The Gary and Jerri-Ann Jacobs
H I G H T E C H H I G HR e n e w a l C h a r t e r
J a c o b sT h e G a r nr d J e r ry a n i - A n n
Presented to the San DIego Unified School DistrictCharter term July 1, 2019 - June 30, 2024
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TABLEOFCONTENTS
PAGE NUMBER
INTRODUCTION...........................................................................................................................1
THEFIFTEENREQUIREDCHARTERELEMENTS(A-O).....................................................................6
ElementOne(A):EducationalProgram...........................................................................................6ElementTwo(B):MeasurableOutcomes......................................................................................21ElementThree(C):MethodofMeasuringofStudentProgress....................................................25ElementFour(D):Governance......................................................................................................28ElementFive(E):HumanResources..............................................................................................30ElementSix(F):HealthandSafetyProcedures.............................................................................34ElementSeven(G):RacialandEthnicBalance..............................................................................35ElementEight(H):StudentAdmissionsandAttendance..............................................................36ElementNine(I):AnnualIndependentFinancialAudits................................................................39ElementTen(J):StudentSuspensionsandExpulsions..................................................................40ElementEleven(K):RetirementSystems......................................................................................48ElementTwelve(L):PublicSchoolAttendanceAlternatives.........................................................49ElementThirteen(M):EmployeeReturnRights............................................................................50ElementFourteen(N):DisputeResolutionProcess.......................................................................51ElementFifteen(O):ClosureProcedures......................................................................................52
ASSURANCES.............................................................................................................................53
APPENDICES AppendixA:BudgetandCashFlow AppendixB:LocalControlandAccountabilityPlan2018-19 AppendixC:ArticlesofIncorporation AppendixD:ActiveCorporationStatus AppendixE:ConflictofInterestCode AppendixF:UniformComplaintPolicyandForms AppendixG:BoardRoster AppendixH:Bylaws AppendixI:Student&ParentHandbook2018-19 AppendixJ:WesternAssociationofSchoolsandCollegesAccreditationLetter
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INTRODUCTION
OriginallydevelopedbyacoalitionofSanDiegocivicleadersandeducators,thefirstGaryandJerri-AnnJacobsHighTechHigh(“HTH”)charterpetitionwasapprovedbytheSanDiegoUnifiedSchoolDistrict(“District”)onSeptember14,1999,andopenedasasmallhighschoolonSeptember1,2000.
Today,sevenHTHcharterschoolsareauthorizedbytheDistrict.Thetablebelowprovidesanoverviewofthelocationsandgradelevelsoftheseschools.
HIGHTECHHIGHBOARD
HighTechElementary
HighTechElementaryExplorer
HighTechMiddle
HighTechMiddle
MediaArts
HighTechHigh
HighTechHigh
MediaArts
HighTechHigh
International
GradesK-5 GradesK-5 Grades6-8 Grades6-8 Grades9-12 Grades9-12 Grades9-12
2150CushingRoad,SanDiego
2230TruxtunRoad,SanDiego
2359TruxtunRoad,SanDiego
2230TruxtunRoad,SanDiego
2861WombleRoad,SanDiego
2230TruxtunRoad,SanDiego
2855FarragutRoad,SanDiego
HTHisseekingrenewalofitscharterforafive-yeartermbeginningJuly1,2019,andendingJune30,2024.ThefollowingtableprovidesasummaryofHTH’sinitialcharterpetition,renewals,andterms.
DistrictAction MeetingDate CharterTerm
Initialcharterpetition September14,1999 July1,2000–June30,2004
Renewalofcharter February24,2004 July1,2004–June30,2009
Renewalofcharter June2,2009 July1,2009–June30,2014
Renewalofcharter December3,2013 July1,2014–June30,2019
HTHMeetsRenewalCriteria
AccordingtoEducationCodeSection47607,“theauthoritythatgrantedthechartershallconsiderincreasesinpupilacademicachievementforallgroupsofpupilsservedbythecharterschoolasthemostimportantfactorindeterminingwhethertograntacharterrenewal.”Section47607(a)(3)(A).Forthispurpose,“allgroupsofpupilsservedbythecharterschool,”meansanumericallysignificantpupilsubgroupasdefinedbyparagraph(3)ofsubdivision(a)ofSection52052,servedbythecharterschool.”Section47607(a)(3)(B).
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Forachartertoberenewed,a“charterschoolshallmeetatleastoneofthefollowingcriteria:”
1. AttaineditsAcademicPerformanceIndex(“API”)growthtargetintheprioryearorintwoofthelastthreeyears,bothschoolwideandforallgroupsofpupilsservedbythecharterschool.
2. Rankedindeciles4to10,inclusive,ontheAPIintheprioryearorintwoofthelastthreeyears.
3. Rankedindeciles4to10,inclusive,ontheAPIforademographicallycomparableschoolintheprioryearorintwoofthelastthreeyears.
4. Theentitythatgrantedthecharterdeterminesthattheacademicperformanceofthecharterschoolisatleastequaltotheacademicperformanceofthepublicschoolsthatthecharterschoolpupilswouldotherwisehavebeenrequiredtoattend,aswellastheacademicperformanceoftheschoolsintheschooldistrictinwhichthecharterschoolislocated,takingintoaccountthecompositionofthepupilpopulationthatisservedatthecharterschool.Section47607(b)(1)-(4).
HTHhasdemonstratedincreasesinpupilacademicachievementtosupportarenewalofitscharterbasedonthefollowinginformation.
StateRankandSimilarSchoolsRankforHTH
API StateRank SimilarSchoolsRank
2011 805 8 6
2012 796 7 6
2013 807 8 8
SchoolwideCaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)forHTH
ELAPercentMetorExceeded
MathPercentMetorExceeded
2014-15 66% 42%
2015-16 63% 42%
2016-17 82% 49%
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ComparisonofCAASPPfor2016-17
ELAPercentMetorExceeded
MathPercentMetorExceeded
HTH 82% 49%
ScrippsRanchHigh 86% 67%
PointLomaHigh 66% 35%
ClairemontHigh 58% 27%
HooverHigh 46% 20%
LincolnHigh 27% 11%
KearnyHighComplex 74%–87% 35%–43%
SanDiegoHighComplex 28%–85% 10%–47%
SubgroupCAASPPforHTH2016-17
ELAPercentMetorExceeded
MathPercentMetorExceeded
StudentswithDisabilities 45% 18%
SocioeconomicallyDisadvantaged 69% 35%
EnglishLearners -- --
HispanicorLatino 74% 41%
White 93% 61%
AfricanAmerican -- --
Twoormoreraces 83% 67%
Asian -- --
Filipino -- --
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2016-17Four-YearAdjustedCohortGraduationRate
CohortGraduationRate
HTH 99.3%
SanDiegoUnifiedSchoolDistrict 82.0%
StateofCalifornia 82.7%
EducationCodeSection47607(b)(4)supportsthepresentationofmultiplemeasuresofschoolaccountability.Additionaldatapoints,includingprogressonHTH’sLocalControlandAccountabilityPlan(“LCAP”)aredetailedinthedescriptionofElementTwo(B):MeasurableOutcomes.
LikeallotherHTHcharterschools,HTHworkswithintentionatbeinganintegratedschoolthatisrepresentativeofthedemographicsofthelargercommunitywhichitserves.ThetablebelowillustratesthemostrecentdemographicrepresentationofHTHstudentbody.
StudentDemographics2017-18HTH
TotalEnrollment 558Students
SocioeconomicallyDisadvantaged 40.5%
EnglishLearners 4.1%
StudentswithDisabilities 11.6%
HomelessYouth 0.5%
HispanicorLatino 46.2%
White 33.5%
AfricanAmerican 5.2%
Twoormoreraces 8.1%
Asian 3.4%
Filipino 2.5%
AmericanIndianorAlaskaNative 0.7%
PacificIslander 0.4%
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TheenrollmentatHTHhasremainedconsistentthroughouttheyears.Admissionsapplicationsindicateastronginterestintheeducationalprogram.Overall,thecombinedgroupofHTHcharterschoolsannuallyreceivesfarmoreapplicationsthanspacesavailable,demonstratingcommunitysupportforrenewalofthischarter.Basedonhistoricaldata,theprojectedenrollmentforHTHisdescribedbelowinthetable.
ProjectedEnrollmentforHTH
2019-20 2020-21 2021-22 2022-23 2023-24
Grade9 157 157 157 157 157
Grade10 134 134 134 134 134
Grade11 129 129 129 129 129
Grade12 138 138 138 138 138
Total 558 558 558 558 558
AspartoftheHTHorganization,HTHisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign.HTHstrivesforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Withthesedesignprinciplesandcommonmissioninmind,HTHaimstocreatesociallyintegrated,non-trackedlearningenvironments.
Studentsareknownwellbytheirteachers,engageinandcreatemeaningfulwork,andarechallengedtodevelopgrowthmindsetsastheymeethighexpectationsatHTH.Studentsareencouragedtothinkofthemselvesasinquisitive,resilient,andlifelonglearners,andtodevelopasenseofbelongingnessinacademicandreal-worldsettings.Fromtheearlyyearsonforward,universityispartofthediscourseatHTH,wherefacultyandstudentsdemystifyanddiscusscollegeasanaccessible,viablegoal.
TheteachersatHTHcreateanddirectdiverse,innovativecurriculatopursuerigorous,in-depthlearning,withpersonalizedandProject-BasedLearningpractices.Theprogramisrigorous,providingthefoundationforentryandsuccessattheUniversityofCalifornia(“UC”)andelsewhere.Assessmentisperformance-based:studentsofallagesregularlypresenttheirlearningtotheirpeers,family,andcommunity-at-large.
AcomprehensivedescriptionofHTH’seducationalprogramandotherrequiredelementsareprovidedinthischarter.
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THEFIFTEENREQUIREDCHARTERELEMENTS(A-O)
ElementOne(A):EducationalProgram
BelowHTHdescribestheeducationaldesignprinciples,and,morespecifically,theeducationalprograminaccordancewithEducationCodeSection47605(b)(5)(A).
