credentialed medical professional.

t. Bereavement Leave

Employees may take up to three days leave with pay at the time of the death of a member of the immediate family (spouse, child, parent, spouse’s parent, sibling, grandparent, spouse’s grandparent).

u. Family and Medical Leave

To the extent that applicable State or Federal law, including but not limited to the California Family Rights Act, Family and Medical Leave Act, Pregnancy Disability Leave Act and/or provisions of the California Labor Code provides for rights greater than those stated herein, the terms of those applicable statutes or regulations shall supersede those stated in the charter.

Family and medical leave is a leave of absence, taken without salary or wages. The leave may be taken for the birth of a child, care of a mentally or physically impaired child over 18, for the placement of a child with the employee for adoption or foster care. Leave may also be taken to care for a parent, child, or spouse who has a serious health condition which makes the employee unable to perform his or her job. A serious health condition is an illness, injury, impairment, or physical or mental condition which involves inpatient care in a hospital or continuing treatment by a health care provider.

Full-time and part-time employees who have been employed by Value Schools at least 12 months are eligible for family and medical leave. Employees are eligible for maternity leave at any time after the date of hiring. Eligibility for family leave for the birth of a child, adoption, or placement of a foster child expires 12 months from the birth, adoption, or placement date.

The maximum length of family and medical leave is four months within any twelve (12) month period.

Family care leave may extend for no more than three months when taken in conjunction with four months pregnancy disability leave. Pregnancy leave must be certified by a physician's note. When both spouses are employed by Value Schools, family leave time is limited to a total of four months for the birth, adoption, or foster care of a child, or for the care of a seriously ill parent.


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If medically necessary, intermittent or reduced leave is permitted for a serious health condition of parent, child, spouse, or self. The illness must be certified by a physician. Only the amount of time the employee takes off can be counted as family leave.

The length of the leave is not to exceed four months, and the medical necessity must be certified in writing by a physician. The employee must inform his/her supervisor of the status of the leave and any changes in the expected date of return. Unless other arrangements have been made, employees not returning to work on the date in the physician's release may be considered to have voluntarily resigned.

Under the following conditions, employees working at a school site may be required to continue a leave until the end of a school term:

• leave is at least three weeks long, begins more than five weeks before the end of the term, and return would occur during the three-week period before the end of the term;

• leave is more than two weeks long, begins less than five weeks before the end of the term, and return would occur during the two weeks before end of term;

• leave is more than five working days, begins less than three weeks before the end of the term.

An employee requiring a family or medical leave must submit a written request to his/her supervisor for approval at least 30 days in advance of a foreseeable leave (i.e., birth of child, adoption, etc.), or with as much advance notice as is possible. For leave to care for an ill parent, spouse, child, or self, employees should provide a written statement from a physician certifying the following information:

• date of the onset of the serious health condition, duration of the condition, pertinent medical facts;

• verification of the need for the employee to care for the seriously ill individual or of the employee's inability to perform his or her job functions;

• estimate of the amount of time required to care for the ill family member or for the employee's return to good health.

Employees on family or medical leave of four months are assured of reinstatement in their former positions or in jobs of equivalent status and pay upon their return to work. Employees absent more than four months cannot be assured of return to their former positions; they may be terminated from employment.

Although the maximum time normally granted for a medical leave is four months, under exceptional circumstances, a supervisor may approve written requests for medical leave extension. Continuing employment is based on the needs of Value Schools and budget constraints. If an extension of leave is granted, the supervisor shall send a written notice of approval to the employee.

While on family or medical leave, the employee's group insurance coverage will continue at the regular premium cost for a period of four months. Employees are responsible for making their payments to Value Schools; the Value Schools continues to pay the employer's share of the cost.


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According to the Consolidated Omnibus Reconciliation Act (COBRA) if employees are still disabled after four months, they may continue their insurance coverage for 18 months. Premium payments should be mailed directly to the health insurance administrators.

Value Schools may seek reimbursement of insurance premiums if an employee fails to return from leave unless their failure is the result of continuing serious health conditions or other circumstances beyond their control.

v. Unpaid Leave:

An unpaid leave of absence for up to one year may be granted by the chief executive officer or by an authorized delegate for any reason under the following conditions: a. There is a finding by the chief executive officer or an authorized delegate that Value Schools

and those it serves would potentially benefit by granting the leave. b. The timing of the leave is such that is does not cause an interruption to school activities (e.g.

is concurrent with a school year or semester). c. The employee continues in any benefit plan entirely at his/her own expense. d. The leave time is not counted for the determination of any benefits.

w. Per Diem Salary Calculation

Unless otherwise specified in an employment contract all permanent employees shall be considered employed for 261 days per year. (Each calendar weekday is either a day of work or a paid holiday/vacation/leave day.) In the event that a salary reduction needs to be made for an unpaid leave, the per diem rate of exempt employees shall be 1/261 of their annual salary and the number of leave days will be all calendar weekdays during the period of unpaid leave. For non-exempt employees unpaid leave is calculated by not compensating them for the hours of employment which they do not work.

Insurance

x. Health: Medical, Dental, Vision, Prescription Medicine, Mental & Behavioral Health

Value Schools shall maintain a group health insurance plan that provides benefits for medical, dental, vision, prescription medicine, and mental and behavioral health services. Full time employees shall be eligible for the plan upon employment; provided that they meet any eligibility requirements as may be specified by the insurance carrier. All employees are subject to a three-month probationary period. Coverage will begin on the first day of the month following the end of the probationary period.

Value Schools shall pay a portion of premiums for the health insurance plan so long as the employee continues in employment. Exempt employees who work at school sites under an annual contract shall be consider in continuous employment so long as they sign a contract for the succeeding academic year prior to June 30. The Board of Directors shall select the health insurance plan and shall specify the portion of premiums to be paid by Value Schools. The insurance plan and the schedule premiums to be paid by the employees shall be published and distributed to employees at least annually.

y. Voluntary Group Term Life Insurance

Value Schools shall maintain a group life insurance plan. Full time employees shall be eligible


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for the plan upon employment; provided that they meet any eligibility requirements as may be specified by the insurance carrier. The premiums for the insurance shall be fully paid by the employees who choose to participate in the plan.

z. Workers’ Compensation

All employees of Value Schools are covered under a Workers’ Compensation Insurance plan maintained by Value Schools. Any employee who is injured on the job shall report the injury to his/her supervisor as soon as is possible, and the injured employee shall follow the procedures specified by the plan for seeking medical treatment and for filing claims. Information on this procedure is available at all Value Schools sites.

aa. California State Disability Insurance

As required by California law, each employee is covered under the California disability insurance program and shall have a specified portion of his/her pay deducted to pay for plan premiums. Information on filing claims is available at all Value Schools sites.

bb. Medicare Insurance

As required by federal law, each employee is covered under the federal Medicare insurance program and shall have a specified portion of his/her pay deducted to pay for plan premiums.

cc. Retirement Plan/Deferred Compensation

Certain employees of Value Schools may be eligible to participate in the State Teachers Retirement System (STRS) or the Public Employees Retirement System (PERS). If Value Schools makes the State Teacher’s Retirement plan available, all eligible employees of the charter school will participate in the plan. Employees who participate in STRS or PERS shall have a specified portion of their pay deducted and deposited with the system and Value Schools shall pay its specified contribution on behalf of the employee into the system. Value Schools shall use a retirement reporting system that is compatible with the Los Angeles County Office of Education. Employees not participating in STRS or PERS shall participate in the federal Social Security Program as required by law. Employees who participate in the federal Social Security Program shall have a specified portion of their pay deducted and deposited with the program and Value Schools shall pay its specified contribution on behalf of the employee into the program. Because the employer contribution to STRS and PERS is greater than that to the federal social security system, Value Schools shall contribute the difference between the retirement plans into a “defined contribution” retirement program. This program shall be an Internal Revenue Services 403(b)(7) custodial account program for a variety of investment vehicles. Employees are automatically enrolled in the program upon employment and contributions made on their behalf by Value Schools become the property of the employees upon their deposit into the program. Details of the retirement program shall be made available to participating employees at least annually.


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dd. Tax Deferred Annuities

Under Section 403(b) of the Internal Revenue Service, employees are eligible to set aside a portion of their salaries in tax deferred annuity accounts. Value Schools shall maintain one or more vehicles for this purpose and, upon the employee’s request shall withhold from their pay and make deposits into the employee’s account.

D. Hiring

Persons may only be hired for positions that are approved in the annual budget as adopted or amended.

By virtue of their position as Principal, all Principals are considered to be “authorized delegates.” The term “authorized delegates” as used in this section applies to all Principals.

Approved Positions for Hire

Before any position (except a temporary position) may be filled there shall be an approved job description for that position and the position shall be approved for hiring in writing, either by the chief executive officer or by an authorized delegate.

Hiring Procedures

Announcement of a Position Opening

The announcement of a position opening may done in whatever manner is determined best by the chief executive officer or an authorized delegate, provided that an announcement of position openings is first circulated among current employees. The announcement shall specify, at a minimum, the title for the position, the minimum qualifications for the position, the materials that candidates must submit to be considered for the position and the deadline, if any, for submitting application materials.

ee. Application Process

All candidates for a position shall be expected to submit a letter applying for the position, a current resume and a reference. The chief executive officer or an authorized delegate may request more.

ff. Selection of Finalist(s)

Before any candidate shall be considered a finalist for a position all submissions requested in the announcement of the position opening must have been received and reviewed by the chief executive officer or an authorized delegate.

gg. Background Investigations

The chief executive officer or an authorized delegate shall use due discretion in reviewing the background of any candidate who has been determined to be a finalist and shall undertake any investigations as may be required by law.

hh. Employment Eligibility Verification


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To comply with the Immigration Reform and Control Act of 1986, all employees must complete Form I-9, “The Employment Eligibility Verification Form,” and submit required documentation prior to employment.

ii. Approval of New Hire

The approval to hire a person for a position shall be done in writing by the chief executive officer or an authorized delegate.

E. Personnel Files

There shall be a personnel file for each employee kept in the executive office of Value Schools or at the site where the person is employed. This file shall contain the following items: the letter of application, resume, letter(s) of reference, written authorization for employment, contracts or letters of appointment (if any), annual performance evaluations, I-9 employment verification form, and any other items that may be required by law (for school employees these include tuberculosis examination report, child abuse reporting awareness form, and verification that criminal background investigation has been complete.) The charter school shall comply with the provisions of Government Code 1198.5 and Education Code section 44031 with respect to the maintenance and right to inspect personnel files.

F. Evaluations

Probationary Periods

For all employees there shall be a probationary period of three months. At the end of the probationary period, the supervisor for the employee shall prepare a written evaluation. That evaluation shall state whether the employee is to be changed to regular status, to continue in an extended probationary period, or to be discharged. The evaluation may also specify areas for improvement in performance. The probationary period may be extended for an additional three months by the supervisor with the approval of the chief executive officer or an authorized delegate.

Annual Evaluations

For all employees there shall be an annual written performance evaluation. The evaluation shall be done in terms of the approved job description for the position and on the forms (or in the format) as may be prescribed by the chief executive officer or an authorized delegate.

G. Disciplinary Procedures

Oral Warnings

When an employee is performing his/her duties in an inappropriate, irresponsible or unsatisfactory manner, that employee shall be given an oral warning by his/her supervisor. The warning shall specify the problem and what is expected to correct the problem.

Written Warnings

After one or more oral warnings an employee may be given a written warning of inappropriate, irresponsible or unsatisfactory job performance. The warning shall specify the problem and what is expected to correct the problem.


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Suspension

After one or more written warnings an employee may be suspended with or without pay for inappropriate, irresponsible or unsatisfactory behavior. An employee may also be suspended with or without pay for gross misconduct, insubordination or failure to report for work; behavior that threatens the health or safety of other employees or clients; allegations of harassment, child abuse or criminal activity; or false or frivolous charges of harassment; and for all these reasons neither oral nor written warnings shall be required.

Discharge for Cause

After one or more written warnings an employee may be discharged for cause by reason of inappropriate, irresponsible or unsatisfactory behavior. An employee may also be discharged for cause by reason of gross misconduct, insubordination or failure to report for work; behavior that threatens the health or safety of other employees or clients; harassment, child abuse or criminal activity; or false or frivolous charges of harassment; and for all these reasons neither oral nor written warnings shall be required.

H. Grievance Procedure

Employees shall have the right to file a grievance regarding the conditions of his/her employment or regarding disciplinary action taken by his/her supervisor according to the procedure approved by the chief executive officer or an authorized delegate.

I. Separation

Probationary employees

Probationary employees may be discharged at any time without notice and without cause during their probationary period or at the end of it.

At-will employees

Except as might be specified by state labor law, at-will employees may be discharged at any time without cause. For persons employed less than six months, no notice is required. For persons employed from six to twelve months, thirty calendar days of notice are required. For persons employed more that one year, sixty calendars day of notice are required.

Term contract employees

jj. At end of term of contract

A person hired under a contract may be discharged at the end of the term of that contract without cause (i.e. The contract is not renewed.) A person hired under a contract for more than one year shall be notified at least sixty calendar days prior to the end of the term of his/her contract if that contract is not going to be renewed.

kk. During term of contract

A person hired under a contract may be discharged at any time for cause.


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Layoffs/Reduction in Force

Both at-will and contract employees may be laid-off if there is insufficient work for them to perform. The determination of insufficiency shall be made in the sole discretion of the chief executive officer or an authorized delegate. The determination is not eligible for review under the grievance procedure. Persons who have been employed for more than one year shall be given at least a sixty calendar days notice.

Resignation

Employees may resign by submitting a written letter of resignation. Unless otherwise specified by contract, employees shall give at least two weeks notice of resignation.

Retirement

Persons who have attained the age for eligibility for full benefits under the federal social security program may retire with all the benefits that may be specified for retirees.

J. Harassment Policy

Value Schools is committed to providing a work environment that is free from harassment in any form. Harassment of any person working for Value Schools by any other employee is strictly prohibited. Value Schools will treat allegations of harassment seriously and will investigate such allegations in a prompt, confidential and thorough manner according to the procedure approved by the chief executive officer or an authorized delegate.

K. School Personnel Matter

Criminal Record Summary

Value Schools/CCVS shall comply with Education Code section 44237. No person having contact with minor students may be finally hired (BEGIN WORK) at a school until clearance notification has been received from the Department of Justice. This law specifically applies to all teachers and coaches who do not hold a valid California credential, to all classified personnel and volunteers and to all temporary and substitute personnel. Prospective employees who are currently licensed by some other California state agency that requires a criminal record summary need not obtain an additional summary for the school. However, the employee must present the license to prove clearance. In obtaining a clearance notification, the principal shall comply with all rules and regulations of the Justice Department. To monitor for subsequent arrests after employment, principals shall 1. for credentialed teachers, regularly review the AIL POINTS BULLETIN sent monthly from

the California Commission on Teaching Credentialing; and

2. for other employees, request and use the CONTRACT FOR SUBSEQUENT ARREST NOTIFICATION SERVICE from the Department of Justice.


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Child Abuse Policy

Each principal shall train its employees in child abuse identification and in compliance with child abuse reporting requirements. All school employees shall sign the Child Abuse Reporting Acknowledgment form at the time of their hiring. All employees shall again sign the Child Abuse Reporting Acknowledgment at the beginning of each school year. The signed copies shall be kept in the employee’s personnel file. The form shall be prepared by the chief executive officer.

California law requires that known or reasonably suspected incidents of child abuse be reported immediately, or as soon as practically possible, by telephone to a child protective agency by a childcare custodian or health practitioner.

• “Child abuse” includes physical injury inflicted on a child by other than accidental means, sexual exploitation or assault, and neglect.

• A "child" is any person under the age of eighteen.

• A "child care custodian" includes a teacher, a principal, a teacher's aide, and the staff of an extended day care program.

• A "health practitioner" includes a social worker, a psychologist, a licensed nurse, and a marriage/family/child counselor.

• "Reasonable suspicion" means suspicion based upon facts that would cause a reasonable person in a like position, drawing on his or her training and experience, to suspect child abuse.

• A “child protective agency” is defined as a police or sheriffs department, probation, or county welfare department. In Los Angeles County, for example, the appropriate child protective agency is either the Los Angeles County Department of Children's Services or the law enforcement agency having jurisdiction over the area in which the abuse occurred. In most cases this would be in the area where the child resides.

A written report concerning the incident must be sent to the child protective agency within thirty-six hours after the initial telephone report.

In cases where the alleged child abuser is a school employee, a report shall also be made to the chief executive officer or authorized delegate.

Tuberculosis Examination

Value Schools/CCVS shall comply with Education Code section 49406. A tuberculosis examination is required for faculty, staff, and volunteers. The initial examination shall consist of a Mantoux skin test (not a chest X-ray) unless the employee can document, in writing, history of previous positive skin tests. All persons with a negative skin test history must have repeated skin tests at least every four years. The skin test must be an Intradermal Mantoux 5 TU (.0001 mg) PPD. All persons with a negative skin test history who convert to a positive skin test or those who have a history of a positive skin test must provide a certificate from a health provider stating that they are free from communicable disease. The health provider may or may not choose to use a diagnostic chest X-ray.


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School Personnel Policy Handbooks

The Principal shall provide to each school employee a copy of the school’s personnel handbook. The handbook shall contain the following items

• personnel policies adopted by the Board of Directors;

• personnel policies adopted by the school;

• personnel rules and procedures adopted by the Principal.

Grievance Procedure

1. Within fourteen calendar days of the date on which the matter that gives occasion to the grievance occurred, the employee shall request a meeting with his/her supervisor to discuss the complaint. The supervisor shall arrange to meet and discuss the complaint with the employee within seven calendar days of receiving the request.

2. If the employee does not find the matter resolved through this meeting, he/she may

request in writing that his/her supervisor review the matter. The written request shall indicate both the nature of the complaint and the desired solution. The written request for a review shall be made within seven calendar days of the meeting described in #1. The supervisor shall have seven calendar days to review the matter and respond in writing with his/her decision to the employee.

3. If the employee does not find the matter resolved through this written proceeding, he/she

may appeal the matter to the chief executive officer or an authorized delegate. The appeal shall be in writing within seven calendar days of receiving the written decision of the supervisor. It shall indicate both the nature of the complaint and the desired solution. The chief executive officer or an authorized delegate shall use whatever procedures he/she deems most appropriate to review the grievance; these procedures may or may not include a meeting with the employee or supervisor, the gathering of information from witnesses and the review of documents. The chief executive officer or an authorized delegate shall have fourteen calendar days to review the matter and respond in writing.

4. The decision of the chief executive officer or an authorized delegate is final and binding.

5. The timelines at any stage may be extended by mutual agreement of the parties specified. 6. In the event the supervisor is the chief executive officer, there is no appeal after the

second stage.


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Harassment Complaint Process

A charge of harassment shall not, in and of itself, create the presumptions of wrongdoing. However, substantiated acts of harassment will result in disciplinary action, up to and including discharge. Persons found to have filed false or frivolous charges will also be subject to disciplinary action, up to and including discharge. Harassment can occur in the work place when an individual is subjected to hostile or intimidating treatment because of their race, creed, religion, color, national origin, disability, gender, or sexual orientation. In may occur at any time during work or work-related business. It may include, but it is not limited to, any or all of the following forms: � Verbal harassment: derogatory comments and jokes; threatening words spoken to another

person;

� Physical harassment: unwanted physical touching, contact, assault; deliberate impeding or blocking of another’s movements; any intimidating interference with normal work or movements;

� Visual harassment: derogatory or demeaning or inflammatory posters, cartoons, written words, drawings and gestures;

� Sexual harassment: unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when any or all of the following apply: � Submission to such conduct is made either implicitly or explicitly a term or condition

of an individual’s employment; � Submission to or rejection of such conduct by an individual is used as a basis of

employment decisions; � Such conduct has the purpose or effect of unreasonably interfering with an

individual’s work performance or of creating an intimidating, hostile or offensive work environment.

� Any other act identified in Education Code section 230. Value Schools is committed to informing employees of this policy, strictly enforcing the policy, remaining watchful of conditions that create a hostile work environment and establishing practices to create a workplace free of discrimination, intimidation or harassment. If an employee has a complaint of harassment, he/she is to use the following steps

1. An employee may choose to tell the offending individual that the conduct is reprehensible and must stop. If the objectionable behavior does not cease immediately, the employee should report the situation to his/her immediate supervisor.

2. If the employee chooses not to tell the offending individual to stop or, if after telling the individual to stop, the behavior continues, the employee should report the matter to his/her supervisor.

3. In the case of sexual harassment, the employee may report the matter to another supervisor of the same gender.

4. If the complaint is against the supervisor, the employee may choose any supervisor to report the situation.

When a complaint of harassment is made, the supervisor receiving the complaint will do the following things:


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1. Thoroughly investigate the complaint.

2. Involve only necessary parties and maintain confidentiality to the extent possible. 3. Meet with the alleged offender and inform that person of the nature of the charges and the

name of the person bringing the complaint. 4. If circumstance warrant, may place the alleged offender on paid administrative leave

during the investigation. 5. Determine the disciplinary action appropriate to the nature, context and seriousness of the

harassment; this action could include termination of employment. 6. In the event an employee brings a complaint of harassment against a person who is not an

employee of Value Schools, the supervisor shall take all steps that may be appropriate to investigate the allegation and eliminate the problem.

L. Credential Documents

Central City Value School shall maintain a file the current teaching credentials and make them available for inspection to parties who have authority to review them.

M. Teacher Recruitment

Central City Value School will strive to employ only teachers who meet the NCLB standard of “highly qualified.” To that end the school will make available to qualified candidates financial support to participate in a university internship program. Central City Value School shall also notify parents of those teachers who may not meet the standard of “highly qualified” as required by NCLB.

N. Value Schools Hiring Protocol

Preamble

In addition to the policies specified in the Personnel Policies of Value Schools, administrators charged with the responsibility for hiring shall follow these procedures.

Procedures

ll. Review of required qualifications

The qualifications of the candidate must be examined to insure that minimum qualifications for academic preparation and experience have been met. The interview of the candidate and the questioning of references shall be used to verify the candidate’s acceptance of the five core values of Value Schools.


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Before final approval for hiring is given, there must be verification of employment eligibility, criminal record survey and tuberculosis screening (where required) and any other requirement of local, state or federal law.

Interview

The interview will be used to ascertain three critical elements in a candidate’s qualifications for the position:

1. The acceptance of the five core values of Value Schools. The interviewer will attempt to determine that the candidate

• personally had a successful school experience and sees going to school as important and necessary for the development of a complete and successful individual;

• understands and believes that all children can learn and that there is a basic set of knowledge and skills that all students should acquire;

• believes in his/her own abilities to help students learn, in particular those students whom some might categorize as difficult to educate for some reason;

• respects and values diversity of race, cultural, age, gender and so forth and does not exhibit prejudice against any category or group of persons;

• acts with respect towards other and speaks with respect towards others;

• gives evidence of an ability to work cooperatively with others;

• speaks favorably of spending time in meetings, collaboratively planning and cooperative activities;

• views teaching as a means of providing service to the human communities, more of a “vocation” than a “job”; and

• has demonstrated service to others through some form of present or past volunteer activity.

2. The candidate’s compatibility with the other employees with whom he/she will work (i.e. the likelihood that the candidate will truly become a member of the school community).

The interviewer will ask the candidate to discuss

• his or her experience in working with others;

• likes and dislikes about group projects;

• willingness to spend time outside of school hours working with and being with co-workers;

• his or her understanding of being part of a team or community.

3. The candidate’s competencies to perform the duties defined in the job description. The interviewer will attempt to assess the candidate’s

• verbal skills and ability to communicate effectively;

• abilities to perform the duties through examples the candidate might give in discussing the responsibilities of the position;

• understanding of the issues and challenges of the position by the questions that the candidate might ask.


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Check of references

1. The hiring administrator should personally interview at least one, and preferably two or more, references by telephone.

2. The interview of the references should attempt to gather information on the same criteria presented above in the interview of the candidate.

3. The references interviewed should be persons likely to be able to assess the candidate on the criteria presented above; these may or may not be persons listed by the candidate.

4. Whether listed or not by the candidate, the candidate’s current employer (or, if that is not possible for some legitimate reason, the immediately preceding employer) must be one of the references interviewed.

Signed statement of completion of the protocol

Upon completing the preceding three steps, the hiring administrator shall write a brief summary of the findings for the preferred candidate(s) and shall include the following statement in the summary:

“I have followed the prescribed protocol of Value Schools for the hiring process. I have assured myself that this candidate meets the required qualifications; I have interviewed the candidate and found this person to support the five core values and to have the knowledge and skills to perform the assigned responsibilities; and I have checked with two or more references to verify my finding that this candidate is qualified to be hired for this position.”

The summary and statement shall be signed and dated by the hiring administrator. The signed summary and statement shall not be kept with the personnel records of the candidate, but it shall be filed with chief executive officer (or authorized delegate) of Value Schools.

O. Interview Questions (The numbers in the parenthesis refer to the five core

values)

1. Tell me a bit about your teaching experience.

2. What do you enjoy most about teaching? (1, 2) 3. What do you enjoy least about teaching? (1, 2) 4. Have you found any children more difficult to teach than others? Explain (2, 3) 5. Have you ever gone to your principal and asked that a child be taken out of your class for

academic reasons? Why? What happened? How about for behavioral reasons? (2, 3) 6. How do find out about a student’s strengths and weaknesses? (2)


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7. What sort of problems have you encountered with parents? (3) 8. Do you find any type of parent harder to deal with? Explain (3) 9. In your current school are you called on to work with other teachers? How? Do you like that

or not? (4) 10. Does your school have faculty meetings that extend much past the regular school day? Is

that good or bad in your opinion? (4) 11. Are you involved in any community groups or church groups? If not, would you think that

you would find that enjoyable? (5) 12. What do you see as the greatest benefit of your schooling? Did you enjoy school? (1) 13. If you were going to start your own school, what would be the three most important

elements? (1, 2) 14. Why did you start teaching and why are you continuing to teach? And if you were planning

on leaving, why would you make that choice? (1,5) 15. What do you like and dislike about your current principal? (4) 16. Are there some things that all children should learn? Is it possible for some children not to

be able to learn them? Do you ever expect more from certain children? (2) 17. What special talents or skills do you have to offer (e.g. bilingual)? (2) 18. What would you like to know about Value Schools?

P. Value Schools Job Descriptions

Table of Positions

Job Description for Position of

Principal

General Responsibility

The principal provides overall leadership, direction and management to a school community in accord with the policies and practices of Value Schools.

Supervision

The principal is supervised by the chief executive officer of Value Schools (or an authorized delegate) and is directly responsible to that person.


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Specific Duties

1. Hires, supervises and evaluates the teachers and other school personnel; subject to the policies of Value Schools governing the qualification for employees and the personnel practices—including teacher evaluation based on student achievement.

2. Organizes the instructional program, chooses the programs and materials, supervises the instruction and assessment of students; with the advice and assistance of the faculty and subject to the curriculum standards and program assessment for Value Schools.

3. Administers the admission of students to the school, including the student orientation and parent induction (described later), makes major student disciplinary decisions, supervises the grading of student performance and makes student placement decisions; with the advice and assistance of the faculty.

4. Supervises the maintenance and repair of the materials, equipment and school facilities and property; makes recommendations for facilities improvements. The faculty is invited to offer suggestions for facilities improvements.

5. Prepares the school budget according the budget preparation guidelines for Value Schools and makes or approves all financial decisions necessary to implement the approved budget plan. The faculty is invited to make suggestions in the preparation of the budget.

6. Participates in the professional development activities that have been established by the principal or by the chief executive officer (or authorized delegate).

7. Acts as a role model of the five core values of Value Schools. 8. Supports the philosophy and goals of the school and the mission and goals of Value

Schools. 9. Insures the health, safety and welfare of students and other faculty and staff. 10. Holds confidential matters with appropriate confidentiality. 11. Adheres to all the policies and practice of the school and of Value Schools. 12. Carries out other such duties and responsibilities as may be assigned by the chief

executive officer (or authorized delegate) to achieve the goals of Value Schools.

Required Qualifications 1. Evidence of agreement with the five core values of Value Schools. 2. Master’s degree in school administration (or equivalent). 3. Successful experience as a principal in a private or parochial school or as a principal in a

“site-based-managed” public school; or preparation through a.) on-the-job training by having been a vice-principal (or equivalent

position with a different title) in a private, parochial or site-based-managed public school or

b.) graduate level education in a program designed to prepare for leadership in private or parochial school.

4. Compliance with the policies on tuberculosis, criminal record review and employment eligibility verification.

5. Fluency in the English language. 6. Ability to observe visually student activities and read printed materials; to hear oral

questions and instructions; orally present information, give directions and answer


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questions; to arrange furniture, equipment and materials in classrooms and other school settings; to move about in such a manner as to supervise adequately student behavior in the classroom and in other school settings.