1. DesignPrinciples
Asnotedpreviously,theworkatHTHandallHTHschoolsisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign—thatsetaspirationalgoalsandcreateafoundationforunderstandingHTH’sapproach.
a. Equity:HTHisanequityproject.Teachersworktoaddressinequitiesandhelp
studentsreachtheirfullpotential.HTHisintentionallydiverseandintegrated,enrollingstudentsthroughazipcode-basedlotteryaimedatcreatingschoolsthatarereflectiveofthecommunitiesweserve.Teachersrecognizethevalueofhavingstudentsfromdifferentbackgroundsworkingtogether,andemployavarietyofapproachestoaccommodatediverselearnerswithoutacademictracking.HTHhasanacutefocusoncollegeentranceandcollegecompletionforallstudents.
b. Personalization:Teacherspracticealearner-centered,inclusiveapproachthatsupportsandchallengeseachstudent.Studentspursuetheirpassionsthroughprojectsandreflectontheirlearning.Recognizingthatidentitydevelopmentandpersonalgrowthoccurinthecontextofcommunity,HTHfostersrelationshipsoftrust,caring,andmutualrespectamongstudentsandadultsthroughprogramdesignelementssuchassmallschoolsize,smallclasses,homevisits,advisories,andstudentcollaborativework.
c. AuthenticWork:Projectsforstudentsintegratehandsandmindsandincorporateinquiryacrossmultipledisciplines,leadingtothecreationofmeaningfulandbeautifulwork.Studentsengageinworkthatmatterstothem,totheirteachers,andtotheworldoutsideofschool.Studentsconnecttheirstudiestotheworldthroughfieldwork,communityservice,internships,andconsultationwithoutsideexperts.HTHfacilitiesarecollaborativeworkplaceswithsmall-grouplearningandprojectareas,relevanttechnology,andcommonspaceswhereartwork,prototypes,andotherartifactsofstudentthinkingarecreatedanddisplayed.
d. CollaborativeDesign:Teacherscollaboratetodesigncurriculumandprojects,leadprofessionaldevelopment,andparticipateinhiring,whileseekingstudent
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experienceandvoiceineachoftheseareas.Withstudentsasdesignpartners,stafffunctionsasreflectivepractitioners,conductinginquiryintoequitableteachingandlearning,schoolculture,projectdesign,andauthenticassessment.Weareallstilllearning.
2. MissionandGoals
AllHTHschools,whetherattheelementary,middle,orhighschoollevel,striveforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Inthiscontext,HTH’sprimarygoalsare:
a. ToprovideallHTHstudentswithameaningfuleducation,andtograduatestudentswhowillbethoughtful,engagedcitizenspreparedtotakeontheleadershipchallengesofthe21stcentury.
b. Topreparestudentsforpostsecondaryeducationandforleadershipinahightechnologysocietybyintegratingtechnicalandacademiceducation.
c. Toincreasethenumberofsocioeconomicallydisadvantagedstudentswhosucceedinhighschoolandpostsecondaryeducation,andinthefieldsofmath,computerscience,engineering,andrelatedfields.
d. ToimprovepubliceducationinCaliforniabytrainingandpreparingeducatorstoteachin,andlead,innovativepublicschools.
TeacherscreatelearningexperiencesdesignedtofosterDeeperLearningcompetencies1instudentsincluding:
● CriticalThinkingandProblemSolving● Collaboration● EffectiveCommunication● Self-DirectedLearning● AcademicMindset● MasteryofCoreAcademicContent
DevelopmentoftheseDeeperLearningcompetenciesishowHTHdefinesaneducatedpersoninthe21stcenturyandpreparesstudentstonavigatethecomplexchallengesofanincreasinglymulticulturalsocietyandglobaleconomy.HTHimplementsaninstructionalstrategyalignedwiththeStudentCenteredLearningModeldevelopedbyJobsfortheFuture.2Thismodeldescribesthe
1Definitionof“DeeperLearning,”fromTheHewlettFoundation. 2Seehttps://www.jff.org
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followingcharacteristicsaskeytostudentscenteredpractice:learningispersonalized,competencybased,takesplaceanytime/anywhere,andstudentsexertownershipovertheirlearning.Thismodelbringstogetherresearchfromvariousfieldsincludingthelearningsciencestoarguethatanemphasisonstudentcenteredpracticesordeeperlearningleadstotheknowledge,skills,anddispositionstosucceedincollege,career,andciviclife.3Thisresearch-basedstrategythatastudentcenteredapproachenhancescollegereadinessandcapacitysupportsthetheoryofactionattheheartofHTH.
3. CurriculumandInstructionalDesign
HTH’steachersworkinteamstocreatecurriculumthatisintegratedacrosssubjectsandalignedwithCommonCoreStateStandardsthroughthreekeyintegrationsthatunifyHTH’seducationalprogram.TheseintegrationsreflectHTH’sbeliefofhowlearningbestoccurs.
a. IntegratingStudents:HTH’sinstructionaldesignisrootedinitscommitmenttoservingstudentsfromacrosstheacademicspectruminafullyintegratedenvironment.ThereisnotrackingatHTH--acommitmentthatextendstospecialeducation.Ratherthanseparatingstudentsonthebasisofperceivedability,studentsworkalongsidepeersfromwidelydifferentbackgrounds.Underlyingthisapproachisabeliefthatheterogeneousgroupingbenefitsstudentsfromacrosstheacademicspectrum.Ratherthanmis-predictingstudents’futuretrajectoriesonthebasisofperceivedacademicability,HTHpreparesallofitsstudentsforadmissiontoafour-yearuniversity.
b. IntegratingSchoolandCommunity:HTHlearningenvironmentextendswellbeyondthewallsofitsclassroomstoleverageeducationalopportunitiesinthecommunity.Studentsinvestigateauthenticproblemsconfrontingthecommunity,conductscientificandethnographicresearchinthefield,partnerwithadultprofessionals,andcreateproductsthatbenefitstakeholdersinthecommunity.Eachstudentmustcompleteaworkplace“academicinternship,”anexperiencethatteachershelptofacilitatebyprovidingacontextwherestudentscanreflectontheirpersonalandprofessionalgrowth.
c. IntegratingHandsandMinds:StudentsatHTHusetechnologytoengageinscientific,mathematical,literary,historical,andartisticpursuits.BothacademicandtechnicalstrandsarestronglyinevidenceatHTH.HTHhasreverseda100-yearhistoryofseparatingtechnicalandacademicsubjectsinAmericanhighschoolsbylinkingthetwoinaProject-BasedLearningenvironment.
3Seehttps://studentsatthecenterhub.org/about/
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HTH’sguidingpedagogy,whichbindsthethreeintegrations,isProject-BasedLearning.Project-BasedLearningcanbedefinedas4:
● Engaginglearningexperiencesthatinvolvestudentsincomplex,real-worldprojectsthroughwhichtheydevelopandapplyskillsandknowledge
● Astrategythatrecognizesthatsignificantlearningtapsstudents’inherentdrivetolearn,capabilitytodowork,andneedtobetakenseriously
● Learninginwhichcurricularoutcomescanbeidentifiedupfront,butinwhichtheoutcomesofthestudent’slearningprocessareneitherpredeterminednorfullypredictable
● Learningthatrequiresstudentstodrawfrommanyinformationsourcesanddisciplinesinordertosolveproblems
● Experiencesthroughwhichstudentslearntomanageandallocateresourcessuchastimeandmaterials
HTH’sProject-BasedLearningapproachisthekeytoitssuccessinservingadiversepopulationofstudents.Studentsbecomeactiveparticipantsintheirlearningandarerequiredtodemonstratetheirlearningpubliclythroughexhibitions,presentations,andportfolios,introducinganadditional,andarguablymoreauthentic,elementofaccountabilityforqualitywork.
4. StructuresthatSupportEducationalExcellence
HTHworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinteachingpractices.Projectdesignsaredocumentedandsharedonteachers’digitalportfolios,andprojectworkiscuratedpubliclyinHTHfacilitiestomakeproductsandprocesstransparent.
TopromoteexcellenceinprojectdesignandfacilitationacrossallHTHschoolsandteachers,HTHplacesgreatemphasisonprofessionaldevelopmentandadultlearning.AllnewfacultyparticipateinanintensiveNewTeacherOdysseyweekthatincludesexperientiallearning,workshops,projecttunings,andcollaborationtimewithexperiencedfaculty.Teachersengageinongoingprofessionaldevelopmentthroughweeklymorningmeetingtimeanddedicatedstaffdays.
Teachersworkincross-disciplinaryteamstoincreasetheintegrationanddepthofsubjectmatter,aswellastoincreasecollegiallearningthroughcollaboration.Tofacilitatethiscollaboration,teachingpartnersoftenshareacommonprepperiod,acommonoffice,and
4 DefinitionfromAutodeskFoundation.
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adjoiningclassroomsthatopenupintoacommonspacewherethepartnerscanco-teachtheirsharedgroupofstudents.
SchoolDirectorsprioritizeinstructionalcoachingandspendasignificantpercentageoftheirtimeobservinginclassroomsanddebriefingwithteachers.HTHhasstructuresforcollegialcoaching,aswellasofficialmentor-menteepartnershipsforteachersundergoinginduction.
TheHTHCredentialingProgramandtheHTHGraduateSchoolofEducationprovideHTH’sfaculty,andteachersthroughouttheneighboringdistricts,andelsewhere,withabundantopportunitiesforprofessionaldevelopment,enrichment,andgrowth.
5. PlanforStudentsWhoAreNotAchievingAtorAboveExpectedLevels
HTHhasdevelopedanumberofstrategiestoaddresstheneedsofstudentswithawiderangeofpriorexperienceandachievement.
a. SmallClassSizes:HTH’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentsneedingextrasupportonbothprojectsandcoreskills.
b. StaffMeetingsandProtocols:RegularmorningstaffmeetingtimeisdedicatedtoEquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarestrugglingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.
c. AcademicTutoring:Studentsmayreceivetutoring,includingorganizationskillssupport,fromteachersduringXBlock,lunch,beforeschool,andafterschool.
d. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.
e. AcademicCoachesandEducationSpecialists:Duringthecoreday,academiccoachesembeddedintheclassroomsprovideadditionalsupporttostudentswhoarestrugglingwithintheclassroomcontext.Educationspecialists,whotrainandsupervisetheacademiccoaches,alsospendsignificanttimeinclassroomsobservingstudentswhoarestrugglingacademicallyorsociallyandcollaboratewithcoreteachers,aswellastheacademiccoaches,todevisesupportplansandstrategies.
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f. StudentSupportConferencesandAdvisors:Whenastudentisidentifiedtobeprogressingatanunsatisfactoryrate,astudentsupportconferenceiscalled,duringwhichfacultyandparents/guardiansdiscussstrategiesforsupportingthestudent’slearning.Eachstudenthasadedicatedadvisorwhomonitorsthestudent’sgradesandconvenesthesemeetingsasnecessary.Eachadvisor,withthesupportofthedean,director,andeducationspecialists,monitorsprogressandensuresthatactionstepsareimplemented.
g. SummerPrograms:HTHoffersasummerbridgeprogramfornewstudents,includingstudentswithbelowgrade-levelskillsinmathandEnglish.HTHalsoofferssummerschoolprogramsforexistingstudentswhoneedadditionalacademicsupportandgraderecovery.
h. SocialEmotionalSupportPractices:Manystudentswhostruggleacademicallyarealsoinneedofsocial-emotionalsupport.Inadditiontoprovidingacademicsupport,teachersoffersocial-emotionalsupportthroughintentionalclassroomstrategies,includinggroupcirclesandrestorativejusticepractices.Schoolpsychologists,social-emotionalcoordinators,and/ordeansdevelopandmodelthesepractices.Schoolpsychologistsalsocoachteachersandconsultwithstaffaboutspecificstudentswhoneedadditionalsupport.
i. TeachingTeamStructureandIntegrationofSubjects:Theteamstructure(whereapairofteacherssharesagroupofapproximately50students)andtheintegrationofsubjects(forexample,Englishandsocialstudiescombinedintohumanities)allowstudentstorotatethroughfewerteachersoverthecourseofaday,resultingingreaterattentionforstrugglingstudents.Theintentionalteamstructure--sharingacoregroupofstudents,alongwithcommonprepperiodsandasharedoffice--facilitatesincreaseddialogueaboutstudentneeds,withdedicatedtimetodiscussstrategiesforsupportingstrugglingstudents.