Desired Qualifications

1. Five years successful experience as a principal of a private, parochial or site-base-managed public school.

2. Academic preparation through graduate level education in a program designed to prepare for leadership in private or parochial school.

3. Fluency in the native language of the students other than English.


Vice-Principal


The vice-principal is responsible for assisting the principal by performing some of the duties of the principal in accord with the policies and practices of Value Schools. The vice-principal may also be assigned teaching responsibilities.

Supervision

The vice principal is supervised by the principal and is directly responsible to the principal. Specific Duties

1. Performs certain specific duties of the principal that are assigned by the principal. 2. Gives assistance to the principal in undertaking certain activities of the specific duties of

the principal. 3. Represents the principal to the faculty, staff, parents and students in the absence of the

principal. 4. Participates in the professional development activities that have been established by the

principal or by the chief executive officer (or authorized delegate). 5. Acts as a role model of the five core values of Value Schools. 6. Supports the philosophy and goals of the school and the mission and goals of Value

Schools. 7. Insures the health, safety and welfare of students and other faculty and staff. 8. Holds confidential matters with appropriate confidentiality. 9. Adheres to all the policies and practice of the school and of Value Schools. 10. Performs the duties assigned by the principal.

Required Qualifications

1. Evidence of agreement with the five core values of Value Schools. 2. A master’s degree or California teaching credential. 3. Five years successful teaching experience. 4. Compliance with the policies on tuberculosis, criminal record review and employment

eligibility verification. 5. Fluency in the English language.


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6. Ability to observe visually student activities and read printed materials; to hear oral questions and instructions; orally present information, give directions and answer questions; to arrange furniture, equipment and materials in classrooms and other school settings; to move about in such a manner as to supervise adequately student behavior in the classroom and in other school settings.


1. Experience working in one of the Value Schools. 2. Preparation by experience or education to be a principal in one of the Value Schools. 3. Fluency in the native language of the students other than English.


Teacher— Core Subjects


A core teacher is responsible for facilitating student learning at a specified grade level(s) or in a basic subject area(s) in accord with the policies and practices of Value Schools.

Supervision

A core teacher is supervised by the school principal and is responsible to the principal. However, if the size of the school justifies school administrators in addition to a principal, the principal may assign the supervision of a teacher to one of these other administrators.

Specific Duties

1. Prepares and delivers instruction (presentations, activities, investigations, projects, discussions and so forth) that is designed to help students acquire one or more of the curriculum content items specified in the California curriculum standards (or, in the absence of California curriculum standards, the curriculum content standards approved by the chief executive officer of Value Schools).

2. Monitors student acquisition of the content items by formal and informal means; these include orally questioning students, preparing tests or other assessment tools, utilizing publisher produced tests and assessment tools, reviewing and correcting student assignments, and so forth.

3. Supervises students, encouraging responsible student behavior, providing direction for responsible behavior where needed and otherwise caring for the well-being of each student and for good order of the learning environment; this is done both in regular classroom settings, at times of student meals and recreational breaks, during approved school field trips, and for any other period that may be assigned by the principal.

4. Reports student progress in acquiring curriculum content items and responsible behavior on such forms or in such a manner as specified by the principal; this reporting is done both to the principal and to parents.

5. Maintains an environment that is conducive to learning; this is to be done by caring for a learning area that is assigned to the teacher by the principal and decorating it with instructional aids and student work, by caring for a learning space that may be temporarily used by the teacher but assigned to another person, and by helping to


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maintain the general appearance of all school facilities. 6. Participates in school planning, budgeting and decision making with the principal through

meetings, reviews of curricula and instructional materials, the preparation of reports or any other means that may be assigned by the principal.

7. Supports and cooperates with other school faculty and staff in a manner that furthers the successful completion of their duties.

8. Responds promptly to inquiries from parents and provides promptly to parents any special information about student performance or behavior that will help a student better meet the school’s performance standards.

9. Attends such parent, community and professional meetings that in the opinion of the principal are necessary for teacher attendance.



Schools. 13. Insures the health, safety and welfare of students and other faculty and staff. 14. Holds confidential matters with appropriate confidentiality.

15. Adheres to all the policies and practice of the school and of Value Schools. 16. Performs other duties that may be assigned by the principal that further the goals of the

school.


1. Evidence of agreement with the five core values of Value Schools. 2. Bachelor’s degree in the subject area(s) to be taught or in a closely related area. 3. A California preliminary or clear teaching credential in the subject area(s) to be

taught Compliance with the policies on tuberculosis, criminal record review and employment eligibility verification.


questions and instructions; orally present information, give directions and answer questions; to arrange furniture, equipment and materials in classrooms and other school settings; to move about in such a manner as to supervise adequately student behavior in the classroom and in other school settings.

6. Compliance with the “Highly Qualified” requirements under the No Child Left Behind Act.


1. Successful experience in teaching or in other ways working with students (of the age level for which employment is offered).



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Teacher— Non-Core Subjects


A special area teacher is responsible for facilitating student learning by providing a special educational service that supplements the work of the core teachers in accord with the policies and practices of Value Schools. Special education teachers, remedial specialists, speech therapist, librarians, school counselors and so forth are all special area teachers.

Supervision

A special area teacher is supervised by the school principal and is responsible to the principal. However, if the size of the school justifies school administrators in addition to a principal, the principal may assign the supervision of a teacher to one of these other administrators.

Specific Duties

1. Determines specialized needs of the students through consultation with one or more of the core teachers and the principal and through appropriate assessment procedures.

2. Prepares and delivers instruction (presentations, activities, investigations, projects, discussions and so forth) that is designed to help students acquire the curriculum content determined through consultation or assessment.

3. Monitors student acquisition of the content items by formal and informal means; these include oral questioning students, preparing tests or other assessment tools, utilizing publisher produced tests and assessment tools, reviewing and correcting student assignments, and so forth.

4. Supervises students, encouraging responsible student behavior, providing direction for responsible behavior where needed and otherwise caring for the well-being of each student and for good order of the learning environment; this is done both in regular classroom settings, at times of student meals and recreational breaks, during approved school field trips, and for any other period that may be assigned by the principal.

5. Reports student progress in acquiring curriculum content items and responsible behavior on such forms or in such a manner as specified by the principal; this reporting is done to one or more of the core teachers and also to the principal and to parents.

6. Maintains an environment that is conducive to learning; this is to be done by caring for a learning area that is assigned to the teacher by the principal and decorating it with instructional aids and student work, by caring for a learning space that may be temporarily used by the teacher but assigned to another person, and by helping to maintain the general appearance of all school facilities.

7. Participates in school planning, budgeting and decision making with the principal through meetings, reviews of curricula and instructional materials, the preparation of reports or any other means that may be assigned by the principal.

8. Supports and cooperates with other school faculty and staff in a manner that furthers the successful completion of their duties.

9. Responds promptly to inquiries from parents and provides promptly to parents any special information about student performance or behavior that will help students better meet the school’s performance standards.


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10. Attends such parent, community and professional meetings that in the opinion of the principal are necessary for teacher attendance.



Schools. 14. Insures the health, safety and welfare of students and other faculty and staff. 15. Holds confidential matters with appropriate confidentiality. 16. Adheres to all the policies and practice of the school and of Value Schools 17. Performs other duties that may be assigned by the principal that further the goals of the

school.


1. Evidence of agreement with the five core values of Value Schools. 2. Bachelor’s degree in the subject area(s) to be taught or in a closely related area. 3. Compliance with the policies on tuberculosis, criminal record review and employment

eligibility verification. 4. Fluency in the English language. 5. Ability to observe visually student activities and read printed materials; to hear oral



1. A California teaching credential or masters degree in the subject area(s) to be taught or in a closely related area.




Substitute Teacher


A substitute teacher is responsible for facilitating student learning by performing the work of a core teacher and special area teacher in the absence of that teacher in accord with the policies and practices of Value Schools.

Supervision

A substitute teacher is supervised by the school principal and is responsible to the principal in all matters. However, if the size of the school justifies school administrators in addition to a principal, the principal may assign the supervision of a substitute teacher to one of these other administrators.


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Specific Duties

1. Implements the lesson plans, learning activities and assessments that were designed by the core teacher or special area teachers.

2. In cases of a long absence of a core teacher or special area teacher, the substitute teacher may be required to perform all the specific duties of the teacher for whom a substitute is needed.


Schools. 5. Insures the health, safety and welfare of students and other faculty and staff. 6. Holds confidential matters with appropriate confidentiality.

7. Adheres to all the policies and practice of the school and of Value Schools. 8. Performing other duties that may be assigned by the principal that further the goals of the

school.


1. Evidence of agreement with the five core values of Value Schools. 2. Bachelor’s degree in the subject area(s) to be taught or in a closely related area. 3. Possession of the necessary credential to serve as a substitute teacher. 4. Compliance with the policies on tuberculosis, criminal record review and employment




1. A California preliminary or clear teaching credential or masters degree in the subject area(s) to be taught or in a closely related area.




Teacher Aide


A teacher aide assists a core teacher or special area teacher in the performance of that person’s responsibilities in accord with the policies and practices of Value Schools.

Supervision

A teacher aide is supervised by the teacher or teachers to whom the teacher aide is assigned and


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is responsible to that teacher(s). The principal of the school (or another administrator) also exercises general supervision of the teacher aide.

Specific Duties

1. Guides students in learning activities under the direction of the teacher. 2. Provides supervision of students along with the teacher and, at times, independently

of the teacher. 3. Assists the teacher in maintaining an environment that is conducive to learning, and

helps to maintain the general appearance of all school facilities. 4. Reviews student work under the supervision of the teacher. 5. Arranges furnishings, materials and equipment. 6. Does printing, copying and mailing as needed to support the teacher. 7. Reports on student learning and behavior to the teacher as is necessary. 8. Meets with parents, along with the teacher, if needed to support student performance. 9. Attends such parent, community and professional meetings that in the opinion of the

principal are necessary for teacher attendance. 10. Participates in the professional development activities that have been established by

the principal or by the chief executive officer (or authorized delegate). 11. Acts as a role model of the five core values of Value Schools. 12. Supports the philosophy and goals of the school and the mission and goals of Value

Schools. 13. Insures the health, safety and welfare of students and other faculty and staff. 14. Holds confidential matters with appropriate confidentiality. 15. Adheres to all the policies and practice of the school and of Value Schools. 16. Performs other duties that may be assigned by the principal that further the goals of

the school.


1. Evidence of agreement with the five core values of Value Schools. 2. Sixty semester units or ninety quarter units of college level course (compliance with

the requirements of the No Child Left Behind Act). 3. Compliance with the policies on tuberculosis, criminal record review and

employment eligibility verification. 4. Fluency in the English language. 5. Ability to observe visually student activities and read printed materials; to hear oral



1. A bachelor’s degree or some college experience. 2. Experience in working with children. 3. Fluency in the native language of the students other than English.


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School Secretary


A secretary provides clerical and staff support to principals and to others on the school faculty and staff.

Supervision

The secretary is supervised by the principal or by a staff person assigned by the principal to perform the function; the secretary is responsible to the principal or assigned staff person.

Specific Duties

1. Performs clerical functions of word processing, data entry, filing, mailing, telephone calling and answering, scheduling of events, arrangements for meetings and appointments and so forth.

2. Performs receptionist duties of greeting visitors, answering general inquires about the school, observing the comings and goings of persons on school premises.

3. Assists in the preparation of reports and school records (attendance, fire drills, inspections, employee work hours, and so forth).

4. Calls parents of absent students or parents in cases of special needs. 5. Manages projects as assigned by the principal. 6. Helps with certain bookkeeping and financial management functions. 7. Makes purchases of office and certain school supplies. 8. Admits tardy students and records their entry into the school. 9. Acts as liaison with health professionals and other community agents. 10. Supports teachers as may be necessary in arranging field trips, duplication of materials

and ordering of instructional supplies. 11. Attends staff meetings as scheduled by the principal. 12. Participates in the professional development activities that have been established by the


Schools. 15. Insures the health, safety and welfare of students and other faculty and staff. 16. Holds confidential matters with appropriate confidentiality. 17. Adheres to all the policies and practice of the school and of Value Schools. 18. Performs other duties that may be assigned by the principal that further the goals of the

school.


1. Evidence of agreement with the five core values of Value Schools. 2. High school diploma. 3. Experience or formal training in the word processing, data entry and management, the

use of computers and other office equipment. 4. Compliance with the policies on tuberculosis, criminal record review and employment

eligibility verification.


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1. Experience of three or more years in a secretarial position. 2. Experience as an employee or volunteer in a school or agency serving school-aged

children and youth. 3. Some college. 4. Knowledge of basic spreadsheet functions. 5. Fluency in a native language of the students other than English.


School Custodian


A custodian is responsible for cleaning the school building and grounds and keeping the appearance of the facilities in good order.

Supervision

The custodian is supervised by the principal or by a staff person assigned by the principal to perform the function; the custodian is responsible to the principal or assigned staff person.

Specific Duties

1. Cleans regularly and routinely all areas of the building. 2. Ensures that the exterior of the building and grounds are in good order. 3. Prepares for the principal a schedule for the cleaning of the building. 4. Assists faculty and staff in the maintaining the good appearance of their work areas. 5. Cleans facilities on evenings or weekends as may be needed to accommodate school

activities. 6. Purchase cleaning and other school supplies. 7. Attends staff meetings as scheduled by the principal. 8. Participates in the professional development activities that have been established by the


Schools. 11. Insures the health, safety and welfare of students and other faculty and staff. 12. Holds confidential matters with appropriate confidentiality. 13. Adheres to all the policies and practice of the school and of Value Schools. 14. Performs other duties that may be assigned by the principal that further the goals of the

school.


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1. Evidence of agreement with the five core values of Value Schools. 2. High school diploma. 3. Compliance with the policies on tuberculosis, criminal record review and employment




1. Experience of three or more years in a custodial position. 2. Experience as an employee or volunteer in a school or agency serving school-aged

children and youth. 3. Fluency in a native language of the students other than English.


School Facilities Maintenance Worker


A school facilities maintenance worker is responsible for the building systems in good working order. The school facilities maintenance worker may also be asked to fulfill one or more of the custodial functions.

Supervision

The school facilities maintenance worker is supervised by the principal or by a staff person assigned by the principal to perform the function; the school facilities maintenance worker is responsible to the principal or assigned staff person.

Specific Duties

1. Inspects, maintains and repairs building systems (electrical, plumbing, HVAC, and so forth) either directly or by arranging for the inspection, repair and maintenance.

2. Prepares for the principal a schedule of inspections and maintenance. 3. Identifies, screens and assists in the selection of maintenance and repair services. 4. Makes purchases of supplies and equipment. 5. Performs one or more of the duties of a school custodian. 6. Attends staff meetings as scheduled by the principal. 7. Participates in the professional development activities that have been established by the


Schools.


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10. Insures the health, safety and welfare of students and other faculty and staff. 11. Holds confidential matters with appropriate confidentiality. 12. Adheres to all the policies and practice of the school and of Value Schools. 13. Performs other duties that may be assigned by the principal that further the goals of the

school.


1. Evidence of agreement with the five core values of Value Schools. 2. High school diploma. 3. Experience as a tradesperson or apprentice in at least one area of building systems or has

three years experience in facilities maintenance. 4. Compliance with the policies on tuberculosis, criminal record review and employment




1. Holds a license in one or more of the areas of building systems. 2. Has three or more years experience in facilities maintenance. 3. Experience as an employee or volunteer in a school or agency serving school-aged

children and youth. 4. Fluency in a native language of the students other than English.


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Element 6: Health and Safety

Health & Safety

Central City Value School has a full program to ensure the health and safety of its students, as well as its staff, the parents and others who may be in the school building, consistent with policies on health and safety of Value Schools. These policies cover the following areas:

1. Compliance with federal, state and local laws requiring health and safety, including but not limited to building codes, fire codes, and occupational safety laws.

2. Supervision of students. 3. Prevention of injury. 4. Prevention of property loss, including fire prevention and threats of vandalism, theft

and water damage. 5. Emergency preparedness for fire, medical emergency, earthquake, flooding, bomb

threat, and violence or criminal activity or police action around the school.

Value Schools Policy on Health and Safety

1. Compliance with Federal, State and Local Laws

Each school or other facility that is owned or leased by Value Schools/CCVS shall comply with all laws regarding health and safety including, but not limited to, building codes, fire codes, and OSHA and Cal-OSHA requirements.

2. Supervision of Students Each principal shall insure that students are adequately supervised at all times while in a facility that is owned or leased by Value Schools/CCVS or participating in a school sponsored activity. “Adequate supervisions” means

There is a sufficient number of persons who can simultaneously observe students at all times, direct students to avoid hazards and assist a student(s) who may become ill or injured.

The persons providing supervision have the abilities (e.g. physical, psychological, etc.) to observe students at all times, to direct students to avoid hazards and to assist a student(s) who may become ill or injured. The persons providing supervision have received training or instructions to observe students at all times, to direct students to avoid hazards and to assist a student(s) who may become ill or injured. The persons providing supervision take reasonable action to prevent injury to students. Each principal shall periodically observe and evaluate persons who supervise students regarding the manner and quality of their supervision of students. 3. Prevention of Illness and Injury

Each school operated by Value Schools/CCVS shall have a program to prevent illness and

injury.


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This prevention program shall be consistent with directives for the prevention of illness and injury that are prepared by the chief executive officer or authorized delegate and have been

reviewed by the company(ies) providing insurance to Value Schools/CCVS.

This prevention program shall include these areas

• Communicable diseases

• Fire prevention and maintenance of fire safety equipment

• Elimination of physical obstacles and hazards

• Playground safety

• Attractive nuisances

• Equipment operating safety

• Hazardous materials

4. Prevention of Property Loss

Each school operated by Value Schools/CCVS shall have program to prevent loss of property.

This prevention program shall be consistent with directives for the prevention of property loss that are prepared by the chief executive officer or authorized delegate and have been

reviewed by the company(ies) providing insurance to Value Schools/CCVS.

This prevention program shall include these areas

• Fire

• Water damage

• Theft

• Vandalism

5. Emergency Preparedness Each school operated by Value Schools/CCVS shall have a written emergency preparedness plan in each of the following areas:

• Fire

• Medical Emergency

• Earthquake

• Flooding from internal and external water sources

• Bomb Threat

• Violence, criminal activity, and police actions occurring in the neighborhood of the school.

The written emergency preparedness plans shall include, where appropriate, the following items:

• Assignment of specific duties to specific individuals, including back-up assignments.

• Manner in which emergencies will be reported to proper authorities to ensure prompt responses.

• Arrangements for telephone service in the event of power failure.


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• Warning announcements to students, faculty and others.

• Evacuation routes and plans for their prompt, safe and efficient use.

• Plan for first aid and medical assistance, including CPR.

• Procedures for shutting off utilities

• Plan to protect property from loss or theft to the extent possible. In order to prepare for an emergency each school shall take the following actions:

• Instructing students, faculty and staff in emergency procedure.

• Performing periodic drills, especially fire drills.

• Keeping close contact with local fire department, including familiarizing the fire department with any unusual hazards or situations (e.g. students with physical disabilities).

• Posting in prominent places instructions for “What To Do in an Emergency,” including emergency telephone numbers.

• Regular inspection and testing of emergency equipment, especially alarm systems.

• Learning how, where and when to report claims for injury and property loss.

Faculty and staff are annually trained in those parts of the safety plan that are applicable to their functions in the school. The safety plan will be periodically updated and copy kept on file at the school for public inspection.

Requirements for teachers

Additionally, Value Schools/CCVS will follow the Value Schools polices regarding the criminal background checks of employees, the mandated child abuse reporting laws, and tuberculosis screening for school employees. See Element 5 for these policies

Requirements for students

All students require immunizations as a condition of attending school. The required immunizations shall be the same as those required in regular public schools. Value Schools/CCVS will also arrange for health screening for vision, hearing and scoliosis to be available for students on a periodic basis. These screenings will be of the type that is provided in regular public schools.

Facilities

Value Schools has leased a building for Central City Value School. The building is located at 221 N. Westmoreland Avenue in Los Angeles. The building has been completely renovated for school use, ensuring that it meets the building codes of the City of Los Angeles, federal Americans with Disabilities Act access requirements, and other applicable fire, health and structural safety requirements. Value Schools/CCVS will make available upon request such documents as may have been provided by government agencies verifying that these requirements have been met. A Certificate of Occupancy for use as a school was issued by the city in April 2007.


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Administration of Medication to Students

Value Schools/CCVS prohibits the administration of any medication (prescription and over-the-counter) to students except in the following circumstance and in the following manner:

1. the parent/guardian requesting the administration of medication provides the school with a written certification from the student’s doctor that clearly identifies the name of the medication, the dosage and timing of the administration; 2. the medication is delivered by the parent/guardian to the school’s administrative office and is kept only in that office; 3. the medication is administered only by the school secretary or in that person’s absence by another staff member specifically designated by the principal to administer the medication. 4. in the situation that the physician has prescribed an asthma inhaler the student may keep the inhaler and self-administer; 5. in the situation that the physician has prescribed an “epipen”, the “epipac” is kept by

the classroom teacher and administered by the teacher if needed; the teacher must trained in the administration of the medication and the instrument;

6. when a student who is taking medication goes on field trip, his/her medication is brought along and administered by the accompanying classroom teacher (who has been trained in the administration of the medication).

Insurance Requirements

No coverage shall be provided to Value Schools/CCVS by the District under any of the District’s self-insured programs or commercial insurance policies. The charter school shall secure and maintain, as a minimum, insurance as set forth below with insurance companies acceptable to the District [A.M. Best A-, VII or better] to protect Value Schools/CCVS from claims which may arise from its operations. Each Value Schools/CCVS location shall meet the below insurance requirements individually.

It shall be Value Schools/CCVS’s responsibility, not the District’s, to monitor its vendors, contractors, partners or sponsors for compliance with the insurance requirements. The following insurance policies are required:

1. Commercial General Liability coverage of $5,000,000 per Occurrence and in the

Aggregate. The policy shall be endorsed to name the Los Angeles Unified School District and the Board of Education of the City of Los Angeles as named additional insured and shall provide specifically that any insurance carried by the District which may be applicable to any claims or loss shall be deemed excess and the charter school's insurance primary despite any conflicting provisions in Value Schools/CCVS 's policy. Coverage shall be maintained with no Self-Insured Retention above $15,000 without the prior written approval of the Office of Risk Management for the LAUSD.

2. Workers' Compensation Insurance in accordance with provisions of the California Labor

Code adequate to protect the charter school from claims that may arise from its operations pursuant to the Workers' Compensation Act (Statutory Coverage). The Workers’ Compensation Insurance coverage must also include Employers Liability


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coverage with limits of $1,000,000/$1,000/000/$1,000,000.

3. Commercial Auto Liability coverage with limits of $1,000,000 Combined Single Limit per Occurrence if the charter school does not operate a student bus service. If Value Schools/CCVS provides student bus services, the required coverage limit is $5,000,000 Combined Single Limit per Occurrence.

4. Fidelity Bond coverage shall be maintained by Value Schools/CCVS to cover all charter school employees who handle, process or otherwise have responsibility for charter school funds, supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention.

5. Professional Educators Errors and Omissions liability coverage including Sexual Molestation and Abuse coverage, unless that coverage is afforded elsewhere in the Commercial General Liability policy by endorsement or by separate policy, with minimum limits of $3,000,000 per occurrence.

6. Excess/umbrella insurance with limits of not less than $10,000,000 is required of all high schools and any other school that participates in competitive interscholastic or intramural sports programs.

*Coverages and limits of insurance may be accomplished through individual primary policies or through a combination of primary and excess policies. The policy shall be endorsed to name the Los Angeles Unified School District and the Board of Education of the City of Los Angeles as

named additional insured and shall provide specifically that any insurance carried by the

District which may be applicable to any claims or loss shall be deemed excess and Value

Schools/CCVS's insurance primary despite any conflicting provisions Value Schools/CCVS 's

policy.

Evidence of Insurance

Value Schools/CCVS shall furnish to the District’s Office of Risk Management and Insurance Services located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all new policies inceptions, renewals or changes, certificates or such insurance signed by authorized representatives of the insurance carrier. Certificates shall be endorsed as follows:

“The insurance afforded by this policy shall not be suspended, cancelled, reduced in

coverage or limits or non-renewed except after thirty (30) days prior written notice by

certified mail, return receipt requested, has been given to the District.”

Facsimile or reproduced signatures may be acceptable upon review by the Office of Risk Management and Insurance Services. However, the District reserves the right to require certified copies of any required insurance policies.

Should Value Schools/CCVS deem it prudent and/or desirable to have insurance coverage for damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the District and its purchase shall be the responsibility of Value Schools/CCVS.


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Additionally, Value Schools/CCVS will at all times maintain a funds balance (reserve) of its expenditures as required by section 15543, Title 5 of the California Code of Regulations. Currently, the required reserve is 5% of total operational expenditures.

Hold Harmless/Indemnification Provision

A charter petition must include the following indemnification provision:

To the fullest extent permitted by law, Value Schools/CCVS does hereby agree, at its own expense, to indemnify, defend and hold harmless the LAUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever, arising out of, or relating to this charter agreement. Value Schools/CCVS further agrees to the fullest extent permitted by law, at its own expense, to indemnify, defend, and hold harmless the LAUSD and the Board of Education and their members, officers, directors, agents, representatives, employees and volunteers from and against any and all claims, damages, losses and expenses including but not limited to attorney’s fees, brought by any person or entity whatsoever for claims, damages, losses and expenses arising from or relating to acts or omission of acts committed by Value Schools/CCVS, and their officers, directors, employees or volunteers. Moreover, Value Schools/CCVS agrees to indemnify and hold harmless the District for any contractual liability resulting from third party contracts with its vendors, contractors, partners or sponsors.

Asbestos Management:

Value Schools/CCVS shall occupy facilities that comply with the Asbestos requirement as cited in the Asbestos Hazard Emergency Response Act (AHERA), 40 CFR part 763. AHERA requires that any building leased or acquired that is to be used as a school or administrative building shall maintain an asbestos management plan.

FERPA/Confidentiality of Pupil Records:

Value Schools/CCVS will operate in compliance with the Federal Family Educational Rights and Privacy Act “FERPA” (governing the privacy and confidentiality of pupil records).

• Value Schools/CCVS will designate a member of the administrative staff to oversee compliance with FERPA. Said administrative staff member will be known as the “FERPA administrator”

• With the exception of records kept by individual teachers, the FERPA Administrator will store all educational records in a central, secured location, access to which is limited to designated members of the administration

• In cases when an individual other than a Parent Submits a request to review records, the FERPA Administrator will obtain Parent’s signed and dated written consent prior to disclosure of educational records and personally identifiable information. In cases where


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written consent is required, the FERPA Administrator will provide information to the Parent about the nature of the records that are contemplated for release, the reason for the request and to whom the records would be released. If the Parent so requests, copies of the records that have been requested for release will be provided to the Parent.

• The FERPA Administrator will maintain a record of all parties (other than Parents and school officials) that have requested and/or received personally identifiable information from a student’s education records and indicating the legitimate interest each such party had in obtaining access to the records. The FERPA Administrator will maintain a copy of the record of access with the education records of each student.

• The FERPA Administrator will maintain a list that contains the names and positions of those employees who may have access to personally identifiable information.


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Element 7: Racial and Ethnic Balance

General Policy Statement

Notwithstanding other statements, assurances and certifications that may appear in this charter petition, Value Schools/CCVS in admitting students to the school will follow California law.

Achieving racial-ethnic balance

Because most of the students attending Central City Value School live in nearby neighborhoods and these neighborhoods are mostly Hispanic, the school has a disproportionately high number of Hispanic students. However, Value Schools/CCVS will continue to prepare recruitment literature in English, as well as Spanish, to demonstrate its openness to African-American and Caucasian students. When non-Hispanic families inquire about the school, the administration will make every effort to encourage them to enroll their children. Additionally, Value Schools/CCVS will make every effort to continue its racially and ethnically diverse faculty and staff to make families of all backgrounds feel welcome.

Student recruitment

Value Schools/CCVS is presently recruiting students by a variety of means, including distributing informational flyers and open house. Because of the over-crowding of high schools in the immediate area, Value Schools/CCVS is concentrating its efforts on the immediate neighborhood. Value Schools/CCVS has a simple brochure that is written in both Spanish and English and is distributed to families. Central City Value School will also advertise for students in neighborhoods that have ethnic make-ups different than the one from which is currently drawing students.