6. PlanforStudentsWhoAreAchievingSubstantiallyAboveGradeLevelExpectations
HTHdoesnottrackstudents.Rather,withineachclass,teacherschallengeandsupporteachstudenttoaimfortheirpersonalbest,employingavarietyofstrategiesforinspiringandrecognizinghighachievement,including,butnotlimitedto,thefollowing:
a. SmallClassSizes:HTH’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentstoofferenrichmentopportunitiesonbothprojectsandcoreskills.
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b. StaffMeetingsandProtocols:Regularmorningstaffmeetingtimeisdedicatedto
EquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarehighachievingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.
c. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.
d. AlternativeAssignments:Alternative“challenge”assignmentsforreading,writing,problemsolving,andinquiryareroutinelyofferedtoallstudentstogivethemtheopportunitytogainadeeperunderstandingofcoursecontent.Anystudentmaychoosetopursueany,all,ornoneofthese“challenge”assignments.
e. AcademicEnrichment:StudentsmayreceiveenrichmentfromteachersduringXBlock,lunch,beforeschool,andafterschool.
f. HonorsOption:Studentsmayelectatthebeginningofthetermtopursueanhonorsoptionincertainacademiccorecoursesbypreparingaseparateportfolioofcumulative“honorswork”inadditiontotheregularcoursework.Requirementsandperformancestandardsforthehonorsoptionaresetandannouncedbythecourseinstructor.Studentswhosuccessfullypursuethehonorsoptioninacoursehavethatcoursedesignatedasanhonorscourseandweightedaccordinglyontheirtranscript.
7. PlanforEnglishLearners
HTHaimstoensureeducationalequityforEnglishLearners(“ELs”),whichmeansthateachstudentreceiveswhatheorsheneedstodevelophisorherfullacademicandsocialpotential.5InordertoeffectivelyeducateELs,HTHstrivestocreateaneducationalprogramthatdoesthreethingsforELs:(i)promotethestudents’socioculturalintegration;(ii)cultivatetheirlanguageproficiency;and(iii)holisticallysupporttheiracademicachievement6.
5NationalEquityProject 6 Scanlan,M.,&Zisselsberger,M.(2015).TheFormationofCommunitiesofPracticeinaNetworkofSchoolsServingCulturallyand
LinguisticallyDiverseStudents.JournalofEducationforStudentsPlacedatRisk(JESPAR),20(1-2),58–78.
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HTHmeetsapplicablelegalrequirementsforELsastheypertaintoannualnotificationtoparents/guardians,studentidentification,placement,programoptions,ELandcorecontentinstruction,teacherqualificationsandtraining,reclassificationtofluentEnglishproficientstatus,monitoringandevaluatingprogrameffectiveness,andstandardizedtestingrequirements.HTHwillimplementpoliciestoensureproperplacement,evaluation,andcommunicationregardingELsandtherightsofstudentsandparents/guardians.ThegoalfortheELprogramistodevelopcollege-readystudentswhoareproficientinEnglishandtocapitalizeonstudents’multilingualandmulticulturalproficiencies.HTHwilladministerahomelanguagesurveyuponastudent’sinitialenrollmentintoHTHifthisisthestudent’sfirstenrollmentinaCaliforniapublicschool.StudentswhoindicatethattheirprimarylanguageisotherthanEnglishwillbegiventheInitialEnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)todeterminetheirEnglishlanguageproficiencystatus.HTHwilladministertheSummativeELPACtostudentswhohavepreviouslybeenidentifiedasanEL.TheSummativeELPACmeasureshowwelltheyareprogressingwithEnglishdevelopmentineachofthefourdomains:Listening,Speaking,Reading,andWriting.HTHwilladministertheSummativeELPACtoELsonanannualbasisuntiltheyarereclassifiedasfluentEnglishproficient.HTHwillnotifyparents/guardiansofELsannuallyoftheirchild’sstatus,assessmentresults,andotherrequiredinformation.EmbeddedinHTH’sProjectBasedLearningapproachschoolwidearemanypedagogicalpracticeswhichareinformedbyandalignedwiththeoriesofEnglishlanguageacquisition.ThefollowingtheoriesinformHTH’swork:
a. MerrillSwain’swork7highlightstheimportanceofmeaningfuloutput.AccordingtoSwain,meaningfuloutputiscentraltolanguageacquisitionbecauseitprovideslearnerswithopportunitiestoworkwithdevelopinglanguageincontextualized,meaningfulsituations.InHTH’sproject-basedsetting,ELshaverichcontextandauthenticpurposesfortheirinteractions.TheyregularlyengageingrouptaskswhichallowthemtonegotiatemeaningandproducemeaningfuloutputinEnglish.Inshort,HTHstudentsareconstantlyengagedinconversationswithpeersandteachersthatfostermeaningfuloutput.
7Swain,M.(1985)Communicativecompetence:Somerolesofcomprehensibleinputandcomprehensibleoutputinitsdevelopment.InS.Gass&C.Madden(Eds.),Inputinsecondlanguageacquisition(pp.235-53).Rowley,MA:NewburyHouse.
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b. ResearcherJimCummins8underscorestheimportanceofembeddingacademiclanguageincontext,makingacademicallydemandingcontenteasierforELstounderstand.Throughthehands-onlearningthathappensatHTH,academiccontentisregularlyembeddedinrichcontext.Studentsfrequentlyengageinhands-onlearning,withmaterials,tools,andmanipulativesthatgiveELscontextfortheiracademiclearning.
c. StephenKrashen9assertsthatlearnershaveanaffectivefilterthatinfluenceshowmuchlearningcantakeplace.Studentswhohavehighlearneranxiety,lowself-confidence,andlowmotivationaresaidtohavehighaffectivefiltersthatcanpreventthemfromlearning.ELsareespeciallypronetohavingahighaffectivefilter.HTH’ssmallclasssize,thedesignprincipleofpersonalization,aswellasHTH’sfocusonsocial-emotionallearning,createsaschoolcultureinwhichELscanexperiencealoweraffectivefilter,makingthelearningmoreaccessibletothem.Inaddition,thehighmotivationthatresultsfromengaginginProjectBasedLearningalsoreducesthisfilterforELs.KrashenalsohypothesizesthatEnglishlearningrequirescomprehensibleinput--meaningfulinputbasedonrealcommunicationthatisimmediatelycomprehensibletothelanguagelearner.Histheoryisrepresentedbytheformulai+1,withthe“i”representingtheinputand“+1”representingthenextlevelwherelanguageisadvancedjustenoughsothatthelearnerischallengedbutabletolearn.EmbeddedwithinHTHclassroomsareampleopportunitiesforstudentstoreceivecomprehensibleinput.ELsarestrategicallygroupedwithpeerswhocanprovidethisi+1input.Inaddition,teachersdifferentiatereadingselectionstobecomprehensibletoELs.BecauseHTHteachersoftenusewebresourcesandauthentictexts(ratherthantextbooks),theycanselecttheappropriatetextsforemergingreaders.
InadditiontothepedagogicalpracticesthatsupportELsintheclassroom,HTHalsoprovidesadditional,personalizedsupportwhereappropriate.HTHemploysacademiccoacheswhoprovideextrasupporttostudents,includingELs,withintheclassroom.HTHeducationspecialists,inconjunctionwithclassroomteachers,overseetheworkoftheacademiccoachesandtheprogressofELs.HTHalsoemploysanELcoordinator.ELcoordinatorsthroughouttheHTHorganizationleadprofessionaldevelopmentrelatedto
8Cummins,J.(1984).Bilingualismandspecialeducation:Issuesinassessmentpedagogy.SanFrancisco:College-HillPress.9Krashen,S.(1982).Principlesandpracticeinsecondlanguageacquisition.Oxford:PergamonPress.
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Englishlearning,supportteachersinemployingstrategiestosupportELs,andtracktheprogressofELstomakesuretheyareshowinggrowth.ELsneedsupportinhowEnglishworks.ThisinstructiontakesplacethroughdailylessonsinEnglishLanguageDevelopment(“ELD”).ThepurposeofthisDesignatedELDistodevelopEnglishlanguageproficiencyasrapidlyandeffectivelyaspossible.TeacherswillbeguidedbytheCaliforniaELDStandardsinplanningtheirlessons.Research-basedstrategies10,11toprovideELsfullaccesstothecurriculumsothattheyunderstandthecontentinclude:● Realia:realobjectsandmaterials● Manipulatives:drawings,posters,brainstorming-clusters,graphs,tables,
maps,props,multimediapresentations,storyboards,andstorymaps● Visuals:study-prints,textbookillustrations,overheads-projected
prints,reproductionsofpaintingsanddocuments,anddocuments● Graphicorganizers:matrices,Venndiagramsandwebs● Plannedopportunitiesforinteractionbetweenallindividualsinthe
classrooms:creatingaskitandactingitout,cooperativelearning,collaborativegroupsandstudent-generatedwritingbasedonpersonalexperience
● Embeddedlanguageinstructionwhilestudentsarelearningcontent● Opportunitiesforlearningthataremeaningfulandrelevant● Explicitinstructionofkeyvocabularyandcognates● Scaffoldingtext,suchasanticipatorypre-readingoftext● Leveledreadingmaterial● Teachersexplicitlymodelthetypeoflanguagestudentsareexpectedtouse,
providingappropriatesupportsforELs,suchassentencestartersandleveledquestions
TheCommonCoreStandardsraisetheexpectationsforallstudentsandwillrequireahigherlevelofexpertiseandsupportforELs.HTHwillusetheCaliforniaELDStandardsintandemwiththeCommonCoreStandardsandNextGenerationScienceStandards.TeachersreceiveongoingprofessionaldevelopmentonservingELsinanumberofways.
a. TeachersearningapreliminaryteachingcredentialthroughtheHighTechHighteacherinterncredentialingprogramcompleteaCCTCapprovedcourseentitled“PreparationtoTeachEnglishLanguageLearners.”Inthiscourse,newteacherslearnstrategiestohelpensurethesuccessofELsinanacademicenvironment.They
10Rubinstein-Avila,E.(2006).ConnectingwithLatinolearners.EducationalLeadership,63(5),38-43.11HTHteachersareencouragedtolookatExpeditionaryLearning’s“GuidetosupportingEnglishLanguageLearners.”AlthoughfocusedonK-8,therearemanypracticesusefulacrosstheK-12continuum.
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examinethetheoreticalperspectivesofsecondlanguageacquisition,exploreteachingstrategiesforELs,andpracticeapplyingsuchstrategiesinaProjectBasedLearningenvironment.
b. TeachersintheirfirsttwoyearsatHTHreceiveInductionsupportwhichincludesamoduleonteachingELs.
c. NewteachersreceiveongoingcoachingfromaninstructionalcoachtrainedinteachingELs.
d. NewteachersarriveaboutthreeweeksbeforethestartofschoolforanOdysseyexperienceaimedatdevelopingtheirunderstandingofHTHteachingpractices,includingpracticesaimedatsupportingELs.
e. ReturningteachersarriveaboutoneweekbeforethestartofschoolforongoingprofessionaldevelopmentincludingsupportformeetingtheneedsofELs.
f. Teachersparticipateinmorningorafternoonmeetingseveryweekthroughouttheyearfocusedonprofessionaldevelopmentforimprovingteachingpractices,includingELsupport.