Public School Choice Traveling Students The District and Value Schools/CCVS are committed to providing all students with quality educational alternatives in compliance with all federal and state laws, including students who are enrolled in schools of the District identified by the California Department of Education as in need of Program Improvement. Public School Choice (“PSC”) placement with charter schools is an alternative strongly encouraged by the No Child Left Behind Act of 2001(“NCLB”). Value Schools/CCVS agrees to discuss with the District the possibility of accepting for enrollment District students participating in the District’s PSC program. The parties agree to separately memorialize any agreed-to number of PSC placements of District students at the school. As required under NCLB, all PSC students attending Value Schools/CCVS shall have the right to continue attending Central City Value School until the highest grade level of the charter. However, the obligation of the District to provide transportation for a PSC student to Value Schools/CCVS shall end in the event the PSC student’s resident District school exits Program Improvement status. Value Schools/CCVS will ensure that all of its PSC students are treated in the same manner as other students attending the school. PSC students are and will be eligible for all applicable


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instructional and extra-curricular activities at the school. Value Schools/CCVS will make reasonable efforts to invite and encourage the participation of the parents of PSC students in the activities and meetings at the school. Determination of student eligibility for this PSC option, including the grade level of eligibility, will be made solely by the District, based on the District’s PSC process, guidelines, policies and the requirements of NCLB. In the event demand for places at Value Schools/CCVS under the PSC program increases in subsequent years, Value Schools/CCVS agrees to discuss with the District the possibility of increasing the number of PSC places available at the school.

Federal Compliance

To the extent that Value Schools/CCVS is a recipient of federal funds, including federal Title I, Part A funds, Value Schools/CCVS has agreed to meet all of the programmatic, fiscal and other regulatory requirements of the No Child Left Behind Act and other applicable federal grant programs. Value Schools/CCVS agrees that it will keep and make available to the District any documentation necessary to demonstrate compliance with the requirements of the No Child Left Behind Act and other applicable federal programs, including, but not limited to, documentation related to required parental notifications, appropriate credentialing of teaching and paraprofessional staff, the implementation of Public School Choice and Supplemental Educational Services, where applicable, or any other mandated federal program requirement. The mandated requirements of NCLB include, but are not the limited to, the following:

• Notify parents at the beginning of each school year of their “right to know” the professional qualifications of their child’s classroom teacher including a timely notice to each individual parent that the parent’s child has been assigned, or taught for four or more consecutive weeks by, a teacher who is not highly qualified.

• Develop jointly with, and distribute to, parents of participating children, a school-parent compact.

• Hold an annual Title I meeting for parents of participating Title I students.

• Develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy.

Value Schools/CCVS also understands that as part of its oversight of the school, the Charter School Office may conduct program review of federal and state compliance issues.

Court-ordered Integration

Value Schools/CCVS is subject to the requirements of the Crawford Court Order. The school will provide a written plan as referenced in Element 7 to achieve and maintain the District’s ethnic balance goal which is within a 70:30 or 30:70 ratio.


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Element 8: Admission Requirements

Admission Policy

Central City Value School admits all students who are of school age, have completed 8th grade and who are residents of the state of California without regard to race, color, national and/or ethnic origin, gender, religion and disability. If more students apply for admission than seats available, selection will be by lottery.

Admissions requirements

The requirements for admission to Central City Value School are as follows: 1. The student must be a resident of the state of California. 2. The student must be of a legal age to start school in California. 3. The student must not have completed the twelfth grade

Admission preferences and selection

In the event that there are more children seeking enrollment in Central City Value School, the school will give preference to the following applicants:

1. The children of the school’s founders (i.e. the parents who sign the initial petition requesting the charter).

2. The siblings of children currently enrolled in the school. 3. The siblings of students enrolled at its sister school, Downtown Value School. 4. The siblings of graduates of Central City Value School. 5. Residents of the Los Angeles Unified School District.

Admissions process

1. Parents who are seeking to enroll a student in the school submit an application. These applications are available from September on for the following school year.

2. On or about February 1st parents of students who are currently enrolled are asked if they plan to have their children return in the following year. If they say “yes,” or fail to return the form, those students are counted as returning.

3. The school calculates the available seats at each grade level, reserving two seats or more for students who may be retained.

4. A lottery date is set for the first week in February each year. 5. If the number of applicants at any grade level does not exceed the available seats on

the lottery date, all the applicants are accepted and the number of available seats is recalculated.

6. If the number of applicants at any grade exceeds the available seats, the school reviews the applications to first determine if any student is on the priority list presented above. If there are students on the priority list and the number of students do not exceed the available seats at a given grade level, all those students are accepted and the number available seats is recalculated.

7. If the number of priority applicants exceeds the available seats on the lottery date, a lottery is conducted by randomly drawing names of only the priority applicants. Those names drawn first are accepted for admission and the other priority applicants are placed the waiting list in the order their names are drawn. If the number on the


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waiting list is small and it is possible that seats might become available after all on the waiting list are given an opportunity to enroll, then the names are drawn from all applicants on file on the date of the drawing and they are assigned a waiting list number.

8. If there are available seats after admitting priority applicants, a lottery is conducted by randomly drawing names of all the applicants on file as of the lottery date. Those names drawn first are accepted for admission and the other applicants are placed on the waiting list in the order their names are drawn. Those names drawn first are accepted for admission and the other applicants are placed the waiting list in the order their names are drawn.

9. If there are available seats at any grade level, applications for those grades are accepted and one month later another lottery date is established and the procedure outlined above is followed. The process continues monthly until all seats are filled and a waiting list order established.

10. Once all seats are filled and a waiting list established, applications are still accepted, but applicants are not assigned a waiting list number. However, if the number on the waiting list is small and it is possible that seats might become available after all on the waiting list are given an opportunity to enroll, then in the succeeding month another lottery is conducted randomly, drawing names from the applicants on file as of the lottery date and they are assigned a waiting list number.

Public notice of admissions process

1. All applicants to Central City Value School are notified in writing about the admission process at the time they complete an application for admission.

2. The dates and times of all lotteries are posted in a prominent place near the entrance to the school most commonly used by the public.

3. Persons desiring to attend the lottery are asked to notify the school in advance so that accommodations can be made for them.

4. The lotteries are conducted in the school’s administrative offices by the principal or the principal’s delegate. If more persons desire to attend than can comfortably fit in the school’s administrative offices, another venue will be chosen and those who have indicated their desire to attend will be notified.

Notice to those admitted and to those on the waiting list

1. Those selected for admission are notified by telephone call from the school secretary. At that time an appointment is scheduled for the parent induction. If the parent fails to come for appointment and does not reschedule, the student’s seat is assigned to the next person on the waiting list. Appropriate accommodations will be made for working parents.

2. Within twenty-four hours after the lottery, those selected by lottery are posted in the same location as the notice of the lottery.

3. Those on the waiting list are notified by the school secretary by letter and told of their position on the waiting list. However, if a parent is applying after all seats for a given grade have been taken, the parent is orally notified at the time of obtaining the application form that the student will be placed on a waiting list.

4. If a seat becomes available at a later date, the school secretary calls the next person


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on the waiting list to establish an appointment for the parent induction. If that parent indicates that he/she is not longer interested, the next person on the waiting list is contact.

5. In the event that all persons who have been assigned a number on the waiting have been exhausted and there are “unranked” persons on the waiting list, a random drawing is conducted of those persons to determine the order of selection.

The challenge to some students

The programmatic elements of Central City Value School require students to spend more time in school. The expectations of the school require students to use their time productively. Creating the setting that motivates students to meet these requirements is a conscious and deliberate activity of the faculty of Central City Value School. Just as students are given the choice to attend, they have a choice to leave. Central City Value School expects that a certain number of students will choose to leave. Central City Value School will work with the student’s district of residence to implement procedures for requesting a new school assignment. If a pupil is expelled or leaves Value Schools/CCVS without graduating or completing the school year for any reason, Value Schools/CCVS shall notify the superintendent of the school 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. Before attending a Central City Value School for the first time, a student must be admitted to the school. The admission process includes a parent induction program and a student orientation.

Parent induction program

The induction program is an educational program designed to facilitate the parent’s acceptance of the expectations by Central City Value School. The first step is a conference with the school’s principal or another administrator prepared to undertake the role. In the conference the school’s expectations for both the student and parent are outlined and the range of parent support opportunities are presented. The parent is encouraged to identify the problems or obstacles that he or she may fear. The principal guides the parent through possible solutions to these hindrances. The conference concludes with an invitation to the parent to make a commitment to support the core values and to cooperate with the school in the formation of the student in these values. The induction program continues at each parent gathering. At these meetings parents come to understand more of their role in assisting in their children’s education. Students will join the parent for the conclusion of the conference and also make a commitment to the core values.

Student orientation

Critical to the success of any school is the willingness of the students to do the work of the school. Central City Value School proposes to conduct a program to help students not only be willing participants in the school activities, but also to embrace the five core values.


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The program begins with a specially designed student orientation. The orientation demonstrates the value of school in the life of the student. The orientation is constructed to help form the affective dimension of the students and to suggest motivations that are meaningful to students. The orientation is conducted during the same time frame as the parent induction program. In this way the student should be prepared to sign a commitment to the core values before actually beginning in school.


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Element 9: Financial Operations and Audits

Goals and Objectives for School Financial Operations

• Maintain good business practices.

• Guarantee an annual balanced budget.

• Reinvest in the infrastructure of the school.

Business and Financial Operations

Staffing for Financial Management

vii. Principal

The principal has the primary responsibilities for implementing the school budget. This includes authorizing purchases, reimbursements and payrolls; and entering into contracts, rentals and other agreements in accord with the budget. The principal has authority to sign checks on all accounts for the school subject to the limitations for amount requiring dual signatures.

viii. School Secretary

The school secretary assists in those duties assigned by the school principal. The secretary has specific responsibility for assembling attendance reports and accounting for school food services programs.

ix. CEO of Value Schools

The chief executive officer supervises the principal in the preparation and implementation of the budget. After reviewing budgets proposals, requests for budget alternations in excess of $25,000 and requests for contracts, leases or purchases in excess of $25,000, the chief executive officer presents them to the board for approval. The chief executive officer has authority to sign checks on all accounts for Central City Value School, subject to the limitation for amounts requiring dual signatures. The chief executive officer also supervises the Business Manager in the conduct of his/her duties. The chief executive officer may delegate any of these responsibilities to another employee of Value Schools by either issuing a written authorization or including the responsibilities in the position description for that person.

x. Business Manager for Value Schools

The business manager prepares all checks for signature by authorized person, maintains files of auditable financial records, and enters records into journals and ledgers according to generally accepted accounting procedures. The business manager assists the principals with the preparation of payroll records and works with payroll services for payroll tax reporting and depositing. In the absence of a payroll service, the business manager prepares the tax reports and makes the tax deposits. The business manager prepares financial reports and advises the principal and chief executive officer on the implementation of budget. The business manager shall have the skills to fulfill these specified functions. This will be demonstrated by a degree or certificate in bookkeeping from an accredited post-secondary school, by successful on the job experience, or by being in the employ of a certified public account or accounting firm.

Budgets

xi. Guidelines for the Preparation of School Budgets

The CEO of Value School or his/her delegate in consultation with the principal of Central City


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Value School and its School Site Council prepares the budget for Central City Value School.

xii. Authorization

No budget is final, nor may a principal implement any budget, until it has received the authorization of the chief executive officer or an authorized delegate after approval by the board of directors.

xiii. Balanced Budget

Current expenses may not exceed current revenues unless the board of directors has approved borrowing funds to meet current expenses.

xiv. Revenue Estimation

Funding from government sources is to be verified if possible from funding sources. If a projected rate is not available, the estimate to be used is the current year amount plus the current rate of inflation in the consumer price index for the Los Angeles metropolitan area. A detailed schedule identifying all funds sources, rates and multipliers (e.g. ADA) is to be appended to the budget.

xv. Compensation

If the board of directors has adopted salary schedules, they are to be followed. If one has not been adopted for the position(s) being budgeted, then the principal shall research comparable schools to determine what is being paid for the position(s) in question and consult with the chief executive officer before finalizing a salary for the position. The benefit package approved in the Personnel Policies is to be used. No additional benefits are permitted.

xvi. Leases and Contracts

New leases and contracts, or modifications of existing leases and contracts, in excess of $25,000 are to be authorized by the chief executive officer or an authorized delegate after approval by the board of directors.

xvii. Capital Outlays

A capital outlay in excess of $25,000 is permitted only after authorization by the chief executive officer or authorized delegate after approval by the board of directors.

xviii. Charter School Oversight

Charter schools are to budget 1% of its public funding for payment to the chartering school district for oversight.

xix. Services from Value Schools

5% of all revenue is to be budgeted for payment for services provided by Value Schools. The chief executive officer may reduce this percentage.

xx. Reserve Funds

The budget should include reserve funds in the amount of 2% of the total expenses for current operations. However, if the school has an operating fund balance that is at least 1% of the total expenses for current operations, then the combination of the fund balance and the amount budgeted for reserve funds must equal 2% of the total expenses for current operations. Current operations include all programs being operated by the school and debt service funded from


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current revenues.

xxi. Account Codes

The California Department of Education Standard Account Codes are to be used.

xxii. Budget Formats.

If budget forms have been prepared and distributed by Value Schools, they are to be used. Otherwise, the principal may devise forms that are useful to planning and control.

xxiii. Budget Preparation Calendar

a. The principal shall submit requests for the following year’s initial operating budget to the chief executive officer or an authorized delegate by March 1st.

b. The chief executive officer or an authorized delegate will prepare the initial budget and consult with the principal by April 1st and will consult with the School Site Council by May 1st.

c. Revisions must be completed and budget submitted for board approval in June. d. In September the CEO of Value Schools in consultation with principal shall review

enrollment and hiring and make budget adjustments accordingly. A revised budget shall be submitted to the board of directors in October.

xxiv. Multi-year Budgets

Along with the current operating budget, which is prepared in full detail, the CEO will submit pro-forma budgets for the succeeding four years. Planned changes in the operations are to be explained in accompanying notes.

xxv. Types of budgets

There are two annual budgets: one for current operations and one for capital outlays. Debt reduction that is being paid with current income is to be part of the budget for current operations.

xxvi. School Site Council

The School Site Council shall review the budgets before their submittal to the board of directors.

xxvii. Approval

The board of directors approves the budgets after their presentation by the chief executive officer.

Internal Controls

xxviii. Authorizing purchases and check requests

The principal has the authority to authorize purchases and approve check requests in accord with the approved budget. Purchases are to be made with a purchase order that shows the name of the person making the purchase, the cost of the purchase, the account to be charged, the date of the purchase and the signature of the authorizing agent. Vendor order forms that show the same information are satisfactory. Purchases made over the telephone or Internet are documented with the same information. Check requests include the same information.

xxix. Authorizing reimbursements

The principal has the authority to authorize reimbursements to employees in the school; however, not to him/herself. Normally, reimbursements are to be made when there is prior approval from the principal to the employee. Check requests for reimbursements are to include all the information specified above for other purchases and payments. All requests for reimbursements must be accompanied by receipts for individual items in excess of twenty-five


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dollars ($25.00). The chief executive officer or an authorized delegate must approve requests for a reimbursement to the principal.

xxx. Petty cash

The principal may keep petty cash not to exceed one hundred dollars ($100.00) in the custody of the school secretary or other employee appointed for this purpose. Petty cash is to be disbursed only upon presentation of a proper receipt and verification of the purchase. The only exceptions are for petty cash reimbursements for coin-operated telephones, parking meters, public transportation or other such places where receipts are customarily not available. The person disbursing the petty cash shall prepare a report showing all the same information required for other purchases and payments for each of the disbursement; no petty cash may be replenished without the report.

xxxi. Cash advances

Cash advances are to be discouraged. When it is absolutely necessary that one be made from petty cash, the principal must gives a form to the custodian of the petty cash specifying to whom the money is given, the date, the date that a receipt for the expenditure is expected, the purpose and the signature of the principal. This function may not be delegated to the custodian of the petty cash. Cash advances made by means of a check request must contain all the information contained in other check requests and the date that a receipt for the expenditure is expected.

xxxii. Preparing checks

The checks are prepared by the business manager upon the presentation of a properly executed check request. Checks will be prepared by the business manager at least bi-weekly. In the case of an emergency the chief executive officer may authorize someone else other than the person signing the check to prepare it. After preparation of the checks, the business manager will promptly return them to the appropriate person for signature and for delivery to the payee.

xxxiii. Signing checks

The principal has authority to sign the checks drawn on the school accounts; except that checks other than payroll checks in excess of $3,000 shall require dual signatures. The chief executive officer or authorized delegate will be the second signature. In the case of an emergency the chief executive officer may sign on a school’s account. In the situation where the principal is not available to sign along with the chief executive officer, the treasurer for Value Schools will be the second signature.

xxxiv. Receiving checks and currency

There be must be a receipt issued for all money (checks and currency) brought to the school for deposit in a school account. Normally, the school secretary would receive the money and issue the receipt.

xxxv. Depositing checks and currency

Checks and currency should be deposited on the day of their receipt. The business manager prepares the bank deposit slip. The bank’s receipt for deposit and the copy of the deposit slip are kept on file with the bank statements by the business manager.

xxxvi. Bookkeeping and reporting

The business manager shall regularly enter into the books of record the financial transactions of the schools. Financial records for Central City Value School shall be recorded separately from other transactions for Value Schools. Monthly financial reports, and such as may be required by


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law, LAUSD, contracts for services, or grants are to be prepared by the business manager.

Accounting

xxxvii. Basis for accounting

Accounting shall be done on a modified accrual basis in conformity with generally acceptable accounting principles.

xxxviii. Chart of accounts

The chart of accounts shall accommodate the reporting requirements of funding agents. This includes the California Department of Education. The California Standardized Account Code Structure shall be followed.

xxxix. Accounting services

The chief executive officer shall determine whether to hire staff to perform the necessary accounting functions or to contract another agency, school district or service for these functions. The chief executive officer shall be accountable to the board of directors for timeliness and accuracy of the accounting functions.

Reporting

The chief executive officer shall ensure that monthly, quarterly and annual statements of financial activity are prepared according to generally acceptable accounting principles and presented to the board of directors and the principal of Central City Value School in a timely fashion. Further the chief executive officer shall be responsible for preparing all other reports as may be required by law, LAUSD, grants or contracts. On behalf of Central City Value School the chief executive officer will provide to the Los Angeles Unified School District the First Interim Financial Report on November 30 and the Second Interim Financial Report on February 15 for each fiscal year.

Payroll

xl. Verification

The principal shall be responsible for the verification of each payroll.

xli. Preparation

The chief executive officer shall decide whether to use a payroll service from the county board of education, a school district or private provider or to do the payroll with staff; except that the payroll shall be done in such a manner as to allow employees eligible for the state retirement system to participate in it.

xlii. Reporting payroll taxes and payments

Unless it is done under contract by a payroll service, the business manager shall be responsible for the reporting of payroll taxes and the deposit of taxes.

Banking

xliii. Institution

The chief executive officer shall be responsible that funds are deposited with a federal insured financial institution that provides the services necessary for the financial needs of the schools. Funds may be also kept on deposit with the county treasurer.

xliv. Separate Accounts

Funds for Central City Value School and for Value Schools shall be kept separate from one


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another.

Purchasing

xlv. Competitive pricing

Purchases and contracts in excess of $1000 can be made only after competitive pricing. Evidence of research into competitive pricing must accompany the check request/purchase order. Purchase and contract in excess of $25,000 can be made only through competitive bidding. The chief executive officer may waive this requirement if an identical purchase has been made within the last two years.

xlvi. Conflict of interest

Purchases from or contracts with any person who has a financial interest in Central City Value School, another school sponsored by Value Schools or Value Schools is prohibited.

Asset management

xlvii. Capitalization

Any piece of furnishings or equipment and any improvement to a building owned, which both costs in excess of $5,000 and has useful life of five or more years, shall be recorded on the books as a fixed asset and depreciated over its useful life.

xlviii. Asset inventories

A list of all capitalization assets, their book value, date of purchase and depreciation rate shall be kept on file with the bookkeeper/account. Additionally, any piece of furnishing or equipment purchased with public funds shall, as required by law or regulation, be tagged as such and information kept on file regarding its cost and date of purchase, even if they have not been determined to be a capital asset.

Audit

xlix. Auditors

Audits shall be conducted as required by law, LAUSD, grants and contracts by a certified public accountant according to generally accepted accounting principles. The CEO of Value Schools will select the audit and report that selection to the board of directors. An auditor with knowledge and experience in auditing publicly funded schools will be engaged.

l. Conduct of the audit

Value Schools/CCVS shall, without exception, provide to the independent auditor all documents requested. They shall make available or obtain answers to all questions posed by the auditors. They shall cooperate in all other ways to ensure that auditors have complete access to the information needed for a full and thorough audit. The information provided to the auditor shall be complete and well organized. Value Schools/CCVS shall prepare in advance of the audit those documents commonly requested for review so that audit can be conducted in a timely fashion.

li. Audit reports

After the completion of the audit, copies of the audited financial statements are provided to the Value Schools/CCVS board of directors and to the District, County Superintendent School, the


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California Department Education’s Fiscal Services Division and the California state controller’s audits division.

lii. Audit exceptions

Audit exceptions are to be resolved to the satisfaction of the Value Schools/CCVS board of directors and the Los Angeles Unified School District.

Performance standards for financial solvency

Central City Value School has set the following performance standards for its financial operations:

• No more than three audit exceptions for operation issues in each year.

• Increase net assets shown on the operating statement at the end of each fiscal year.

• Capital investments equal at least to the annual depreciation.

Attendance Accounting

Attendance accounting procedures will satisfy the requirements of the LAUSD, LACOE, and the CDE. Daily attendance will be recorded on attendance cards (or on an acceptable alternate format) by classroom teachers. When a student is absent from school, absences will be verified by office personnel. State school registers will be completed on a monthly basis documenting the month’s attendance. Required reports will be completed regarding daily attendance and submitted to the requesting agencies. This includes reporting enrollment and attendance figures to LAUSD on a monthly basis. The principal will supervise the teachers in the keeping of the attendance registers. The principal will regularly send the reports to the state of California for the principal apportionment of funds or for other funding based on ADA and the principal of the school will certify the accuracy of the reports.

Food Service

mm. Contract for services

Central City Value School contracts for food services. No food will be prepared on site.

nn. Funding for food services

Central City Value School will apply for all federal and state funds that are available for food services. Children eligible for meals at free or reduced rates will be provided them according to the terms of the government-sponsor school nutrition programs. Children not eligible for free or reduced meals will be able to purchase them from the school.

Special Requirements of Programs and Funding

oo. Application for funds

Value Schools will annually submit on behalf of the students at Central City Value School a consolidated application for all the federally funded programs for which these students may be eligible. These include the federal No Child Left Behind programs and selected state programs.


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Value Schools will annually submit on behalf of the students at Central City Value School the applications for all the state funded programs for which these students may be eligible. These include K-3 Class Size Reduction, Lottery Funds, Economic Impact Aid Education Technology Grants, English Language Acquisition Funds, and the Hourly/ Summer School (Supplemental) Programs. Central City Value School will comply with all program requirements in the use of these funds.

pp. Student counts

Central City Value School will annually collect from the families of students enrolled information regarding family income so as to determine the number of students who are eligible for free or reduced price lunches. This will form the basis for determining the number of low income students in the application for the Title I funds and for the state economic impact aid. At the registration of a new student Central City Value School will ask the parent/guardian if the primary language at home is English. If it is not, the student will be counted as an “English language learner” and will be kept in that count until the student demonstrates proficiency on the annual California English Language Development Test. The count of English language learners will be used in the application for state economic impact aid.

qq. Title I

Central City Value School will apply for school-wide program status. Funds will be used to pay instructional salaries and purchase instructional materials that otherwise would not be available to support programs in the areas of Language Arts and Mathematics. The Central City Value School daily schedule allows time for individually guided instruction; this creates the opportunity for the instructional staff to assist in a special way students who are not meeting, or are at risk of not meeting, the state student performance standards.

rr. Supplemental/hourly programs

Central City Value School will annually determine the eligibility of its students in supplemental/hourly programs funded by the state. Funds received will be used to support the additional hours of instruction during the first 180 days of the school terms, as well as the additional 20 days. Records will be kept to document which students are receiving services from each program, the number of hours served and the manner of instruction provided.

District Oversight Costs

The District may charge for the actual costs of supervisorial oversight of Value Schools/CCVS not to exceed 1% of the charter school’s revenue, or the District may charge for the actual costs of supervisorial oversight of Value Schools/CCVS not to exceed 3% if Value Schools/CCVS is able to obtain substantially rent free facilities from the District. Notwithstanding the foregoing, the District may charge the maximum supervisorial oversight fee allow under the law as it may change from time to time.


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Element 10: Student Suspensions and Expulsions

Due process, suspensions and expulsions

Value Schools/CCVS follows the policies of Value Schools on Due Process, Suspension and Expulsion. The due process policy establishes the right of students and their parents to due process in matters of suspension and expulsion. The due process procedures specify the requirements for notice, for the exchange of information that establishes the grounds for the disciplinary action, and for a hearing. The Value Schools policies require the principal to write the specific procedures that are used for Value Schools/CCVS based on these requirements. The specific procedures include timelines, forms to be used (if any), persons to participate in the hearings and so forth. The Value Schools policies on suspension establish the possible grounds for a suspension; they limit the maximum number of days for a suspension to three; and they require the school to provide assignments to the suspended student to minimize the loss of school time. The school may establish other grounds for suspension; however, the board of directors must approve these additional grounds for a suspension. The Value Schools policies on expulsion establish the possible grounds for an expulsion; they require the school to work with appropriate parties to ensure the continued education of an expelled student in school; and they require that notice of violent or threatening behavior be given to the officials of the school in which an expelled student will be next enrolled. The school may establish other grounds for expulsion; however, the board of directors of Value Schools must approve these additional grounds for an expulsion and provide reasonable advance notice of any new grounds to Value Schools/CCVS parents and students. The Value Schools polices establish opportunities for appeal from the decision of the principal of Central City Value School for a suspension. The appeal is made to the chief executive officer (or authorized delegate) of Value Schools. The grounds for an appeal in the case of a suspension are only a failure of Central City Value School to follow its written procedures in handling suspensions or to follow its own written rules for responsible behavior. The authority of the chief executive officer in reviewing to appeal is limited to sending the matter back to the principal to handle properly within the written policies of the school. The Value Schools policies also give the right of appeal in the matter of an expulsion. There are two avenues of appeal. The first is a claim that Central City Value School did not follow its own written rules. In these instances, the appeal is handled the same as an appeal of a suspension. The second appeal is available for any other grounds. This appeal is to an Expulsion Appeals Panel that is established by Central City Value School. Value Schools Policy and Procedures for Responsible Behavior, Suspensions, and Expulsions

Policies on Responsible Behavior

Principles of Responsible Behavior for Students


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Responsible behavior is a hallmark of Value Schools because it is a result of an acceptance of the five core values, in particular the values of human dignity and community. Because of a respect for the dignity of each person, words about and to another person, as well action taken towards another person affirm that person’s worth. In addition each person takes good care of oneself because of one’s own self-respect for personal dignity. This value results in such traits as

• politeness and courtesy towards all (e.g. teachers, students, volunteers, visitors, and so forth);

• kind words about others: statements that degrade another because of race, gender, creed, national origin, physical appearance or any other characteristic are not acceptable; language that is crude and obscene or in any way may be considered a form of sexual harassments is unacceptable; threats to a person’s well being and all forms of bullying—even if made in jest—are not acceptable;

• just actions toward others: acts of physical violence of any kind—including pushing, shoving, tripping—and any kind of fighting is not acceptable; taking or destroying or in any way reducing in value the property of another (including the community property of the school) is not acceptable; lewd behavior, signs and gestures are not acceptable;

• good personal appearance: good grooming is a sign of self-respect; wearing of certain articles of clothing, jewelry, and personal adornments of hair style and tattoos that are potentially threatening to others are not acceptable;

• good health, including the avoidance of tobacco, controlled substances and alcohol.

Respecting human dignity is a form of toleration of another rights and difference. However, beyond just getting along with others, human persons have the opportunity of benefiting from the gifts and talents of one another. This is the meaning of community: recognizing that we both give and gain in our cooperative work with one another. This value results in such traits as

• cooperation with teachers and students in academics and other activities;

• honesty: telling the truth creates the possibility of trust and trust leads to a comfort and freedom in cooperation;

• resolving differences peacefully: going beyond the avoidance of negative words or violent actions and seeking a way to live and work together so that everyone can benefit—resolving differences peacefully sometimes means bringing in another person (most often an adult) who can help find a solution that works for everyone;

• getting help for those in need—this includes help for those who are physically sick or injured and those who are psychologically suffering because of some personal problem (e.g. substance abuse or depression) of some family situation (e.g. death of a parent or divorce) and of some peer pressure (e.g. conflicts in school or with friends, pressure from gangs);

• punctuality and cleanliness which recognize that time and space and material goods in a school are shared and not personal possessions;


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• following safety rules so that all can feel and be secure;

• being responsible in reporting absences from school and bringing written excuses: this allows for accommodations to be made to continue group activity;

• regular attendance—because frequent absences affect school funding that reduces resources for all.