ELswhomeetestablishedcriteriawillbereclassified.MultiplecriteriawillbeusedindeterminingwhethertoclassifyapupilasproficientinEnglish.TheELcoordinatorimplementsfollow-upprocedurestomonitorandsupportReclassifiedFluentEnglishProficientStudents(“RFEPs”)aswellasassureELsshowyearlyprogresstowardsmeetingthecriteriatobecomeEnglishproficient.
8. PlanforStudentswithDisabilities
Asrequiredbyfederalandstatestatutesandregulations,eachspecialeducationstudenteligibleundertheIndividualswithDisabilitiesEducationAct(“IDEA”)willbeprovidedafreeappropriatepubliceducationintheleastrestrictiveenvironment.Tomeeteachstudent’suniqueneeds,HTHfocusesontheprovisionofeducationalenhancementservicessuchasassistivetechnology,in-classtutorialassistance,smallgroupandindividualinstruction,andnote-takingservicesinthegeneraleducationenvironmentratherthanamorerestrictivespecialeducationnon-inclusivelearningenvironment.DecisionsregardingtheabovearetheresponsibilityoftheIndividualizedEducationProgram(“IEP”)team,asformulatedinawrittenplanandwithfullconsentoftheparent/guardian.WhileHTHfullysupportsthefederalandstatestatuteandregulatoryprovisionsthatrequirespecialeducationservicesbeprovidedintheleastrestrictiveenvironment,itiscognizantoftheneedtocraftthedeliveryofsuchservicesappropriately.
ThedeliveryofspecialeducationservicestoHTH’sstudentsshallbeprovidedbyacredentialedspecialeducationteacher,knownasanEducationSpecialistatHTH.TheEducationSpecialistshallalsoserveasthecasemanagerforeachspecialeducationstudent
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andoverseetheprovisionsofallservicesincludedwithineachIEP.HTHshalldirectlyemploy,orindependentlycontractwith,serviceprovidersforanyrequiredelementofspecialeducationsupportsuchaspsychologicalservices,speechtherapy,occupationaltherapy,andotherrelatedservicesnecessaryfortheprovisionofafreeappropriatepubliceducation.
Theprimarymethodofidentifyingstudentseligibleforspecialeducationservicesisthroughtheadmissionsandregistrationprocess,althoughspecialeducationstatushasnoimpactonadmissiontoHTH.Studentsarealsoeligibleforspecialeducationidentificationandeligibilitydeterminationthrougha“childfind”process.Instructionalstaffaretrainedinandknowledgeableofreferralprocedurestoidentify,respond,andmeettheneedsofstudentswithdisabilities.HTHprovidespsycho-educationaldiagnosticservicestoassessstudentsforeachofthedisablingconditionsasdefinedbystateandfederallaw.
HTHparticipatesasalocaleducationalagency(“LEA”)memberoftheDesert/MountainSpecialEducationLocalPlanArea(“SELPA”).HTHreservestherighttoparticipateinanalternativeSELPAduringthischarterterm,subjecttorequestingtheDistrict’sapprovalofamaterialrevisiontothecharter.
AsamemberoftheDesert/MountainSELPA,HTHmakesthefollowingassurances:
a. FreeAppropriatePublicEducation:HTHshallassurethatafreeappropriatepubliceducationwillbeprovidedtoallenrolledstudentsincludingchildrenwithdisabilitieswhohavebeensuspendedorexpelledfromHTH.
b. FullEducationalOpportunity:HTHshallassurethatallstudentswithdisabilitieshaveaccesstothevarietyofeducationalprogramsandservicesavailabletonon-disabledstudents.
c. ChildFind:HTHshallassurethatallstudentswithdisabilitiesareidentified,located,andevaluated.
d. IEP:HTHshallassurethatanIEPisdeveloped,reviewedandrevisedforeachchildwithadisabilitywhoiseligibleforspecialeducationservices.
e. LeastRestrictiveEnvironment:HTHshallassurethat,tothemaximumextentappropriate,studentswithdisabilitiesareeducatedwithstudentswhoarenotdisabled.Placementsintheleastrestrictiveenvironmentshallbepursuedforstudentswithdisabilitiesthroughtheutilizationofsupplementaryaidsandservicesinthegeneraleducationlearningenvironment.
f. ProceduralSafeguards:HTHshallassurethatchildrenwithdisabilitiesandtheirparents/guardiansshallbeprovidedwithsafeguardsthroughtheidentification,evaluation,andplacementprocessandprovisionsforafreeappropriatepubliceducation.
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g. AnnualandTriennialAssessments:HTHshallassurethatanIEPreviewshallbeconductedonatleastanannualbasis.Additionally,areassessmentshallbeconductedatleastonceeverythreeyearsormoreoftenifconditionswarrant,orrequestedbythestudent’sparent/guardianorteacher.
h. Confidentiality:HTHshallassurethattheconfidentialityofpersonallyidentifiabledatashallbeprotectedatcollection,storage,disclosure,anddestruction.
i. PersonnelStandards:HTHshallassurethatitwillmakegoodfaitheffortstorecruitandhireappropriatelyandadequatelytrainedpersonneltoprovidespecialeducationandrelatedservicestochildrenwithdisabilities.
j. ParticipationinAssessments:HTHshallassurethatstudentswithdisabilitiesareincludedingeneralStateandDistrict-wideassessmentprogramswithappropriateaccommodations,whennecessary.
TheoversightofthespecialeducationprogramsatHTHisprovidedbytheDirectorofSpecialEducationwhoconcentratesontheareaofspecialeducationservicedeliveryandstateandfederalstatutesandregulations.Additionally,HTHisrequiredtodemonstrateanadequatecapacitytoprovidestudentsinspecialeducationwithafreeandappropriatepubliceducation.HTHdevelopsanannualspecialeducationbudget,hiresnecessarypersonnel,contractsforappropriateservicesasneeded,anddocumentsthequalificationsandcompetencyofsiteadministrativestafftomeetspecialeducationqualityandcompliancerequirements.
TheDirectorofSpecialEducationisaccessibletoHTHthroughpersonalschoolsitevisitsandreviews,aswellasvideoandtelephoneconferencing.Inaddition,theDesert/MountainSELPAcurrentlyhasthetechnologicalresourcestoengageindistancelearningthroughtheuseofinteractivevideoconferencing.ThisactivityisenhancedbyregularlyscheduledpersonalvisitstoallparticipatingLEAsbyateamofhighlyqualifiedEducationSpecialists.AllEducationSpecialistsareengagedincollegialcommunitiesofpracticeandthoseintheinductionprogramreceivesubstantialmentoringfromInductionMentors.SpecificandtargetedstaffdevelopmentopportunitiesarealsoprovidedbyHTHandtheDesert/MountainSELPAduringtheAnnualSummerInstitutethatisco-sponsoredbyHTH.
9. IndependentStudyProgram
HTHreservestherighttoimplementanindependentstudyprogramcalled“Flex”todemonstratehowHTH’sinnovativedesignprinciplesandteachingmethodologiescanexistwithinahybridonlineandin-personlearningenvironment.ThedevelopmentworkunderlyingtheFlexoptionisstillaworkinprogress.
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10. TransferabilityofCoursesandGraduationRequirements
HTHhasreceivedasix-yearaccreditationfromtheWesternAssociationofSchoolsandColleges(“WASC”)throughJune30,2023.Studentsareinformedofthetransferabilityofcoursestootherpublichighschools,andtheeligibilityofcoursestomeetcollegeentrancerequirements,throughtheStudent&ParentHandbook.Graduationrequirements,whicharesummarizedinthetablebelow,arealignedwiththeminimumentryrequirementsoftheUniversityofCalifornia(“UC”)andCaliforniaStateUniversity(“CSU”)systems.Inaddition,inordertograduate,studentsmustcompleteasemester-longacademicinternshipandasuccessfulTransitionalPresentationofLearning(“tPOL”)attheendofeachschoolyear.
GraduationRequirements
SUBJECTAREA
REQUIREMENT
English 4years
History 3years
Mathematics 4years
LabScience 4years
LanguageotherthanEnglish 2years(ofthesamelanguage)
VisualorPerformingArts 1year(ofthesameartcourse)
CollegePreparatoryElective 1year
PrinciplesofEngineering 1semester
AcademicInternship 1semester
SeniorProject Projectcompletion
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HTH’scorecoursesareapprovedorareintheprocessofbeingapprovedbytheUC.WehaveseenthatcoursescompletedatHTHareastransferableasthoseofatraditionaldistricthighschooltootherschools,andarerecognizedassuchbycollegesanduniversities.However,HTHdoesnotofferthesamecoursesorthesamesequenceofcourses,asdomanyotherschools.Insomeinstances,thishascaused11thand12thgradestudentstransferringtootherschoolstoneedtomake-upcoursesthatwerenotofferedinthetraditionalsequence,oratall,atHTH.Forexample,HTHdoesnotofferhighschoolcreditforPhysicalEducation,whichmaybeagraduationrequirementatotherschools.Studentsandparents/guardiansareadvisedtotakeHTH’suniqueacademicprogramintoaccountwhenmakingdecisionstoenrollatHTHandtotransfertootherschools.
HTHrequiresthatstudentsreceiveaC-orhigherinallcoreacademiccoursestoreceivecredit,consistentwithUCentrancerequirements.StudentsnotreceivingaC-orbetterinallcorecourseshavetheoptionofattendingsummerschoolorrepeatingthegradeinordertoachievetheminimumgraderequirementforcorecourses.
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ElementTwo(B):MeasurableOutcomes
ThetablesbelowdescribeHTH’sprogressonmeasurableoutcomesandalignmentwiththestate’seightpriorities.Theseoutcomesspecifytheskills,knowledge,andattitudesthatreflectHTH’seducationalobjectivesandaresufficientlydetailedenoughtodeterminewhetherstudentsaremakingsatisfactoryprogress.HTH,throughtheLCAPannualupdateandothermeans,frequentlyevaluatestheeffectivenessofitsoutcomesandmodifiesinstructionforindividualstudentsandforgroupsofstudents.
LCAPAnnualUpdate2017-18asofMay30,2018
LCAPGoal StatewidePriority
ExpectedAnnualMeasurableOutcomes
ReportedActualAnnualMeasurableOutcomes
ReduceChronicAbsenteeism
5 ChronicAbsenteeismRate10.5%ChronicAbsenteeismRateSEDStudentsof11.5%P2Attendance94.4%
ChronicAbsenteeismRate11.2%ChronicAbsenteeismRateSEDStudentsof14.9%P2Attendance94.9%
RestorativePracticestoReduceSuspensions
5 SuspensionRate0.5%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair83%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity68%
SuspensionRate3.8%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair86%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity81%
ImproveoutcomesforEnglishLearners
4,7 ImproveELReclassificationRateYouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement66%
ELReclassificationRate85%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement80%
ImproveLiteracyInstruction
2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS95%
Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%
ImproveMathematicsInstruction
2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS96%
Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%
ImproveScienceInstruction
2,4,7 SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity67%
SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity76%
ImproveprocessesforrespondingtostrugglingstudentsbyimplementingCPSmodel
3,4,7 Have25studentsparticipatinginCPS(problemsolving)
MonitorstudentparticipationinCPSprocess
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LCAPGoal StatewidePriority
ExpectedAnnualMeasurableOutcomes
ReportedActualAnnualMeasurableOutcomes
Supportstudentsinpubliclypresentingtheirlearningtofamiliesandthebroadercommunity
2,3 Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference91%
Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference80%
IncreaseCollegeAccessandPersistence
4,8 PercentageofstudentsinA-Gcoursework96%PercentageofstudentscompletingtheSATorACT94%Percentageofstudentsreportingenrollingincollege95%PercentageofstudentscompletingFAFSA91%PercentageoflowincomestudentsawardedaCalGrant72%
PercentageofstudentsinA-Gcoursework(pending)PercentageofstudentscompletingtheSATorACT(pending)Percentageofstudentsreportingenrollingincollege(pending)PercentageofstudentscompletingFAFSA77%PercentageofHTHlowincomestudentsawardedaCalGrant61%
Improveuseofsurveydatatoguideimprovementefforts
3,5,6 YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement67%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults50%
YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement83%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults100%
Maintainbasicservices
1 Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweek75%
Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweekmet/exceeded75%
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LCAPGoalsandOutcomes2018-19asofMay30,2018
Goal StatewidePriority
ExpectedAnnualMeasurableOutcomes
EnsureHighQualityWork:Studentscreatehigh-qualityworkcharacterizedbycomplexity,authenticity,andcraftsmanshipthatinvitesfamilyandcommunitymemberstoparticipateinstudentlearningandreflection.
2,3,5,7,8 Percentageofstudentprojectexhibitionsthatincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%Percentageoffamiliesattendinganexhibition,presentationsoflearning,orstudent-ledconference91%EstablishbaselineoffacultyreportingcreatingprojectsthatmeetcommunityneedsYouthTruthfamilysurveydescribingthedegree:Iunderstandmyschool'sgoals.NationalPercentileRanking57%YouthTruthfamilysurveydescribingthedegree:Iwouldrecommendmyschooltoparentsseekingaschoolfortheirchild.NationalPercentileRanking59%
ImproveStudent-CenteredInstruction:Teachersdesignclassroominstructionthatprovideaccessandchallengeforallstudents,encouragingthemtograpple,sharetheirthinking,andconstructknowledgetogether.
2,4,5,7 ELReclassificationStatusIndicator85%IncreasepercentageofsciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity79%
NurtureaCultureofBelonging:Createsafe,inclusiveenvironmentswhereallstudentsfeelasenseofbelonging,aresupportedwithsocio-emotionalneeds,developstrongrelationshipsandexperiencejoy.
5,6 Improvechronicabsenteeismratesschoolwide(11%)andforSEDstudents(14.5%),improveP-2attendancerate(95%),andlowersuspensionratesschoolwide(2%)andforSEDstudents(3%).YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair.Nationalpercentilerankingof86%.YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity.Nationalpercentilerankingof82%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement.Nationalpercentilerankingof81%YouthTruthfamilysurveydescribingthedegreetowhichteachersandstudentscareabouteachother.Nationalpercentilerankingof88%
IncreaseSupportforStrugglingStudents:Providetargetedinterventionstostudentsinneedofadditionalsupport.
4,5,6 IncreasenumberofPlanBmeetingsto30
EnsureCollegeAccess&Persistence:Supportallstudentsinaccessingandexcellingin
4,7 IncreasepercentageofstudentsinA-Gapprovedcourseworkto96%
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Goal StatewidePriority
ExpectedAnnualMeasurableOutcomes
college. IncreasepercentageofstudentscompletingtheSATorACTto95%Increasepercentageofstudentsreportingenrollingincollegeto96%IncreasepercentageofstudentscompletingFAFSAto82%IncreasepercentageofSEDstudentsawardedaCalGrantto65%Increasepercentageofstudentsenrollinginafour-yearcollegeto70%Increasesix-yearcollegegraduationrate54%
MaintainBasicServices 1 Maintain100%ofcredentialedteachersMaintain100%ofteacherswithaccesstoabudgettopurchaseinstructionalmaterialsIncreasepercentofmaintenancerequestsfilledwithinaweekto76%
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ElementThree(C)–MethodofMeasuringofStudentProgress
HTH implements a wide assortment of ongoing authentic assessments. The assessments are linked to the standards for literacy, mathematics, science, history-social science, and applied learning. The goal of assessment is to provide information for:
● Curriculumplanning,determiningandplanninginstructionalpractices● Specialneedsandinterestsofstudents● Feedbacktostudentsregardingtheirindividualprogress● Programevaluationandaccountability● Studentstobeself-assessorsoftheirownwork● Communicationtoparents,guardian,andthelargercommunity
Inadditiontostandardizedtesting,HTHimplementsperformance-basedassessmentsinwaysthatenablestudentstodemonstratewhattheyknowandwhattheyareabletodoinmeetingthestatewidestandards.Performance-basedassessmentsinclude,butarenotlimitedto:
1. Exhibitions,PresentationsofLearning,andOthers:Theseprojectsrepresentaculminationofthestudent’slearningincurricularareas;theymaybewrittenororal.Theymayalsoreflectinterdisciplinarythemesappliedtocorecurriculum.
2. CalendaredClassroomAssessments:Teachersassessstudentsregularlyinreading,writing,andmathematics.
3. TeacherPreparedAssessmentInstruments:Teachersdesignappropriatetasksthatmeasureunderstandingsandmasteryofclassroomwork.
4. StudentJournals:Studentskeepjournalsinwriting,science,andinterdisciplinarythematiccurriculum.Thesereflecttheirunderstandingandthinkingskills.
5. FormalAssessmentReportstoParents/Guardians:Aformalprogressreporttoparents/guardiansissenthometwotimesperyear.Studentsareassessedinallacademicareas.Manycurricularareasareassessedbasedonrubricscoring.
6. Conferences:Avarietyofconferencesareconductedthroughouttheschoolyearandinclude:
a. StudentLedConferences:Studentssharetheirgoalsandexpectationsfortheyear.Parents/guardiansmayshareanyconcernstheyhave.Theteacherreportsacademicaswellassocialprogress.
b. Student/TeacherConferences:Meetingsarescheduledwiththestudentandteachertodiscussandevaluateastudent’sprogress.
c. OtherConferences:Thesearescheduledasneededtoensurethattheprogramismeetingthestudent’sneeds.
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ThefollowingtableoutlinessomeoftheassessmentandstudentoutcomestoolsusedbyHTH.
ASSESSMENTS/OUTCOMES PURPOSEFORADMINISTERING/MONITORING
PresentationsofLearning(“POL”) Toensurelearninggoalsaremetforeachindividualstudent.
Exhibitions Demonstratepresentationsoflearningtoteachers,parents,andcommunity.
CaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)
TestsstudentproficiencyoftheCaliforniaStateStandards.
FITNESSGRAM Ensurestudentsarephysicallyfit.
EnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)
ToassessEnglishlanguageproficiencyandreclassifystudents.
Surveys Solicitspecificfeedbacktogaugeparent/guardianandstudentsatisfactionwithlearningoutcomesandprogramdesignofHTH.
AttendanceandChronicAbsenteeism EnsurestudentshaveaccesstothecurriculumandhavesupportstoaddressanybarrierstoattendingHTHregularly.
“A-G”collegerequirementsandhighschoolgraduationrate
Preparestudentsforcollegeentrywithrigorouscurriculum.
Collegeacceptanceandcompletionrates
Measuretheextenttowhichstudentsarepreparedandabletoimplementtheirpreparationathigherlearninginstitutions.
HTHmakesregularuseofstudentperformancedatatoinforminstructionalpracticesandreportsachievementtostaff,parents,andguardiansonanongoingbasis.Inthecontextofweeklymorningstaffmeetings,staffmembersmayreviewstudentworkanddiscusshowpracticesmaybeadjustedtomeettheindividualneedsofstudents.Teachersreceivesupportfromoneanothertoassiststudentsinachievingthestandards,andteachersmaygiveadvicesothattheymaygobacktotheirclassroomandprovideadditionalsupport.Thesediscussionsmaybebroadenedtoincludeparents/guardianaswellasthestudentsthemselvessothatcoordinatedinterventionandsupportservicescanbeofferedtoimprovestudents’learning.Assuch,thisstaffdevelopmentprotocolensuresthatthecontemporaneousanalysisofstudentperformancedataisinformingrefinementofpracticeintheclassroom,providingabasisforregularcommunicationwithparents/guardiansandstudents,andsupportingstudentachievement.
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Attheclassroomlevel,teachersuseavarietyofstrategiestomonitorstudentunderstandingandprogressonadailyandweeklybasis.Theseincludequizzes,weeklystudentreflections,anddaily“check-ins,”forexample,askingstudentsattheendofaclasssessiontowriteandsubmitaquickreflection.Inaddition,teachershaveestablishedprotocolsforweeklyreviewsofstudentworkincludingusinglearninglogsorjournals,andusingweeklycheck-instogaugeprogressonprojects.
HTHissuesregularprogressreportstoinformresponsiblestaffwhotoofferinterventionstosupportstudentswhomaybeindangerofnotreceivingpassinggrades.Suchinterventionincludesthehostingofmeetingswithstudents’parents/guardianstoassesswhatadditionalsupportsneedtobemadeavailabletoassistthestudentswiththeirlearning.HTHalsoprovidesparents/guardianswithcurrentinformationaboutstudents’gradesviaweb-enabledpasswordaccesstoHTH’sStudentInformationSystem.
HTHcollectsandanalyzesdataonitseffortstoimproveeducationaloutcomes.Improvementteamsusethatdataandanalysistoinformtheirpractice,teaching,andlearning.