The other three values—academic learning, the development of each person’s talents but in an academically well-rounded way, and service to the community—are manifested in the following traits:

• striving to do one’s best at all times;

• paying attention in class and following teacher directions;

• doing homework and other assignments in a timely fashion;

• helping others to do their work where appropriate.

Finally, all must recognize that the five core values are not just for school hours or the school property. Students will be expected to exemplify these values outside school hours and off of school property.

Responsible Behavior for Parents

Parents also accept the five core values and so their behavior is also marked by certain characteristics that include:

• modeling language and behavior that is respectful in every way—including not taking sides against other children or their parents when disputes arise in school or elsewhere;

• cooperating with other parents and teachers and staff to improve programs and opportunities for students—including supporting school rules with their children;

• volunteering when possible to help the school;

• supporting and encouraging their children to strive to do their best.

Responsible Behavior for Teachers and Staff

Teachers and staff both accept the five core values and recognize their responsibility for modeling them. Traits that exemplify this include

• believing in the students, expecting them to do their best and holding them accountable for achievement;

• recognizing the abilities of students and not giving up on them when they do not succeed;


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• showing a warm concern for all the needs of the students and their families, even though they may recognize that they cannot solve all problems and may only be able to offer a listening heart;

• developing rules and procedures that begin with listening to students and their parents;

• fostering respect through positive and encouraging words and actions towards students, parents and other teachers and through appreciating their accomplishments;

• preventing inappropriate behavior by careful observation and by planning activities carefully—making sure student have worthwhile activities to occupy their time and capture their interest.

• administering discipline when needed that is devoid of corporal punishment and any form of abuse (humiliation, intimidation, ridicule, coercion, threats, or punitive actions);

• setting boundaries for students and holding them accountable so that they can perfect their skills in carrying out the five core values;

• administering discipline in a progressive way that forms subsequent behavior and does not expect perfection in the first instance.

School Rules for Responsible Behavior

The principal shall establish, in consultation with the faculty and with the school site council, the rules, regulations and procedures necessary to ensure responsible behavior in the school. In establishing these rules, regulations and procedures the principal shall be guided by the principles list above and by the requirements for due process, for suspension and for expulsion listed below.

Due Process

Students and parents are guaranteed their rights to due process in matters of the suspension and expulsion of students. Accordingly the principal shall write the procedures to be followed in cases of suspension and expulsion; these written procedures shall be disseminated to the parents through the parent and student handbook. The due process procedures shall specify:

• how and when notice will be given to the parent and the student (i.e. information that behavior has occurred which could lead to a suspension or expulsion);

• how information will be given to the parent and the student about the evidence that exists to substantiate that the behavior has occurred;

• how and when there will be a hearing to review the information gathered by the school as well as any information or consideration that the parent or student may wish to present that could affect the decision.


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Suspension

1. The principal shall be designated with the authority to recommend a student for suspension. 2. Before the final decision is made for a suspension, the parent and student shall be given the

opportunity for due process. Upon the conclusion of the hearing, the decision of the principal is final.

3. The maximum consecutive number of school days for a suspension is three. 4. During a period of suspension the student shall be given assignments to minimize the loss of

schooling. 5. The grounds for suspension are limited to the following, unless the school site council

formally adopts a policy approving another ground for suspension and the board of directors accepts that policy. (Additional grounds for suspension will not be approved while a school is dealing with a discipline issue on that matter and reasonable advance notice of any new grounds for suspension shall be provided to Value Schools/CCVS parents and students.)

• Threatening, attempting to or causing injury to another person; repeated bullying is considered threatening activity;

• Causing or attempting to cause damage to school or private property;

• Stealing or attempting to steal school or private property;

• Possessing or using tobacco in any form;

• Committing an obscene act or engaging in habitual profanity or vulgarity so that is becomes a form of harassment;

• Disrupting school activities or willfully defying the authority of school personnel.

Expulsion

1. The principal shall be designated with the authority to recommend a student for expulsion. 2. Before the final decision is made for an expulsion the parent and student shall be given the

opportunity for due process. Upon the conclusion of the hearing, the decision of the principal is final unless appealed as outlined below.

3. The school will work cooperatively with the parents, public school district of residence, county, and private school to assist with the educational placement of a student who is being expelled.

4. The school will notify the school or district in which an expelled student will next be enrolled of any and all incidents of violence or of behavior that was threatening to the well being of any person.

5. The grounds for expulsion are limited to the following, unless the school site council formally adopts a policy approving another ground for expulsion and the board of directors accepts that policy. (Additional grounds for expulsion will not be approved while a school is dealing with a discipline issue on that matter and reasonable advance notice of any new grounds for suspension shall be provided to Value Schools/CCVS parents and students.)

• Causing serious injury to another person;

• Threatening or attempting to cause an injury that might result in loss of life or limb of another person;


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• Possessing on school property any firearm, knife, explosive or other dangerous object—including replicas, toy versions, theatrical props—or the sale of such objects either on or off school property;

• unlawful possession of any controlled substance or the sale of any controlled substance; or the offering, furnishing or selling of any drug paraphernalia;

• robbery or extortion;

• striking a teacher or school employee;

• hate crimes;

• sexual assault or attempted sexual assault;

• sexual harassment;

• three or more suspensions for any reason during enrollment in the school.

Appeals

ss. Appeals of a Suspension:

An appeal from the decision of a suspension can only be made on the grounds that the school has failed to follow the preceding policies or the school’s own written policies or procedures. Such an appeal shall be made in writing to the chief executive officer or authorized delegate in such a manner as the chief executive officer may prescribe. In the event that the chief executive officer finds that there was a failure on the part of the school to follow these policies or the school’s own written policies or procedures, the matter shall be sent back to the school with the directions that the policies and procedures are to be followed and that a subsequent decision is to be made. The chief executive officer shall not make a decision on whether or not that there shall be a suspension.

tt. Appeal of an Expulsion

An appeal from the decision for an expulsion may be made on the grounds that the school has failed to follow the preceding policies or the school’s own written policies or procedures. In which case the matter will be handled as described for a suspension. An appeal of the final decision can also be made to an expulsion appeals panel that is established by each school for this purpose. The expulsion appeals panel shall be established in manner as prescribed by the chief executive officer.

uu. Notification to Parents and Students

These policies, including the principles for the responsible behavior of students, parents, faculty and staff, shall be disseminated to parents and students by means of the parent and student handbook.

Expulsion Appeals Panel

1. Each year the school site council shall solicit the names of parents and faculty who would be willing to serve on an expulsion appeals panel. From those volunteering, the school site council shall choose at least two teachers and at least two parents.


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2. The school site council shall provide an orientation to members selected for expulsion appeal panel on the policies and procedures concerning expulsion and on the procedures here described.

3. A parent or student appealing an expulsion shall do so in writing to the principal of the school within five calendar days of the decision.

4. The principal shall within five calendar days notify the school site council of the appeal. The school site council shall select by means of special meeting, conference call, e-mail, net-meeting or other means one teacher and one parent to serve on the appeal panel.

5. The two persons selected shall within five calendar days agree on some third person who is neither a parent or teacher to be a third member of the panel (possibilities for such persons shall be discussed at the orientation of the panel members).

6. Members of the appeal panel shall not have any conflict of interest with regard to the student or matter under review that would prevent them from exercising due process.

7. The teacher and the parent shall draw lots to determine which of them will serve as the chair.

8. Within five calendar days of the selection of the third person, the three member appeal panel shall hold a hearing.

9. The expulsion appeals panel shall render a final decision within five calendar days of the hearing.

10. During the appeals process the expelled student shall be deemed to be on suspension and shall be given assignments to minimize the loss of schooling.

11. The decision of the appeals panel is limited to either sustaining the expulsion or reversing it; the panel shall have no authority to issue alternative sanctions or to make punitive judgments of any kind.

12. In the event that an expulsion decision is reversed, the time served on suspension during the appeals process shall be considered sufficient punishment and the student shall be allowed to return immediately to regular attendance.

13. There shall be no appeals from the decision of appeals panel, except

a. an appeal may be made to the chief executive officer on the grounds that the preceding process was not followed, in which instance the procedure described for an appeal suspension shall be used; or

b. Any party may appeal to the chief executive officer that the decision of the appeals panel violates some law; in which instance the chief executive officer shall investigate and, if some law was violated, shall reverse the decision of the appeals panel. The investigation shall be completed within fourteen calendar days. During the investigation the status of the student will be that determined by the expulsion appeals panel (i.e. either returned to school or prohibited from attending school pending the investigation results).

Any time line may be extended by the mutual agreement of all parties involved. If a pupil is expelled or leaves Value Schools/CCVS without graduating or completing the school year for any reason, Value Schools/CCVS shall notify the superintendent of


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the school 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. Pupils who are expelled from the Value Schools/CCVS shall be given a rehabilitation plan upon expulsion as developed by the Value Schools/CCVS governing board at the time of the expulsion order, which may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to the charter school for readmission. The decision to readmit a pupil or to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the Value Schools/CCVS governing board and the pupil and guardian or representative, to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The pupil’s readmission is also contingent upon the capacity of the charter school at the time the pupil seeks readmission.

Special Education Discipline

In the case of a special education student, or a student who receives 504 accommodations, the charter will ensure that it makes the necessary adjustments to comply with the mandates of State and federal laws, including the IDEA and Section 504 of the Rehabilitation Plan of 1973, regarding the discipline of students with disabilities. Prior to recommending expulsion for a Section 504 student or special education student, the charter administrator will convene a review committee to determine whether the student’s misconduct was a manifestation of his or her disability; whether the student was appropriately placed and receiving the appropriate services at the time of the misconduct; and/or whether behavior intervention strategies were in effect and consistent with the student’s IEP or 504 Plan. If it is determined that the student’s misconduct was not a manifestation of his or her disability, that the student was appropriately placed and was receiving appropriate services at the time of the misconduct, and that the behavior intervention strategies were in effect and consistent with the students IEP, the student may be expelled.


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Element 11: Retirement Programs

A. Programs offered

1. All credentialed employees shall be covered by the California State Teachers Retirement System (STRS) subject to the terms of that system. To the extent provided by law, those employees covered by STRS participate in the Medicare portion of the federal social security system, but are not eligible for the OADSI portion.

2. Non-credential employees shall be covered by the California Public Employees Retirement System (PERS). Credentialed teachers may, at their option, be eligible to be covered by PERS. To the extent provided by law, Employees covered by PERS participate in both the Medicare and OADSI portions of the federal social security system. The school will use a retirement reporting system that is compatible with the Los Angeles County Office of Education.

3. All employees are eligible to make voluntary contributions to a 403(b) plan.

B. Entry into the program

At the time of initial employment, each employee shall meet with the Business Manager for Value School and receive information about the program. The Business Manager shall work the Los Angeles County Office of Education to ensure that each employee is properly enrolled in the appropriate program.


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Element 12: Attendance Alternatives

Rights of students and parents

No student is required to attend Value Schools/CCVS and may select another public school subject to the attendance requirements of that other school or school district. Value Schools/CCVS shall notify the parent(s)/guardian(s) that the pupil has no right to admission in a non-charter District school (or program within a District school) as a consequence of enrollment in the charter school. The governing board of the Los Angeles Unified School District shall not require any student enrolled in the school district to attend Value Schools/CCVS. The address of the Charter School is 221 N. Westmoreland Avenue, Los Angeles 90004. The phone number of the Charter School is 213-471-4686 The contact person for the Charter School is Mr. Alvin Lamarre The number of rooms at the Charter School is twenty-one classrooms and two science labs. The grade configuration is 9-12. The number of students in the next year will be 350 The grade level(s) of the students the first next year will be 9-12. The opening date of the Charter School was September 3, 2003. The admission requirements include: See Element 8 The operational capacity will be 480 students. The instructional calendar will be: See following pages The bell schedule for the Charter School will be: See following pages If space is available, traveling students will have the option to attend. Pupils who choose not to attend Value Schools/CCVS may choose to attend other public schools in their district of residence or pursue an interdistrict-transfer in accordance with existing enrollment and transfer policies of the district.


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Element 13: Employee Rights

A. General rights

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 or policy of the District as aligned with the collective bargaining agreements of the District. All provisions pertaining to leave and return rights for District union employees will be granted to certificated and classified employees in accordance with current collective bargaining agreements. Former District employees must consult with the District to determine their eligibility for leave. Certificated leave from the District may be up to one year. Classified leave from the District may be for one year, which may be extended for up to the term of the original petition.


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Element 14: Dispute Resolution

A. Resolution of differences

Central City Value School will follow the Value Schools policies on conflict resolution, except where the Los Angeles Unified School District requires a different procedure. It is understood that matters involving grounds for revocation are not subject to any dispute resolution process. These policies require that parties first attempt an informal resolution of the difference. If that informal method does not work, there a formal procedure that has been established by Value Schools that Central City Value School will follow. It creates an opportunity for a hearing by the principal and an appeal to the chief executive officer (or authorized delegate) of Value Schools.

B. Value Schools Policy on Conflict Resolution

1. Fundamental Principles for Conflict Resolution and Informal Process

The five core values of Value Schools, especially those concerning human dignity and community, imply that the inevitable conflicts that do arise in schools be resolved to the best extent possible using these three principles:

Resolution is always first attempted between and among the immediate parties. (For example, a parent who is dissatisfied with a teacher’s assignment of homework should first talk to the teacher about it.) If a satisfactory resolution is not achieved, recourse should be to the next level of authority.

Resolution is always first attempted in an informal manner. Informal means persons talking and meeting with another; it does not mean the filing of written complaints and documentary evidence.

Resolution is always first attempted as quickly as a concern is raised.

2. Concerns of Employees

If a conflict involving an employee and another employee, including the employee’s supervisor, is not resolved through the informal process, then the employee has the right to use the Grievance Procedure found in the personnel policies.

3. Concerns of Parents, Legal Guardians and Students

If a conflict involving a parent, legal guardian or student is not resolved using the informal process, then the parent, legal guardian or student shall have the right to use a formal procedure which is approved by the chief executive officer or authorized delegate.


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Formal Procedure for Internal Conflict Resolution

for Concerns of Parents, Legal Guardians and Students

1. The parent or legal guardian shall file written complaint with the principal of the school. A student may file the complaint if the student is an emancipated minor or eighteen years of age or older.

2. Within five calendar days of receiving the written complaint, the principal shall have a meeting with the person making the complaint to hear the person’s concerns and attempt to resolve the conflict.