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ElementFour(D):Governance
Since2000,theHighTechHighnetworkhasevolvedandgrowntoincludeanintegratedgroupofatotaloffourteencharterschoolsspanninggradesK-12acrossfourcampuses.AsnotedintheIntroduction,theDistricthasauthorizedsevenofthecharterschoolsoperatedbyHighTechHigh,aCalifornianonprofit,publicbenefitcorporation.ThesesevencharterschoolsarelocatedonthePointLomaCampusandcollectivelyservegradesK-12.Inaddition,HighTechHighoperatessevenothercharterschoolsauthorizedbytheCaliforniaStateBoardofEducation(“SBE”)underasingularStatewideBenefitCharter.ThespecificlocationsofeachcampusaredetailedintheStudent&ParentHandbook(AppendixI)aswellasthewww.hightechhigh.orgwebsite.TheBoardofDirectorsofHighTechHigh(“HighTechHighBoard”)governsoverandoperatesalloftheDistrict-authorizedandSBE-authorizedcharterschools.TheHighTechHighBoardhaslegalandfiduciaryresponsibilityforallofthecharterschoolsthatitoperates.TheHighTechHighBoardmeetsatleastquarterlyandholdsitsmeetingspursuanttotheRalphM.BrownAct(“BrownAct”).Moreover,theHighTechHighBoardoperatesunderaConflictofInterestCodefiledpursuanttotheCaliforniaPoliticalReformAct,GovernmentCodeSection81000,etseq.TheHighTechHighBoardiscomprisedoffivemembers,inaccordancewithitsbylaws,whichareattachedasAppendixH.PotentialboardmembersarescreenedtoensurethattheypossesstheskillsandexperiencenecessarytofulfilltheresponsibilitiesentrustedtotheHighTechHighBoard.Boardmembersrepresentthebusinesscommunityandthecommunity-at-large.Boardmembersserveoneyeartermsandreceivetrainingregardingtheirlegalandfiduciaryresponsibilities,includingtherequirementsoftheBrownActandconflictofinterestlaws.IntheeventtheDistrictappointsarepresentativetotheHighTechHighBoard,anadditionalboardmembermaybeselectedbytheHighTechHighBoard.HTHsecuresparentalinvolvement,participation,andinputinavarietyofways.Forexample,theSchoolDirectormeetsformallywithparentsandguardiansatleasttwiceayearregardingTitleIspendingandtheLCAP.MeetingagendascoversubjectsincludingreviewandanalysisofCAASPPresults,aswellasbudgetdevelopment,asitpertainstoTitleIfundsandtheLCAP.HTHfeaturesactiveparentalinvolvement,asparentinvolvementisakeyfactorinstudentacademicachievement.HTHhasaParentAssociation.ActivitiesthattheParentAssociationmayundertakeincludes,butisnotlimitedto:
● CreatinganddistributingaParentAssociationNewsletter
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● SendingParentAssociationannouncementsviaemailand/orothermeans
● MeetingregularlyandservingasaliaisontootherstakeholdergroupssuchasHTH’sadministrators,associatedstudentbodygroups,andothers
● Sponsoring/supportingcommunity-buildingactivities,suchasorientations,schoolphotos,socials,specialfundraisingevents,andcommunity-serviceactivities
● Supportingclassroomsdirectly,suchasRoom/TeamParentcoordination,teacherwishlists,andchaperoning
● Coordinatingschool-widefundraising,suchasbookfairs,eScrip,andotherfundraisingpartnershipswithlocalbusinesses
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ElementFive(E):HumanResources
ThegeneralqualificationsforallemployeesofHTHarethattheymeetspecificqualificationsidentifiedfortheirpositionandsubmittoacriminalbackgroundcheckandtuberculosisriskassessment.Candidates’resumesandapplicationinformationarereviewed,andengagementwithcandidatesmayincludephoneinterviewsandin-personinterviews.1. DelineationofSchool-BasedandCentralResponsibilities
AmongtheHTHcharterschools,thereisahighlevelofcoordinationandcooperationbetweenschool-basedstaffmembersandcentralstaffmembers.
School-BasedStaffResponsibilities CentralStaffResponsibilities
● SchoolDirector–responsibleforoverseeingallaspectsoftheschool’slocaloperationsincludingresponsibilityforensuringthattheschool’sinstructionalprogramfeaturesfullimplementationofDesignPrinciplesanddeliversthemeasurableoutcomes.TheSchoolDirectorisresponsibleforhiringallsite-basedstaffand,workingincollaborationwithcentralstaff,forpreparingabudgetforapprovalbytheHighTechHighBoard.
● DeanofStudents–worksinclosepartnershipwiththeSchoolDirectortoensurethatstudentsafetyismaintainedatalltimesandthatacultureandstandardofdisciplineconducivetostudentlearningissupportedbyallsitestudentsandparents/guardians.
● ITDirector–workscloselywithcentralstafftoensurethatITsystemsarchitectureisfullyimplementedattheHTHsitelevel,providingthesite’sstudents,parents/guardians,andstafffullaccesstothearrayofITservicesthatsupportteaching,learningandsiteoperations.
● SiteManager–ensuresthatadministrative,clerical,andfrontoffice
Atthecentrallevel,theHTHorganizationoffersadministrativesupportservices.Servicesperformedatthecentrallevelinclude,butarenotlimitedto:
● HighTechHighBoardSupport ● GovernanceSupport ● StrategicPlanning ● OperationandFiscalPlanning ● Property/FacilitiesAcquisitionand
Financing ● FacilitiesDesign,Renovationand
Maintenance ● Payroll,Benefits ● HumanResourcesSupport ● ITServices ● BusinessServices ● LunchProgramOperations ● Admissions ● LegalSupport ● AdministrativeServices ● CharterDevelopment ● CommunityEngagement ● TeacherCredentialing ● CurriculumDevelopmentSupport ● ProfessionalDevelopmentfor
DirectorsandTeachers ● ProgramMonitoring,Compliance,and
QualityAssurance
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School-BasedStaffResponsibilities CentralStaffResponsibilities
functionsareperformedattheHTHsitelevelandworkscloselywiththecentralstafftomakesurethatinformationfromthesiteisavailableonatimelybasisregardingcompliancemattersandfiscalcontrol.
● Custodian–ensuringthatthefacilityismaintainedinamannerthatsupportsteachingandlearning.
● CollegeAdvisor–ensuresthatallstudentsinHTHhavethesupportneededtoearnacceptancetoandenrollinaninstitutionofhigherlearning.
● SpecialEducationServices ● Fundraising ● GrantGeneration ● EnvironmentalHealthandSafety
2. SchoolDirectorHTHiscommittedtocarefullyselectingathoughtful,inspired,andtalentedSchoolDirectorasakeypositionintheadministrativecategory.TheSchoolDirectormusthaveagraspofHTH’sdesignprinciplesandacommitmenttoHTH’smissionandgoals.TheSchoolDirectormustdemonstratetheskillsetsnecessarytoworkwellwithstudents,teachers,parentsandguardians,andthecommunity-at-large.TheSchoolDirectorshouldunderstandtheeducationalprogramsufficientlytosupportandinspiretheirfaculty.TheSchoolDirectormusthavetheskillstohireandmanagestaffmembers,managebudgets,andthedemandsoftherigorouseducationalprogram.HTHmayfinditsSchoolDirectorinavarietyofways,includingwithinitsownteachertalentpool,inworkingwiththeHTHGraduateSchoolofEducation,orrecruitingfromotherorganizations.
3. Teachers
HTHiscommittedtohiringtalented,knowledgeable,andpassionateteachersaskeypositionsintheinstructionalcategory.HTHdoesthisbyholdinghiringfairs,workingwiththeHTHGraduateSchoolofEducation,postingpositionswithotheruniversitiesandeducationwebsites,recruitingfromindustry,andsupportingnewteachersthroughitsowncredentialingprograms,amongotherthings.Interviewsaretypicallyfollowedbyarigorousfull-dayreviewduringwhichcandidatesteachaclass(andareevaluatedbystudents),havealuncheoninterviewwithstudents,andinterviewwithcurrentteachersandadministrators.
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TeachersamongtheHTHcharterschoolsrepresentarangeofexperiences,includingformerbiotechengineers,communitycollegeprofessors,andgraphicdesigners.InAugust2004,theHTHorganizationwasthefirstcharterschooltoreceiveapprovalfromtheCaliforniaCommissiononTeacherCredentialing(“CTC”)tooffersingle-subjectcredentials.TheHTHorganizationhasexpandeditscredentialingworkandnowhasauthorityfromtheCTCtoofferamultiple-subjectcredentialinternprogramelementaryschoolteachers,amongothercredentials.
HTHrecognizesthatitsteachersofcoreacademicsubjectsmustmeettheEveryStudentSucceedsAct(“ESSA”)requirements.HTH’steachersarerequiredtoholdaCTCcertificate,permit,orotherdocumentequivalenttothatwhichanypublicschoolteacherisrequiredtohold.However,HTHbelievesthataninterdisciplinarystructureisanimportantcomponentofitsProject-BasedLearningapproach,andteachersmaybecalledupontoteachmorethanonesubject.Inaccordancewithapplicablelaw,HTHmayexerciseflexibilitywithregardtothoseteachingnon-core,non-collegepreparatorycourses.Moreover,withintheprovisionsofthelaw,HTHreservestherighttorecruitandhirethebestqualifiedpersontofillanyofitspositionvacancies.
4. OtherStaffMembers
OtherstaffmemberswhomaybeemployedbyHTHinclude,butarenotlimitedto,theDeanofStudentsandAcademicCoachesforinstructionalsupport,aswellasSiteManagersfornon-instructionalsupport.Theexpectationisthatallemployeeswillmeetthespecificqualificationsidentifiedfortheirpositions.
5. PolicyAgainstDiscrimination
HTHdoesnotdiscriminateagainstanyapplicantoremployeeonthebasisoftheactualorperceivedcharacteristicsofrace,religion,creed,color,gender,genderidentity,genderexpression,nationality,nationalorigin,ancestry,ethnicgroupidentification,geneticinformation,age,medicalcondition,maritalstatus,sexualorientation,pregnancy,physicalormentaldisability,childbirthorrelatedmedicalconditions,oronthebasisofaperson’sassociationwithapersonorgroupwithoneormoreoftheseactualorperceivedcharacteristics,oranyotherbasisprotectedbyfederal,state,locallaw,ordinanceorregulation.
6. ProfessionalDevelopment
Professionaldevelopmentconsistsofbothschool-basedandorganization-widelearningopportunities.Bydesign,professionaldevelopmentislargelycontextual,integratedintoteachers’day-to-dayworkandaddressingissuesthatemergetherein.
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Morningstaffmeetingsareheldatleastonceaweekandaffordtheopportunityforregularcheck-insanddiscussionsaboutpractice.Thesemeetingsmayincludediscussionsaboutexhibitions,presentationsoflearning,assessments,andothertopics.Veteranandnewteachershavetheopportunitytocollaborateatmorningmeetings.
CollegialcoachingisanotherimportantpartofHTH’sprofessionaldevelopmentprocess.StartingatfirstwithobservationandconsultationbytheSchoolDirector,colleagues,and,attimes,otheradministrators,teachersareengagedinclassroomobservationandfeedback.
Staffretreatsanddesignatedstaffdayspresentadditionalopportunitiesforschoolteachingcommunitiestogatherandengageindeeperdivesonparticularsubjects.
Additionaltrainingsareofferedtotheteachers,deans,schooldirectors,andotherstaffmembersthroughHTH’sCredentialingProgram,theHTHGraduateSchoolofEducation,andotherformaladultlearningprogramsaswellasthefollowing:
a. TheNewTeacherOdysseyheldeveryAugustbeforethestartofthenewschoolyearwhereSchoolDirectors,veteranteachers,andothermembersoftheHTHcommunitycometogetherforaweekofnewteacherpreparationandprojectdevelopmentandtuning.
b. WinterOdysseyheldnearthemid-yearforallteachersasaforumforacheck-inandprojectdevelopmentandtuning,amongotherpracticesupport.
c. WeeklyDirectorsMeetingsheldatthestartofalmosteveryweekwhereSchoolDirectorscometogetherwithcentraladministratorstodiscusspertinentandtimelyschoolmanagementmattersandprogramdelivery.
d. DirectorProfessionalDevelopmentMeetingsareheldapproximatelytentimesayear.ThesemeetingsofferSchoolDirectorstheopportunitytodivedeeperintokeytopics.
e. DeanMeetingsareheldapproximatelysixtimesayear.Deansgettogethertodiscusscurrentissues,engageincasestudies,andreviewdataregardingstudentdisciplineandschoolculturematters.
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ElementSix(F):HealthandSafetyProcedures
HTHwillcomplywithallapplicablehealthandsafetylaws.Towardthisend,HTHhasadoptedacompletesetofhealthandsafetypolicies.ThesepoliciesincludeanInjuryandIllnessPreventionProgram,HazardousCommunicationProgram,BloodbornePathogensExposureControlProgram,andEmergencyPlansandProcedures.HTHwilldevelopfurtherhealth,safety,andriskmanagementpoliciesinconsultationwithitsinsurancecarriersandriskmanagementexpertsasrequiredbylaw.HTHwillassessitsfacilitiesforstructuralsafety,usingtheapplicablestate,county,andcitystandards.HTH,atitsowncostandexpense,willberesponsibleforobtainingappropriatepermitsfromthelocalpublicentitywithjurisdictionovertheissuanceofsuchpermits,includingbuildingpermits,occupancypermits,fire/lifesafetyinspectionsandconditionalusepermits,allasmayberequiredtoensuresafefacilitiesforstudentsandstaff.HTHrequiresthateachemployeeandcontractorfurnishHTHwithacriminalrecordsummaryasdescribedinEducationSections44237and45125.1,includingtherequirementthat,asaconditionofemployment,eachnewemployeenotpossessingavalidCaliforniaTeachingCredentialmustsubmittwosetsoffingerprintstotheCaliforniaDepartmentofJusticeforthepurposeofobtainingacriminalrecordsummary.HTHwillcomplywithEducationCodeSection44830.1regardingtherestrictiononhiringofapplicantswithseriousfelonyrecordsasdefinedinthatsection.HTHshallensurethatallemployeesprovideappropriatedocumentationofmandatedtuberculosisriskassessment.HTHshallrequirestudentimmunizationsasaconditionofattendancetothesameextentaswouldapplyifthestudentsattendedanon-charterpublicschool.HTHshallprovidestudenthealthscreenings,includingvisionandhearing,arecompletedtothesameextentaswouldberequiredifthestudentsattendedanon-charterpublicschool.
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ElementSeven(G):RacialandEthnicBalance
HTHshallnotdiscriminateonthebasisofthecharacteristicslistedinEducationCodeSection220(actualorperceiveddisability,gender,genderidentity,genderexpression,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacteristicthatiscontainedinthedefinitionofhatecrimessetforthinSection422.55ofthePenalCodeorassociationwithanindividualwhohasanyoftheaforementionedcharacteristics).HTHfocusesitsrecruitmenteffortsonachievingdiversitywithintheparametersofapplicablelawinanefforttoservestudentbodiesthatarereflectiveoftheracial,ethnic,andsocioeconomicdemographicsofthebroadergeographicareaswherethecampusislocated.HTHworkscooperativelywiththeDistrict,theSanDiegoCountyOfficeofEducation,otherlocalcharterschools,preschools,andcommunity-basedorganizationstoengageinoutreachtostudentsandcommunitymembersinordertoprovideprograminformationandapplicationstoeligibleapplicants.Staffmembersconductinformationalpresentationsthroughoutthesurroundingareatoprovideinformationtoprospectiveapplicants.PublicinformationmeetingsareheldaboutHTH.SpecialemphasisisplacedonholdingsuchmeetingsincommunitiesthatstaffmembershaveidentifiedasthoserepresentingdemographicsthatareunderrepresentedintheapplicantpoolandthatwillbringHTHtowardthegoalofsocio-economicandculturaldiversity.Programdescriptionsandstudentrecruitmentinformationispresentedinamannerthatprovidesaccesstoabroadgroupofstudentsandtheirparentsandguardians.
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ElementEight(H):StudentAdmissionsandAttendance
1. AdmissionsInformationAdmissionsinformationonHTH’swebsiteisaccessibleinmultiplelanguagesthroughtheuseofatranslationfeature.PaperapplicationsarealsoavailableattheHTHoffice.
2. GeneralProceduresforNewApplicantsforAdmission
Thefollowingareadmissionsrequirementsfornewapplicants:
a. Aparentorguardianmustcompleteandsubmitasimple,non-discriminatory
applicationformbyapublisheddeadlinebeforetheendingoftheopenenrollmentperiod.
b. AparentorguardianmustsignastatementagreeingtoabidebyallpoliciesandproceduressetforthintheStudent&ParentHandbook.
HTHinformsparentsandguardiansthatvolunteeringatHTHisencouraged,butitisnotrequiredforadmissionorenrollment.Applicationswillbeacceptedduringapubliclyadvertisedopenenrollmentperiodeachyearforenrollmentinthefollowingschoolyear.Moreinformationregardingtheadmissionsprocessandprocedures,includinganonlineapplication,maybefoundatwww.hightechhigh.org/admissions.
3. MatriculationandTransfersofCurrentHTHStudents
StudentswhoareenrolledatoneoftheHTHcharterschoolsmaycontinuetomatriculatethrough12thgrade,providedtheysatisfactorilycompletethecourseofstudyofferedbytheirpriorHTHcharterschool,andremainingoodacademicstanding.Forexample,astudentattendingHighTechElementaryorHighTechElementaryExplorerwhosatisfactorilycompletesthecourseofstudythrough5thgrade,maymatriculatetoHighTechMiddleorHighTechMiddleMediaArts,and,uponsatisfactorycompletionthrough8thgrade,mayproceedtoHTH,HTHInternational,orHTHMediaArts.HTHmayconsideratransferforanycurrentstudentingoodstandingwhosubmitsatimelytransferrequestseekingtotransferfromoneHTHcharterschooltoanother.However,transfersareanexceptionandareapprovedinlimitedcircumstances.
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Forpurposesofmatriculationandtransfers,satisfactorycompletionmeansthatthestudentpassedthecourseshe/shetookinthepreviousgrade.Forexample,astudentwhofailshis/her8thgradecourseswouldnotbeconsideredfora9thgradeseat,asthatstudentisstillconsideredtobean8thgrader.
4. AdmissionsPriorities
Intheeventapplicationsforadmissionexceedavailability,priorityforadmissionshallbeassignedinthefollowingorder:
a. ReturningorexistingstudentsingoodstandingareexemptfromthelotteryinaccordancewithEducationCodeSection47605(d)(2)(B).
b. ChildrenofemployeesorboardmembersofHTH,HTHFoundation,orHTHLearning.Thispriorityiscappedat10%oftotalenrollment.
c. StudentsbeingpromotedfromortransferringfromanotherschoolthatisoperatedbyHTH(whoalsocompletetheapplicationprocessinatimelyfashion).
d. SiblingsofstudentscurrentlyattendingschoolsoperatedbyHTH,ifthereisspaceavailablewithintheapplicant’szipcodecluster(seebelow).
e. Allotherstudentspermittedbylaw.5. AdmissionsLottery
IfHTHreceivesmoreapplicationsthantherearespacesavailable,apublic,computerizedlotterywillbeheldtodetermineadmissions.Notificationofthelotterydatewillbemadetothepublicandmembersofthepublicwillbeabletowitnessthecomputerizedlotteryprocess.Withinthecontextofthisadmissionprocess,HTHseekstodeliveronthespiritandintentofBrownvs.BoardofEducationbyusinglegally-permissiblemeanstoenrollaprofileofstudentsrepresentativeoftheracial,ethnic,andsocioeconomicdiversityoftheregionwhereHTHoperates.Inthisregard,HTHemployscertainweightingmechanismsinrelationtoitscomputerizedlotterythatfosterdiversityandthatfitsquarelywithinacceptableadmissionsprotocols.Weightingsforgeographyandsocioeconomicstatusareemployedasdescribedbelow.Theseweightingsareadjustedtoaccountforthenumbersofstudents
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fromaparticularzipcodeclusterthathavebeenadmittedfromreturning,promotingandtransferringstudents,siblingpreferencesandboardmemberoremployeepreferences.
a. GeographicZipCodeWeighting:InordertomeettherequirementthatpreferenceforadmissionbeofferedtostudentswhoresideintheschooldistrictwhereHTHislocated,HTHensuresthatapproximately85%ofslotsforadmissionwillbeallocatedtostudentsresidingwithintheattendanceboundariesoftheDistrict.AspartoftheHTHcharterschools,HTHidentifiesattendanceregionsconsistingofseveralcontiguouszipcodeareasor“clusters.”UsingUnitedStatesCensusdata,HTHdeterminesthepercentageofschool-agedstudentsresidingwithineachzipcodeclusterandprovidesweightingwithinthelotteriesdesignedtoencourageacorrespondinglevelofenrollmentfromeachzipcodecluster.
b. SocioeconomicStatusWeighting:Similartothezipcodeweightings,weightingsareimplementedtoencouragesocioeconomicstatusdiversity.Weightingsforsocioeconomicstatusaredesignedtoensurethatatleastapproximately40%ofadmittedstudentsareeligibletoreceivefreeorreducedpricemealsundertheNationalSchoolLunchProgram.
6. Acceptance,NotificationandWaitingPool
Oncetheinitialopeningshavebeenfilledusingtheproceduresdescribedabove,HTHwillnotifychosenapplicantsandinformthemoftheiroptiontoenrollinHTH.Applicantswhohavenotbeenchosenwillhavetheirnamesmaintainedwithintheapplicantwaitingpool.Asadditionalopeningsbecomeavailableaftertheinitialstageofdrawingnames,nameswillbedrawnfromthewaitingpoolinkeepingwithHTH’sadmissionspoliciesasdelineatedabove.Whennamesaredrawn,HTHwillnotifytheapplicantsthattheyhavetheoptionofenrollinginHTH.Notificationswillgiveapplicantsatleastthreefullbusinessdaystoinformtheschooloftheapplicant'sintentions.Intheabsenceofanaffirmativeandtimelyresponsebyphone,letter,oremail,HTHwilleliminatetheapplicantfromconsiderationanddrawanothernamefromthewaitingpool.Theapplicantwaitingpoolexpiresannuallyattheendoftheformalacademicyear,orasotherwisedeterminedbyHighTechHighBoard.
7. InternationalExchangeStudents
HTHseekstoprovideitsstudentswithadditionalopportunitiesforculturalexchange.Tothisend,intheeventthatHTHdeterminesthatitcanaccommodateexchangestudentswithinanygivenschoolyear,HTHreservestherighttoadmitoneortwohighschooljuniorsand/orseniorsforoneexchangeyeareach.