3. If the conflict requires the principal to meet with other persons, the principal shall have ten calendar days to complete such meetings and investigations as may be needed and to make a decision regarding the conflict.

4. The decision of the principal shall be final, unless the person making the complaint believes that school has not followed this procedure or is acting contrary to one of the school’s written policies or procedures. In that event an appeal may be made to the chief executive officer or authorized delegate.

5. In an appeal to the chief executive officer, the person making the complaint shall within five calendar days of the decision of the principal send a written statement that details which part of the formal process was not followed or which written policy or procedure of the school was violated.

6. The chief executive officer or authorized delegate shall investigate the matter; a meeting may or may not be held with the person making the complaint at the sole discretion of the chief executive officer or authorized delegate.

7. The chief executive officer or authorized delegate shall have ten calendar days to make a decision and report it to the person making the complaint and the principal. The decision of the chief executive officer or authorized delegate is limited to

a. affirming the decision of the principal, if the school followed the formal process and its own written policies or procedure, or

b. sending the matter back to the principal for reconsideration, if the school did not follow the formal process or its own written policies or procedure.

The timelines set forth above may be extended by the mutual agreement of the concerned parties.

Dispute Resolution

The staff and governing board members of Value Schools/CCVS agree to attempt to resolve all disputes regarding this charter pursuant to the terms of this section. Both will refrain from public commentary regarding any disputes until the matter has progressed through the dispute resolution process. Any controversy or claim arising out of or relating to the charter agreement between the District and Value Schools/CCVS, except any controversy or claim that in any way related to revocation


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of this charter, shall be handled first through an informal process in accordance with the procedures set forth below. (1) Any controversy or claim arising out of or relating to the charter agreement, except any controversy or claim that in any way related to revocation of this charter, must be put in writing (“Written Notification”). The Written Notification must identify the nature of the dispute and any supporting facts. The Written Notification may be tendered by personal delivery, by facsimile, or by certified mail. The Written Notification shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person to receive such notice if delivered by 5:00 PM or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. All written notices shall be addressed as follows: To Charter School: Central City Value School c/o School Director Jerome Porath 950 W. Washington Blvd. Los Angeles, CA 90015 To Director of Charter Schools: Director of Charter Schools Los Angeles Unified School District 333 South Beaudry Avenue, 20th Floor Los Angeles, California 90017 (2) A written response (“Written Response”) shall be tendered to the other party within twenty (20) business days from the date of receipt of the Written Notification. The parties agree to schedule a conference to discuss the claim or controversy (“Issue Conference”). The Issue Conference shall take place within fifteen (15) business days from the date the Written Response is received by the other party. The Written Response may be tendered by personal delivery, by facsimile, or by certified mail. The Written Response shall be deemed received (a) if personally delivered, upon date of delivery to the address of the person to receive such notice if delivered by 5:00p.m., or otherwise on the business day following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after deposit in the U.S. Mail. (3) If the controversy, claim, or dispute cannot be resolved by mutual agreement at the Issue Conference, then either party may request that the matter be resolved by mediation. Each party shall bear its own costs and expenses associated with the mediation. The mediator’s fees and the administrative fees of the mediation shall be shared equally among the parties. Mediation proceedings shall commence within 120 days from the date of the Issue Conference. The parties shall mutually agree upon the selection of a mediator to resolve the controversy or claim at dispute. The mediator may be selected from the approved list of mediators prepared by the American Arbitration Association. Mediation proceedings must be administered in accordance with the mediation rules or guidelines of the American Arbitration. (4) If the mediation is not successful, then the parties agree to settle the controversy, claim or dispute by arbitration conducted by a single arbitrator in accordance with the guidelines of the


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American Arbitration Association. The arbitrator must be an active member of the California State Bar or a retired judge of the state or federal judiciary of California. Each party shall bear its own costs and expenses associated with the arbitration. The arbitrator’s fees and the administrative fees of the arbitration shall be shared equally among the parties. Each party shall bear their own costs and expenses. (5) However, any party who fails or refuses to submit to arbitration shall bear all costs and expenses incurred by such other party in compelling arbitration of any controversy, claim, or dispute.


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Element 15: Employee Status and Collective Bargaining

Central City Value School declares itself to be an “exclusive public school employer” for purposes related to collective bargaining with employees. Central City Value School will comply with Educational Employment Relations Act.


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Element 16: Procedure To Be Used If the Charter School Closes

Revocation The District may revoke the charter of Value Schools/CCVS if Value Schools/CCVS commits a breach of any terms of its charter. Further, the District may revoke the charter if Value Schools/CCVS commits a breach of any provision set forth in a policy related to charter schools adopted by the District Board of Education and/or any provisions set forth in the Charter School Act of 1992. Furthermore, the District may revoke the charter of the Central City Value School on any of the following grounds:

• Value Schools/CCVS committed a material violation of any of the conditions, standards, or procedures set forth in the charter.

• Value Schools/CCVS failed to meet or pursue any of the pupil outcomes identified in the charter.

• Value Schools/CCVS failed to meet generally accepted accounting principles, or engaged in fiscal mismanagement.

• Value Schools/CCVS violated any provisions of law.

Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d), the District will notify the Central City Value School in writing of the specific violation, and give the Central City Value School a reasonable opportunity to cure the violation, unless the District determines, in writing, that the violation constitutes a severe and imminent threat to the health or safety of the pupils. Notwithstanding the immediately preceding language, revocation proceedings are not subject to the dispute resolution clause set forth in this charter. Charter Renewal Value Schools/CCVS must submit its renewal petition to the District’s Charter Schools Division no earlier than September of the year before the charter expires.

Closure Procedures

The following are closing procedures that abide by Cal. Educ. Code §47605(b)(5)(P), should the school close for any reason. The decision to close Central City Value School either by the Value Schools/CCVS governing Board or by the LAUSD Board, will be documented in a Closure Action. The Closure Action shall be deemed to have been automatically made when any of the following occur: the charter is revoked or non renewed by the LAUSD Board of Education; the charter school board votes to close the school; or the charter lapses. In the event of such a Closure Action, the following steps are to be implemented: 1. Written notification to parents/guardians/caregivers of the enrolled students of the Central City Value School will be issued by Value Schools/CCVS within 72 hours after the determination of a Closure Action. A sample copy of the language used in the written notification is also to be made to LAUSD within the same time frame.

a. The written notification will also include information on assistance in transferring each student to another appropriate school, and a process for the transfer of all student records.


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b. The process for transferring student records to the receiving schools shall be in accordance with LAUSD procedures for students moving from one school to another. c. Parents will also be provided with student information that includes closure notice, grade reports, discipline records, immunization records, completed coursework and credits that meet graduation requirements.

2. Written notification to LAUSD of the list of returning students and their home schools, to be made within 72 hours of the determination of the Closure Action. 3. Transfer of student records to the receiving schools, within seven calendar days from the determination of an Action to Close. 4. Written notification to the California Department of Education and the Los Angeles County Office of Education of the Closure Action shall be made by Value Schools/CCVS by registered mail within 72 hours of the decision to Closure Action. 5. Value Schools/CCVS shall allow LAUSD access, inspection and copying of all school records, including financial and attendance records, upon written request by LAUSD. 6. A financial closeout audit of the school will be paid for by the Central City Value School to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets. The final independent audit shall be completed within six months after the closure of the school. This audit will be conducted by a neutral, independent licensed CPA who will employ generally accepted accounting principles. Any liability or debt incurred by Value Schools/CCVS will be the responsibility of Value Schools/CCVS and not LAUSD. Value Schools/CCVS understands and acknowledges that Value Schools/CCVS will cover the outstanding debts or liabilities of Value Schools/CCVS. Any unused monies at the time of the audit will be returned to the appropriate funding source. Value Schools/CCVS understands and acknowledges that only unrestricted funds will be used to pay creditors. Any unused AB 602 funds will be returned to the District SELPA, and other categorical funds will be returned to the source of funds. 7. For six calendar months from the Closure Action or until budget allows, whichever comes first, sufficient staff as deemed appropriate by the Value Schools/CCVS Board, will maintain employment to take care of all necessary tasks and procedures required for a smooth closing of the school and student transfers. 8. The Value Schools/CCVS Board shall adopt a plan for wind-up of the school and, if necessary, the corporation, in accordance with the requirements of the Corporations Code. 9. In addition to a final audit, Value Schools/CCVS will also submit any required year-end financial reports to the California Department of Education and LAUSD, in the form and time frame required. 10. If the charter school is a nonprofit corporation, the corporation does not have any


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other functions than operation of the charter school, the corporation will be dissolved according to its bylaws.

a. The corporation’s bylaws will address how assets are to be distributed at the closure of the corporation. b. A copy of the corporations bylaws containing the information on how assets are to be distributed at the closure of the corporation, are to be provided to LAUSD prior to approval of this Petition.

This Element 16 shall survive the revocation, expiration, termination, cancellation of this charter or any other act or event that would end Value Schools/CCVS right to operate as a charter school or cause Central City Value School to cease operation. Value Schools/CCVS and District agree that, due to the nature of the property and activities that are the subject of this petition, the District and public shall suffer irreparable harm should Value Schools/CCVS breach any obligation under this Element 16. The District, therefore, shall have the right to seek equitable relief to enforce any right arising under this Element 16 or any provision of this Element 16 or to prevent or cure any breach of any obligation undertaken, without in any way prejudicing any other legal remedy available to the District. Such legal relief shall include, without limitation, the seeking of a temporary or permanent injunction, retraining order, or order for specific performance, and may be sought in any appropriate court.

Facilities

If Value Schools/CCVS fails to submit a certificate of occupancy to the District not less than 45 days before the school is scheduled to open, it may not open unless an exception is made by the Charter Schools Division. If Value Schools/CCVS moves or expands to another facility during the term of this charter, Value Schools/CCVS shall provide a certificate of occupancy to the District for each facility at least 45 days before school is scheduled to open in the facility or facilities. Value Schools/CCVS shall not open in any location for which it has failed to timely provide a certificate of occupancy to the District, unless an exception is made by the Charter Schools Division. Notwithstanding any language to the contrary in this charter, the interpretation, application, and enforcement of this provision are not subject to the Dispute Resolution Process (Element 14).


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Additional Assurances and Declarations

Charter term

This petition requests that the charter term begin July 1, 2008 and end on June 30, 2013.

Charter amendment

Should it become necessary for Value Schools/CCVS to amend this Charter, it will submit the amendment to the school official designated by LAUSD to receive such amendments. Any proposed amendment shall be consistent with the terms of prevailing federal and state laws. No amendment to this Charter shall become effective until the Board of Education has approved.

Additional Assurances and Declarations

Non-discrimination

o Value Schools/CCVS shall not discriminate against any student on the basis of ethnicity, national origin, gender, disability, religion, or sexual orientation. -

o Value Schools/CCVS will be non-sectarian in its programs, admissions policies, employment practices and other operations.

Statutory Compliance

o Value Schools/CCVS will comply with all laws relating to public agencies in general, all federal laws and regulations and state codes that are applicable to charter schools in the state of California.

o Value Schools/CCVS understands its obligation to comply with Education Code Section 47611 (State Teachers Retirement System) and accepts those obligations.

o Value Schools/CCVS understands its obligations to comply with Education Code Section 41365 (Revolving Loan Fund) and it accepts those obligations should it apply for and receive such a loan.

o Value Schools/CCVS will comply with state statutes governing the minimum age of attendance at a public school.

o Value Schools/CCVS will comply with the McKinney-Vento Act. o Value Schools/CCVS will comply with the Family Educational Rights and

Privacy Act.

Personnel Matters

o Teachers who are employed by Value Schools/CCVS and may be (have been) members of a public school bargaining unit will be responsible for establishing their current status with that bargaining unit. Value Schools/CCVS will neither assist, nor interfere, in this matter.

Special Education

o Value Schools/CCVS declares itself to be a public school within the Los Angeles Unified School District for the purposes of Special Education.


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o Value Schools/CCVS agrees to adhere to all provisions of the following: the Individuals with Disabilities Act (IDEA) and its amendments, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, Office of Civil Rights mandates and regulations, and AB 602.

o Value Schools/CCVS further agrees that it will not use disability status a criterion for non-eligibility for enrollment; provide all students with disabilities a free, appropriate public education in the least restrictive environment possible, one that most closely resembles the environment for students without disabilities; Value Schools/CCVS will take all appropriate steps to bring the parent/guardian, student and school personnel together to address problems that interfere with a student’s success in school.

Miscellaneous

o Value Schools/CCVS will not charge tuition. o Value Schools/CCVS shall notify the superintendent of the school 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.

o Value Schools/CCVS will not enroll pupils over 19 years of age unless continuously enrolled in public school and making satisfactory progress toward high school diploma requirements and are not more than 22 years of age.

o Value Schools/CCVS does not plan at this time to use any facilities of LAUSD or any other school district.

o Value Schools/CCVS understands that it is not eligible for any Adult School or Children Center funding.

o Value Schools/CCVS will notify parents that it is not subject to certain Education code protections (e.g. building safety codes as outlined in the Field Act).

o Value Schools/CCVS does not utilize independent study programs o Value Schools/CCVS will comply with all terms and conditions of any court

orders and/or consent decrees for which LAUSD is held accountable. To the degree that Value Schools/CCVS is found out of compliance by a court, or federal or state agency, Value Schools/CCVS will be solely responsible for all costs, fees (including attorney’s fees), or other remedies associated therewith.

o Value Schools/CCVS will meet all statewide standards and conduct the student assessments.

o Value Schools/CCVS will not require any child to attend the school or any employee to work at the school.

o Value Schools/CCVS will not use a pupil, parent or guardian’s place of residence as a determining factor in admission to the school (except as provided in the Ed. Code).

o In accordance with Education Code Section 47605 (d)(2)(A), Value Schools/CCVS will admit all pupils wishing to attend the school.

o Value Schools/CCVS will ensure that teachers in the school hold a Commission on Teacher Credentialing certificate permit as relevant to NCLB and charter law.


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o Value Schools/CCVS will at all times maintain all necessary and appropriate insurance coverage.

o Value Schools/CCVS will be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Act

o In accordance with Education Code Section 47605 (d)(2)(B), Value Schools/CCVS will determine attendance by a public random drawing with preference extended to pupils who reside in the LAUSD, if the number of pupils who wish to attend the school exceeds the school capacity.

Regarding the Charter

o The terms of this Charter are severable. In the event that any provision is determined to be unenforceable or invalid for any reason, the remainder of this Charter shall remain in effect, unless mutually agreed upon otherwise by LAUSD and Value Schools/CCVS.

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