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ElementTen(J):StudentSuspensionsandExpulsions
HTHregardssuspensionandexpulsionasalastresort.TheproceduresbywhichastudentcanbesuspendedorexpelledfromHTHfordisciplinaryreasonsorotherwiseinvoluntarilyremovedfromHTHforanyreasonwillbeconsistentwithallapplicablefederalandstateconstitutionalproceduralandsubstantivedueprocessrequirements.1. OverviewofDisciplinaryActions
ThepurposeofdisciplinaryactionatHTHistoensurethatindividualstudents,theirparents/guardiansandtheHTHcommunitystayfocusedongrowthandlearning.Promptresolutionoftheproblemorissuesisexpected.Disciplinemayincludeanyone,acombinationand/orallofthefollowingdependingonthecircumstances,andatHTHadministration’ssolediscretion.
● Verbaland/orwrittenwarningtothestudent● Lossofprivilegesorremovalfromextra-curricularactivities● Parent/guardiannotification● Awrittencommitmentbythestudenttoimprovehis/herbehaviorand/orperformance
and/ortotakecertainaffirmativeactionstoimprove● AmeetingwiththeDeanofStudents,Director,orsomeotherschooladministratoror
facultymember● AcademicConsequences● Suspension● Expulsion● DenialofRe-admission● OtherformsofdisciplinethatHTHmaydetermineappropriate
2. SuspensionandExpulsionasDisciplinaryActionsCriteriaforsuspensionandexpulsionofstudentswillbeconsistentwithallapplicablefederalandstatestatutesandconstitutionalprovisions.Studentswillbeaffordeddueprocess,includingahearingandrightofappeal,asdescribedbelow.AstudentidentifiedasanindividualwithdisabilitiesorforwhomthereisabasisofknowledgeofasuspecteddisabilitypursuanttotheIndividualswithDisabilitiesAct(“IDEA”)orwhoisqualifiedforservicesunderSection504oftheRehabilitationActof1973(“Section504”)issubjecttothesamegroundsforsuspensionandexpulsionandisaccordedthesamedueprocessproceduresapplicabletoregulareducation
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studentsexceptwhenfederallaworspecialeducationlocalplanarea(“SELPA”)policiesrequireadditionalordifferentprocedures.Thegroundsformandatoryanddiscretionarysuspensionandexpulsionareasfollows:
1. MandatorySuspensionandMandatoryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsformandatorysuspensionandmandatoryrecommendationforexpulsion:
a. Possession,use,sale,orotherwisefurnishinganyfirearm,explosive,orotherdangerousobject.
2. DiscretionarySuspensionandDiscretionaryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsthatmayresultinsuspensionand/orsuspensionwitharecommendationforexpulsion:
a. Possessionof,useof,offering,arrangingand/ornegotiatingtosellorprovideaknife,imitationfirearm,otherweapon,oritemthatcouldbeconstruedand/orusedasaweapon.
b. Possessionof,useof,beingundertheinfluenceof,offering,arrangingand/ornegotiatingtoselland/ordistributetobacco,alcohol,drugs,othercontrolledsubstances,and/orintoxicantsofanykind,including,butnotlimitedtoover-the-countermedicationand/orprescriptiondrugs.
c. Possessionoroffering,orarranging,ornegotiatingtosellanydrugparaphernalia,asdefinedinHealthandSafetyCodeSection11014.5.
d. Thecausationorattemptedcausationofphysicalinjurytootherperson(s),orself,includingphysicalassault,sexualassault,otherformsofassault,andincluding,butnotlimitedtoaidingorabettinginthesame.
e. Thethreatofphysicalinjurytoself,otherindividual(s),and/ortheschoolcommunity,including,butnotlimitedtothreatsofsexualassault,orschool-wideviolence.
f. Disruptionand/ordefiance,including,butnotlimitedtodisruptionofschoolactivitiesand/orwillfuldefianceoftheauthorityofschoolpersonnel.
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g. Theft,robbery,attemptedtheft,and/orattemptedrobberyofschoolorprivateproperty,including,butnotlimitedtoattemptingtostealand/orreceivestolenproperty,aidingorabettinginthesame,and/orknowinglyreceivingstolenproperty.
h. Destructionof,attempteddestructionof,damageto,and/orattempteddamagetoschoolorprivateproperty.
i. Extortion.
j. Sexualharassment.
k. Threatening,harassing,bullying,and/orattemptingtointimidateothermembersofthecommunityincluding,butnotlimitedtoactsof“cyber-bullying.”
l. Obscenity/Profanity/Vulgarity,includingthecommissionofanobsceneactand/orengagementinhabitualprofanity/vulgarity,orsharingobscenevideosorpictures.
m. ViolationsofHTH’sacademicpolicies,including,butnotlimitedtoplagiarismand/orcheating.
n. ViolationsofHTH’sInformationTechnology(“IT”)policies,including,butnotlimitedtotransmittingcomputerviruses,usingorattemptingtouseother’saccounts,trespassinginanother’sportfolio,foldersorfiles,concealingormisrepresentingone’sidentitywhileusingtheITsystem.
o. ViolationsofHTH’scommunitystandardsandconductpoliciesasarticulatedthroughouttheStudent&ParentHandbook.
Astudentmayreceiveconsequencesforthoseactslistedaboveascommittedatanytime,including,butnotlimitedto,(a)whileonschoolgrounds;(b)whilegoingtoorfromschool;(c)duringlunchperiod,onoroffcampus;(d)during,orwhilegoingtoorfrom,aschoolsponsoredactivity;and,(e)duringnon-schooltimeandwhileoffcampusiftheschooldeterminesthatthereisanexusbetweentheactiontakenandtheschoolcommunitysufficienttowarrantactionbytheschool.Ifastudentisarrestedoffcampus,s/hemaybesuspendedatthattimeoruponreturntocampus.
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4. Suspensions
a. SuspensionPendingInvestigationTheSchoolDirector(orhis/herdesignee)hasthediscretiontoandmayimposeasuspensiondirectlyifs/hedeterminesitisappropriate.IftheSchoolDirector(orhis/herdesignee)determinesthatastudentistobesuspended,theSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspensioninwriting,includingreasonsforthesuspensionandthetimeperiodforthesuspension(“SuspensionNotice”).Academicmake-upworkisrequiredduringsuspension.ReturntoschoolmaybecontingentuponsubmissionofawrittenessayaddressingtheissueathandandstatinghowthestudentintendstomoveforwardorsomeotherformofrestorativeprocessastheSchoolmaydetermineinitssolediscretion.
Forsuspensionsoffewerthanten(10)days:
● TheSchoolDirector(orhis/herdesignee)shallprovideoralorwrittennoticeofthechargesagainstthestudent.
● Ifthestudentdeniesthecharges,theSchoolDirector(orhis/herdesignee)shallprovideanexplanationoftheevidencethatsupportsthechargesandanopportunityforthestudenttopresenthis/hersideofthestory.EducationCodeSection47605(b)(5)(J)(i).
Forsuspensionsoften(10)daysormoreandallexpulsionsfordisciplinaryreasons,bothofthefollowing:
● TheSchoolDirector(orhis/herdesignee)shallprovidetimely,writtennoticeofthechargesagainstthestudentandanexplanationofthestudent’sbasicrights;and
● HTHshallprovideahearingadjudicatedbyaneutralofficer(suchasaSchoolDirectororaSchoolDeanfromanotheroneoftheHTHschools),withinareasonablenumberofdays,atwhichthestudentshallhaveafairopportunitytopresenthis/hersideofthestory,andthestudentshallhavetherighttobringlegalcounseloranadvocate.EducationCodeSection47605(b)(5)(J)(ii).
NostudentshallbeinvoluntarilyandpermanentlyremovedbyHTHforanyreasonunlesstheparent/guardianofthestudenthasbeenprovidedwrittennoticeofintenttoremovethestudentnolessthanfiveschooldaysbeforetheeffectivedate
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oftheaction.Thewrittennoticeshallbeinthenativelanguageofthestudentorthestudent’sparent/guardianor,ifthestudentisafosterchildoryouthorahomelesschildoryouth,thestudent’seducationalrightsholder,andshallinformhimorheroftherighttoinitiatetheabove-specifiedproceduresregardingahearingadjudicatedbyaneutralofficer,beforetheeffectivedateoftheaction.Ifthestudent’sparent/guardian,oreducationalrightsholderinitiatestheabove-specifiedhearingprocedures,thestudentshallremainenrolledandshallnotberemoveduntilHTHissuesafinaldecision.Forpurposesofthisclause,“involuntarilyremoved”includesdisenrolled,dismissed,transferred,orterminated,butdoesnotincludeabove-specifiedsuspensionsorexpulsionspertheprocessdescribedintheStudent&ParentHandbook.EducationCodeSection47605(b)(5)(J)(iii).
b. SuspensionPendingExpulsionHearing
IftheSchoolDirector(orhis/herdesignee)determinesattheoutsetthatanexpulsionhearingiswarranted,theSchoolDirector(orhis/herdesignee)mayimposeasuspensionpendinganexpulsionhearing.TheSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspension,thereasonsforthesuspensionandtheexpulsionhearing,givenoticeoftheexpulsionhearingandprovideinformationregardingHTH’sexpulsionprocedures(“SuspensionPendingExpulsionHearingNotice”).
c. DisciplineReviewMeetingIfastudentisplacedonasuspensionofanyform,theschoolmaycallforaDisciplineReviewMeetingwiththeparentsand/orguardians.DuringthecourseoftheDisciplineReviewMeeting,theSchoolDirector(orhis/herdesignee)willdiscusswiththeparentsand/orguardiansthe:(1)natureoftheoffense;(2)theinformationandevidencegatheredtodate;and,(3)nextsteps.IftheSchoolDirector(orhis/herdesignee)determinesthattheschoolwillmoveforwardtoanexpulsionhearing,andtheschoolhasnotyetgivenformalnoticeofanexpulsionhearing,theSchoolDirector(orhis/herdesignee)willprovidetheparentsand/orguardianswithaSuspensionPendingExpulsionHearingNotice.
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ElementEleven(K):RetirementSystems
HTHwilloffercompensationaccordingtotheapprovedcompensationframeworksapprovedbytheHighTechHighBoard.AlleligibleemployeesofHTHwillparticipateintheStateTeachers’RetirementSystem(“STRS”)andthePublicEmployees’RetirementSystem(“PERS”).PositionsatHTHparticipatinginSTRSincludeteachers,schooldirectors,schoolpsychologists,andothers.PositionsatHTHparticipatinginPERSandfederalsocialsecurityincludesitemanagers,ITdirector,andothers.TeachersandotherpersonsworkingatHTHwillretainallpreviouslyvestedrightsintheirrespectiveretirementsystems,includingbutnotlimitedtoSTRS,PERS,andfederalsocialsecurity.HTH’sfinanceandbusinessstaffmembersareresponsibleforensuringthatappropriatearrangementsforcoverage,includingappropriatecontributions,havebeenmadefortheretirementsystems.
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ElementTwelve(L):PublicSchoolAttendanceAlternatives
HTHisaschoolofchoice.NostudentisrequiredtoattendHTH.Studentschoosing
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